Abstract
M.Ed.
For many years, Environmental Education was marginalised in the school curriculum,
as it was seen to belong with subjects like geography and biology. This alienated it
from the majority of teachers who are not trained in science related subjects. Thus only
few pupils, who happened to have studied under science oriented institutions or
teachers, were exposed to this field of knowledge.
On 24 March 1997, the national Ministry of Education launched a new Outcomes
Based Education (OBE) system for South Africa, called Curriculum 2005. This marked
the end of different education systems that had existed in South Africa, and also
opened new avenues for cross curricular issues such as Environmental Education,
which did not form part of the school curriculum in the past.
The primary aims of the study are:
to investigate ways in which Environmental Education could benefit and support
Curriculum 2005;
to document the process that led to the infusion of Environmental Education into the
school curriculum; and
to determine needs and problems of teachers implementing Curriculum 2005 and
suggest possible solutions for their problems.
The data for this study was collected by using qualitative techniques of consultative
synthesis; group open-ended interviews; public forums; field studies; observations and
literature research related to different aspects of Environmental Education activities.
In addition, a questionnaire was used in four regions that constitute the Northern Cape
Provincial Education Department.
The realities are that teacher education programmes in many institutions do not
include courses in Environmental Education. Education about the environment has not
been a visible priority in many countries, including South Africa. As indicated in this
study, the situation in the Northern Cape clearly gives evidence of this. On the other
hand, teachers had serious misgivings about their competence to teach Environmental
Education.
The enthusiasm reflected by teachers in the province, their potential and willingness
to learn, are but a few indications of the possible success of Environmental Education
in the province. The major/main problem identified is the OBE terminology which
seems to hamper the implementation of Curriculum 2005.
Thus, the success of Environmental Education in South African formal education
depends on how well teachers adapt to, understand, are prepared for and committed
to Curriculum 2005. I believe that if Curriculum 2005 succeeds, Environmental
Education will also succeed. If it fails, Environmental Education will probably fail too,
since is regarded as an integral part of the curriculum.