Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V18I0.137414
C.P.C. Chacko
Several researchers have noted that the knowledge and awareness of students with regard to environmental concepts and issues are at a low level. The assumption is that pupils from urban schools are more knowledgeable about environmental concepts and issues than those from rural schools. The major aim of this study is to assess the knowledge and understanding of Grade 10-12 students about selected environmental concepts and issues such as population, ozone layer, green house effect, and acid rain. Another aim of this study is to find out whether there is any difference between the knowledge and awareness of Grade 10-12 students to environmental issues with regard to the location of their schools. This study was conducted at four secondary schools. The study involved the use of questionnaire, observation of the school settings and discussions with some students. It was found that students' knowledge and awareness of environmental issues are limited and that students from schools in urban areas had better scores than students from schools in rural areas. The results indicate that the majority of students have low levels of environmental knowledge.
{"title":"An understanding of environmental concepts and issues among grade 10-12 students from urban and rural schools","authors":"C.P.C. Chacko","doi":"10.4314/SAJEE.V18I0.137414","DOIUrl":"https://doi.org/10.4314/SAJEE.V18I0.137414","url":null,"abstract":"Several researchers have noted that the knowledge and awareness of students with regard to environmental concepts and issues are at a low level. The assumption is that pupils from urban schools are more knowledgeable about environmental concepts and issues than those from rural schools. The major aim of this study is to assess the knowledge and understanding of Grade 10-12 students about selected environmental concepts and issues such as population, ozone layer, green house effect, and acid rain. Another aim of this study is to find out whether there is any difference between the knowledge and awareness of Grade 10-12 students to environmental issues with regard to the location of their schools. This study was conducted at four secondary schools. The study involved the use of questionnaire, observation of the school settings and discussions with some students. It was found that students' knowledge and awareness of environmental issues are limited and that students from schools in urban areas had better scores than students from schools in rural areas. The results indicate that the majority of students have low levels of environmental knowledge.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126383186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V27I0.172809
H. Lotz-Sisitka
Environmental Education involves a variety of teaching and learning processes which are diversely situated in a range of social and educational contexts. The diversity of scope is an interesting 'contour' of a field like environmental education. Contemporary environmental sciences and complexity studies draw our attention to an ever-changing world and to increasingly complex social-ecological issues, patterns and risks that require our attention. These too influence the scope of environmental education teaching and learning processes. This edition of the Southern African Journal of Environmental Education provides a window through which we may see some of the scope of environmental education activities, research questions, learning and teaching settings, and educational activity. It provides insight into the range of research methodologies that are being deployed to investigate the educational processes that are needed for re-orientation towards sustainability, equity, adaptability and transformation at the people-environment interface.
{"title":"Editorial: The Scope of Teaching and Learning in Environmental Education","authors":"H. Lotz-Sisitka","doi":"10.4314/SAJEE.V27I0.172809","DOIUrl":"https://doi.org/10.4314/SAJEE.V27I0.172809","url":null,"abstract":"Environmental Education involves a variety of teaching and learning processes which are diversely situated in a range of social and educational contexts. The diversity of scope is an interesting 'contour' of a field like environmental education. Contemporary environmental sciences and complexity studies draw our attention to an ever-changing world and to increasingly complex social-ecological issues, patterns and risks that require our attention. These too influence the scope of environmental education teaching and learning processes. This edition of the Southern African Journal of Environmental Education provides a window through which we may see some of the scope of environmental education activities, research questions, learning and teaching settings, and educational activity. It provides insight into the range of research methodologies that are being deployed to investigate the educational processes that are needed for re-orientation towards sustainability, equity, adaptability and transformation at the people-environment interface.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128138880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V32I1.152735
Ronicka Mudaly, Raeesa. Ismail
A specialised multi-pronged approach is necessary in order for environmental and sustainability content knowledge to be integrated into the Science curriculum. This underscores the need for Science teachers to be innovative in their teaching, and to be supported through professional development. This study aims to explore how professional development at a tertiary institution can be used to support practising Science teachers in curriculum innovation when they teach environmental and sustainability education in the new Curriculum Assessment Policy Statement (CAPS) curriculum. A qualitative approach is adopted in this interpretivist study. The sample comprises ten purposefully selected Science teachers who registered for a Bachelor of Education Honours programme. Drawing on constructs from the Zone of Feasible Innovation (ZFI), which is related to Vygotsky’s Zone of Proximal Development (ZPD), practising Science teachers’ engagement in curriculum innovation in environmental and sustainability education is analysed. Data were generated using reflective journals, lesson plans, and interviews. The findings suggest that teachers experience challenges related to ‘the how’ and ‘the what’ of implementation of environmental education concepts enshrined in the CAPS document. Insights into teacher agency (in terms of content knowledge, teaching strategies and assessment) which catalysed teacher transformation, are presented. The implications of the findings will be significant for education department officials involved in teacher professional development, teacher education institutions, and school teachers themselves. Keywords : Curriculum innovation, environmental and sustainability education, professional development.
{"title":"Professional Development in Environmental and Sustainability Education: Voices, Practices and Reflections of Science Teachers","authors":"Ronicka Mudaly, Raeesa. Ismail","doi":"10.4314/SAJEE.V32I1.152735","DOIUrl":"https://doi.org/10.4314/SAJEE.V32I1.152735","url":null,"abstract":"A specialised multi-pronged approach is necessary in order for environmental and sustainability content knowledge to be integrated into the Science curriculum. This underscores the need for Science teachers to be innovative in their teaching, and to be supported through professional development. This study aims to explore how professional development at a tertiary institution can be used to support practising Science teachers in curriculum innovation when they teach environmental and sustainability education in the new Curriculum Assessment Policy Statement (CAPS) curriculum. A qualitative approach is adopted in this interpretivist study. The sample comprises ten purposefully selected Science teachers who registered for a Bachelor of Education Honours programme. Drawing on constructs from the Zone of Feasible Innovation (ZFI), which is related to Vygotsky’s Zone of Proximal Development (ZPD), practising Science teachers’ engagement in curriculum innovation in environmental and sustainability education is analysed. Data were generated using reflective journals, lesson plans, and interviews. The findings suggest that teachers experience challenges related to ‘the how’ and ‘the what’ of implementation of environmental education concepts enshrined in the CAPS document. Insights into teacher agency (in terms of content knowledge, teaching strategies and assessment) which catalysed teacher transformation, are presented. The implications of the findings will be significant for education department officials involved in teacher professional development, teacher education institutions, and school teachers themselves. Keywords : Curriculum innovation, environmental and sustainability education, professional development.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"63 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128527093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V21I0.122685
Iris Jane-Mary Chimbodza, J. V. Ongevalle, M. Madondo
This paper describes a story-in-action of the Secondary Teacher Training Environmental Education Programme (St 2 eep) in Zimbabwe. The programme seeks to integrate environmental education into the secondary teacher training curriculum.This paper critically reviews the meaning of stakeholder involvement and participatory action research which are believed by the authors to guide the programme.This is done through narrating some important processes within St 2 eep.These include the project formulation, collegebased sensitisation workshops, establishment of environmental education parameters, development of environmental education resource materials and an orientation programme for college lecturers.The paper shows that the involvement of stakeholders and participatory action research has enhanced critical reflection within St 2 eep. The authors also argue that participation diffuses in a multitude of ways throughout our journey of engagement with our work, lifestyle and environment.
{"title":"Environmental Education in Action in Secondary Teacher Training in Zimbabwe","authors":"Iris Jane-Mary Chimbodza, J. V. Ongevalle, M. Madondo","doi":"10.4314/SAJEE.V21I0.122685","DOIUrl":"https://doi.org/10.4314/SAJEE.V21I0.122685","url":null,"abstract":"This paper describes a story-in-action of the Secondary Teacher Training Environmental Education Programme (St 2 eep) in Zimbabwe. The programme seeks to integrate environmental education into the secondary teacher training curriculum.This paper critically reviews the meaning of stakeholder involvement and participatory action research which are believed by the authors to guide the programme.This is done through narrating some important processes within St 2 eep.These include the project formulation, collegebased sensitisation workshops, establishment of environmental education parameters, development of environmental education resource materials and an orientation programme for college lecturers.The paper shows that the involvement of stakeholders and participatory action research has enhanced critical reflection within St 2 eep. The authors also argue that participation diffuses in a multitude of ways throughout our journey of engagement with our work, lifestyle and environment.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131936438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V24I0.122752
M. Ketlhoilwe
This paper analyses teachers’ responses to the introduction of environmental education policy in Botswana’s primary schools. The 1994 Revised National Policy on Education introduced environmental education into the education system through an infusion approach. This paper reflects on some of the issues and challenges confronting teachers in interpreting and implementing this environmental education policy. The findings are based on research conducted in four regions in Botswana. Data for this research were generated through interviews, questionnaires and classroom observations, and were supplemented by a genealogical analysis of key documents and interviews with policy makers. A post-structural analysis of the data indicates that various normalising (self governing) strategies were applied by teachers in their policy interpretations. The study also considers how these environmental education policy interpretations are influenced by the construction of the policy discourses, and by contextual challenges emanating from the genesis of the policy, conceptions of environmental education, support mechanisms, educators’ experiences and power relations.
{"title":"Environmental Education Policy Implementation Challenges in Botswana Schools","authors":"M. Ketlhoilwe","doi":"10.4314/SAJEE.V24I0.122752","DOIUrl":"https://doi.org/10.4314/SAJEE.V24I0.122752","url":null,"abstract":"This paper analyses teachers’ responses to the introduction of environmental education policy in Botswana’s primary schools. The 1994 Revised National Policy on Education introduced environmental education into the education system through an infusion approach. This paper reflects on some of the issues and challenges confronting teachers in interpreting and implementing this environmental education policy. The findings are based on research conducted in four regions in Botswana. Data for this research were generated through interviews, questionnaires and classroom observations, and were supplemented by a genealogical analysis of key documents and interviews with policy makers. A post-structural analysis of the data indicates that various normalising (self governing) strategies were applied by teachers in their policy interpretations. The study also considers how these environmental education policy interpretations are influenced by the construction of the policy discourses, and by contextual challenges emanating from the genesis of the policy, conceptions of environmental education, support mechanisms, educators’ experiences and power relations.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134060219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V27I0.122860
C. Masara
This paper explores social learning processes and nature-culture relations in a context of transition from traditional to commercial beekeeping in Zimbabwe. The contours of social learning provided by Wals (2007) are used to probe the learning processes in the social interactions shaping an emerging community of commercial beekeepers and their small and medium enterprise development practices. The paper illustrates how the practice of engaging communities in participatory expansive learning research could benefit from more refined tools for understanding the open-ended contours of social learning interactions in relation to nature-culture relations.
{"title":"Social learning Processes and Nature-Culture relations of Commercial Beekeeping Practices as Small and Medium Enterprise development in Zimbabwe","authors":"C. Masara","doi":"10.4314/SAJEE.V27I0.122860","DOIUrl":"https://doi.org/10.4314/SAJEE.V27I0.122860","url":null,"abstract":"This paper explores social learning processes and nature-culture relations in a context of transition from traditional to commercial beekeeping in Zimbabwe. The contours of social learning provided by Wals (2007) are used to probe the learning processes in the social interactions shaping an emerging community of commercial beekeepers and their small and medium enterprise development practices. The paper illustrates how the practice of engaging communities in participatory expansive learning research could benefit from more refined tools for understanding the open-ended contours of social learning interactions in relation to nature-culture relations.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125621250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V29I0.122257
M. Westin, Alexander Hellquist, David Kronlid, John Colvin
Owing to rapid urbanisation, cities are becoming a key locus for making sense of, and influencing, social and technological development. Urban sustainability is high on the research as well as on the development agenda. The complexity of modern cities often defies conventional governance mechanisms to promote sustainability, such as regulation, information and economic incentives. This has prompted a growing interest in innovative approaches based on collaborative learning in diverse groups of stakeholders in pursuit of sustainability. In this article, we wish to contribute to, and advance, the research and practice regarding urban sustainability by exploring the experiences of designing and facilitating a programme for multistakeholder collaboration, trust-building and concerted action in six cities in Europe, southern Africa and Southeast Asia. We apply an action research method called ‘learning history’ to understand the learning processes in the design and facilitation team and in two multistakeholder groups in Makana in South Africa and Malmo in Sweden. The findings illustrate how collaborative learning theory and systems thinking framed useful praxis for facilitating rich learning processes in these three teams. The article is presented in four sections: Section 1 provides the introduction and orientation; Section 2 provides a process description of the design of the SUS Programme; Section 3 provides learning histories; and Section 4 provides reflexive engagement on these.
{"title":"Towards Urban Sustainability : Learning from the Design of a Programme for Multi-stakeholder Collaboration","authors":"M. Westin, Alexander Hellquist, David Kronlid, John Colvin","doi":"10.4314/SAJEE.V29I0.122257","DOIUrl":"https://doi.org/10.4314/SAJEE.V29I0.122257","url":null,"abstract":"Owing to rapid urbanisation, cities are becoming a key locus for making sense of, and influencing, social and technological development. Urban sustainability is high on the research as well as on the development agenda. The complexity of modern cities often defies conventional governance mechanisms to promote sustainability, such as regulation, information and economic incentives. This has prompted a growing interest in innovative approaches based on collaborative learning in diverse groups of stakeholders in pursuit of sustainability. In this article, we wish to contribute to, and advance, the research and practice regarding urban sustainability by exploring the experiences of designing and facilitating a programme for multistakeholder collaboration, trust-building and concerted action in six cities in Europe, southern Africa and Southeast Asia. We apply an action research method called ‘learning history’ to understand the learning processes in the design and facilitation team and in two multistakeholder groups in Makana in South Africa and Malmo in Sweden. The findings illustrate how collaborative learning theory and systems thinking framed useful praxis for facilitating rich learning processes in these three teams. The article is presented in four sections: Section 1 provides the introduction and orientation; Section 2 provides a process description of the design of the SUS Programme; Section 3 provides learning histories; and Section 4 provides reflexive engagement on these.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132421402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V27I0.122874
Lausanne Olvitt
In the context of increasing national and global environmental challenges and their implications for the working world, new ethics and practices are being introduced into workplaces that take better account of socio-ecological relations. Little is understood, however, about the nature of ethics-oriented workplace learning. Drawing on Cultural Historical Activity Theory (CHAT), which enables historically and contextually situated relational perspectives to emerge, this paper explores contradictions in the activity systems of two young environmental education learner-practitioners struggling to engage with the ethical dimensions of their professional work and the professional development course they are studying. The study focuses in particular on the environmental values and ethics component of their course – a year-long Learnership in Environmental Education, Training and Development Practices (EETDP). The paper reflects how tensions and contradictions within and between the interacting activity systems of the workplace, the course, and its regulating qualifications authority influence the teaching and learning of the environmental ethics component of the course. Ethics-oriented teaching and learning processes are found to be strongly influenced by the ‘rules’ and ‘mediating tools’ of these interacting systems, but these are often at odds with the ethical perspectives, socio-cultural context and skills of the ‘subject’ and ‘community’. These systemic contradictions can be more fully understood when their cultural and historical origins are made explicit. The analytical process has led to a more nuanced understanding of ethics-oriented teaching and learning in a workplace-based course, and has revealed several areas needing more careful research (particularly the area of environmental discourses) and the explicit and implicit language of ethics.
{"title":"Ethics-oriented Learning in Environmental Education Workplaces: An activity theory approach","authors":"Lausanne Olvitt","doi":"10.4314/SAJEE.V27I0.122874","DOIUrl":"https://doi.org/10.4314/SAJEE.V27I0.122874","url":null,"abstract":"In the context of increasing national and global environmental challenges and their implications for the working world, new ethics and practices are being introduced into workplaces that take better account of socio-ecological relations. Little is understood, however, about the nature of ethics-oriented workplace learning. Drawing on Cultural Historical Activity Theory (CHAT), which enables historically and contextually situated relational perspectives to emerge, this paper explores contradictions in the activity systems of two young environmental education learner-practitioners struggling to engage with the ethical dimensions of their professional work and the professional development course they are studying. The study focuses in particular on the environmental values and ethics component of their course – a year-long Learnership in Environmental Education, Training and Development Practices (EETDP). The paper reflects how tensions and contradictions within and between the interacting activity systems of the workplace, the course, and its regulating qualifications authority influence the teaching and learning of the environmental ethics component of the course. Ethics-oriented teaching and learning processes are found to be strongly influenced by the ‘rules’ and ‘mediating tools’ of these interacting systems, but these are often at odds with the ethical perspectives, socio-cultural context and skills of the ‘subject’ and ‘community’. These systemic contradictions can be more fully understood when their cultural and historical origins are made explicit. The analytical process has led to a more nuanced understanding of ethics-oriented teaching and learning in a workplace-based course, and has revealed several areas needing more careful research (particularly the area of environmental discourses) and the explicit and implicit language of ethics.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132280348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V18I0.137436
Jane Burt
This paper is a pair of binoculars which I have used to scan the last two years that I have been studying environmental education, the focus being on the research I did on Theatre for Development for environmental education in formal education. The paper aims to bring into view some on the paradoxes of doing environmental education within the structure of formal education from the tragic position of post-modern intellectual thought. I ask whether a critical approach to environmental education can exist within the current structure of formal education? I question whether environmental education can be viewed as a fixed product (be this a positivistic or critical product) within a formal structure and instead call for environmental education to be viewed as reflexive experience.
{"title":"EMBRACING UNCERTAINTIES: THE PARADOX OF ENVIRONMENTAL EDUCATION WITHIN FORMAL EDUCATION.","authors":"Jane Burt","doi":"10.4314/SAJEE.V18I0.137436","DOIUrl":"https://doi.org/10.4314/SAJEE.V18I0.137436","url":null,"abstract":"This paper is a pair of binoculars which I have used to scan the last two years that I have been studying environmental education, the focus being on the research I did on Theatre for Development for environmental education in formal education. The paper aims to bring into view some on the paradoxes of doing environmental education within the structure of formal education from the tragic position of post-modern intellectual thought. I ask whether a critical approach to environmental education can exist within the current structure of formal education? I question whether environmental education can be viewed as a fixed product (be this a positivistic or critical product) within a formal structure and instead call for environmental education to be viewed as reflexive experience.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125097419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V30I0.121967
G. Nhamo
The world is set to apply green economy as a framework for achieving sustainable development, eradicate poverty and inequality and create jobs. This reality follows the consensus on green economy by global leaders during Rio+20 in June 2012. At the centre of the green economy is the need to address negative impacts associated with one of the global challenges of our epoch, climate change. Higher education (including further education) is viewed by many as an enabling platform for the generation and acquisition of green economy knowledge and skills for the future we want. The question this paper seeks to address is: are African institutions of higher education green economy ready? This question is not only limited to the curricula, but to broader impact areas in higher education that include the institutionalisation of green economy in policy, research and research management structures, in depth understanding of the green economy concept and the manner in which it links to existing paradigms like sustainable development as well as higher education– private sector partnerships. The paper shows that there are a number of emerging initiatives that can be seen to be developing green economy education and training in higher/further education contexts, but that much more needs to be done. The paper shows a ‘slow awakening’ to the green economy call as revealed by activities from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Environmental Education Association of Southern Africa (EEASA) and selected universities and private sector initiatives.
{"title":"Reviewing Some Implications of the Green Economy for Higher and Further Education Institutions","authors":"G. Nhamo","doi":"10.4314/SAJEE.V30I0.121967","DOIUrl":"https://doi.org/10.4314/SAJEE.V30I0.121967","url":null,"abstract":"The world is set to apply green economy as a framework for achieving sustainable development, eradicate poverty and inequality and create jobs. This reality follows the consensus on green economy by global leaders during Rio+20 in June 2012. At the centre of the green economy is the need to address negative impacts associated with one of the global challenges of our epoch, climate change. Higher education (including further education) is viewed by many as an enabling platform for the generation and acquisition of green economy knowledge and skills for the future we want. The question this paper seeks to address is: are African institutions of higher education green economy ready? This question is not only limited to the curricula, but to broader impact areas in higher education that include the institutionalisation of green economy in policy, research and research management structures, in depth understanding of the green economy concept and the manner in which it links to existing paradigms like sustainable development as well as higher education– private sector partnerships. The paper shows that there are a number of emerging initiatives that can be seen to be developing green economy education and training in higher/further education contexts, but that much more needs to be done. The paper shows a ‘slow awakening’ to the green economy call as revealed by activities from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Environmental Education Association of Southern Africa (EEASA) and selected universities and private sector initiatives.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128606617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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