Teachers’ views on support by environmental non-governmental organizations in selected Alexandra Township primary schools

Solomon Ailwei Mawela

doi:10.19108/koers.85.1.2383

Solomon Ailwei Mawela

Open Access

https://doi.org/10.19108/koers.85.1.2383

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Abstract

This article explores teachers’ views regarding the support by environmental non- governmental organizations in managing environmental education (EE) projects in primary schools. In this qualitative case study research, a purposive sampling approach was used to sample thirteen (n=13) teachers from thirteen primary schools. Data was collected by means of using semi-structured interviews and findings were analysed and discussed. The study was grounded in the total quality management theory and the interpretive paradigm, as it was concerned with the management of environmental education projects in primary schools. In order to examine how the environmental NGOs and, teachers’ management of environmental education projects in schools, the researcher drew on the concept of opportunity to learn (OTL). Findings indicated that teachers viewed environment NGOs as valuable in sharing the knowledge, skills, and experience in managing EE projects. Lack of time and resources were identified as additional barriers towards managing environmental projects in primary schools. Teachers were not trained as environmental educators, and they viewed managing EE projects in schools as additional work. Therefore, despite the efforts made by environmental NGOs managing school EE projects, the sustainability of these projects after NGOs disengagement was a problem in most schools. The article concludes with suggestions based on the findings, outlining how environmental NGOs can impart knowledge and skills in managing EE projects towards awareness of and involvement in the fight against pollution and the desecration of natural resources.

Highlights

The involvement of South Africa in environmental conservation is observed in its commitment to participate in world organisations such as United Nations Conference on Environment and Development under Agenda 21 (UNCED, 1992); which speaks about the need to increase people’s sensitivity to, and involvement in, finding solutions for environmental and ethical awareness, values and attitudes, skills and behaviour needed for sustainable development
Despite the fact that some teachers are of the opinion that NGOs should manage the environmental education (EE) projects without their involvement since their job is that of teaching in the classroom, some hold a different view since they think that they should work together with NGOs as co-workers in managing EE projects
There was a concern raised with regard to some teachers indicating that EE projects should focus on curriculum themes that are being taught in schools, other than NGOs’ scope of EE projects to be managed in schools

Summary

Introduction

The involvement of South Africa in environmental conservation is observed in its commitment to participate in world organisations such as United Nations Conference on Environment and Development under Agenda 21 (UNCED, 1992); which speaks about the need to increase people’s sensitivity to, and involvement in, finding solutions for environmental and ethical awareness, values and attitudes, skills and behaviour needed for sustainable development. In light of the above, this study intends to explore the role of environmental NGOs in South Africa in imparting knowledge and skills to teachers on how to manage EE projects in primary schools as a way of supporting MDG and UNCED on environmental conservation and sustainability. South Africa like many other countries such as Australia, valued the importance of environmental NGOs in schools. This is seen by the establishment of various Environmental NGOs such as the Environmental Education Association of Southern Africa (EEASA) in 1982 and the involvement of Department of Environmental Affairs and Tourism (DEA & T, 2001) in environmental education in schools. The commitment of government in environmental education was reflected in the South African White paper on Education and Training (South Africa, 1995) which echoed that environmental education should be integrated into other subjects as an active learning approach in order to create environmentally literate and active citizens who will ensure the sustainable conservation of the environment for the present, and future generations

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