Environmental education as a stand-alone subject in Grades 10, 11 and 12. A case study of one high school in the East London education district

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dc.contributor.authorKhumalo, Peter
dc.date.accessioned2016-09-23T07:24:47Z
dc.date.available2016-09-23T07:24:47Z
dc.date.issued2014
dc.description.abstractThis study was inspired by the researcher’s passion for environmental education to becoming an independent academic school subject. Armed with the Wildlife and Environmental Society of South Africa (WESSA) educator training course and exposure when WESSA piloted its project in the school, the researcher embarked on the sampling of the school population in respect of the feasibility of environmental education as a stand-alone subject rather than an integrated entity of other subjects as the case in the current Curriculum and Assessment Policy Statement (CAPS) document. The researcher undertook a qualitative study using a case study approach of one WESSA pilot school to determine the perceptions of learners who were involved in the pilot study as a Youth Club or Eco- club members as well as those learners who were not involved in the WESSA study. The researcher furthermore interviewed a sample of three teachers who reflect the sentiments of school teaching population and presented findings on their attention given to EE in CAPS curriculum. The argument is for the need for EE to become a stand-alone subject and the need for a specialised teacher to teach this particular subject. The study reviewed literature from Mpumalanga and Lusikisiki in the Eastern Cape. The researcher argued for EE as an important subject that aligns to a democratic South Africa that focuses on the respect for the environment and the sustenance of citizens within a school community.en_ZA
dc.identifier.urihttp://hdl.handle.net/20.500.11837/569
dc.language.isoenen_ZA
dc.subjectEnvironmental education -- Study and teaching -- South Africa
dc.subjectEnvironmental education
dc.titleEnvironmental education as a stand-alone subject in Grades 10, 11 and 12. A case study of one high school in the East London education districten_ZA
dc.typeThesisen_ZA

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