eeasa bulletin 25 · the last article is a book review provided by dr eureta rosenberg. she looked...
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AIMS OF EEASAAIMS OF EEASAAIMS OF EEASAAIMS OF EEASAAIMS OF EEASATo act as a responsible body for the purpose of consultation and co-ordination on matters of public andprofessional interest concerning environmental education in southern Africa.
To promote interdisciplinary as well as multi-disciplinary environmental education. To promote, organise and sponsor activities associated with, and research in, environmental
education. To disseminate information on environmental education. To provide opportunities for the exchange of ideas and opinion, inter alia by means of the
publication of a journal, bulletin, newsletter and occasional monographs.
Members receive two free copies of the Environmental Education Bulletin and a copy of the SouthernAfrican Journal of Environmental Education, Ethics and Action.
Membership enquiries may be directed to: The Administrative Secretary, EEASA, PO Box 394, Howick,3290, South Africa. Tel: +27(0)33-3303931; Fax: +27(0)33-3304576; E-mail: [email protected];Web site: www.info-net.net/eeasa
The Environmental Education Bulletin is a forum for the exchange of opinions and shared successstories of environmental education projects in southern Africa. Views expressed do not necessarilyrepresent or reflect those of the Environmental Education Association of Southern Africa (EEASA).
ISSN 0256 7504
Published by theEnvironmental Education Association of Southern Africa (EEASA)
BULLETIN EDITORSBULLETIN EDITORSBULLETIN EDITORSBULLETIN EDITORSBULLETIN EDITORSVlady Russo, Tel: +27(0)33-330 3931
E-mail: [email protected] Martens, Tel: +27(0)33-330 3931
E-mail: [email protected]
JOURNAL EDITORJOURNAL EDITORJOURNAL EDITORJOURNAL EDITORJOURNAL EDITORProf. Heila Lotz-Sisitka, Tel: +27(0)46-603 8390
E-mail: [email protected]
OFFICE BEARERS 2003/2004OFFICE BEARERS 2003/2004OFFICE BEARERS 2003/2004OFFICE BEARERS 2003/2004OFFICE BEARERS 2003/2004Innocent Hodzonge (Honorary President)
Vlady Russo (Honorary Secretary)Mumsie Gumede (Honorary Treasurer)
Barulaganye Mogotsi (Botswana)Gcina Dladla (Swaziland)Likonelo Bitso (Lesotho)
Sarajevo Malepeng (Botswana)Sibongile Mavimbela (Swaziland)
Soul Shava (Zimbabwe)
ADMINISTRAADMINISTRAADMINISTRAADMINISTRAADMINISTRATIVE SECRETTIVE SECRETTIVE SECRETTIVE SECRETTIVE SECRETARYARYARYARYARYHappy Khumalo
GUEST EDITORSGUEST EDITORSGUEST EDITORSGUEST EDITORSGUEST EDITORSJustin Lupele, Tel: +27(0)46-603 8389
E-mail: [email protected] Ward, Tel: +27(0)33-330 3931
E-mail: [email protected] Olvitt, Tel: +27(0)33-330 3931
E-mail: [email protected]
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As we are in the closing stages of the year 2003 and after the successful conference in Windhoek, Namibia,work and planning is being done to prepare the next conference. As we go from conference to conference wenote that environmental educators are getting more enthusiastic and environmental education activities arewidening in southern Africa. On the other hand there we are facing more challenges in our work, and responsiveand contextual curricula, programmes and materials are being developed. One of the next challenges forEEASA and environmental educators worldwide is the forthcoming United Nations Decade on Education forSustainable Development (2005-2014). As we prepare ourselves for such an important event, it seemsimportant to look back at our current practice with a view to informing future responses to the environmentalcrisis. In this Bulletin, we mainly look at how many people are responding and contributing to the achievementof the recommendations in the ‘Gaborone Declaration’. We also provide some background on the UnitedNations (UN) Decade on Education for Sustainable Development (ESD).
The first article is a summary of a keynote speech presented by Professor Heila Lotz-Sisitka at the 2003EEASA Conference. She looks critically at the ‘Gaborone Declaration’ and highlights areas of concern forenvironmental education. Professor Lotz-Sisitka also presents areas for further deliberations amongst EEASAmembers as a way of positioning ourselves in relation to the UN Decade on ESD. In the second article EdgarNeluvhalani describes how the mobilisation of indigenous knowledge can support the South African Curriculum2005 and he draws on the ‘Gaborone Declaration’ to illustrate some of his arguments. Charles Obol andHelen Springall Bach provide an analysis of how the SADC Regional Environmental Education Programmehas been contributing to environmental education policy processes in southern Africa, particularly in relationto meeting the recommendations of the ‘Gaborone Declaration’. The relationship between an innovativeschool based programme (Eco-Schools) and the ‘Gaborone Declaration’ is the focus of the article written byKim Ward. She introduces the Eco-Schools programme and looks at how the Eco-Schools in South Africaare responding to issues associated with curriculum development.
Learning support materials is one of the main themes of the ‘Gaborone Declaration’. The Declaration identifiedlack of research into the relationship between the quality, accessibility and effectiveness of learning supportmaterials and recommended the development materials which are flexible and adaptable to diverse and changingcontexts. Steve Murray describes how the Action magazine addresses these issues and emphasises theimportance of research in action to make the materials more relevant to the daily lives of learners. As the‘Gaborone Declaration’ calls for a radical re-orientation of education and training in all sectors, Lou-Nita LeRoux and John Roff present a series of innovative experiments that they have been conducted through the useof interactive signage in botanical gardens.
To provide a better understanding to the United Nations Decade on Education for Sustainable Developmentwe adapted an article by Mary Joy Pigozzi from UNESCO, who provides the background to the Decade, itsaims as well as links to the World Summit on Sustainable Development and the Agenda 21. The next articlelooks at how education for sustainable development can be achieved if curricula make provision of learners topractice emotional literacy. Alistair Chadwick also uses some of the ‘Gaborone Declaration’ recommendationsas a starting point for his arguments. The last article is a book review provided by Dr Eureta Rosenberg. Shelooked at a sourcebook on the Development, Adaptation and Use of Learning Support Materials producedby the SADC Regional Environmental Education Programme. A short article on a book with a number ofenvironmental education case stories from Namibia is also provided.
This issue of the EEASA Bulletin also marks the end of my activity as the Bulletin Editor. It hasbeen an exciting learning experience to put together five issues of this Bulletin and to networkwith all the writers and contributors. Elizabeth Martens and Kim Ward will ensure that EEASAmembers will continue to receive their bi-annual publication.Vlady Russo & Elizabeth Martens
Editorial
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EEASA NEWSEEASA NEWSEEASA NEWSEEASA NEWSEEASA NEWS
2003 EEASA Conference ................................ 3
2004 EEASA Conference ................................ 3
EEASA Monograph .......................................... 4
EEASA Journal ................................................. 4
ARTICLESARTICLESARTICLESARTICLESARTICLESEEASA, the WSSD and the United Nations Decadeon Education for Sustainable Development.Heila Lotz-Sisitka ............................................ 5
Transforming education through mobilisingindigenous knowing in contexts of environmentallearning.Edgar Neluvhalani ......................................... 12
Supporting environmental education policyprocesses in southern Africa: The experience of theSADC REEP.Charles Obol & Helen Springall Bach ........... 16
Eco-Schools and the Gaborone Declaration.Kim Ward ........................................................ 19
Research in Action: The experience of ActionMagazine.Steve Murray ........................................... 22
Hearing the visitors - Experiments with interactivesignage in South Africa's National BotanicalGardens.Lou-Nita Le Roux & John Roff ..................... 27
UNESCO and The International Decade ofEducation for Sustainable Development.Mary Joy Pigozzi ............................................. 30
Education for sustainable development requirescurricula that enable learners to practice emotionalliteracy.Alistair Chadwick ....................................... 35
RESOURCESRESOURCESRESOURCESRESOURCESRESOURCESBook review - SADC REEP sourcebook no. 2Eureta Rosenberg ............................................ 38
Close Encounters - A Series of NamibianEnvironmental Case Stories ........................... 40
CONTENTS
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2003 EEASA ConferenceThe Namibian EnvironmentalEducation Network hosted the21st EEASA Conference inWindhoek, Namibia from 23rd to25th June 2003. This conferencefocused on the issues related toEE in the past and present andas a way of discussion for thefuture. Over 320 participantsfrom southern Africa and over-seas attended the conference.
The conference was opened bythe Honourable Nahus Angula,Minister of Higher Education,Training and EmploymentCreation. He emphasised theneed for educational processesthat respond to the needs of localpeople and to the environmentalproblems which the southernAfrica region is facing. He askedfor debates that focused on howenvironmental educators cancontribute towards sustainabledevelopment, particularly inrelation to the forthcoming UNDecade on Education forSustainable Development (ESD).
A number of keynote speeches,paper and poster presentations,and workshops were organised.These included topics such as therole of local governments in sup-porting environmental projects,the mobilisation of indigenousknowledge as a way to supportenvironmental education proces-ses as well as the contribution ofregional and national policies forbetter environmental manage-ment and lifestyle choices.
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A market place with a numberof exhibition stalls from southernAfrica was used as a place ofmeetings and networking with aview to extend partnerships andacquisition of materials amongstenvironmental educators insouthern Africa.
This conference also drewextensively on the GaboroneDeclaration produced by over350 environmental educatorsfrom southern Africa, whogathered in Gaborone,Botswana during the 20th
International Annual EEASAconference. All the discussions,intense debates and follow upactivities will inform the nextEEASA conference, which istaking place in South Africa inMarch/April 2004.
Conference participants collectingpublications from the EEASA
Administrative Secretary.
2004 EEASA ConferenceThe next EEASA Conferencewill be held at the TrevertonSchools in KwaZulu Natal,where EEASA was founded atits first annual Conference in1982. The focus of the 2004EEASA Conference will be on“A practical approach to adecade of environmentaleducation for sustainabledevelopment”. For more detailssee page 18 of this Bulletin.
One of the main objectives of theconference will be the revisionof the ‘Gaborone Declaration’.This working document wasdeveloped as an EEASAposition paper for the WorldSummit on Sustainable Deve-lopment (WSSD) as well as toprovide EEASA practitionerswith practical orientations andtools to deliberate on theirpractice.
The ‘Gaborone Declaration’will be reviewed during the 2004Conference in order to incorpo-rate the challenges of the UNDecade on ESD as well as therecommendations made duringthe Namibian conference.Members felt that there aresome areas for ongoingdeliberation amongst EEASAmembers that need to beincluded in the Declaration. Someof these areas include, forexample, youth and HIV/AIDSprogrammes, local governmentand service delivery, and naturalresource management.
Nathi Ndlovu from Share-Netsharing materials with conferenceparticipants in the market place.
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EEASA MonographDue to a number of problemswith the EEASA SouthernAfrican Journal of Environ-mental Education (SAJEE), ithas not been published since2000. As a way of addressingthese issues the EEASA Councildecided to publish a specialMonograph in 2002. ThisMonograph was developed inpartnership with the HumanScience Research Council(HSRC) and focused on EE,ethics and action.
Written by environmental practi-tioners from across the region,the Monograph provides awindow on environmental cha-llenges in a diversity of Africancontexts. This collection ofpapers provides non-specialistsand scholars alike with:
· Case studies and reviews ofprogress since the 1992 EarthSummit.· A window on the scope ofresponses to environmentalissues in Africa.· Insight into contextual realitiesin southern Africa and beyond(contributions from Angola,Lesotho, Malawi, SouthAfrica, Zambia, Zimbabweand Uganda).
· Illumination of the complexchallenges we face - practical,political, epistemological - aswe attempt to engage in oneof the biggest social transfor-mations of our time
EEASA is very grateful for theefforts made by Dr Eureta Jansevan Rensburg (Managing Editor)and Professors Johan Hattingh,Heila Lotz-Sisitka and RobO’Donoghue who made thisMonograph possible as a contri-bution to the 2002 EEASAConference in Botswana and forthe WSSD. Garry Rosenberg,from HSRC, also played animportant role in making thisMonograph a success.
This Monograph has been wellreceived by EEASA membersand environmental educatorsand it is being used worldwide.According to the HSRC theEEASA Monograph is one oftheir bestsellers ever. Copies canbe obtained from the EEASA office.
EEASA JournalAnother important step toaddress the issues related to thepublication of EEASA’s annualjournal and to respond to thechallenges of the UN Decade onEducation for SustainableDevelopment was the need fora re-orientation of the journal.This re-orientation was carriedout in order to broaden theauthor base of the journal as wellas to broaden the perspectivesthat EEASA members would beexposed to through the journal.The SAJEE has therefore beenextended to the SouthernAfrican Journal of Environ-mental Education, Ethics and
Action and the EEASA Councilhas appointed Professor HeilaLotz-Sisitka as the JournalEditor.
This Journal aims to publish andreport on a wide range ofaspects relating to EnvironmentalEducation, Ethics and Action,through a focus on papersreporting research and deve-lopment activities. The Journalwill also provide a forum forongoing deliberations on theissues discussed in the‘Gaborone Declaration’ andother issues pertaining to theemerging field of environmentaleducation in the forthcomingUN Decade of Education forSustainable Development
The 2003 edition focuses on‘Policy in Practice’. This issueof the journal does not seek tooppositionalise policy andpractice by seeing them as twodifferent and distinct processes;but rather to seek out thecomplex realities and ambiguitiesthat lie within the nexus of‘Policy in Practice’. The 2003edition will be published early in2004 and will be available forEEASA members before the2004 EEASA Conference.
The 2004 edition will focus on‘Stories of Action in Context’as a way of using these storiesto illuminate aspects of/perspec-tives on more sustainable livingpractices and developments inhealthy environments (see page26 for more details). The 2004edition will be available toEEASA members before the endof 2004.
EEASA Council
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EEASA, the WSSD and the United Nations Decade ofEEASA, the WSSD and the United Nations Decade ofEEASA, the WSSD and the United Nations Decade ofEEASA, the WSSD and the United Nations Decade ofEEASA, the WSSD and the United Nations Decade ofEducation for Sustainable DevelopmentEducation for Sustainable DevelopmentEducation for Sustainable DevelopmentEducation for Sustainable DevelopmentEducation for Sustainable Development
Heila Lotz-SisitkaHeila Lotz-SisitkaHeila Lotz-SisitkaHeila Lotz-SisitkaHeila Lotz-SisitkaIn 2002 - ten years after the RioEarth Summit and 20 years afterthe establishment of EEASA,the world’s nations met inJohannesburg, South Africa forthe World Summit on SustainableDevelopment (WSSD). Theagenda focused on the achieve-ment of sustainable developmentthrough poverty alleviation,economic growth and environ-mental management. On thehome front, African citizens aresubject to many hardshipsincluding increased levels of HIV/AIDS; governance problemsand human rights abuse; andincreased levels of poverty. Ayear after the WSSD, theevidence of global commitmentto sustainable development andpoverty alleviation appears to be(economically) biased, narrowand severely limited. Withhindsight we can now reflect onthe question posed by WolfgangSachs (2002:cover) on the eveof the WSSD:
What will be the legacy ofthe Johannesburg WorldSummit on SustainableDevelopment? Will it beremembered as an ‘historic’watershed, as we nowregard the Rio EarthSummit? Will Johannesburggenerate results that will be
worthy of celebration, orwill it be remembered as yetanother meaningless globalphoto opportunity?
While the signs are not good, thequestion fortunately still remainsopen. Environmental educatorswill, no doubt, have a significantrole to play in creating ‘resultsthat are worthy of celebration’as the WSSD implementationplan is tackled at global, nationaland local levels.
The WSSD implementation planmakes numerous references tothe need for education in achie-ving sustainable development. Inparticular it emphasises the needfor meeting the developmentgoal contained in the MilleniumDeclaration of achieving univer-sal primary education by 2015;and providing Education for Allas proposed by the DakarFramework for Action onEducation for All. The WSSDimplementation plan also arguesfor increased support forsustaining educational infrastru-ctures and programmes indeveloping countries includingenvironmental and public healtheducation programmes. It alsoargues for improved integrationof sustainable development intoeducation programmes and for
a furthering of the global(ising)project of Education forSustainable Development asoutlined in the work plan of theCommission on SustainableDevelopment (clauses 110-117,WSSD 2002).
To further emphasise the needfor an educational response tothe current ‘State of the World’,the United Nations have appro-ved a proposal for a UN Decadeof Education for SustainableDevelopment (ESD) (2005-2014). This ‘Decade’ aims toencourage countries around theworld to develop national ESDstrategies or shared action plansthat provide strategic directionand support the efforts of allengaged in ESD. The focus is onraising awareness of, andhighlighting the role of edu-cation in enabling changestowards sustainable develop-ment; emphasising a broad-based notion of life-long learningand involving all sectors ofsociety in ‘activating’ society tofind paths to sustainabledevelopment (IUCN 2003).
How will EEASA, as an actornetwork take itself into the UNDecade of Education forSustainable Development? Howdoes EEASA respond and
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]]]]]]]]]]contribute to the imperative of‘enabling education for all’ andthe imperative to include a focuson sustainability issues (socio-ecological issues and risks) in alleducation and training policiesand programmes (as outlined inboth Agenda 21 and in theWSSD Implementation Plan);and how can EEASA membersparticipate in the forthcoming UNDecade of ESD?
Environmental education insouthern AfricaEnvironmental education hasbeen an active contributor toprocesses of sustainabledevelopment in the region for aconsiderable number of years.EEASA was established 21years ago, and has always hadan active membership ofpractitioners who have madenumerous professional andpractical contributions to thegrowing social field of EE.
The field of environmentaleducation is characterised by awide range of EE initiatives,programmes and projects thathave emerged in southern Africaover the past twenty or moreyears. These are visible in thenumerous contributions ofEEASA members over theyears. These are taking place indiverse contexts, and involve adiverse range of learners. Moreimportantly, they are alsoresponding to a diversity ofsocio-ecological issues in theregion (reactively and pro-actively). To shed some light onthese developments, a few of theprocesses, issues and contextsare briefly outlined in the light of
the path set for EEASA by theGaborone Declaration. TheGaborone Declaration wasdeveloped by EEASA membersat the 2002 EEASA Conferencein Gaborone, Botswana throughnegotiations and deliberations onkey arenas of practice in EE.The Declaration was developedto provide EEASA with a‘position paper’ to be used atthe WSSD. It was also develo-ped in such a way that it wouldprovide orientation to EEASApractitioners in the context oftheir daily work and providethem with the tools to deliberateon practice in future. Thediscussion below therefore aimsto highlight further questionsand possible areas for ongoingdeliberations within EEASA,into the future. These pers-pectives and points for futuredeliberations are by no meanscomplete, but merely open thespace for EEASA members tocontinue the deliberative workundertaken in the context of thedevelopment of the GaboroneDeclaration in 2002.
· Formal EducationAs noted earlier, a key recom-mendation in the WSSDImplementation Plan is to ensure‘Education for All’. This involvesa strong thrust towards educa-tional provisioning of what isoften termed ‘basic’ education.A key question is, however,related to the way in which
‘education for all’ or ‘basiceducation’ will contribute tosustainable development in thebroader sense.
The Gaborone Declarationemphasises the need for EEASAmembers to strengthen their rolein supporting re-orientation ofcurriculum development policiesand practices. The Declarationhighlights the importance ofaction-oriented, contextuallyresponsive curricula; and theneed for curricula that emphasisethe relationship between humanrights, social justice and a healthyenvironment. The Declarationalso emphasises the need forchange in assessment practicesand for reform initiatives to‘follow through’ to, and includechanges in assessment policy(EEASA 2002).
A question which EEASAmay further consider duringits participation in the UNDecade of Education forSustainable Development isto carefully consider thedistinction between provi-ding support for Educationfor All (a key thrust of theWSSD Implementation Planand the proposed UNDecade of Education forSustainable Development);and ensuring that all facetsof provision of ‘Educationfor All’ (including policy,curriculum, assessment,teacher education, etc) areoriented adequately to-wards ensuring sustainablelivelihoods and sustainableliving in healthy environ-ments.
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]]]]]]]]]]· Professional developmentProfessional developmentinitiatives have expanded withinthe social field of environmentaleducation over the past ten yearsthrough a range of coursesoffered in different settings andin different delivery modes.EEASA supported the first GoldFields participatory course in1992, which has since expandedto a range of countries includingTanzania (Zanzibar), Swaziland,Malawi, Namibia, Zambia,Angola and Zimbabwe. Thecourses have also been adaptedfor different contexts such asconservation, industry, andformal education. In recent yearsmany of these initiatives havebeen supported by the SADCRegional EE Programme, inpartnership with institutions suchas Rhodes University; theNamibian Polytechnic; WWFZambia; the National Universityof Lesotho and others. Thesedevelopments have led to theestablishment of a coursedevelopers network in the region.
The Gaborone Declarationdoes not emphasise professionaldevelopment as a key feature inthe social field of environmentaleducation, but does make a pointabout the need to ensure thatprofessional developmentprogrammes are put in place forteachers (pre-service and in-service) that enable educators toimplement action-oriented,contextual environmentaleducation processes (SADCREEP 2002).
Given the ever-expandingprofessional development
programmes in a range ofdifferent contexts, theGaborone Declarationtherefore appears to haveonly covered this arena ofpractice in a fairly narrowmanner. In the context ofthe UN Decade of ESD, thisarena of practice can befurther deliberated byEEASA members. In parti-cular the difficulties asso-ciated with the structuralfunctionalist nature ofaccreditation (and relatedassessment and delivery)models need to be consi-dered critically by EEASAmembers, as this appears tobe a key stumbling block toenabling the sustainablegrowth of professionaldevelopment programmesin the region. This could bea key question for EEASAmembers to deliberate intothe future.
· Industry environmentaleducation and trainingIndustry environmental educa-tion and training has become anew focus for environmentaleducation practitioners insouthern Africa in the past fewyears. The importance ofensuring sustainable productionand consumption patterns, andthe significance of introducingcleaner production approachesin industry is emphasised in theWSSD implementation plan. A
number of programmes in thesouthern African region havestarted working educationallywith industry practitioners, inattempts to reduce theenvironmental impacts of indus-trial development in the region.
The Gaborone Declarationrecognises business and industryas an emerging arena of practicefor environmental educators, andargues for the development ofEE and training programmesthat enable action competencefor improved environmentalmanagement practices with afocus on cleaner production;and increased socio-ecologicalresponsibility (EEASA 2002).The Declaration also recognisesthe significant relationshipsbetween local governmentcapacity for implementingenvironmental managementlegislation and community-basedcapacity for meaningful publicparticipation as inter-dependentarenas of practice with businessand industry environmentaleducation and training.
Given that this arena ofpractice is still in its infancyin the field of southernAfrican EE, ongoing delibe-rations are likely to berequired in the run up to,and participation in the UNDecade of Education forSustainable Development.Broader issues such as howsocieties need to betransformed to changeunsustainable productionand consumption patternsneed to form part of thesedeliberations.
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]]]]]]]]]]· Culture and indigenousknowledgeIn the arena of indigenousknowledge work, in the field ofenvironmental education, anumber of initiatives have arisenin different countries aseducators and other researchersaim to document local know-ledge of environmental manage-ment practices. However, someof the problems experienced byeducators working in this fieldinclude a romanticising ofindigenous knowledge; simplisticoppositions between indigenousand scientific knowledge, orinappropriate appropriations ofindigenous knowledge, whichbecomes objectified and disem-bedded from context. A furthercomplex issue lies in theembedded, situated nature ofindigenous knowledge, which isoften difficult to distinguish fromhabit.
The Gaborone Declarationemphasises the significance ofculture and indigenous know-ledge in educational practices,noting that these ‘form a base forstimulating and facilitating thetransformation of schoolcurricula and learning in civilsociety’, and provides EEASAmembers with a number ofsensitive and sophisticatedsuggestions on how to approachindigenous knowledge work in/as EE processes.
Southern African environ-mental educators have thepotential to provide globalleadership in this particulararena in the social field ofenvironmental education. A
careful sensitivity toindigenous knowledge workhas emerged in the region,alongside sophisticatedapproaches to research andteaching in ways thatforeground and build onindigenous knowledge incontext. The question forenvironmental educatorswould appear to be situatedin how to extend this worksensitively and carefullywithin the broader debateson Education for Sustaina-bility. This would appear torequire ongoing delibera-tions amongst EEASAmembers in future.
· Learning support materialsFurther innovations are takingplace in the arena of learningsupport materials. These includethe establishment of Share-Net,a collaborative support networkinvolving many people, andorganisations producing a widerange of copyright-free learningsupport materials for use indifferent countries and contexts.A key issue that is beingconsidered in this area at themoment is the tendencyidentified amongst environmentaleducators in the region to focuson the development andselection of learning supportmaterials, and less on the way inwhich these materials fosterenvironmental learning (seeRusso & Lotz-Sisitka 2003).
This reflects a tendency to viewlearning support materials asobjects that are disembeddedfrom the context in which theyare used (ibid).
The Gaborone Declarationemphasises the need for furtherguidance and support for thedevelopment and distribution oflearning support materials in thefield of environmental education.Issues such as flexibility, quality,access to materials, and the needfor a focus on contextual andaction-oriented approaches tolearning are emphasised indiscussions on learning supportmaterials.
In the context of the UNDecade of Education forSustainable Development,EEASA members may needto tackle some of the morepolitical dimensions of theprovisioning and access tolearning support materialsas identified above in orderto address global(ising)increases in knowledge/power gaps.
· Environmental EducationPolicy processesOne of the key thrusts of the UNDecade of Education forSustainable Developmentappears to lie in the need fornational policy development insupport of Education forSustainable Development(IUCN 2003). In a recent auditof environmental educationpolicies in the SADC region,Obol and Allen (2002) identifieda number of interesting trends inenvironmental education policy
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]]]]]]]]]]making. Key amongst these isthe way in which environmentaleducation policy straddles thetwo fields of education/trainingand environmental/naturalresource management.
While the GaboroneDeclaration identifies EE policyprocesses as a significant arenaof practice in environmentaleducation, it does not dealdirectly with the complexitiesassociated with the way in whichenvironmental educationstraddles different social fields.It does, however, recommendthat policies need to be reflexive,indicating the need for a‘readiness for change andimprovement’.
Exactly what this means inthe context of policy makingand implementation is,however, not explored, andis likely to become a keyfocus for deliberations onpolicy making associatedwith the UN Decade ofEducation for Sustainabledevelopment.
· Media and communicationMedia and communication hasrecently emerged as an arena ofpractice in the field of EE. Someinitiatives have been taken towork with the media to fosterenvironmental educationprocesses (see for exampleRusso 2002). Russo (2002)highlights a number of chal-lenges for environmentalreporting in Africa, including theneed to clarify the frame used inenvironmental reporting; confrontassumptions relating to neutrality
and objectivity in environmentalreporting and developing a‘communication for community’approach to journalism whichmoves beyond a mere targetingof messages.
The Gaborone Declarationrecognises the significance ofengaging with the media in thecontext of EE work, highlightingthe role that environmentaleducation practitioners can playin supporting a re-orientation ofenvironmental reporting whichmoves beyond ‘awarenessraising’ to an enabling proactiveand critical public.
Given the significant rolethat the media plays inshaping public opinion, andtheir capacity to fosterpublic participation, thiswould seem to be an arenaof practice that requiresongoing deliberationamongst EEASA membersas they gear up toparticipate in the UNDecade of Education forSustainable Development.
· Local government andservice deliveryThe WSSD Implementation planplaces a strong emphasis on keyissues that impact directly andindirectly on the day-to-daywork of local governmentofficials. Housing, sanitation,water, pollution control, waste
management, the provision ofsustainable energy options andthe management of biodiversityare all key functions of localgovernments.
The Gaborone Declarationdoes not emphasise localgovernment and service deliveryas a key arena of practice inenvironmental education, in spiteof the fact that many environ-mental educators are workingeither within or with localgovernment or affiliated organi-sations to ensure better wastemanagement, water managementand sanitation delivery. It wouldseem that this arena of practicewould require further delibe-rations by EEASA members infuture.
· Natural resource manage-ment (parks and people, landuse practices, agriculture andCBNRM)Environmental education insouthern Africa has stronghistorical links with biodiversityconservation and naturalresource management. Earlyenvironmental education activi-ties emerged in the context offostering improved people-parksrelationships. Environmentalinterpretation and educationbecame a well known arena ofpractice in the field ofenvironmental education, withthe most recent innovations beingassociated with educationalpractices in the context ofcommunity-based naturalresource management, asgovernments around the regionstrive to decolonise conser-vation.
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The Gaborone Declarationemphasises the need to includeenvironmental education intoenvironment and developmentprocesses in order to ensuresustenance of livelihoods. Itdoes, not, however, specificallyidentify environmental interpre-tation and education (EIE) incommunity-based naturalresource management orconservation contexts as a keyarena of practice (EEASA2002).
This, however, appears tobe an important arena ofpractice in the social field ofenvironmental educationwith many complexcontextual, social, politicaland economic dynamicswhich require deliberationamongst practitionersworking in these areas.
Other arenas of practice relatedto natural resource managementinclude agriculture and land-useplanning and coastal zonemanagement. These have notbeen discussed here, but maywell form part of futuredeliberations in EEASA.
· Youth programmes and HIV/AIDSOther areas of practice inenvironmental education in theregion involve working with outof school youth (a highpercentage of whom are at riskfrom HIV/AIDS). There arelarge numbers of environmental
education practitioners that arebeginning to consider how theirprogrammes relate to and cancontribute to HIV/AIDSawareness and education.Again, this has not beenidentified by the GaboroneDeclaration as a key arena ofpractice in environmentaleducation, but given the largenumbers of out of school andunemployed youth in the region,and the large numbers ofpractitioners working in this area,it may well be an arena forfurther deliberations amongstEEASA members.
Conclusions: The challengesaheadFollowing the World Summit onSustainable Development,environmental educators insouthern Africa will no doubtcontinue to apply theirconsiderable capacity andcommitment to enabling thedevelopment of sustainablelivelihoods and an improvedquality of life for all in healthyenvironments. Over the years,the significance of reflexivelearning processes, andparticipatory approaches tochange have become evident inthe region. These reflexivelearning processes, in which
learning processes remain open-ended and responsive to changesin context, where learners are atthe core of co-constructinglearning experiences in context,are likely to continue tocharacterise the field ofenvironmental education insouthern Africa.
With its Gaborone Declarationin 2002, EEASA established aprocess of providing orientationto EEASA members operatingin different arenas of practice,which is based on negotiationand consensus seeking. Thispaper has attempted to reflect onsome of the dimensions of thistask that EEASA hasundertaken, and has opened theway for further deliberations,drawing on the work done in thecontext of the 2002 GaboroneDeclaration. As can be notedabove, this Declaration providesa sound starting point forparticipation in the UN Decadeof Education for SustainableDevelopment, at national andregional levels. Environmentaleducators participating in policydevelopment initiatives withinthe context of the UN Decadeof Education for SustainableDevelopment priorities, will beable to draw on this Declaration.This short paper, has, howeveralso pointed to further areas thatwill require ongoing deliberationsamongst EEASA members in therun-up to, and during the UNDecade of Education forSustainable Development.
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ReferencesEEASA. 2002. GaboroneDeclaration: A working documentprepared by the 20th AnnualInternational Conference of theEnvironmental EducationAssociation of Southern Africa(EEASA). EnvironmentalEducation Processes forSustainable Development.Gaborone, Botswana, 19-21August 2002.
IUCN. 2003. Supporting theUnited Nations Decade of Educa-tion for Sustainable Development.2005-2014. Position Paper of theIUCN Commission on Educationand Communication.
Obol, C. and Allen, I. 2002. Auditof environmental education policyprocesses in southern Africa.Unpublished research report.Howick, South Africa, SADCREEP.
Heila Lotz-SisitkaMurray & Roberts Chair ofEnvironmental EducationRhodes UniversityGrahamstownE-mail: [email protected]
Olembo, R. 1997. Keynoteaddress: Regional Workshop onEnvironmental Education inEastern and Southern Africa.Niarobi, Kenya. 3 November 1997.
Russo, V. 2002. Challenges forenvironmental journalism inAfrica: A case story of NGO-based journalism in the EcologicalYouth of Angola. In Janse vanRensburg, E.; Hattingh, J.; Lotz-Sisitka, H.; O’Donoghue, R. (Eds).2002. EEASA Mongraph: Envi-ronmental Education, Ethics andAction in Southern Africa.Pretoria: EEASA / HSRC; pp 85-96.
Russo, V. and Lotz-Sisitka, H.(Eds). 2003. An enablingorientation for the developmentand use of learning supportmaterials: A sourcebook forenvironmental education. SADCREEP, Howick.
Sachs, W. (Ed). The Jo’BurgMemo. Fairness in a FragileWorld. Heinrich Boll Foundation.Berlin.
SADC REEP. 2002. SADC RegionalEnvironmental EducationProgramme. ProgrammeDocument. 2002. SADC REEP,Howick.
WSSD. 2002. Implementation Plan.http://www.johannesburgsummit.org/html/documents/summit_docs/2309_finalplan.htm 11/21/2002
This programme consists of a ten-day course which provides environmental educatorsand course developers in southern Africa with practical skills and orientations forthe writing of course materials. This programme will draw on a number of regionalcase studies of course materials planning and writing. It is designed for southernAfrican course developers working on materials writing in the field of environmentaleducation, particularly those who are familiar with environmental education processesand with curriculum discourse.
For further information contactAlistair Chadwick [email protected]
Tel: +27-33-3303931; Fax: +27-33-3304576
SPECIAL ATTACHMENT PROGRAMME
FOR COURSE DEVELOPERS
FOCUSING ON MATERIALS WRITING9 - 19 February 2004, Howick, South Africa
Regional EnvironmentalEducation Programme
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\\\\\\\TTTTTransforming education through mobilising indigenous knowingransforming education through mobilising indigenous knowingransforming education through mobilising indigenous knowingransforming education through mobilising indigenous knowingransforming education through mobilising indigenous knowing
in contexts of environmental learningin contexts of environmental learningin contexts of environmental learningin contexts of environmental learningin contexts of environmental learning
For a number of decades envi-ronmental learning has takenplace in the margins of formaleducation in South Africa andmany countries around theworld. However, the introduc-tion of environment as a phaseorganiser within the frameworkof Curriculum 2005 has broughthope and great excitement toenvironmental educators in thecountry. With the curriculum re-view process environment hasemerged as an integral principleof the Revised National Curricu-lum Statement (RNCS).
The principle of ‘Social Justice,a Healthy Environment, Hu-man Rights and Inclusivity’positions environmental learningwithin a human rights focus. Thisfocus although relevant to undo-ing South Africa’s unjust socio-ecological and political past,poses new challenges for envi-ronmental educators and envi-ronmental learning curriculumdevelopment processes to re-spond accordingly.
Through the work of the Na-tional Environmental EducationProject for the General Educa-tion and Training band (NEEP-GET) some misconceptions thateducators still have about envi-ronmental learning can be high-lighted as follows:
Environmental learning, al-though an integral part of thecurriculum is still being re-garded by many of our edu-cators and education officialsas add-on extra-curricularwork. This perception howeveris disappearing as educators getinvolved in the NEEP and simi-lar professional developmentprocesses.
Environmental educators mayalso need to review the variousapproaches that they take in theirencounter with educators. Someof these approaches indirectlyintroduce environment as anoutside concept or foreign bodyof knowledge which needs to bebrought into the curriculum or as‘a greening of the curriculum’.This approach may in turn workagainst our broad understandingof environment thereby‘reincarnating’ the narrow
understanding of environment asthe biophysical aspects of nature.An in-depth understanding ofcurrent curriculum policy and theshifts that have been made isnecessary if we are to makesignificant and strategic changesin our various approaches.
For some, the removal of thephase organiser 'environ-ment' has meant thatenvironmental learning isbeing phased out. Others areof the opinion that a focus on theRNCS principle shifts theemphasis away from environ-mental learning to a more humanrights based focus. Thisperception is unfortunately alsoheld by some environmentaleducators and may be a resultof our failure to recognise theinextricable links between theneed for a healthy environmentand human rights issues.
Contrary to this misconceptionabout the RNCS principle, theGaborone Declaration recom-mends that decision makers andeducators should ‘design cur-ricula that emphasise the relation-ship between human rights, ahealthy environment, and socialjustice, and that respond to thelivelihood issues and the chal-lenge of enabling more sustain-able futures’ (EEASA 2002). By
Edgar Neluvhalani
Edgar NeluvhalaniEdgar NeluvhalaniEdgar NeluvhalaniEdgar NeluvhalaniEdgar Neluvhalani
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\\\\\\\working within the framework ofthis principle we (NEEP-GET)are beginning to discover unlim-ited opportunities for environ-mental learning in the South Af-rican context. Many of the re-sources that have been in usecan easily be adapted and en-hanced to enable a better under-standing of this principle.
Environmental learning andindigenous knowing (IK)An area of great significance forenvironmental learning which hasalso been highlighted in theRNCS is that of indigenousknowledge. The 2002 GaboroneDeclaration notes that environ-mental learning processes oftenneglect to draw on IK and priorexperience and recommends thatcurriculum developers shoulddraw on IK as well as other sci-entific forms of knowledge(EEASA 2002:6).
Similar to environmental educa-tion, indigenous knowledge andits role in formal education havebeen marginalised during theapartheid and colonial past. Theprinciple of Inclusivity whichforms part of the same principleas that of a Healthy Environ-ment, also makes room for cul-tural Inclusivity and therefore therecognition of all ways of know-ing in teaching and learning proc-esses. Some learning outcomesand assessment standards (Tech-nology and Natural SciencesLearning Areas, for example)specifically require teachers andlearners to draw on indigenousknowledge.
Most of us are now faced withthe challenge of identifying ap-
propriate methods for engagingwith indigenous knowledge inour learning areas. Significantresearch work has been going onin South Africa and in particularat the Rhodes EnvironmentalEducation Unit regarding theclose links between IK andenvironmental learning. Mydoctoral study which forms partof these research initiatives at theunit focuses on finding ways ofmobilising IK in curriculumdevelopment contexts ofenvironmental learning.
Through my study and similarwork being done by others it isincreasingly becoming clear thatindigenous knowledge has thepotential to play a significant rolein education about, in and for thelocal environment (Neluvhalani2002). Masuku (1999:104)further highlights this observation:
In environmental educationprocesses, an incorporation oflessons with activities whichencourage students to investi-gate indigenous practiceswithin their communities, couldthrow up understandings thathad become taken for grantedsuch that their usefulness forenvironmental educationprocesses had becomeshadowed.
In most societies local peoplehave developed a rich capital ofindigenous knowledge abouttheir environment by directly
interacting with the environment.Fien (1999:3) highlights animportant link betweenindigenous knowledge andenvironmental knowledge andfurther points to the apparentmarginalisation of indigenousknowledge in education systems:
The indigenous knowledge ofFirst Peoples which linkedthem inextricably to the Earthwas environmental knowledge,and environmental knowledgewas knowledge for survival.However, the historicalexperience of colonisation,neo-colonisation and globa-lisation have replacedindigenous priorities andsystems of education withmodernist pioneering, colonialand industrial cultures whichare based on the belief that theenvironment is valuable onlyso far as it is economicallyproductive.
Demystifying some blurredimages of Indigenous Knowl-edgeThere are various definitions ofIK, however, I find it useful tounderstand IK as: local knowl-edge involving a capital of wis-dom and skills which has devel-oped over a long period of time(e.g. decades), within a specificcommunity of indigenous peopleand embedded in their day to dayinteraction. A focus on indig-enous knowledge involves mo-bilising or bringing forth what isalready there in our communitiesincluding what has been lost(through marginalisation) and anextremely valuable legacy of wis-dom that has been forgotten. Byits very nature IK is contextual(local), relative and tacit (oftenunderstood without being ex-pressed directly). Information, 13
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insight and techniques that arepassed on and improved fromone generation to the next coversuch topics as, medicine, animalbreeding and production, watermanagement, health and healthyfoods, soil conservation, pestcontrol, arts and crafts etc. Thereis, however, still a need for us toclarify our understanding of IKin general and its place in formaleducation in particular. Currentand ongoing research work ishighlighting and trying to clarifya number of misconceptions onIK and formal schooling:
In dealing with IK there is oftena tendency to put IK in opposi-tion to science or westernknowledge as if there is ‘an ab-sence of science in IK’ and ‘noIK in western societies’. Re-search is proving this to be aninvalid assumption. Odora Hop-pers (2002:10) challenges us tostart re-establishing ‘science asa story of all animals and not justthe lion’ (referring to the domi-nance of western scientificthought on science education).
The ideological claim thatmodern science should beconsidered as western proceedsfrom a narrow vision of historythat does not take into accountthe complex interaction betweencultures (Odora Hoppers2002:27) Curriculum 2005 andthe RNCS open up opportunitiesfor teachers to create spaces inwhich learners can exploredifferent ways of knowing anddealing with environmentalissues.
Modern or western science hasoften been criticised for imposingnarrow and mainly technocratic
ways of resolving environmentalissues. By engaging teachers inaction research processes thatfocus on IK and environmentallearning teachers are beginningto realise a number ofpossibilities for context-sensitiveand learner-centred teaching.Sometimes people assume thatIK and knowledge acquiredthrough formal education areseparate and parallel entities andtherefore are often regarded asindependent of each otherinstead of complementary orrelated.
Hountondji (2002:24) notes thatindigenous knowledge today liesin the margins of science and thatIK appears as the informal sec-tor, as opposed to the formalsector of knowledge. She furtherrefers to this as a side by siderelationship with science and as‘a relationship of mute juxtapo-sition and mutual ignorance’,exclusive of all dialogue and ex-change.
In my initial encounter withteachers in Venda, Limpopo, theresponse has also been thatwhich regards all indigenouspractices and wisdom as validbut only limited to the localcommunity and traditions orhome setting and not relevant toformal school learning. In thisregard Odora Hoppers(2002:25) argues: “the problemtoday is that, in the context ofcolonial domination, we have toa large extent internalised thediscourse of our former masterson our cultures, their denigratingviews on African ways of life andmodes of thought”. In doingresearch and engaging teacherson IK, one therefore has to first
find ways of building confidenceamongst participants (teachersand learners) to start seeing thevalue and relevance of what theyhave always held dear to theirhearts but kept away from formalteaching and learning contexts.Introducing start-up tools orcreative ideas for mobilising priorlearning and experience like theNational EE Project’s activelearning framework (see Figure1 below) and stories based onIK has proved to stimulatefurther discussion and inquiry ona variety of local environmentalissues.
Figure 1 - Active learning framework.
People also assume that IK is auniversal system of knowledgewith uniform features. Indig-enous knowledge is contextual,relative and tacit knowledge ofthe everyday. O’Donoghue andNeluvhalani (2002:20) describeIK as a human cultural capital ofknowing in and of the everydaywhich is not always expressedas explicit facts of matters.
Environmental educators mightfind it useful to consider IK assituated knowledge consisting ofa diverse capital of sustaining,intergenerational knowing in, ofand for life in a particular socio-
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Edgar NeluvhalaniNational Technical AdvisorNEEP-GET ProjectE-mail:[email protected]: +27-12-312 5216
ecological setting (O’Donoghue& Neluvhalani 2002).
The dominance of westernscience and knowledge systemshas over the years of colonial andpost-colonial Africa, as well aspost apartheid South Africa, ledto teachers and learnersdepending entirely on knowledgecontained in prescribed booksand scientific journals.
The mobilising of prior-knowledge and experience oflearners in contexts ofenvironmental learning isproving to be a usefulmethodological approach forenabling context-sensitive activelearning processes in our schools(O’Donoghue & Neluvhalani2002).
ConclusionThe recognition of indigenousknowledge in the RevisedNational Curriculum Statement(RNCS) and the FurtherEducation and Training band’sNational Curriculum Statementwhich is currently being finalised,opens up opportunities for moreresearch work and school basedprofessional developmentactivities focused on enabling IKin formal education.
The need to enable themobilisation of indigenousknowledge in schools is asmuch a curriculum challenge asthat of environmental learning.Approaching these challenges asparallels or as unrelated may limitour chances of understanding the
nature of educational change andthe opportunities presented bynew curriculum policy in SouthAfrica.
In dealing with environmentalissues, for example, learners maydevelop perspectives, solutionsand actions that are also basedon local ways of knowing.Hountondji (2002:26) raises thefollowing perspective which maybe worth further investigating orresearching: “…we (need to)develop a pluralistic anddynamic view our heritage, asopposed to a static and simplisticapproach. For we are not onlythe heirs of the still unexplained,somewhat mysterious rituals ofrainmaking. We are alsopotentially the heirs of the rangeof experiments in artificialrainmaking conducted in otherregions of the world andrecorded by existing scientificliterature.”
ReferencesEEASA. 2002. GaboroneDeclaration: A working documentprepared by the 20th annualInternational Conference of theEnvironmental EducationAssociation of Southern Africa(EEASA). Gaborone, Botswana.
Fien, 1999. Education andsustainability: From vision toaction. Unpublished paper. Centrefor Innovation and Research inEnvironmental Education, GriffithUniversity, Australia.
Masuku, L. 1999. The Role ofindigenous knowledge in/forenvironmental education: The caseof a Nguni story in the schoolsaction water project. UnpublishedMaster of Education thesis,Rhodes University, Grahamstown.
Neluvhalani, F. E. 2002. Mobilisingindigenous knowing in curriculumcontexts of environmental learning:Case studies in the Limpopoprovince. Unpublished researchproposal. Rhodes University,Grahamstown.
O’Donoghue, R.and Neluvhalani,E. 2002. Indigenous Knowledgeand the school curriculum: Areview of developing methods andmethodological perspectives. InIndigenous Knowledge andEducation: A collection ofoccasional papers. RhodesEnvironmental Education Unit &Share Net, Howick.
Odora Hoppers, C. A. (Ed). 2002.Indigenous knowledge and theintegration of knowledge systems.New Africa Books. Claremont,South Africa.
Hountondji, P. J. 2002. Knowledgeappropriation in a post colonialcontext. In Odora Hoppers, C. A.(Ed). Indigenous knowledge andthe integration of knowledgesystems. New Africa Books.Claremont, South Africa.
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How SADC REEP is workingtowards achieving therecommendations from theGaborone Declaration,particularly in relation to theissues associated withEnvironmental Education(EE) Policy Processes andrecommendations in theGaborone Declaration.
This article will examine how theSouthern African DevelopmentCommunity (SADC) RegionalEnvironmental Education Pro-gramme (REEP) is workingtowards the recommendationsof the Gaborone Declaration.The Gaborone Declaration,developed in 2002 during the20th Environmental EducationAssociation of Southern Africa(EEASA) Conference held inBotswana in preparation for theWorld Summit on SustainableDevelopment (WSSD), containseight recommendations for EEpolicy, some of which weexamine below.
EEASA challenges decision-makers and educators todevelop policies that areclear, functional and haveaction plans that are linked totangible implications.
Supporting environmental education policy processes inSupporting environmental education policy processes inSupporting environmental education policy processes inSupporting environmental education policy processes inSupporting environmental education policy processes insouthern Africa: The experience of the SADC REEPsouthern Africa: The experience of the SADC REEPsouthern Africa: The experience of the SADC REEPsouthern Africa: The experience of the SADC REEPsouthern Africa: The experience of the SADC REEP
Charles Obol and Helen Springall BachCharles Obol and Helen Springall BachCharles Obol and Helen Springall BachCharles Obol and Helen Springall BachCharles Obol and Helen Springall Bach
School teacher putting policyinto practice at school level.
Attention to policy processescan enable us to maximise thebenefits from environmentaleducation opportunities. Dis-jointed policy development mayeven lead to so-called ‘paperpolicies’ which never get beyonda paper document! The SADCREEP is working to supportpolicy processes in a way thatenable linking to practicaloutcomes. Thus, over the lastyear, the SADC REEP hasworked with the governments ofMozambique, South Africa andof Tanzania, to developstrategies for environmentaleducation that put policies intoaction (as explored below) withsupport and small amounts offunding from the SADCRegional EE Centre.
EEASA challenges decision-makers and educators toensure consultation, and
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ensure that policies areapplicable in a practicalmanner. Policies also need tobe reflexive and ready forchange and improvement.
Consultation in development ofpolicy is not a new idea, butachieving real consultation isdifficult. The presently develo-ping EE Strategy for Tanzania isgoing through a stakeholderconsultation process thatinvolves a collaboration of Non-Governmental Organisations andgovernment departments in asituation analysis, workshopsand review processes.
The Gaborone Declaration callsfor reflexivity in policy, but doesnot explain how this can beachieved. The SADC REEPProgramme Document (2002)refers to support for apraxiological approach to policy,with the understanding that apolicy becomes a policy when itis put into practice. Over the lastyear, the programme has soughtto clarify policy processes in theregion with the recent SADC EEAudit (Obol & Allen 2002).While the audit showed little interms of policy review, reflexivityis evident in the process-orientation emphasised earlier:
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highlighted the need forconsultation and consciousparticipation as fundamental topolicy processes, and our roleas stakeholders in policy at allscales.
As an example, the UnitedNations Framework Conventionon Climate Change is a globalagreement to combat globalwarming, to which all memberstates, through SADC, aresignatories. As part of thestrategy towards this commit-ment, the government of SouthAfrica, through Department ofEnvironmental Affairs andTourism, in partnership withWildlife and EnvironmentSociety of South Africa(WESSA) and the support of theSADC REEP are developinglearning support materials on airpollution for grades five to seven.
What is more challenging isensuring regional coordination ofissues. The Regional PolicyAdviser is working to supportSADC in the challenging issue ofpolicy coherence. A SADC-level workshop later this year isplanned to develop a discussion
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School learners engaged inunderstanding air pollution.
paper policies are made realwhen put into practice, and thatpractice informs future develop-ments in policy. This is achallenge to which we must allrespond: ensuring better reviewof existing policy and linking it topractical outcomes will helpenable better a stronger policyframework for environmentaleducation.
EEASA challenges decision-makers and educators todevelop and implementpolicies in accordance withglobal and regional policyframeworks, while respon-ding to the local context.
The Gaborone Declaration callsfor policies that are consistentwith national and regionalpolicies. This is a difficultchallenge to address, asenvironmental and socialproblems do not respectboundaries, but a common orcoherent strategy to addressregional or national issues isessential.
The SADC countries, commonlyand individually, are signatoriesto multilateral environmentalagreements including UnitedNations Conventions on ClimateChange, Desertification, andBiodiversity. These areagreements to which we all havea commitment, voluntarily orotherwise, and so we are allresponsible for ensuring theirsuccess. We have already
document on how the SADCDirectorates and ministries atregional level, can coordinatepolicy processes forenvironmental education.
EEASA challenges decision-makers and educators toencourage capacity buildingthrough collaborativeinitiatives within policydevelopment.
The collaborative ways in whichpolicy and strategies aredeveloped are designed to buildcapacity. Thus, for example,Mozambique, and South Africa,have each engaged in stake-holder workshops held at theRegional EnvironmentalEducation Centre at UmgeniValley as a means to buildcapacity.
Similarly, a policy workshopearlier this year at Umgeni Valleyenabled sharing around policyand capacity building.
EEASA challenges decision-makers and educators toconduct research that docu-ments and guides policydevelopment and implemen-tation. Case studies whichdocument experiences shouldbe recorded to enable futurelearning opportunities.
This is an ongoing process as theSADC EE Policy Audit isresearch in progress. In addition,the programme has recently
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Charles ObolRegional Policy [email protected]
Helen Springall BachSADC REES Chief [email protected]
Environmental Education Association of Southern Africa2004 Conference, Mooi River, South Africa
29 March - 2 April 200429 March - 2 April 200429 March - 2 April 200429 March - 2 April 200429 March - 2 April 2004
A practical approach to'A Decade of Environmental Education for Sustainable Development'
The 21st Annual Conference of the Environmental Education Association of Southern Africa is going tobe organised by the Namibina Environmental Education Network and will have a focus on the diversityand development of EE over the past 21 years and looking at the future of diversity and development ofEE. The objectives are to share, critically reflect and build upon our EE experiences; and to expose EEpractitioners to others in the field of EE and environmental work throughout the SADC region.
For further information contact:Janet Snow, E-mail: [email protected]
Tel: +27-33-263 1251; Fax: +27-33-263 2690
begun research around casestudies that give visibility topolicy processes around thesouthern Africa region.
EEASA challenges decision-makers and educators toestablish partnerships inpolicy development andimplementation.
The SADC EE Policy Auditidentified ‘partnership’ as a keyissue for policy process, as ameans to enable consultation andparticipation, as well as workingtowards the cross-sectoralcollaboration. One example ofpartnership in policy is the Eco-Schools programme, a frame-work for school improvement. InSouth Africa, Eco-Schools is apartnership between WESSA,the Department of Education,WWF and Nampak, withregional support from theRegional EE Programme.
To fulfil the challenges of theGaborone Declaration we mustwork on developing partner-ships, coordination andconsultation.
A focus on policy processreminds us that putting policyinto practice is more importantthan simply developing policy asa paper document. Carefulresearch and collaborativeinitiatives with meaningfulpartnerships working towardslocally relevant policies willensure that we work towardscoherent and useful frameworksfor environmental learning.
ReferencesEEASA. 2002. GaboroneDeclaration: A working documentprepared by the 20th annualInternational Conference of theEnvironmental EducationAssociation of Southern Africa(EEASA). Gaborone, Botswana
Obol, C. and Allen, I. 2002. Audit ofenvironmental education policyprocesses in southern Africa.Unpublished research report.Howick, South Africa, SADCREEP.
SADC REEP. 2002. SADC RegionalEnvironmental EducationProgramme document. Share-Net,Howick, South Africa.
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]]]]]]]]]]Eco-Schools and the Gaborone DeclarationEco-Schools and the Gaborone DeclarationEco-Schools and the Gaborone DeclarationEco-Schools and the Gaborone DeclarationEco-Schools and the Gaborone Declaration
Kim WKim WKim WKim WKim WararararardddddWhat is the Eco-Schools pro-gramme?When schools register as Eco-Schools they commit themselvesto an ongoing process of activelybringing environment into theschool curriculum and improv-ing the school environment. Eco-Schools choose at least threefocus areas and record theirprogress in a portfolio. Portfo-lios are assessed and successfulschools gain Eco-School andare awarded with a flag.
Eco-Schools in South AfricaEco-Schools is an internationalprogramme of the Foundationfor Environmental Education(FEE). In South Africa theprogramme is being developedand managed by the Wildlife andEnvironment Society of SouthAfrica (WESSA), a member ofFEE.
South Africa’s education systemhas recently been overhauledfollowing the election of ademocratic government in 1994.At present schools need toimplement the Revised NationalCurriculum Statements (RNCS)and therefore all programmesworking with schools need towork towards supportingschools with this process. Duringthe past 3 years the Departmentof Education’s NationalEnvironmental Education Pro-gramme (NEEP) has beenoperating with an environmentaleducation co-ordinator in eachprovince.
The NEEP and Eco-Schools canwork together well and areincreasingly doing so. Eco-Schools could thus be reflectedas a Department of Education-WESSA partnership that isemerging in and alongside theNEEP and is focused onsupporting the implementation ofthe RNCS around environmentand curriculum.
The Eco-Schools initiative inSouth Africa thus differssignificantly from the pro-grammes run in Europe and hasbeen re-oriented to focus onstrengthening curriculum andsupporting its implementation(away from a starting point withand a concern for environmentalprojects and activities inschools). The route that isdeveloping therefore is fromcurriculum outcomes that mightresult in activities that enhance
school environments and sustai-nability. This has not been aneasy shift for many environmentalgroups to make because theculture of their approaches hasbeen centred on betterenvironments and excitingprojects in schools and thecurriculum links have often beentenuous at best. The design ofthe Eco-Schools reportingportfolio is helping to this end.It encourages reporting oncurriculum outcomes, lessonplans, including evidence oflearners’ work and reflections onthis.
We are also currently updatingthe Eco-School materials toclarify and highlight the closelinks to the RNCS, and areencouraging all schools to starttheir Eco-School work fromtheir RNCS work with theirlearners.
There are currently 90 pilotschools registered with the SouthAfrican Eco-Schools program-me. These schools aim to submittheir portfolios with evidence ofwork done in schools by the endof October and, if successful, willbe awarded with Eco-Schoolstatus in November 2003.Schools may keep their flags fora year by the end of which a newportfolio must be submitted toshow evidence of ongoing work.A growing number of schoolsare beginning to register for theongoing Eco-Schools program-me in 2004.
Eco-Schools Logo.
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rrrrrrrrrrrrrEco-Schools in the SADCregionThere are a number of initiativessimilar to Eco-Schools in theSADC region. Botswana hasadapted a School EnvironmentalPolicy Pack (which is the toolkitfor South African Eco-Schools).Somarelong Tikologo, anenvironmental NGO based inGaborone, is also developing anEnviro Schools programme. InLesotho the Lesotho EESupport Project is running aModel School programmewhich aims to support a numberof ‘model schools’ to bringenvironment into the curriculum.Although not part of SADC,Kenya is running an innovativeEco-Schools programme basedon a partnership with Denmark.In May 2004 a School Improve-ment workshop is planned totake place in Namibia and willbe an opportunity for the regionto explore various ‘eco-school’initiatives in the SADC region.
Eco-Schools and theGaborone DeclarationThe Eco-Schools programme isin many ways working towardsachieving the recommendationsfrom the 'Gaborone Declaration',particularly in relation to theissues associated with curriculumdevelopment, and recommen-dations identified in thisdeclaration. In the followingsection some of these issues andrecommendations will behighlighted (in italics) as well asthe response of Eco-Schools tothese.
Issue: Environmental andeducational policies do notprovide adequate guidance forEE processesIn the Revised NationalCurriculum Statements for theSouth African school curriculum,the environment is a centralconcern. The policy states thatfour cross-curricular principles,drawn from the South AfricanConstitution, must be addressedin each learning area (orsubject). These principles are:Inclusivity, Social Justice, HumanRights and a Healthy Environ-ment.
In the RNCS learning outcomesand assessment standards whichsupport environmental learninghave been developed for alllearning areas. We are thereforefortunate in South Africa thatpolicy requirements incorporateenvironment so solidly in ournew education curriculum.
The challenge for us now inSouth Africa is to take this policyinto practice and implement thecurriculum statements in ourschools. Within this context it isimportant that programmes forschools specifically aim tosupport teachers with thisimplementation. The Eco-Schools programme is thereforebeing developed to supportschools in this way by providingexamples of how the newcurriculum can be implementedusing an Eco-School framework.Having identified focus areasthrough audits in the school,teachers are encouraged to startwith lesson plans and these leadto an improved school environ-ment. Portfolio guidelines assistwith the process of reflecting andreporting on lesson plans.
Issue: There is a tendency tointerpret environmental issues,and sustainability issuessuperficially, and to presentlearners with knowledge thatis out of contextThe first step in the Eco-Schoolprocess is a school audit. Fromthis audit emerge particular areasof concern, or focus areasaround which schools focus theirEco-School work. Ideallylearners should be involved in theauditing process and in identi-fying relevant focus areas.Teachers need to develop lessonplans related to these areas whichwill mean that the learning will beboth relevant and appropriate tolearners in that particular schoolcontext.
Teachers exploring environmentalissues which can become part of
their Eco-School work.
Water policies beingimplemented at school level.
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School kids learning aboutenvironmental issues.
Issue: Participation incurriculum development isoften limited to stakeholderparticipation, which does notenable meaningful partici-pation amongst teachers at alocal levelOne of the main aims of the Eco-Schools programme is tosupport teachers with curriculumdevelopment (designing, teachingand reflecting on lesson plans)using environment as a focus. Byproviding frameworks, lessonplan templates and examples, theEco-School programme aims tosupport meaningful participationof teachers at a local level.
Only three of several issuesrelated to curriculumdevelopment in the GaboroneDeclaration are discussedabove. Further ways in which theEco-Schools programmeattempts to respond to theseissues are discussed below as aresponse to some of theGaborone recommendations.
Recommendation 2: Designcurricula that emphasise therelationship between humanrights, a healthy environment,and social justice, and thatrespond to livelihood issuesand the challenge of enablingmore sustainable futures.One of the main aims of the Eco-School programme is to supportteachers to integrate the principleof the RNCS relating to humanrights, social justice and a healthyenvironment. Through theprogramme teachers are
encouraged to design lessonplans to emphasise theseprinciples. Audits, lesson plansand management goals lead toimproved school environmentsand more sustainable futures atleast at a local school level.
Recommendation 3: Supportenvironmental learningprocesses that reflect acommitment to action and thatfoster action competencethrough contextual, open-ended inquiry and issues-based approaches to learning.Action competence has beendefined as “a capability – basedon critical thinking andincomplete knowledge – toinvolve yourself as a person withother persons in responsibleactions and counter actions fora more humane world” (Schnack1994:190). The Eco-Schoolsprogramme aims to encourageteachers and learners to work
together to identify issues ofconcern in and around theirschools, and in active lessonplans to work towards addres-sing some of these issues. It ishoped that through audits andlesson plans that thedevelopment of actioncompetence is fostered.
Recommendation 8: Providefunding and support forinstitutionalising environ-mental education at schooland system levels.The Eco-Schools programme iscurrently funded at a nationallevel by Nampak throughWWF-South Africa. Thisfunding supports a national co-ordinator and the developmentof materials for schools as wellas enabling a certain amount ofregional support to schoolsacross the country. As discussedin the introduction to this article,the programme is also based ona developing partnership with theDepartment of Education. Thispartnership, combined with theincorporation of environment intothe school curriculum at a policylevel, goes a long way toinstitutionalising environmentaleducation at school and systemlevels.
Recommendation 10: Ensurethat professional developmentprogrammes are put in place(pre-service and in-service)that enable educators toimplement action-oriented,contextual environmentaleducation processes.
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and health topics of currentinterest were insufficientlycovered; and that the approachof existing materials was‘academic’ and ‘didactic;’ andof little relevance to the dailylives of learners.
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Research in Action: The experience of Research in Action: The experience of Research in Action: The experience of Research in Action: The experience of Research in Action: The experience of ActionActionActionActionAction magazine magazine magazine magazine magazineStevStevStevStevSteve Murre Murre Murre Murre Murrayayayayay
A current pressing challenge forSouth Africa is to supportteachers with professionaldevelopment programmes toimplement our new nationalcurriculum statements. Ourintention is to develop mini-studymodules on Schools &Sustainability which will guideteachers with working with anEco-School framework in theirschools.
There are many challenges in theSouth African education systembut as it changes manyopportunities for environment in
Kim WardSouth African Eco SchoolsCoordinatorPO Box 394, Howick 3290E-mail: [email protected]
the curriculum have emerged.The Eco-Schools programmeattempts to support teachers withrelevant environmental educationprocesses in their schools whichlead to better environmentallearning and improved schoolenvironments. These attemptscan be seen as responses tosome of the issues highlighted inthe Gaborone Declaration and ameans of implementing some ofits proposed recommendations.
Acknowledgement: Thanks go toProf. Rob O’Donoghue for discus-sions which helped clarify the firstpart of this article.
References:Schnack, K. 1994. Some furthercomments on the actioncompetence debate. In Jensen, B.& Schnack, K. (Eds.). Action andaction competence as keyconcepts in critical pedagogystudies in educational theory andcurriculum, Vol 12, Royal DanishSchool of Educational Studies.
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IntroductionAction magazine began inZimbabwe in 1987 as a result ofthe need for learners in SADCcountries to have access to basicinformation about their healthand immediate environment. Itaimed to inform, broadenexperience, and stimulate interestand debate in environmentalhealth issues and to do thisthrough a mass-media resourcein a learner-centred way. Sixteenyears later its magazines havebeen distributed to nine SADCcountries and translated into eightAfrican languages. Much of itssuccess is based on the qualityof the materials that are still asrelevant today as when theywere developed. Research, orthe need to take an ongoingcritical look at what, why and
how materials can supportenvironmental health learning,has underpinned and beenintegrated within all the stages ofthe developmental publishingprocess.
Research has been at the coreof Action Magazine from theoutset. Even before develop-ment began, key questions suchas ‘are materials required toachieve my objectives’, whatand how are we trying tocommunicate, which audiencecould most benefit from learningmaterials and how can thematerials reach them, informeda review of needs and possi-bilities. Interviews, discussionsand questionnaires establisheda need by showing that therewere no regular educational
An issue of Action magazinefocusing on HIV/AIDS.
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The magazine’s ‘style’ wasinformed through furtherresearch with learners thatindicated that visual imagescombined with short, simple textwas needed to make secondlanguage reading and under-standing easier. It also respondedto newer learning theories andpedagogical change in thatcentral to the development anduse of the materials was the ideathat dialogue, participation,commitment and ownershipwere key elements of anyprocess encouraging change orAction – hence the name of themagazine.
The printed materials werealways designed as tools toencourage social interaction andlearning – never as ends inthemselves. The format chosenwas informed by elements ofcost, the printing processavailable and the need to ensurean ‘optimal’ number of maga-zines for use by learners. The agegroup selected was 10-14 yearolds, a group still largely inschool (the only cost-effectivedistribution channel) and still‘open’ to new ideas and theenthusiasm to act on them. Soresearch informed the projectdevelopment, the media strategyand type of print material, thestyle and approach of themagazine and the distributionroute.
Early discussions with teachersand observations of them using
materials indicated that furtherguidance in ‘good educationalpractice’ was required linking themagazine’s broadly ‘construc-tivist’ view of learning topractical examples of learner-centred education.
Other research uncovered thepreference of teachers tointegrate environmental educa-tion within subjects rather thanacross them and the need for themagazine to make explicit thecurricula links. It also showedhow even in the absence ofsufficient professional develop-ment ‘modelling’ opportunities,teachers were more likely to usesuggestions from the magazinethan make up examples of theirown. So the magazine focusedon learning with understanding,rather than merely giving facts,consistently tried to identifylinkages between traditionalsubject areas through a thematicapproach and aimed to fosterdiscussions around values, beliefsand interests rather than offeringready-made slogans. Through itsname and approach it encoura-ged small ‘actions’ that wouldsupport participation anddecision-making by learners.
Put another way, much of theresearch integrated within thepublishing process could best bedescribed as ‘formative moni-toring’.
Discussions with teachers,learners and curriculum develo-pers elicited interests needs andtopics as well as ‘areas ofconceptual difficulty’ both inteaching and learning. Withlearners, such research oftentook the form of an activity orquestions designed to elicit priorunderstanding, information thatguided the magazine in its‘starting points’. Some of thisinformation was collectedthrough a problem, quiz or gamethat was set as a competition forlearners to enter. Useful infor-mation on learner understandingabout pests and pesticides, howHIV spreads and works, mana-ging wildlife and perceptionsabout biodiversity and how lifeevolves were all collected thisway.
Brainstorming with teachers alsohelped to build up the conceptualframework for every issue, anapproach that ensured that themagazine contents were ‘un-dated’ and could be applied toa variety of contexts. Researchinto ‘assessing the environmentalsituation’ for each issue alsoincluded identifying stakeholdersin order to form an advisorystakeholder committee (thatvaried for each theme and wasalso useful in identifying
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complimentary audiences andsecuring supplementary funding),collating background resources,undertaking a resource materialand curriculum audit to identifycurrent learning objectives,sequences and omissions toensure that the materialsprovided enriched rather thanduplicated current resources and‘re-orientated’ teacher supporttowards a learner centredapproach.
Draft materials were tested toensure that their authenticity andcontext suited the reader. A moreinformal style was adopted withlearners reading sections,identifying difficult words orphrases and then discussingtheir understanding withoutreference to specific questions.Such ‘rich’ responses werecategorised and analysed later.Exploring pictures led to therealisation that visual literacywas an important competencewith large differences betweenlearners according to their accessto visual media. In this respectAction diverged from ‘conven-tional wisdom’ that encouragedpictures to be trialled and‘tailored’ (simplified) for rural,less literate audiences. Ratherthan adopt this ‘dumbing down’strategy, it took steps to ensurethat in each issue a variety ofvisual codes and conventionswere included. Ways of under-standing such pictures werepromoted widely amongteachers and then learners,Within a short while, visualliteracy skills especially of
‘deprived’ readers wouldimprove significantly.
By far and away the mostcommon element of researchwas undertaken in ‘setting theagenda’ for an issue and‘developing the messages’through which discussion andlearning would take place.
With some magazines such asCAMPFIRE and AIDS, liste-ning exercises in communalplaces such as clinics, beer halls,general stores and buses helpedto scope out issues of concern.Alternatively focus group discus-sions separately with teachersand learners helped to identifyinterests, needs and currentunderstanding and practice.Less frequently larger and moreformalised research undertakenin conjunction with learnerswould guide both the contentsand approach of magazines.
In developing the ‘Environmen-tal Rights’ issue, the team wantedto better understand learnersviews and interests and reflect
on them and so negotiated withlearners their initial involvement,how they wanted to participateand what they wished to resultfrom their involvement in theresearch activities. Using a seriesof participatory tools, developedwith and applied by the learners,Action developed a page-by-page conceptual framework forthe magazine, linking this laterwith the pedagogical approachin the teachers guide. Theresulting information also enabledthe magazine to reflect environ-mental issues that learners ofdifferent ages and gender feltwere of importance to them fromtheir point of view, answerlearner enquiries and extendlearner knowledge and under-standing. Building on the learners'own experiences, the magazineused their stories about actualpeople and events to highlightissues, ask questions, poseproblems and encouragelearners to think about thesewithin the context of their ownlives. As with every issue, avariety of visual approacheswere used in order to improvevisual as well as text literacy.
Within all the teacher pages,participation in environmentalactivities and learning wasstressed - that while education,health and food were basicrights, learners had a right (andhad expressed a strong desire)to participate more in theplanning and design of their owndevelopment. Linked to this themagazine positively advocatedand supported extra-curricular
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activities and the desire of younglearners to be involved inenvironmental learning throughclubs and recreation.
Guidance relating to specificissues was also undertakenthrough research:
How could the magazinebecome most cost-effective indeveloping materials?This led to the computerisationand control of the productionprocess from typing to ‘printfrom disk’, personnel require-ments and job descriptions.
How could a magazine makeitself more effective within acommunity?Apart from disseminationthrough clinics, committeesand literacy groups, translatingissues into the vernacular andencouraging schools to allowlearners to take home copies andbecome respondents in ‘inter-personal’ discussions was veryeffective.
Would vernacular issues bemore widely understood andappreciated than Englishlanguage issues and if so,what was the most appro-priate way to do this?The evidence collected indicateda greater pupil preference forand understanding of magazi-nes in the vernacular, althoughhaving magazines in both thevernacular and English was thefirst priority. Issues raised by themagazine were spread muchmore efficiently via the school to
the community and discussed bythem. Vernacular translations ofthe ‘AIDS’ issues showed thatit had provided a focal point fordiscussion by an older familymember in a situation where it isnot appropriate for children toinitiate debate or talk openlyabout sexual matters.
In conclusion the most importantlesson learned by Action may bethat research, involving identi-fying the ‘right’ questions,eliciting information with andfrom partner individuals andgroups, analysing and reflectingwith them on this, in order toinform changes in strategy andapproach, must be ongoing andundertaken at all stages ofmaterial development. It is notlinear, but something that recurs,feeds back into and responds toevery part of the publishingprocess.
Publications informing this articleMurray, S. 1992. Comics andMagazines as Resources forScience and TechnologyEducation in Primary Schools. InLayton, D. (Ed). Innovations inScience and TechnologyEducation, Vol IV, UNESCO, Paris.
Murray, S. and Russell, T. 1993.Popular publishing forenvironmental and healtheducation: Evaluation of ActionMagazine. LUP, Liverpool, UK
Murray, S. 1995. Publishing in theVernacular: A case study fromChiredzi. Zimbabwe. ACTION,Zimbabwe.
Murray, S and Russell,T. 1998.Globalisation and Learning: TheBackground and Use of the‘Popular Publishing’ Medium forHealth and Environmental ScienceEducation in Zimbabwe. In OxfordConference on Globalisation andEducation Proceedings, OxfordUniversity, UK.
Murray, S. 2003 Learner-centrededucation materials: research intothe development of an‘Environmental Rights’ issue ofAction Magazine. In forthcomingProceedings of the EEASAConference, Windhoek.
Readers wishing to learn more aboutAction’s research work in materialsdevelopment are advised to contactAction through the website: www.action.co.zw.
Steve MurrayProject CoordinatorSupporting EnvironmentalEducation in Nambia (SEEN)ProjectE-mail:[email protected]
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Ethics and ActionEthics and ActionEthics and ActionEthics and ActionEthics and Action2004 Edition: ‘Stories of Action in Context2004 Edition: ‘Stories of Action in Context2004 Edition: ‘Stories of Action in Context2004 Edition: ‘Stories of Action in Context2004 Edition: ‘Stories of Action in Context’’’’’
Call for PCall for PCall for PCall for PCall for PapersapersapersapersapersThe Southern African Journal of Environmental Education, Ethics and Action is a research journalpublished by the Environmental Education Association of Southern Africa. This journal builds on the earlierEnvironmental Education Association of Southern African Journal. This journal is one of five internationaljournals that focus on environmental education research and practice.
The Southern African Journal of Environmental Education, Ethics and Action aims to publish andreport on a wide range of aspects relating to Environmental Education, Ethics and Action, through a focus onpapers reporting research and development activities. The journal will also carry more diverse papers including,for example, conference reviews, retrospective analyses of activities or trends in a particular field, commentarieson policy issues, comparative aspects of an environmental education, environmental ethics or environmentalaction issue, and critical reviews of environmental education, ethics and action in a particular country.
The aim of the Southern African Journal of Environmental Education, Ethics and Action is to providesouthern African and other authors with a forum for debate, and professional development. The Journal willincorporate an author support programme, to encourage new authors in the field to establish themselves asprofessional writers. The journal is an internationally refereed journal. All manuscripts will have to comply tothe Journal’s editorial policy.
The 2004 Journal theme will center on ‘Stories of Action in Context’. The stories of action in contextshould illuminate aspects of / perspectives on more sustainable living practices / developments in healthyenvironments (these can be process-based or product-centred). Authors writing for this journal should aim toprovide a critical narration of practice. Through different contributions, the journal will explore dimensionsof practical theory/ies of action. A sub-theme of this journal will be to develop perspective on EnvironmentalEducation & Sustainability in southern Africa in the run-up to the United Nations Decade of Education forSustainable Development.
Queries and Submissions should be sent to:The Editor: EEASA JournalMurray & Roberts Chair of Environmental EducationRhodes UniversityPO Box 94Grahamstown, 6140SOUTH AFRICAE-mail: [email protected]
Please contact the EEASA Journal Editor for a set of ‘Guidelines for Submission’, before you produce yourpaper. All papers will be reviewed by an international review panel.
Deadline for 2004 Edition: 30 April 2004
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rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrHearing the visitors – Experiments with interactive signageHearing the visitors – Experiments with interactive signageHearing the visitors – Experiments with interactive signageHearing the visitors – Experiments with interactive signageHearing the visitors – Experiments with interactive signage
in South Africa’in South Africa’in South Africa’in South Africa’in South Africa’s National Botanical Gardenss National Botanical Gardenss National Botanical Gardenss National Botanical Gardenss National Botanical GardensLou-Nita Le Roux and John RoffLou-Nita Le Roux and John RoffLou-Nita Le Roux and John RoffLou-Nita Le Roux and John RoffLou-Nita Le Roux and John Roff
IntroductionBotanical gardens around theworld attract people from allsorts of backgrounds and of allages. Interpretation is one of theways in which garden staffendeavour to share the plantsand their stories with thesevisitors. Interpretive methodsinclude ‘live’ methods such asguided walks, staffed displaytables, roving interpretation andtalks; coupled with ‘static’methods such as signs,brochures, labels and posters.Often, static interpretation is one-way communication, not offeringinterpreters the opportunity toengage in meaningful interactionswith visitors, which the 'live'methods allow for.
Why visitor interaction isimportantAs one of 6 principles of inter-pretation, Freeman Tilden wrote:
‘Any interpretation thatdoes not somehow relatewhat is being displayed ordescribed to somethingwithin the personality orexperience of the visitorwill be sterile.’
Tilden 1967
The 4 ‘T’s’ model suggests that,for meaningful learning to takeplace, there needs to be:
Touching – Sensory encoun-ters and discovery.
Talking – Dialogue on theseencounters with others.Thinking – Reflecting on theexperience.Taking action – Doingsomething with/as the learning.
Roff 2003, adapted fromO’Donoghue 1995
Taking this further, we can saythat if a visitor is allowed to takewhat is relevant to them, whatinterests them and to a place ofinteraction around that thing withothers, then meaningful learningis likely to happen for both visitorand interpreter.
Another benefit of interactiveinterpretation is that interpreterscan tell what visitors arethinking about the signage andcan more easily get a feel forvisitor interests and trends in anarea. They can then structure/restructure their interpretationaccordingly.
Case studiesThe following case studiesdemonstrate attempts in twobotanical gardens to encourage
dialogue and action aroundbotanical interpretation.
Case Study 1: Lowveld Na-tional Botanical GardenHelping interpreters stay intouch with the public usingSMS.Have you noticed the latest crazein cell phone communications? Itis called SMS (Short MessageService) and it is spreading likewild fire. The very young to thevery old can, these days, be seenvigorously scrolling away on cellphones of every size, shape,colour and make. It has becomean easy and affordable way tostay in contact with the worldaround you. And hey - it’s funtoo!
So what does this have to dowith interpretation? The answercan be summed up in one word:feedback.
A lot of interpretation is donewithout the presence of a guideor interpreter. In fact one ofinterpretation’s goals is to makethe connection between nature(or whichever topic you arefocussing on) and the publicwithout having someone actuallybe there. This can be done usingsigns, storyboards, etc. Theproblem here is that unless youhide in the bushes watching a signall day long you will never knowif people are reading it, and if so,whether it is successful or not. 27
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\\\\\\\This is where SMS technologycomes in. By asking for thepublic’s opinion on the sign orby structuring your sign in theform of a quiz or competition youcan leave a cell phone numberto which they can SMS theirresponses (see boxes below).Leaving a cell phone numberlends an air of excitement,especially where young peopleare concerned. They simply lovesending SMS’s and they arelooking for any excuse to sendthem as often as possible. Evenif you don’t get the feedback you
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are after (“crank calls”), you stillknow someone has read thesign.
This method has been usedbefore with e-mail being theoffered method of response.This is also a good idea, but Ibelieve more people haveaccess to SMS technology thanto computer technology, andthey need not wait until they getback home or to the office torespond.
I really believe that this method,along with e-mail, will give us amuch larger range and highersuccess rate when it comes tokeeping in touch with the public.Without feedback, interpretationbecomes a constant stab in thedark without any real meaning,since it is impossible to determinewhether it is successful or if itneeds to be adapted.
Why not try this method and seeif it works for you? It may endup being a “stab” of light in thedarkness.
Baobab
Adansonia digitata
Some scientists say that Baobab trees with a circumference of 30m are
estimated to be about 400 years old. This would suggest that every meter
represents about 13 years.
Baobab
Adansonia digitata Do you think this estimation sounds
correct? Look at the tree in front of you. How old do you think would it be
according to this theory? Let us know what you think:
sms us at 084 710 5***. Keep watching this space for the answer.
Temporary tree labels at the Lowveld Botanical Garden with a Short Message Service (SMS) response option.
Case study 2: Natal NationalBotanical Garden
As in many botanical gardens,interpretation in the NatalGarden involves trying toascertain who the visitors to ourgarden are and what motivatesthem, then designing interpre-tation to suit these people andthe aims of our organisation (TheNational Botanical Institute).
Below are four examples of signsthat encourage visitor response.These responses help us in two
ways: firstly, to determine whatstimulates the people ofPietermaritzburg to visit andrespond to the botanical gardenand the plants and interpretationin it, and secondly to hopefullylead to critical thinking on theissues raised and, moreimportantly, to actions whichwill lead to more ecologicallysustainable ways of living.
1. Comments chalkboardThis board is not a sign as such,but a large chalkboard at theentrance/exit of the garden, on
which visitors are encouraged towrite wildlife sightings, plants thatare in flower, things they enjoyedabout the garden etc. This isproving to be an excellentinformal opportunity for visitorinteraction. It does howeverneed to be carefully managed toprevent abuse.
2, 3 and 4. These temporarylaminated signs have been invarious locations in the garden –in the ‘Garden of Extinction’,next to a restaurant and in frontof a Camphor tree respectively.
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The garden of extinction
Aloe family (Aloaceae)Aloe parviflora
Afforestation, once again, is reducing the habitat of this tiny now only found in a few central KZN grassland patches.
Aloe,
'Does this little plant have value, or should we just allow it to go extinct?'
Your opinion please:
SMS response to: 083 6622306
2. Encouraging thought and response on the value ofthreatened plants in the ‘Garden of Extinction’ theme
display in the Natal National Botanical Garden.
3. Encouraging visitor observation in the garden using a reward. Responses to this sign provided NatalGarden interpretation staff with the opportunity to interact further with visitors.
4. This controversial sign prompted a newspaper article and approximately 40 email and SMS responses.It has been one of the most useful and effective ways of stimulating public interest in the Natal garden.
Should we chop this Camphor tree? down
It is a Category one invader - The law does not permit anyone to grow these trees.
produces thousands of seeds per year. Birds eat these seeds, and so spread the trees widely. The trees have no natural enemies.
Camphor trees (from Asia) like this one are a threat to KwaZulu-Natal’s rich biodiversity, because they take water, food and growing space away from our indigenous trees.
It
The garden promotes indigenous species and their conservation. Keeping aliens such as this tree is contrary to our mission.
At 119 years old, it is part of history.
It is one of 4 very big, very old trees in the garden, and is perhaps the tree with the most ‘character’.
Lots of people love it, and associate it with fond memories of the garden and happy times spent here.
Maritzburg’s
It has great educational value in teaching biology and the fascinating variety of plantuses (e.g. camphor oil and camphor cream).
Email: [email protected] or SMS: 083 6622306
Yes Why? No Why?
What do you think?
ConclusionIn the last 2 years (2001 - 2003) we have triedto develop ways for botanical gardensinterpretation to become more interactive. Someof these methods are bearing fruit, and we areplanning to experiment with other ideas.Comments and suggestions from interestedpeople are welcome. Please contact us at theaddresses listed at the beginning of this article.
References:O’Donoghue, R & Janse van Rensburg, E.J. 1995.Environments and methods. ShareNet, Howick.Roff, J. 2003. Bridging the gap – A handbook forenvironmental interpreters and educators.ShareNet, Howick.
Tilden, F. 1967. Interpreting our heritage. TheUniversity of North Carolina Press, Chapel Hill,North Carolina.
This plant lives in trees !
This red-flowered Dermatobotrys saundersii grows naturally in the forks of tall forest trees.
It is rarely found in the wild, but can be grown easily as a container plant and has a delicious fruit.
Spot one in the Garden and get a free seedling !
There are three Dermatobotrys plants growing in trees in the garden. If you spot one, phone us, tell us where it is, and you'll win a free indigenous seedling.
Phone John or Isabel (3443***)
Indigenous plants enrich our lives - lets care for them !
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]]]]]]]]]]UNESCO and The International Decade of EducationUNESCO and The International Decade of EducationUNESCO and The International Decade of EducationUNESCO and The International Decade of EducationUNESCO and The International Decade of Education
for Sustainable Developmentfor Sustainable Developmentfor Sustainable Developmentfor Sustainable Developmentfor Sustainable DevelopmentMary Joy PigozziMary Joy PigozziMary Joy PigozziMary Joy PigozziMary Joy Pigozzi
Supporting efforts to promotedevelopment that is sociallydesirable, economically viable,and ecologically sustainable, theUnited Nations (UN) GeneralAssembly adopted by consen-sus, on 20 December 20, 2002,a resolution establishing a UNDecade of Education forSustainable Development(DESD) from 2005 to 2014.The resolution names the UnitedNations Educational, Scientific,and Cultural Organisation(UNESCO) as the lead agencyto promote the decade.
A movement to declare adecadeSince 1985, the UN hasdesignated on-going Internatio-nal Decades to draw attention tomajor issues and to encourageinternational action on questionsof global importance. Theconception of a Decade ofEducation for SustainableDevelopment was introduced bythe Japanese government at theWorld Summit for SustainableDevelopment (WSSD) Prepa-ratory Committee IV (Bali,Indonesia, June 2002) andendorsed at the highest politicallevels at the WSSD inJohannesburg, South Africa, inSeptember 2002. Three monthslater, it was adopted byconsensus at the 57th session ofthe UN General Assembly anda Decade of Education forSustainable Development
bio-physical
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declared to commence 1January 2005.
Aims of the DecadeThe outcomes of the Johan-nesburg Summit and theestablishment of a Decade ofEducation for SustainableDevelopment affirm the need tointegrate sustainable develop-ment into education systems atall levels in order for educationto be a key agent for change.The Decade aims to promoteeducation as the basis forsustainable human society and tostrengthen international coopera-tion toward the development ofinnovative policies, programmes,and practices of education forsustainable development (ESD).
Governments have been invitedto consider the inclusion ofmeasures to implement theDecade of Education forSustainable Development in theirrespective educational strategiesand action plans by 2005, takinginto account the internationalimplementation scheme to beprepared by UNESCO.
Sustainable Development:An Evolving ConceptThe naming of the concept ofsustainable development emer-ged in the 1980s in response toa growing realisation of the needto balance economic and socialprogress with a concern for theenvironment and the stewardshipof natural resources. Thelandmark 1972 UN Conferenceon the Human Environment inStockholm, Sweden focussedattention on environmentalconcerns and led to the creationof many environmental ministriesand non-governmental organisa-tions (NGOs) working toconserve the planet’s resources.In the years following theconference, the global com-munity acknowledged that moreexploration was needed of theinter-relationships between theenvironment and naturalresources and socio-economicissues of poverty and under-development.
World Commission onEnvironment andDevelopmentThe concept of sustainabledevelopment gained world-widecurrency with the publication ofOur Common Future by theWorld Commission on Environ-ment and Development in 1987.The UN General AssemblyResolution 38/161 agreed on thecreation of a Commission in1983 to:
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· Re-examine the criticalenvironmental and develop-ment issues and to formulateinnovative, concrete andrealistic proposals formanaging them;
· Strengthen and propose newforms of international coope-ration in order to influencepolicies and events in thedirection of needed changes;and
· Raise Governments’, NGOs’,businesses’, and othermembers of civil society’slevels of understanding andcommitment to action.
The World Commission onEnvironment and Developmentdefined sustainable developmentin Our Common Future as"Development that meets theneeds of the present withoutcompromising the ability offuture generations to meet theirown needs". This definitionconsiders that while develop-ment may be essential to satisfyhuman needs and improve thequality of life, it should occur insuch a way that the capacity ofthe natural environment to meetpresent and future needs is notcompromised.
The Earth SummitSustainable development was akey issue on the agenda at the1992 UN Conference onEnvironment and Development(UNCED), or the Earth Summit,held at Rio de Janeiro, Brazil.The Summit brought togetherrepresentatives of Governments,international organisations,NGOs, and civil society todiscuss the challenges of the next
century and to adopt a globalplan of action to meet thesechallenges. The action plan,known as Agenda 21, provideda comprehensive set ofprinciples to assist governmentsand other institutions inimplementing sustainabledevelopment policies andprogrammes. It also suggestedthat economic, social, andenvironmental considerationswere intertwined with issues ofpoverty, equity, quality of life, andglobal environmental protection.
Over 170 countries adoptedAgenda 21 and the RioDeclaration on Environment andDevelopment, in an impressiveshow of commitment to a "globalpartnership to conserve, protect,and restore the health andintegrity of the earth’s ecosys-tem". As such, emphasis is placedon the development of national,regional and local level strategies,plans, policies, and processespromoting sustainabledevelopment. In 1992, the UNCommission on SustainableDevelopment was created toensure follow-up to UNCED, tomonitor and report on theimplementation of Earth Summitagreements at all levels, and toact as a forum for the ongoingnegotiation of internationalpolicies on sustainable develop-ment.
From Rio to JohannesburgDuring the 1990s, thinking aboutsustainable development evolvedfurther, making it an internationalbenchmark for the considerationof a broad range of economic,social, political, and environmen-tal issues. Yet, while considera-ble progress has been made indeveloping the concepts of sus-tainable development, progresson implementation of sustainabledevelopment plans has beenslower.
"Our biggest challenge in thisnew century is to take an ideathat seems abstract —sustainable development —and turn it into a reality for allthe world’s people."Kofi Annan, Secretary Generalof the United Nations, 14 March2001
Though many concrete initiativesfor sustainable developmenthave been implemented by awide range of partners since Rio,achievement of the UNCEDgoals has been lagging. Pressureson the environment and naturalresources has kept the state ofthe world’s environment fragile;poverty has increased in absoluteterms; and unsustainableproduction and consumptionpatterns abide, especially in thedeveloped world. And whilenotable achievements have beenmade in improving health, newproblems, such as HIV/AIDS,and old ones, such as malaria,are reversing hard won gains ininfant survival and life expectancyin a growing number of countriesand communities worldwide.
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qqqqqqqqqqqqqqqqqJohannesburg: into asustainable future?Ten years after Rio, the worldcommunity came together toreview accomplishments andoutcomes of the Earth Summit,and to adopt concrete measuresand identify quantifiable targetsfor better implementation ofAgenda 21 and the more recentMillennium Declaration Goals.At the WSSD in Johannesburg,26 August – 4 September 2002,a more fully developed paradigmof sustainable development wasendorsed. The Political Declara-tion states that sustainabledevelopment is built on three"interdependent and mutuallyreinforcing pillars" - economicdevelopment, social develop-ment, and environmentalprotection - which must beestablished "at local, national,regional and global levels" (Para5). This paradigm recognisesthe complexity and interrelation-ships of critical issues such aspoverty, wasteful consumption,environmental degradation,urban decay, population growth,gender inequality, health, conflict,and the violation of human rights.
The summit noted that practicaland sustained steps wererequired to address many of theinterlinked problems. As animplementation-focussedSummit, Johannesburg resultedin major commitments to expandaccess to safe water, propersanitation, and modern, cleanenergy services, as well as toreverse the decline ofecosystems. In addition to thesecommitments, the Summitresulted in the launch of more
than 300 voluntary partnershipsbetween governments, NGOsand businesses to supportsustainable development efforts.Follow-up on these commit-ments will be the yardstick ofsuccess or failure in theattainment of the Summit goals.
In sum, sustainable developmentis a dynamic and relative conceptwith many dimensions and manyinterpretations. Some argue thatthere is no need for one agreeddefinition of sustainable deve-lopment; instead, sustainabledevelopment should be seen asa process of change that isheavily reliant upon localcontext, needs, and priorities.Clearly, although there is no onedefinition, the global dimensionsand impacts of these challengesrequire extensive internationalcooperation, political commit-ment, stewardship, and energyto move forward into asustainable future.
Education for SustainableDevelopment (ESD):Expanding the visionEducation, both formal and non-formal, public awareness andtraining are key processes bywhich human beings andsocieties can reach their fullestpotential. Education at all levelsis a key to sustainabledevelopment. Educating peoplefor sustainable developmentrequires a balance among
economic goals, social goals, andecological responsibility.Education should providecommunities with the skills,perspectives, values andknowledge to live in asustainable manner. It should beinterdisciplinary, integratingconcepts and analytical toolsfrom a variety of disciplines (UNCommission on SustainableDevelopment 2002). Educationmust be reoriented to include thechanges needed to promotesustainable development.Education for sustainabledevelopment must be attentive todevelopments and reforms ineducation, particularly EducationFor All (EFA) the MillenniumDevelopment Goals and thegoals of the International LiteracyDecade and vice versa.
The WSSD Plan of Imple-mentation recognizes two keyaspects of education in relationto sustainable development.
· First, education is the founda-tion for sustainable develop-ment and much of the work onESD must be closely linked tothe pursuit of Education for All.
· Second, education, as a keyinstrument for bringing aboutchanges in values andattitudes, skills, behaviours andlifestyles consistent withsustainable development withinand among countries, is a toolfor addressing such questionsas gender quality, environ-mental protection, ruraldevelopment, human rights,health care, HIV/AIDS andconsumption patterns as these32
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intersect with the sustainabledevelopment agenda.1
Indeed education, broadlydefined, is humanity’s best hopeand most effective means in thequest to achieve sustainabledevelopment. Much of currenteducation falls far short of whatis required. Therefore the qualityof education is of paramountimportance. Improving thequality of education and re-orienting its goals to recognizethe importance of sustainabledevelopment must be one ofUNESCO’s and the world’shighest priorities.
Education at all levels and in allits forms should help people ofall ages better understand theworld in which they live andthe complexity and inter-relationships of problems such aspoverty, wasteful consumption,environmental degradation,urban decay, population growth,gender inequality, health, conflict,and the violation of human rightsthat threaten our future.
This vision of educationemphasizes a holistic, inter-disciplinary approach todeveloping the knowledge andskills needed for a sustainablefuture, encompassing bothformal and non-formaleducation.
ESD : the meaning and scopeESD is “an emerging but dynamicconcept that encompasses anew vision of education thatseeks to empower people of allages to assume responsibility forcreating and enjoying a
sustainable future”.2 It is not somuch education about sustaina-ble development but educationfor sustainable development,which makes the concept moreparticipatory and comprehen-sive. The aim is not only for theeducator and the learner tounderstand the issues ofsustainable development but alsoto cope with and act upon theinterdisciplinarity of the issue.ESD becomes a moreinformation-driven and partici-patory concept that encourageseducators and learners tointeract, debate and fosterlearning that emerges fromexperiences and creativity. Thismore dynamic meaning of ESDutilizes all aspects of publicawareness, education andtraining as powerful instrumentsto create both understandingabout sustainability but also todevelop the knowledge, skills,perspectives and values toparticipate in individual andcollective decisions that willimprove the quality of life in theshort and the long run. This alsomeans that while there will beoverall agreement on “What isESD?” there will be nuanceddifferences according to localcontexts, priorities and appro-aches. This is a critical point. Itmeans that there will be no single“right” definition of ESD, butthere will be overall agreementon the concept of sustainabledevelopment that educationaddresses.
The goals, emphases andprocesses of ESD must,therefore, be locally definedmeeting the local environmental,
social and economic conditionsin culturally appropriate ways.This can be facilitated throughcommunity involvement, whichwill enable people to makeinformed decisions on issuesaffecting the quality of their lives.Exchange of relevant expe-riences of sustainable solutionsfrom around the world wouldenrich options and promotediversity through internationalcooperation. In general, impro-ving basic education andreorienting existing educationhave common end points ofdeveloping knowledge, skills,perspectives and values toenable citizens to continuelearning after they leave school,to earn a sustainable livelihoodand live sustainable lives on adaily basis.
ESD has four major thrusts:promotion and improvement ofbasic education, reorientingexisting education at all levels toaddress sustainable develop-ment, developing publicunderstanding and awareness ofsustainability, and training.
These thrusts were originallyidentified in Chapter 36 ofAgenda 21 and have beenexpanded upon in theCommission for SustainableDevelopment (CSD) WorkProgramme as follows:
· The creation of awareness ofthe need for and publicunderstanding of the principlesbehind sustainability. Thisincludes educating people topromote sustainable consump-tion and production patterns.
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Mary Joy PigozziDirectorDivision for the Promotion ofQuality EducationFor further informationplease contactE-mail: [email protected]
In this the media can play animportant role.
· The availability of quality life-long education and learningopportunities for all peoplesregardless of their occupationor circumstances. This can beachieved by reviewing nationaleducation policies and re-orienting formal educationsystems.
· The reorienting of existingeducation programmes toaddress the social, environ-mental and economicknowledge, skills, perspectivesand values inherent tosustainability. Education mustbe incorporated into nationalstrategic and action plans forsustainable development.
qqqqqqqqqqqqqqqqqThe development of specializedtraining programmes to ensurethat all sectors of society havethe skills necessary to performtheir work in a sustainablemanner.
UNESCO is willing to share aframework for the developmentof the International Implemen-tation Scheme. Individualswanting to access thisframework and comment areencouraged to do so by visiting:h t tp : / /www.unesco .o rg /education/index.shtml.
N.E.: This article was firstlypublished in the UNESCOnewsletter "Connect", Vol.XXVIII, No. 1-2, 2003, pp.1-7. It has been shortned to fit thecontext of this Bulletin.
Footnotes1 Address by the Director-General,UNESCO, to the PermanentDelegations of UNESCO MemberStates following the WSSD, 30September 2002.
2 “Education for Sustainability– From Rio to Johannesburg:Lessons learnt from a decade ofcommitment”, WSSD,Johannesburg, 2002, p.6
34
AdvAdvAdvAdvAdvanced Certificateanced Certificateanced Certificateanced Certificateanced Certificatein Environmental Educationin Environmental Educationin Environmental Educationin Environmental Educationin Environmental Education
2004 - 20052004 - 20052004 - 20052004 - 20052004 - 2005Are you …
a practising environmental educator? interested in EE? keen to improve your professionalpractice? in need of a formal qualification? free during school holidays? If so, consider this course!
Drawing on its extensive experience in and resources for environmental education, the EducationDepartment at Rhodes University offeris course for environmental educators working in the fields ofdevelopment, conservation, environmental management and non-formal education.Students whosuccessfully complete the course will be awarded an Advanced Certificate in Environmental Educationwith official accreditation at level 6 on the National Qualifications Framework (NQF).
For further details and an admission form contact:Ingrid Timmermans, Department of Education, Rhodes University, Grahamstown
Tel: +27-46-603 8389, Fax: +27-46-636 1495,E-mail: [email protected]
Closing date for registration: 30 October 2003
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Education for Sustainable Development requires curriculaEducation for Sustainable Development requires curriculaEducation for Sustainable Development requires curriculaEducation for Sustainable Development requires curriculaEducation for Sustainable Development requires curriculathat enable learners to practice emotional literacythat enable learners to practice emotional literacythat enable learners to practice emotional literacythat enable learners to practice emotional literacythat enable learners to practice emotional literacy
Alistair ChadwickAlistair ChadwickAlistair ChadwickAlistair ChadwickAlistair Chadwick
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This article indicates how itsauthor believes a number of the‘Gaborone Declaration’ recom-mendations relating to curriculumdesign and implementationmight be translated into practice,particularly within the formaleducation sector, such that weand all of our descendants mightlive more sustainable lives.
In particular, this article focusesattention on the ‘GaboroneDeclaration’ recommendationsthat encourage decision makersand educators (EEASA 2002):
1. To design curricula that aretolerant of diversity and thatare contextually responsive todiverse environment anddevelopment issues and risks.
2. To design curricula thatemphasise the relationshipbetween human rights, ahealthy environment, andsocial justice, and thatrespond to livelihood issuesand the challenge of enablingmore sustainable futures.
As encouraged by the UnitedNations Decade of Educationfor Sustainable Development, the‘Gaborone Declaration’ empha-sises the widespread belief in theneed for educational processesthat will result in tomorrow’sadults being able to livesustainably. But what does‘being able to live sustainably’really mean?
‘Being able to live sustainably’means that people are able tolive in ways that, at the very least:
* do not deplete renewableresources faster than theycan be renewed, and that
* foster democratic, just andnon-violent societies.
The ‘Gaborone Declaration’clearly supports this view,stressing the design andimplementation of curricula thatemphasise the relationshipbetween human rights, ahealthy environment andsocial justice. And it is notalone in also focusing attentionon the promotion of socialjustice and human rights as ameans to ensuring a sustainablesociety. The Earth Charter too,emphasises the widespreadproblems of “injustice, poverty,ignorance and violent conflict”,and stresses the need for “aculture of peace.” Importantly,the Earth Charter1 “recognisesthat “environmental protection,human rights, equitable humandevelopment, and peace are allinterdependent and indivisible.”
How can social justice andhuman rights be ensured?This paper argues that for theabove-mentioned recommen-dations of the ‘GaboroneDeclaration’ to be achieved, thatis for curriculum designers andimplementers to ensure that
social justice is promoted andthat human rights are respectedand protected, requires that weplace an explicit emphasis on ourinteractions with the people withwhom we come into regularcontact. In this regard, socialinteractions which promotejustice and human rights may beviewed as ‘socially competent,’dependent, to a large extent,upon a foundation of well-honedemotional capacities (Payton etal 2000). This paper suggeststhat such competencies need tobe seen as critical focal points inall curriculum design andimplementation, and it suggestsways in which attention can begiven to these within curricula andassociated environmental educa-tion processes.
Steiner (1997) refers to theabove-mentioned well-honedemotional capacities asemotional literacy. Hisdefinition indicates one’sability to:
understand one’s emotions;listen to others andempathize with theiremotions; andexpress emotions in waysthat do not impact negativelyon those with whom oneinteracts.
Park (2003) builds on thisdefinition by saying thatemotional literacy is the practice 35
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of reflecting individually andcollectively about how ouremotions shape our actions, andof using emotional understandingto enrich our thinking. Emotionalliteracy is a way of managingone’s interactions with others sothat one can build anunderstanding of one’s ownemotions and those of others,then finding a way of allowing thisunderstanding to inform one’sactions. As such, practicingemotional literacy involveseveryone (in the schoolcommunity, for example) inthinking about how emotionsshape their actions and in usingemotional understanding toenrich their thinking.
As Steiner (1997) furtherasserts, to practice emotionalliteracy is to handle emotions ina way that generally improves thequality of life around one. It is inthis regard, however, that largenumbers of southern Africanpeople live within an environmentthat does not foster physical oremotional well-being, daily fallingvictim to stress, intolerance,prejudice, and often toemotional, physical and/or verbalabuse and various other socialinjustices and human rightsabuses. As such, it would seemthat few people practiceemotional literacy and, as a resultdo not enjoy truly sustainablelives; lives that pay as muchattention to broader socio-ecological issues as they do toone’s emotional developmentand well-being. And, unless ouryoung people are given regularopportunities to practiceemotional literacy, I believe that
very few of us will be able to livesustainably in the future.
So how might curriculumdesigners and implementersfoster emotional literacy?The first way in which we, ascurriculum designers/implemen-ters, might foster the practice ofemotional literacy amongst ourlearners is, of course, to giveattention to the above-mentioned ‘Gaborone Declara-tion’ recommendations. It alsorequires that we practice (model)emotional literacy in all of ourinteractions with learners,colleagues and members of thebroader community. Someguidance for such behaviour isto be found in a variety ofcontemporary documents, suchas the Earth Charter, as well asin the constitutions of a numberof countries, where the valuesand/or principles of respect,democracy, social justice andequity, equality, non-racism andnon-sexism, accountability(responsibility), and the rule oflaw are often highlighted.
Another way in which curriculumdesigners and implementersmight foster emotional literacy isto ensure the involvement oflearners in environmentaleducation processes thatincorporate an explicit focus onpracticing emotional literacy.Such an approach would appearto have received support duringthe recent 1st World Environ-mental Education Congress(2003). In the ‘GeneralConclusions’ reached during thisinternational meeting ofenvironmental educators, the
need emerged for a new EEparadigm, one that is “moremulti- and interdisciplinary,capable of dealing with thecomplexity and uncertainty of aworld that is not only natural butalso cultural and human.” Itseems a transition is presentlytaking place from a situation inwhich “the natural andenvironmental sciences haveenjoyed a certain dominanceand have played the leading rolein EE, to a situation in which thehuman and social sciences areenjoying a growing influence andcontribution.” I believe thisclearly indicates support forcurricula and associatedenvironmental educationprocesses that foster the practiceof emotional literacy.
So how might our curricula,especially at the school level,foster the practice ofemotional literacy?The teaching methods that arebelieved to be very useful withinthe recent orientations toenvironmental educationprocesses are, to a large extent,based upon social constructivisttheories of teaching and learning.Such methods focus onproviding learners withopportunities to collaborate in theinvestigation and/or research oflocal issues or problems(ultimately with a view toinvolving parents and othermembers of the local communityin action for socio-ecologicaltransformation). However, inorder to ensure that opportunitiesfor practising emotional literacyare incorporated within ourcurricula it might be useful to give
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explicit attention to the variety ofconflicting interests that areoften apparent within the issueor problem being investigated.
An (environmental) issue orproblem is, almost without fail,based on a conflict between thedifferent interests, beliefs andpoints of view of different peoplewith regard to the issue. Givingattention to conflicting interestsrequires that learners investigatethe diverse points of view(perspectives) held by thedifferent people involved. Thisseems to link directly to the‘Gaborone Declaration’recommendation that encoura-ges decision makers andeducators to design curricula thatare tolerant of diversity and thatare contextually responsive todiverse environment anddevelopment issues and risks.This will not only provide learnerswith a more qualified stand-pointregarding an issue that directlyaffects them and their families,but it also requires that they ‘takesides’, thus providing oppor-tunities for emotional learning,i.e. for learners to develop theability to listen to others andempathise with their feelings andemotions, to understand theirown emotions and to expressthese emotions productively.
An investigation into the issue ofwaste in the local environment isone example of a concern thatincludes conflicting interests.Waste involves people whoproduce products, people whoemploy others to produceproducts, people who buyproducts and who dispose of
old/used products, people whoare employed to collect waste,people who become ill becauseof waste in the local environment,and people who make lawsregulating what waste may bedisposed of (and where), etc.
It is clear that opportunities foractive environmental learning,such as through role-playing and/or conducting interviews withthe above members of one’scommunity, would be useful,serving to clarify the interests /view points of people involvedwith the issue, requiring one tolisten to others and empathisewith their feelings, and to clarifyand express one’s own feelingsand emotions. As competition forresources such as waterincreases, an approach tocurriculum design and imple-mentation such as the above willundoubtedly serve the interestsof a region that is striving toensure the emergence of apeace-loving, tolerant and, in allways, sustainable and sustainingsociety.
Footnote1 The Earth Charter is a“declaration of fundamentalprinciples for building a…sustainable… society in the 21st
century.” It was initiated at the1992 Rio Earth Summit and is theproduct of a decade-long,worldwide, cross-culturalconversation about common goalsand shared values, involving“thousands of individuals andhundreds of organisations from allregions of the world.”
ReferencesEarth Charter InternationalSecretariat. The Earth Charter:Values and Principles for aSustainable Future.
EEASA. 2002. GaboroneDeclaration: A working documentprepared by the 20th AnnualInternational Conference of theEnvironmental EducationAssociation of Southern Africa(EEASA). EnvironmentalEducation Processes forSustainable Development.Gaborone, Botswana, 19-21August 2002.
1st World EnvironmentalEducation Congress: GeneralConclusions. (20 – 24 May, 2003).www.1weec.net. Espinho, Portugal.
Park, J. (2003). The emotionalliteracy handbook: Promotingwhole-school strategies. London:David Fulton Publishers inassociation with antidote:campaign for emotional literacy.
Payton, J, W., Wardlaw, D, M.,Graczyk, P, A., Bloodworth, M, R.,Tompsett, C, J., and Weissberg, R,P. (2000). Social and emotionallearning: A framework forpromoting mental health andreducing risk behaviours inchildren and youth. In Journal ofSchool Health, May 2000, Vol 70.No. 5, pp. 179-185.
Steiner, C.M. and Perry, P (1997)Achieving emotional literacy: apersonal program to increaseyour emotional intelligence. NewYork: Avon Books.
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Alistair ChadwickE-mail:[email protected]
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RESOURCES
Book review - SADC REEP sourcebook no. 2Book review - SADC REEP sourcebook no. 2Book review - SADC REEP sourcebook no. 2Book review - SADC REEP sourcebook no. 2Book review - SADC REEP sourcebook no. 2EurEurEurEurEureta Rosenbereta Rosenbereta Rosenbereta Rosenbereta Rosenberggggg
Book reviewed: Development, Adaptation and Use of Learning Support Materials. A Sourcebook in Support ofEnvironmental Education Processes. Book 2. 2003. By Russo, V. and Lotz-Sisitka, H. (Compiling Authors).
Published in Howick by the SADC Regional Environmental Education Programme in collaboration with the WildlifeSociety of South Africa and the Rhodes University Environmental Education Unit. ISBN:1-874891-83-4.
BackgroundThis 70-page publication wasproduced by the SADCRegional Environmental Edu-cation Programme (REEP), aproject (funded by Sida andDanida) of the SADC Food,Agriculture and NaturalResources Directorate. It formspart of the SADC-REEP’sefforts to support environmentaleducators in the southern Africanregion. This particular 'Source-book', the second in a series,gives guidelines on how todevelop resource materials tosupport environmental learningin schools as well as broadercommunity contexts.
The 'Sourcebook' takes as itscontext the 2002 GaboroneDeclaration, drawn up byEEASA members and others inpreparation for the WorldSummit on SustainableDevelopment (WSSD). Theauthors remind us that theDeclaration noted that “thecomplex issues and risks in theregion require a radical re-orientation of society at a globallevel and a radical re-orientationof education and training in all
sectors”. The participants in theGaborone Declaration noted thatcritical issues such as povertywere persisting, despite nume-rous calls for action, conferencesand policy meetings. Against thisbackground, it is vital thatenvironmental educationprocesses are relevant,addressing environmental issuesthat are “not only related toindividual ignorance or individualbehaviour, but also to structural,historical and social problemssuch as unequal access toresources, limited politicalchoices and traditional, historicaland contemporary world views”
(p.2). The 'Sourcebook' advisesthat such educational processesinclude both cultural induction(learning about what is alreadyknown) and critical reflection(critically reviewing what isknown), to enable better lifestylechoices and action for betterenvironmental management.Such educational processes aimto do more than just perpetuatethe status quo, something whichmany saw as a failure of theWSSD.
It is in this regard that, in my view,the 'Sourcebook' makes a parti-cularly useful contribution. Ithighlights the fact that resourcematerials should be developed,adapted and evaluated for theirability to support (environ-mental) learning. Now this maysound self-evident - thateducational materials shouldsupport learning - but numerousother factors (e.g. particularpolitical or donor interests; themarketing potential of resourcematerials; a perceived need fora tangible ‘output’; pressure topromote a particularorganisation; or simply aparticular individual’s or38
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organisation’s ‘pet’ concern)often drive the choice andconceptualisation of materials.It is remarkable how littleattention may be given to thecontext(s) in which the materialswill be used, and to exactly howthese materials will supportlearning in those contexts. TheSADC REEP 'Sourcebook'draws our attention strongly tothese aspects, as I illustrate in aquick overview of its contents.
Content & ContributionsAfter a general orientation, the'Sourcebook' introduces anorientation to environmentaleducation processes andenvironmental learning (Chapter2). This is an important section,although it will probably be mostuseful if mediated by a facilitatorin a training session. The textalerts readers to the pitfalls ofcurrent trends – either an over-emphasis on technical details andfinal product (often caused byfocussing only on publicity orwidest possible dissemination)or, on the other hand, an over-emphasis on wide stakeholderparticipation in the materialsdevelopment process. In bothtrends there is often littleconsideration of “how thematerials will foster learning”(p.10).
Chapter 3 deals with theprocesses of developing andadapting materials. In severalinstances the authors encouragereaders to think beyond thesuperficial. For example, theynote that research is a valuablecomponent of materialsdevelopment, that research can
“assist materials developers tomove beyond their own(sometimes blind or narrow)assumptions”, but also thatresearch itself needs a guidingframework, or otherwiseresearchers will miss what theydid not look for. (An example isgiven of a team who worked onmaterials on soil erosion, butinitially researched only thebiophysical aspects of erosion,because they started with a too-narrow framework).
Interesting points are also raisedabout the complex issue oflanguage in materials develop-ment; again the 'Sourcebook'starts to take readers beyond theconventional wisdoms (such asthe oft-touted view that if thematerials are in mother tongue,the language issue has been dealtwith). As a reader developinglearning support materials fordiverse language speakers, the'Sourcebook' motivated me tostart looking for more informedinsights into this issue, perhapsfrom language specialists.
Chapter 4 explores theimportance of considering howmaterials will be used bylearners and educators. Itemphasises the monitoring andevaluation of materials-in-use,and helpful hints and examplesof how others have tackled thesetricky processes, are shared.(See for example pp.50-51.)Readers are constantlyreminded to consider how thematerials will foster learning.Attention is drawn to whatappears self-evident, forexample, consider the context
in which the materials you wantto develop, will be used. Oftencontext is considered superfi-cially (viz. we want materials forprimary schools, so we need touse ‘simple language’) anddevelopers may fail to consider“how learning interactions are‘organised’ in schools” (p.40).Will the exciting teachingactivities we plan to include in ourmaterials, fit into the schedulesor curricula of these primaryschools, for example? We arealso reminded to foreground theintended purpose of thematerials, and warned against ablind adoption of existingmaterials, without consideringhow they will serve the purpose(a point related to the relevanceof environmental educationprocesses, noted in theintroduction).
Chapter 5, on technicalaspects such as illustrations,copyright, computer memorysize, etc., is valuable for novicesand more experienced materialsdevelopers alike. I found thesection on how to brief an editorparticularly useful, for example.
General commentsCarefully documented casestudies of materials develop-ment make the book useful forboth individual readers and for amaterials development trainingprogramme. When examples ofresources (as opposed to casestudies) are given in bracketshowever, there seems to be anassumption that readers will haveaccess to these resources. Thisreinforces my perception that the'Sourcebook' has been deve-
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loped to be most useful for acourse or attachment program-me at the SADC RegionalEnvironmental Education Centre,where the listed materials wouldbe available.
Another strong feature is that the'Sourcebook' draws on southernAfrican cases and research. I didthink that a glance at pertinentinternational matters would havedeepened perspective. Inparticular, I thought of theconcerns around environmentaleducation ‘standards’ in theUnited States. There, in the mid-to late 1990s, materialsdevelopers were taken to taskfor publishing ‘biased’ and‘misleading’ information. Oncloser inspection the commotionappeared to have been stirred upby concerns that the ‘facts’ inthese materials (e.g. on globalwarming) did not correspondwith the ‘facts’ which someconservative groups saw as
more valid. The issue, apartfrom the influence of politicalinterests in educationalprocesses, is that ‘facts’ can bedisputed. The SADC REEP'Sourcebook' simply notes thatmaterials developers need tocheck their facts! Similarly,routine ‘evaluations’ ofmaterials by governmentbefore publication are mentioned(p.35) without unpacking thepotential ‘censoring’ role thatsuch screenings may play. Butthen, one publication cannot doit all!
ConclusionThe practical guidelines offeredby this 'Sourcebook', on how todevelop, adapt, produce andevaluate materials, are veryuseful. It is particularly valuableto have these practical pointersalongside some challenges toready-made assumptions andblind spots about materialsdevelopment, in the context of
qqqqqqqqqqqqqqqqqthe need to foster real learningthrough our support materials,rather than merely perpetuatingthe status quo with products thatcarry logos but little else of valuein terms of the critical issueswhich the Gaborone Declarationsuggests we ought to respond towith some urgency.
N.E.: To obtain an electronic orhard copy of this 'Sourcebook'(published in English andPortuguese) contact the SADCRegional EE Programme [email protected] or+27-33-330 3931.
Dr Eureta RosenbergEnvironmental EducationConsultant, Cape Town,South AfricaE-mail:[email protected]
Close Encounters - A series of Namibian EE Case StudiesClose Encounters - A series of Namibian EE Case StudiesClose Encounters - A series of Namibian EE Case StudiesClose Encounters - A series of Namibian EE Case StudiesClose Encounters - A series of Namibian EE Case StudiesThe Namibian EnvironmentalEducation Network (NEEN)has recently published a bookwhich focuses on environmentaleducation case studies as keyexamples of what was done andis currently being done inenvironmental education inNamibia. This book is part ofNEEN’s efforts towardsaddressing the problem of limitedcommunication, sharing of ideasand co-operation among variousnon-formal EE practitioners inNamibia.
It is hoped that these casestudies will provide support andfurther the opportunities forthose currently involved in theimplementation of non-formalEE in Namibia. This book aimsat enabling new or prospectiveEE project developers to sharetheir EE experiences.
For copies of the CloseEncounters please contactGraeme Wilson at E-mail:[email protected] or NEEN, POBox 20746, Windhoek, Namibia.40
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Any contributions relating to environmental education are welcome. These may includearticles, reports from EE projects, working groups or local networks, activity ideas, resourcereviews, letters, requests, comments, drawings, photographs or creative writing.Articles will be accepted in any official southern African language. If articles are written in anylanguage other than English, please provide a short English Summary.In order for readers to contact you, please include your name, postal address, e-mail address,and telephone and fax numbers if available.Editing will be kept to a minimum. However, where the readability or meaning of an article isunclear, the editors reserve the right to edit the text.If possible, please e-mail articles to us, or send them on a disk.Please provide a complete reference list if authors or publications are referred to in yourarticle. Provide surname and initials of author(s), the title of the article and journal or book,name of publisher, and date and place of publication.If creative passages or children’s contributions are hand-written, they may be reproduced inthis form. Please ensure that the writing is clear and legible, and that ink has been used.You are encouraged to include good quality diagrams, drawings, cartoons, photographs andlogos to enhance the text.While original articles are preferred, articles published elsewhere will be accepted if they are ofparticular interest to readers. Contributors are responsible for obtaining permission to reprintsuch articles, to ensure that copyright is not infringed. The editors should be informed of thesource of the article, so that this can be acknowledged.Articles should be no longer than five typed pages.Please include a stamped, self-addressed envelope if you would like material returned to you.
Please send all contributions to:EEASA Administrative Secretary, PO Box 394, Howick, 3290,
KwaZulu Natal, South Africa
Tel: +27(0)33-330 3931; Fax: +27(0)33-330 4576; E-mail: [email protected]
GUIDELINES FOR CONTRIBUTORSGUIDELINES FOR CONTRIBUTORSGUIDELINES FOR CONTRIBUTORSGUIDELINES FOR CONTRIBUTORSGUIDELINES FOR CONTRIBUTORS
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