EVALUATING ENVIRONMENTAL EDUCATION’S ROLE IN ENHANCING

AWARENESS IN SECONDARY SCHOOLS – A CASE OF SELECTED SCHOOLS

IN SOLWEZI DISTRICT

By

Andrew Tomz Mutobo

66511016

A project Report Submitted in Partial Fulfilment of the Requirements for the Degree of

Bachelor of Environmental Studies

School of Agriculture and Natural Resources

Disaster Management Centre

August 2015

DECLARATION

I, Andrew Tomz Mutobo, declare that the dissertation hereby submitted is entirely my own

work and has not been submitted for any Degree, Diploma or any other qualification at

Mulungushi University or any other University.

DEDICATION

I dedicate this work in appreciation to my God and family; my parents Dr. Andrew Tom

Mutobo and Luwi Kamusaki Kamwandi, my siblings Ntulukila, Chibanda and Kumiwe

Mutobo for their unwavering support and firm foundation in me. Without you getting to

where I am today was just going to be a fallacy. I thank you for your love and support.

ACKNOWLEDGEMENT

My heartfelt gratitude goes to my supervisor Dr. A. Phiri for his tireless effort in providing

guidance to make this study possible. His patience and timely constructive criticism helped

me to do the work correctly. Many thanks go to all respondents that participated in providing

data for this study, without them the research was not going to be possible.

I would also like to thank all my classmates for providing objective criticism during the

study.

All Glory unto God.

TABLES

ACRONYMS AND ABBREVIATIONS

ABSTRACT

INTRODUCTION

The main purpose of the study is to evaluate the role played by Environmental Education

(EE) in Secondary Schools in enhancing environmental awareness amongst teachers, pupils

and surrounding communities. An evaluation of whether EE in secondary schools has any

transformative impact on teachers, pupils and the surrounding communities will be done

through observation of how immediate and surrounding school environment is maintained,

use of qualitative and quantitative research methods to collect and analyse data to establish

whether EE enhances environmental awareness amongst teachers and pupils in secondary

schools.

BACKGROUND

Environmental issues have become major concerns in all spheres of life and hence their

discussion in politics, economics and in the streets. Humans have exploited the environment

and this is evident everywhere. The effects of environmental degradation and climate change

have not spared Zambia from the rest of the world. Concerns over environmental problems

have meant greater support for an educational approach that not only considers immediate

environmental improvements as an actual goal but also addresses education for sustainability

in the long run.

Environmental Education is seen as the main way of redeeming from this decadence as it

promotes environmental literacy among citizens on matters directly affecting their lives so

that they can make knowledge-based, environmental sound decisions and actively participate

in improving local, national and global environmental conditions. On the same hand

(EETAP, 2000) alludes to the fact that environmental education builds up the environmental

scientific and technological knowledge and skills for the future work-force and prepares

students in higher education for environmental related careers.

The Tbilisi Convention recognized environmental education as a successful tool in the

making of individuals and communities understand the complex nature of natural and built

environments resulting from the interaction of their biological, physical, social, economic and

cultural aspects. (UNESCO, 1997) argues that aware that everyone is aware of the impact of

environmental problems in that, we smell them in the air, taste them in water, see them in

more congested living spaces and blemished landscapes, read about them in the newspapers

and hear about them on the radio and television.

Environmental Education is a process aimed at developing a world population that is aware

of and concerned about the total environment and its associated problems, and which has the

knowledge, attitudes, motivations, commitments and skills to work individually and

collectively towards solutions of current problems and the prevention of new ones

(UNESCO, 1987). It has the potential to create feelings of ownership and empowerment by

offering direct, hands-on experiences for its participants. Active participation focusing on

environmental issues and their resolution gives first-hand experience and understanding about

the environment and develops the skills to actively study and protect it.

According to the Environmental Education and Training partnership (EETAP, 2000), EE

encourages citizens to make knowledgeable and informed decisions about their

environmental behaviour based on the awareness, knowledge, skills and attitudes instilled in

them through learning. Additionally, since learners benefit from an array of non-traditional,

multiple intelligences such as naturalistic, interpersonal or intrapersonal, environmental

education can be a strategy that bridges many learning styles to enhance sustainable

development (EETAP, 2000).

Zambia through the Ministry of Education (MoE) has set among other goals, to produce a

learner capable of participating in the preservation of the ecosystem in one’s immediate and

distant environments (GRZ, 1996). In view of this, the Ministry of Education through the

Curriculum Development Centre (CDC) has integrated EE in secondary curriculum as a cross

cutting issue in subjects such as Biology, Food and Nutrition, Chemistry, Civic Education

and Mathematics (GRZ, 2001). Extra Curricula activities like Preventive Maintenance,

Production Unit and Conservation Club activities are deemed practical ways of

environmental education orientation.

Zambia’s National Policy on Education (Educating Our Future) (GRZ, 1996), recognizes

that good pupil, community and societal health is dependent on a healthy environment. As a

result, the Ministry of Education reintroduces pupil’s school and community environmental

programmes and corporate closely with agencies that work to improve the nutritional, health,

sanitary and environmental health status of communities to which school pupils belong.

Furthermore, the Ministry of Education also works closely with the Ministry of Health and

Tourism, Environment and Natural Resources as well as other national and international

agencies in promoting the health the health and well-being of the pupil’s immediate and

global environment (GRZ, 1996). It is against this background that the Government of

Zambia through the Ministry of Education integrated EE in formal education sector

consequently the need to evaluate its role in enhancing environmental awareness in selected

schools in Solwezi District.

PROBLEM STATEMENT

Even though Environmental Education in Zambian secondary schools is still in its infancy,

Laver et al, (1993) argued that we have had environmental education for over twenty years

but environmental crises keep getting worse than before. Similarly, Zambia’s natural

resources are in grave danger of irreparable damage due to pollution, population growth,

resource depletion, habitat and biodiversity loss (ECZ, 2001). No society can survive if its

natural resources are rendered unfit for use by its people, hence the only hope of salvaging

this grave situation is by making the young aware that they need to proactively begin to

protect the environment they will inherit (SADC, 2005).

As the population continues to grow, enrolment in secondary schools also increases

tremendously. This population has access to education that encompasses environmental

education yet has also contributed to adverse effects on most school environments. The waste

generated in boarding schools from dining has, sick bays and hostels is mainly disposed in

dug pits without regards to their ability to decomposition. Indiscriminate waste disposal and

poor waste management practices and vegetation maintenance, drainage blockages and poor

sanitation in most school pose threats to the environment.

All these environment issues are indicators of the lack of environmental awareness, poor

environmental management practices, negative environmental attitudes and misplaced

environmental values amongst teachers and pupils hence the reason that the study’s main aim

is to evaluate the role played by environmental education in secondary schools in enhancing

environmental awareness.

AIM

The aim of the was to evaluate the role of environmental education in enhancing

environmental awareness in secondary schools, particularly selected school in Solwezi

District.

OBJECTIVES

1. To identify any environmental activities provided in selected secondary schools

2. To assess the impact of environmental education activities by teachers and pupils on

the environment in secondary schools

3. To provide and suggest where need be environmental education activities that could

enhance environmental awareness in secondary schools

RESEARCH QUESTIONS

1. What environmental education awareness activities are provided for in the selected

secondary schools?

2. What is the impact of environmental education activities by teachers and pupils on the

environment in secondary schools?

3. Will there be need to provide or suggest environmental education activities that could

enhance environmental awareness in selected secondary schools?

HYPOTHESES

Null Hypothesis – Environmental Education is not enhancing environmental awareness

amongst teachers and pupils in secondary schools.

Alternative Hypothesis – Environmental Education is enhancing environmental awareness

amongst teachers and pupils in secondary schools.

RATIONALE

The study will exemplify how EE in secondary schools enhances environmental awareness

and provide more insight on how the existing environmental education programmes can be

made more effective. Additionally, it will help the Ministry of Education through the

Curriculum Development Centre, school based environmental or conservation clubs and

Non- Governmental Conservation Organizations to assess the need for continuous provision

of environmental education in secondary schools in order to develop a population that is

aware and concerned about the total environment and how to deal with its associated

problems.

LITERATURE REVIEW

The world’s first intergovernmental conference on Environmental Education was held in

1977 and was convened in Tbilisi, Georgia. One of the aims of environmental education as

recommended in the conference was to succeed in making individuals and communities

understand the complex nature of the natural and built environments resulting from the

interaction of their biological, physical, social, economic and cultural aspects, and acquire the

knowledge, values and practical skills to participate in a responsible, effective way in

anticipating and solving environmental problems, and in management of the quality of the

environment. This educational practice calls for transformation of society. The shift in focus

of education can only be realized if schools aim to transform the learners they are in charge

of, as well as the communities that they serve.

The Belgrade Charter recognizes the formal education sector as one of the major categories

of the audiences for Environmental Education. Secondary schools are among the audiences

that should be recipients of this form of education. Recommendation 96 of the Stockholm

Conference on the Human Environment called for the development of environmental

education as one of the most critical elements of an all-out attack on the world’s

environmental crisis. Within this context, the foundations must be laid for a word-wide

environmental education program that will make it possible to develop new knowledge and

skills, values and attitudes, in a drive towards a better quality of environment and indeed

towards a higher quality life for both present and future generations.

Since environmental education is considered as a core value in education by the international

community, there is need to contemplate whether environmental education in secondary

schools brings about the desired transformative social change.

Environmental Education being a debatable concept among different groups of people has

evolved since its inception. According to White, (2004), environmental education is an

interdisciplinary and holistic form geared towards action and change, which promotes the use

of participatory learning, learning by doing and action based methodologies. Shava (2003)

noted that, environmental education includes the varied learning processes that provide

opportunities for people to acquire knowledge, skills and attitudes that enable them to act

within their community in an environmental friendly responsible way. The two definitions

above show, that environmental education is a process, an unending series of activities or

interactions between learners, educators and the larger community, which provides

opportunities for learners to find out and share environmental information.

Huckle, (1991) identifies three characteristics of education for the environment; firstly, there

is a shared speculation with pupils on those forms of technology and social organization that

enable people to live together in harmony, as people and, with the natural world; secondly,

environmental education is seen as a form of praxis in which teachers and pupils seek to

democratically transform society through reflectively constructing and re-constructing their

world and thus thirdly, developing critical and active citizens who are able to bring about the

transition to sustainable development. The underlying assumption being that environmental

must empower learners.

METHODOLOGY

This context highlights methods applied in carrying out the research study. It includes the, the

research design, study area, research instruments, the target population and sampling

procedure as well the analysis of data. To achieve objectives of the study, the section

epitomises on different strategies employed.

Research Design

According to Muzumara (1998), research design is defined as the organization, plan, or

procedure by which an investigator intends to research questions. The need for a research

design and methodology that allows for interaction with research participants in a natural and

unobtrusive manner in order to get in-depth data was cardinal for the research study process

of generating answers to research questions.

Study Area

The case study was conducted in Solwezi District in the North-Western Province of Zambia.

The area was chosen because the researcher lived in Solwezi. Therefore it was easy to get to

the targeted schools. Solwezi is the provincial Capital of North-Western province and has a

total of 12 Secondary Schools with enrolment of 8,012 pupils (MoE, 2015).

Target Population

The target population of this study comprised of one Official from CDC, 30 teachers and 200

pupils from secondary schools in Solwezi District. Table 1 below depicts the composition of

the Study Sample.

Table 1: Composition of the Study Sample

Position of Respondent Total Number of Respondents

Secondary School Teachers 30

MoE (CDC Official) 1

Secondary School Pupils 148

TOTAL 179

Source: Field Data (2015)

Information in Table 1 shows that out 7 Secondary schools that were sampled, 30 secondary

school teachers and 1 CDC Official were interviewed while 180 pupils were respondents of

self-administered questionnaires.

Data Collection

Data collection was done through self-administered questionnaires to pupils and conducting

interviews with key informants.

Primary Data Collection

Primary data for the study was solicited from pupils through self-administered questionnaires

and interviews were conducted with Key Informants such as an Official from Curriculum

Development and Teachers.

Journals, published books, school environmental assessment reports and research concerning

EE in secondary schools by scholars were reviewed in order to understand the integration of

EE in the secondary school curriculum and how this integration contributes to enhancing

environmental awareness amongst teachers and learners.

Physical Observation

The study involved observation of how the immediate and surrounding school environment

was maintained. Maintenance of vegetation and waste management practices at selected

schools gave an insight on how EE enhances environmental awareness amongst teachers and

pupils.

Sampling

Simple Random Sampling Method was used to select 7 secondary schools used as

representative samples from the total Twelve (12) secondary schools in Solwezi District.

Data Analysis and Presentation

Collected data was processed, analysed and presented using Statistical Package for Social

Sciences (SPSS) and Microsoft Excel used to present the information in form of graphs with

percentages respectively.

RESULTS/ FINDINGS

Under this context, findings of the study on Environmental Education’s role in enhancing

awareness amongst pupils are presented. Firstly, findings from the MoE are presented,

followed by those from secondary school administrators and teachers as well as those from

pupils. The context also includes comparisons of the findings among government and private

schools.

Ministry of Education’s Position on Environmental Education’s role in enhancing awareness

in Zambian Secondary Schools

This category comprises of a respondents from CDC under the MoE. One official member

consisted of a Curriculum Development analyst. An interview schedule was used to solicit

information from the CDC official (Check Appendix for details).

Definition of Environmental Education and its role in enhancing awareness

Among other items on the interview schedule was to inquire on the definition of EE. The

question was aimed at finding out the respondent’s understanding of the term “Environmental

Education”. According to Sinkala (2015), he defined EE as “education that focuses on and

deals with environmental issues as well as taking care of the environment in order to achieve

sustainable development.” Asked about its role in enhancing environmental awareness, he

responded by stating that “EE instils knowledge in students on how to protect the

environment by making them aware of environmental resources and the need to protect

natural resources for future generations.”

According to the CDC official, EE is integrated in subjects like Geography, Civic Education

and Integrated Science and covers environmental issues such as pollution, deforestation,

sanitation and waste management. Methods used when teaching EE should be in three (3)

fold; Government, Community and Individual levels. At each of these levels schools should

ensure that they work in partnership with recognised Environmental Management Authorities

like ZEMA, Municipal Authority, Ministry of Health (MoH) and MoE and engage in

comprehensive sensitization campaign on environmental issues.

Another item on the interview schedule was aimed at finding out the respondent’s suggestion

on activities that can enhance awareness amongst teachers and pupils. Introducing EE as a

separate subject, tree planting, excursions, forming conservation/environmental clubs, re-

engaging in The Keep Zambia Clean Campaign and sensitization were suggestions made.

Knowledge of Environmental Education in secondary schools by Teachers

50% teachers defined EE as the knowledge about the environment in terms of conserving and

maintaining nature, 16.7% as education to do with environmental issues, 8.3% as learning

that dealt with the environment, 8.3% as education that emphasises on the study of the

environment and what happens and the other 8.4% did not know what EE meant. Findings

are depicted in Figure 2 below.

education to do with the environmental issues

education that emphasises on study of environment and wha happens

knowledge about the environment in terms of conserving and maintaining nature

0 5 101520253035404550

16.7%

8.3%

8.3%

8.3%

50%

8.4%Understanding of EE by teachers

Figure 2: Understanding of EE by Teachers

Response whether EE is offered in secondary schools

Among other questions on the schedule was finding out whether EE was offered selected

secondary schools and 83.3% indicated that EE was offered at their respective schools, 8.3%

indicated that they were not aware if EE was offered and the other 8.3% did not know if EE

was offered at their school. Figure 3 below depict percentages of teachers who responded to

the question.

Yes

No

I do not know

0 10 20 30 40 50 60 70 80 90

83.3%

8.3%

8.4%

Ressponse by teachers whether EE is offered

Figure 3: Response of Teachers whether EE was offered at their school

Teacher response on how EE is offered

One other question on the schedule was finding out how EE was offered in secondary

schools; 75% indicated that EE was integrated in some subjects, 8.3% responded that EE was

only offered in Geography, 8.3% indicated that EE was not offered and the other 8.3%

indicated that they did not know if EE was offered at their respective schools. Findings are

illustrated in figure 4 below.

Integrated in some subjects

I do not know

only offered through Geography

not offered

0 20 40 60 80

75%

8.3%

8.3%

8.3%

Teacher response on how EE is offered in secondary schools

Figure 4: Teacher response on how EE is offered in secondary schools

Environmental activities identified by teachers

Environmental activities provided at schools were key to the case study and hence was one of

the questions on the interview schedule. 50% indicated that classroom learning, 25%

indicated environmental or conservation clubs, 16.7% preventive maintenance and 8.3%

indicated excursions. Results are illustrated in figure 5 below.

environmental/ conservation clubs

excursions

classroom learning

preventive mainenance

0 5 10 15 20 25 30 35 40 45 50

25%

8.3%

50%

16.7%

Activities Identified by Teachers

Figure 5: Environmental activities identified by Teachers

Suggested activities by teachers

Another item on the interview schedule was to find out any activities that teachers would

suggest in enhancing awareness amongst pupils; 33.3% suggested forming environmental or

conservation clubs, 25% sensitization of both teachers and pupils on environmental issues,

planting grass and fruit trees, field trips, role plays, provide education that deals attitude

change towards environment 8.3% respectively and the other 8.3% did not make any

suggestions. Findings are shown in figure 7 below.

form environmental/conservation awareness

clubs

planting grass and fruit trees

role-plays

no suggestions made

0 5 10 15 20 25 30 35

33.3%

25%

8.3%

8.3%

8.3%

8.3%

8.3%

Suggested activities by Teachers

Figure 7: Activities suggested by teachers to enhance awareness amongst pupils

ENVIRONMENTAL EDUCATION AND AWARENESS AMONGST PUPILS

Environmental or Conservation clubs in secondary schools

Another item on the questionnaire was finding out whether there was an Environmental or

Conservation club at selected schools; 53.4% did not know if there was a club at their school,

39.9% indicated presence of a club while 7.4% responded that there was no environmental or

conservation club at their school. Figure 9 below depicts response from pupils.

Figure 9:

Response from pupils on

the presence of

environmental or

conservation club in

school

Activities

undertaken by clubs in secondary schools

Finding out what activities are undertaken by environmental or conservation clubs in schools

was another item on the questionnaire and 39.7% did not know that activities were

undertaken, 25% indicated that no activities were undertaken, 12.2% indicated that cleaning

the school surrounding was the undertaken activity, 9.4% indicated that learning about the

environment was an activity undertaken, 8.1% tree planting and 5.4% indicated that the clubs

do not meet often. Findings are shown in figure 10 below.

learning about the environment

cleaning school surrounding

we do not meet often

no activities are undertaken

tree planting

I do not know

0 5 10 15 20 25 30 35 40

9.4%

12.2%

5.4%

25%

8.1%

39.7%

Activities undertaken by envi-ronmental/conservation clubs in secondary schools

Figure 10: Activities undertaken by clubs in schools

Environmental problems identified by pupils

Among other items on the questionnaire was finding out what environmental problems were

known by pupils and responses were; 29.1% pollution, 12.8% diseases, 11.5% deforestation,

6.7% indiscriminate waste disposal, 4.1% soil erosion, 3.4% land conflicts, droughts, floods

and shortage of minerals, 0.7% eutrophication and 0.6% indicated vegetation clearance.

Figure 12 below shows the findings.

Yes

No

I do not know

0 10 20 30 40 50 60

39.2%

7.4%

53.4%

Environmental or Conservation clubs in secondary schools

deforestation

pollution

diseases

eutrophication

erosion

vegetation clearance

indiscriminate waste disposal

land conflicts, droughts, floods and shortage of materials

0 5 10 15 20 25 30

11.5%

29.1%

12.8%

0.7%

4.1%

0.6%

6.7%

3.4%

Envionmental activities identified by students

Solutions to identified problems by pupils

Pupils were also asked to provide solutions to identified environmental problems and findings

were; 26.4% did not know, 18.9% indicated stopping deforestation and pollution, 18.2%

keeping the environment clean and well, 12.8% sensitization, 8.1% afforestation, 6.1%

enhancing waste collection, 4.7% practicing conservation and renewable energy use, 1.4%

treating water, 1.4% avoiding overpopulation of humans and animals in one place and 1.1%

punish offenders. Results are shown in figure 13 below.

punish offenders

treat water

stop deforestation and pollution

practice conservation and renewable energy use

I do not know

0 5 10 15 20 25 30

1.1%18.2%

1.4%12.8%

18.9%6.1%

4.7%8.1%

26.4%1.4%

solutions to indentified problems

Figure 13: Solutions to identified environmental problems by pupils

Suggested activities to enhance awareness by pupils

Pupil respondents were also asked to suggest any activities that would enhance environmental

awareness amongst them and finding as depicted in figure 14 below were; 54.7% did not

know of any suggestions, 18.2% sensitization, 14.8% forming environmental or conservation

clubs, 6.0% keeping the environment clean, 5.4% introducing EE as a separate subject and

0.6% suggested school trips.

introduce E.E separately

form clubs

keeping environment clean

sensitization

school trips

I do not know

0 10 20 30 40 50 60

5.4%

14.8%

6.0%

18.2%

0.6%

54.7%

suggested activities by pupils

Figure 14(above shows): Suggested activities by pupils to enhance environmental awareness

DISCUSSION

The context of the discussion exemplifies findings on EE’s role in enhancing awareness in

secondary schools. Discussion of the findings follows the sequence in which findings have

been presented in the preceding chapter. In order to provide answers to the study objectives

and research questions, this context discusses the results in a more detailed manner.

Ministry of Education’s Position on EE’s role in enhancing awareness

According to results ………… in the preceding chapter with respect to the definition of EE

and its role in enhancing awareness in secondary schools, EE was defined as education that

focuses on and deals with the environmental issues as well as taking care of the environment

in order to achieve sustainable development.

From this definition inference can be drawn that EE in secondary schools is aimed at

educating pupils about the environment and its allied problems in order to make sure that in

as much as the environment provides needs for the present populations, consideration should

be made with due regards for future generations to be able to meet their demands; as such

emulates the principle of intergenerational equity. This is also spoken for by MoE’s Policy on

Education that aims at producing a learner capable of participating in the preservation of the

ecosystem in one’s immediate and distant environments (GRZ, 1996).

Additionally, integration of EE in subjects like Geography, Civic Education, Integrated

Science and Natural Sciences depicts that teachers are expected to offer EE through

classroom learning and integrate that effort by working in conjunction with environmental

management authorities like ZEMA, Municipality Authority, MoH and the MoE in order to

engage in comprehensive sensitization and awareness programmes on environmental based

issues. According to the CDC Official, methods used to offer EE should be backed by

collaboration with the Government, Community and Individual commitment in order to

enhance the learning process.

Definition of EE by secondary school teachers

Definitions of EE by teachers, as outlined in …….. of this study indicate that the majority

(50%) aligned EE ass education concerned with conservation and maintaining nature. 16.7%

as education to do with environmental issues, 8.3% as learning that dealt with the

environment, 8.3% as education that emphasized on the study of the environment and what

happens in it and the other 8.3% did not know what EE meant. This information could be

interpreted that the 8.3% could not define EE because they were not aware of it or the fact

that it was integrated in other subjects.

Teachers that managed to give a definition taught sciences and civic education and those who

failed taught commercial subjects and mathematics. Conversely, all teachers should have

knowledge on EE if it has to enhance awareness in secondary schools. During the interviews,

it was noted that most of the teachers needed brief explanations on EE prior the interview and

this was an indication that they had little knowledge about it. Consequently their delivery of

environmental concepts is limited to only what they know about EE. Furthermore, the 8.3%

that did not

Response whether EE was offered in secondary schools

According to findings in …….. 83.3% of the respondents indicated that EE was offered at

their respective schools. This entails that most of the teachers were aware of EE being

integrated in some subjects. However, the other 16.7% were not aware that it was offered or

integrated in other subjects. This information could be interpreted as a negative baseline for

implementing EE in secondary schools as some teachers are not even aware if it is integrated

or offered in schools, as such teaching it is solely at their own discretion.

Teacher response on how EE is offered

Based on the findings in ………. 75% of the respondents were aware that EE was integrated

in some subjects, 8.3% indicated that it was only offered through geography and the other

16.7% indicated that it was not offered and they did not know how it was offered. Tis can be

interpreted as 83.5% teachers knew how EE was offered while the other 16.6% were not

aware of EE being offered in schools. The implication of this proportion of the teachers that

did not know if EE is offered has a negative bearing on the learners because the teachers have

no idea of what EE is all about and because of this they cannot teach what they do not

understand.

Environmental activities identified by teachers to enhance awareness

According to results in ……. classroom learning was the major activity identified by teachers

in enhancing awareness as it was indicated by 50% of the respondents, 25% indicated

environmental or conservation clubs, 16.7% preventive maintenance and 8.3% field

excursions. This implies that EE in secondary schools is mainly based on classroom learning,

club activity and preventive maintenance. Field excursions that present hands-on-experience

and interaction with the environment is given less attention. Most of the teachers made it

clear that, EE concepts integrated in subjects were not detail; as such it was difficult for them

to engage pupils in active participation during the learning process.

Activities suggested by teachers to enhance awareness in pupils

According to findings in ………. 33.3% suggested forming environmental or conservation

clubs, 25% sensitization of both teachers and pupils on environmental issues, planting grass

and fruit trees, field trips, role plays, provide education that deals attitude change towards

environment 8.3% respectively and the other 8.3% did not make any suggestions.

Emphasis was put on the establishment of environmental or conservation clubs because they

complement classroom learning and provide an opportunity for learners to relate

environmental principles learnt in class in reality. To achieve this, it is important to work

with already recognised environmental management institutions, community based

management groups and interested individuals.

Environmental Education and awareness amongst pupils

The following context discusses EE and awareness in respect to pupils in secondary schools.

Presence of Environmental or Conservation clubs in schools

Based on findings in …… 53.4% did not know if there was a club at their school, 39.9%

indicated presence of a club while 7.4% responded that there was no environmental or

conservation club at their school. These findings imply that majority of the pupils are not

members of any of the clubs hence their ignorance about the presence of clubs at their school.

In view of this, activities undertaken by the clubs do not benefit a lot of pupils meaning

environmental awareness is only limited to 39.9% of the respondents who knew about the

presence of the clubs.

It was noted during the study that, environmental or conservation clubs were only present in

private secondary schools particularly; Faith Christian Academy and Solwezi Models. Clubs

in government schools were more of a rumour than reality.

Activities undertaken by clubs in secondary schools

According to findings in ……… 39.7% did not know that activities were undertaken, 25%

indicated that no activities were undertaken, 12.2% indicated that cleaning the school

surrounding was the undertaken activity, 9.4% indicated that learning about the environment

was an activity undertaken, 8.1% tree planting and 5.4% indicated that the clubs did not meet

often. To this effect, majority of the pupils do not have an opportunity to relate what they

learn in class in the real world thus limiting their knowledge about the environment. In view

of these findings, the majority were not even aware of what activities are undertaken by the

clubs because of the lack of meetings and commitment by patrons and members of the clubs.

Environmental problems identified by pupils

To evaluate the impact of classroom learning and other activities provided in schools in order

to enhance awareness, it was cardinal for the researcher to find out knowledge of pupils about

problems associated to the environment. According to findings in ……. Respondents

indicated 29.1% pollution, 12.8% diseases, 11.5% deforestation, 6.7% indiscriminate waste

disposal, 4.1% soil erosion, 3.4% land conflicts, droughts, floods and shortage of minerals,

0.7% eutrophication and 0.6% indicated vegetation clearance. Based on these findings it can

be deduced that pupils are aware of the problems associated to the environment.

Solutions to identified problems by pupils

Pupils were also asked to provide solutions to identified environmental problems and findings

as shown in ………….. were that; 26.4% did not know, 18.9% indicated stopping

deforestation and pollution, 18.2% keeping the environment clean and well, 12.8%

sensitization, 8.1% afforestation, 6.1% enhancing waste collection, 4.7% practicing

conservation and renewable energy use, 1.4% treating water, 1.4% avoiding overpopulation

of humans and animals in one place and 1.1% punish offenders.

Majority (26.4%) of the respondents could not provide any solutions to the problems

identified. Failure to provide solutions to identified problems could be the lack of hands-on-

experience to pupils and in-depth analysis of environmental associated problems. This is also

exacerbated by the lack of adequate knowledge, lack of commitment and negative attitudes of

pupils towards the environment as they view preventive maintenance as a form of

punishment because teachers do not take part or explain the main reason of undertaking such

an activity.

Activities suggested by pupils to enhance awareness

Pupil respondents were also asked to suggest any activities that would enhance environmental

awareness amongst them and finding as indicated in …….. were that; majority of the

respondents (54.7%) did not know of any suggestions, 18.2% sensitization, 14.8% forming

environmental or conservation clubs, 6.0% keeping the environment clean, 5.4% introducing

EE as a separate subject and 0.6% suggested school trips.

Based on the above findings majority of the respondents were unable to suggest any activities

that would enhance their awareness. It is difficult to fathom the effectiveness of

environmental activities that would enhance awareness if pupils find EE being recondite. If

the teaching process, collaboration with environmental management authorities and active

operations of environmental or conservation provided for active participation of pupils, their

understanding of hands-on-experience would be detailed.

CONCLUSION AND RECOMMENDATIONS

Conclusion

From the findings highlighted in the study, EE’s role in enhancing awareness in secondary

schools is not effective. The lack of knowledge by teachers on EE generally is one of the

factors that have contributed to ineffective implementation in secondary schools. Besides, the

fact that the methods used to teach EE are mainly based on classroom learning and preventive

maintenance, these activities do not create an opportunity for pupils to fully comprehend the

main objective of EE as a whole.

Furthermore, the failure of pupils to provide solutions to identified environmental problems,

involvement in environmental or conservation club activities and inability to suggest

activities that would enhance awareness amongst them is an indication that their attitude

towards the environment are negative. This stems from the ineffectiveness of learning EE

provided in secondary schools. As a result of these findings, the Alternative Hypothesis has

been rejected and thus the Null Hypothesis that states that EE is not enhancing environmental

awareness amongst teachers and pupils is adopted.

Recommendations

Teacher training should consist of in-depth EE orientation

School administrators should ensure that there is intensive collaboration with

environmental management agencies, community based environmental organizations

and local authority in terms of sensitization campaigns

Teaching methods of EE should present first-hand experiences for pupils

Environment or Conservation clubs need to be affiliated to environmental

management organizations and all interested stakeholders

Environmental Education should be introduced as a separate subject in order to

promote and enhance public awareness

Inactive environmental or conservation clubs in schools should be allocated necessary

resources and support in order to revamp operations

Lastly but not least, both teachers and pupils require sensitization by relevant

environmental organizations

REFERENCES

Agenda 21 (2008). Retrieved on November 18th, 2014 fromwww.un.org/esa/susdev

EETAP, (2000). Using Non-formal Environmental Education to help schools meet

Educational Reform. Retrieved on 28th, November, 2014 from www.eelinknet.eetap

ECZ, (2001).State of the Environment in Zambia, 2000, ECZ, Lusaka, Zambia

Fien, J. (1991). Education for Critical Curriculum: Theorizing and Environmental Education,

Geelong,Dearkin University Press

Ford, M. (2004). Environmental Education in the Condor Bio-reserve: Current Status and

Recommendations for Future Work. Journal of Sustainable Forest

Huckle, J (1991). Education for Sustainability: Assessing pathways to the future: Australian

Journal of Environmental Education

GRZ, (1996).Educating our Future, National Policy on Education, Lusaka, Zambia

GRZ, (2001).Teacher’s Curriculum Manual, Lusaka, Zambia

Janse van Rensburg, E. (1999). The Education Response to the Environmental Crisis

Ketlhoilwe, M.J. (2007). Environmental Education Policy Implementation Challenges in

Botswana Schools: Southern African Journal of Environmental Education

Mweembe, O.M. (2008). Environmental Knowledge, Attitudes and practices of High Schools

Teachers in Zambia: A case study of selected schools of Lusaka City. Unpublished

Dissertation, School of Education, University of Zambia

O’Sulivan, E. (1999). Transformative Learning: Education vision for the 21st Century, New

York

Shava, S. (2003). Environmental Education Policy Development in Zimbabwe: An

educational experience. South African Journal of Environmental Education

SADC, (2005). Regional environmental education programmes; Cases of course development

in Environmental and Sustainability Education in Southern Africa. South Africa

The Belgrade Charter: A Framework of Environmental Education

White, R.M. (2004). A Paradox for Environmental Education Policy and Strategies. Harare.

Ministry of Environment and Tourism

APPENDIXINTERVIEW GUIDE FOR CURRICULUM DEVELOPMENT CENTRE OFFICIAL

SECTION A: PERSONAL AND GENERAL INFORMATION

1. Date of interview

2. Name of the office

3. Position

4. Gender:

5. Education qualification:

6. Years of experience?

SECTION B: THE ROLE OF EE IN SECONDARY SCHOOLS

7. What do you understand by the phrase “Environmental Education and Environmental

Awareness?”

8. Is EE offered in Zambian secondary schools?

9. If Yes to Question 8, how is it offered?

10. If No to Question 6, why is it not offered?

11. What role does EE play in secondary schools in enhancing environmental awareness?

12. What environmental issues are addressed by EE in secondary schools?

13. What methods or activities are used to address environmental issues?

14. Do you think the methods or activities used enhance environmental awareness

amongst teachers and pupils?

15. Give reasons to answer given to Question 15

16. How does EE enhance environmental awareness amongst teachers and pupils in

secondary schools?

17. Are there any specific targets and goals that EE has achieved since its inception in

secondary schools?

18. What do you think should be done in order to enhance environmental awareness

amongst teachers and pupils through EE?

19. What other activities can you suggest to be used in EE in order to enhance

environmental awareness amongst teachers and pupils?

Thank You for Your Participation

Interview Guide for Teachers

Section A: Personal Information

1. Name of school

2. Area of Specialization

3. Professional qualification

4. What Subject do you teach?

Section B: Environmental Education information

5. What do you understand by the phrase Environmental Education?

6. Is EE offered at this school?

7. If Yes to question Q.7, how is it offered?

8. Do you think teaching environmental education as a separate subject would be more

effective in enhancing awareness?

9. When was EE introduced in the secondary school curriculum?

10. What methods are used to offer EE?

11. Do the methods involve active participation?

12. What challenges do you face when teaching EE concepts?

13. In your own words, what do you understand by the phrase environmental awareness?

14. Do you think the methods used to offer EE enhance awareness amongst teachers and

pupils?

15. Give reasons to your answer in Q.16

16. How would you rate your own environmental awareness?

17. Are there any environmental activities that enhance awareness at this school?

18. What areas of concern do they cover?

19. What are they if Yes to Q.19?

20. How do you enhance awareness of any on the identified environmental concerns?

21. Are there any other activities you can suggest to enhance environmental awareness

amongst teachers and pupils?

22. Do you think EE has enhanced environmental awareness amongst teachers and pupils

at this school?

Thank you for your participation

Self- Administered Questionnaire for Pupils

SELF ADMINISTERED QUESTIONNAIRE

FOR PUPILS

Brief introduction

The purpose of the questionnaire is to find out your opinion about the role that environmental

education plays in enhancing environmental awareness amongst teachers and pupils in

secondary schools. You are requested to be as objective as you can in view of what you know

about environmental education in Zambian secondary schools.

INSTRUCTIONS

i. Complete the questionnaire by filling in the blanks or by ticking [] where

applicable

SECTION A: PERSONAL AND GENERAL INFORMATION

1. Date of the interview……./……../2015

2. Name of school…………………………………………………………………………

3. Sex: Male [ ] Female [ ]

4. What Grade are you in?

i. 10 [ ]

ii. 11 [ ]

iii. 12[ ]

5. How long have you been in this school?

i) 1 year [ ]

ii) 2 years [ ]

iii) 3 years [ ]

iv) 4 years [ ]

v) More than 4 years [ ]

SECTION B: ENVIRONMENTAL EDUCATION INFORMATION

6. Have you ever heard of the phrases Environmental Education and Environmental

Awareness? Yes [ ] No [ ]

7. What do you understand by the phrase Environmental Education? ……………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

………………………………………………………………………………………….

8. Where did you hear about Environmental Education?

i. From a teacher during a class lesson [ ]

ii. From a friend at school [ ]

iii. Through media; TV, Radio, Newspaper [ ]

iv. Any other specify……………………………………………………………….

…………………………………………………………………………………………

…………………………………………………………………………………….

9. Do you learn Environmental Education at your school?

i. Yes [ ]

ii. No [ ]

10. How do you learn Environmental Education at your school?

i. Integrated in other subjects

ii. Through Environmental or Conservation Club

iii. As an independent subject

iv. Through Preventive Maintenance

v. Any other specify ……………………………………………………

………………………………………………………………………..

11. Why do you think the environment is important to us? ……………………..

………………………………………………………………………….

12. What problems do you know are associated with the environment?……………….

…………………………………………………………………………………………

…………………………………………………………………………………………

13. From any of the identified problems, what can be done so solve the problem?..........

…………………………………………………………………………………………

…………………………………………………………………………………………

14. What environmental activities or initiatives are provided for at your school to enhance

environmental awareness?

i. Classroom learning [ ]

ii. Field Trips [ ]

iii. Environmental or Conservation Clubs [ ]

iv. Environmental debates [ ]

v. Any other specify ……………………………………………………...

………………………………………………………………………………

15. Do you think these activities or initiatives have an impact on your attitude towards the

environment?

i. Yes [ ]

ii. No [ ]

16. Is there an environmental or conservation club at your school? Yes [ ] No [ ]

17. What activities are undertaken by the club? ………………………………………

...................................................................................................................

18. How often does your school organize environmental based field trips or debates?

i. Weekly [ ]

ii. Monthly [ ]

iii. Every Term [ ]

iv. Yearly [ ]

v. Once in a while [ ]

vi. It has never organized one [ ]

vii. Any other specify ……………………………………………………

…………………………………………………………………………

……

19. In your opinion, what do you think is the importance of the organized field trips or

debates?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………

20. Suggest any other activities or initiatives that can enhance environmental awareness

amongst teachers and pupils………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………..

Thank you for your participation