Abstract
M.Ed.
Lack of community involvement in the provision of social-environmental education
programmes has become a serious problem, even though some communities are
aware that they should be involved.
In this study an attempt is made to find out how the community is, or could be,
involved in the provision of social-environmental education programmes in primary
schools, that is, the issue of community involvement in a school's delivery of
Environmental Education, focusing especially on social issues.
Part of transforming the education system is making it democratic. The
democratisation of education includes the idea that stakeholders such as parents,
teachers, learners, and members of the community should be able to participate in
the activities of schools. Put simply, the right to education and the duty to
transform education, means that all stakeholders have new rights and
responsibilities. They have rights and responsibilities concerning the way schools
are run, and the way in which education takes place. It is the responsibility of the
state, the parents, learners, educators, and others to provide the best possible
social-environmental education for all learners. The state cannot provide
everything and do everything for the school. It cannot afford to do this. Parents and members of school communities are often
in the best position to know what their schools really need, and are aware of what
problems exist in their schools. This is a meaningful role within the school.
Therefore, there must be a partnership between all stakeholders who have an
interest in education. The partners are the state, the parents, learners educators,
and members of school communities.