Enviromental Education and Networking in Mafeteng Primary Schools: A Participatory Approach

Abstract

This paper explores a participatory process of Environmental Education (EE) networking in Mafeteng primary schools. It gives an overview of the existing EE efforts in Lesotho, particularly the models schools of the National Curriculum Development Centre. It also provides information about Lesotho Environmental Information Network as the body that drove the networking process. The paper discusses cycles of the participatory process undertaken for the EE networking in Mafeteng schools, including identification of problems, problem solving, and reflective workshop and study tour. Finally the paper outlines issues that emerged in participatory EE networking, which include school governance, teachers' existing knowledge, and communication, decision- making and power relations. The Mountain Kingdom of Lesotho is a landlocked country enclosed inside South Africa. It has three major geographical regions, the highlands, foothills and lowlands. The highlands are predominantly mountains covering three quarters of the country. The population of Lesotho is currently estimated at 2.6 million, growing at 2.6% per annum. The education system of Lesotho allows both formal and non-formal education, with formal education including early childhood education, primary education, secondary and high school education, then tertiary education. Most primary and secondary schools are owned by churches, with a few private and government schools. Consequently, churches are major stakeholders in the education sector in Lesotho. (Lefoka & Sebatane, 2003) Environmental Education (EE) is a holistic and interdisciplinary approach to questions that are of importance for human and global survival thus sustaining both human and natural entities. It encourages us to change our behaviour and attitude towards several things in our lifestyles. But that is not enough if any changes are to take place, we also must know how to behave and how to act. That is why some scholars ratify action competency in order to address the challenges facing our environment. 'Action competency is described as a concept promotes the view that learners develop a general and sustainable capacity to participate in democratic processes and contribute to the solution of problems relating to the conflicting way we interact with our natural resources.' (Stark, 2002). There are indications that Lesotho is seriously concerned about the global environment and this is evidenced by efforts of incorporating Environmental Education (EE) in the schools' curricula. One indication is that the National Curriculum Development Centre