Nashilongo, Onesmus (2012) An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia. Masters thesis, Rhodes University.
This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting phase from 2001 to 2005. This study was shaped and informed by international theories, practices and perspectives of a whole school approach as cited in chapter two of this study. In other words a whole school approach has provided theoretical background information and a practical framework on which this study was built. A whole school approach provides a theoretical understanding of how the school community, the biophysical environment, as well as the curriculum can benefit from EE projects through a whole school development approach. The whole school approach, discussed in this study, provides an opportunity to see the link between the whole school approach and ESD in order to understand the role a whole school approach plays in the implementation of ESD in Namibia. The research took the form of an interpretive case study focusing on a study of two teachers, two learners, and two members of the community. Data were collected through semi-structured interviews, document analysis and site observations. This study was undertaken two years later after the Supporting Environmental Education Namibia (SEEN) pilot project phased out. The findings indicate that despite the training and support received by the schools during the operation of the Supporting Environmental Education Namibia (SEEN) pilot project, schools are still experiencing problems with the application of a whole school approach. The findings revealed that the curriculum should provide guidelines and examples to support teachers on how to integrate environmental education in the teaching and learning process. The results of the study indicate that teachers, learners and members of the community have a limited understanding about how a whole school development approach in environmental education is linked to Education Sustainable Development (ESD) and the four dimensions of the environment.
|Item Type:||Thesis (Masters)|
|Uncontrolled Keywords:||Environmental education, Curricula, Namibia, Oshana, Supporting Environmental Education in Namibia (SEEN), Sustainable development|
|Subjects:||L Education > LB Theory and practice of education|
L Education > LG Individual institutions (Asia. Africa)
|Divisions:||Faculty > Faculty of Education > Education|
|Supervisors:||Van Harmelen, Ursula|
|Deposited By:||Ms Chantel Clack|
|Deposited On:||26 Sep 2012 14:03|
|Last Modified:||26 Sep 2012 14:03|
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