Environmental Education in South Africa in Light of the Tbilisi and Moscow Conferences

Loubser, Callie; Ferreira, Johanna G.

doi:10.1080/00958964.1992.9942805

Cited by 9 publications

(11 citation statements)

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“…The founding of the EECs emerged in the 1970s when the idea of Environmental Education was reinforced through the conferences of Tbilisi (1977) and Moscow (1987) [71]. The enlargement of Environmental Education was primarily aimed at implementing actions in direct contact with the environment, which would be ensured by the operation of the EECs.…”

Section: Resultsmentioning

confidence: 99%

Carving out a Niche in the Sustainability Confluence for Environmental Education Centers in Cyprus and Greece

et al. 2022

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Given the environmental issues that today’s societies confront, such as climate change, waste management, ecosystem deterioration, etc., environmental education is becoming increasingly important. Adoption of environmental education as an integral part of the educational system is required for the Environmental Education Center (EEC) to be able to provide knowledge, skills, and values so that society can become active and environmentally responsible through awareness-raising. According to the scholarly published research, EECs can positively affect local communities and create an environmentally friendly culture. In addition, given that EECs can even play a significant part in the development of lifelong learning activities at the education and sustainable development nexus, it is considered critical to establishing future potentials and dynamics. Thus, aiming to analyze EECs’ strengths, weaknesses, opportunities, and threats (SWOT analysis) within our complex and ever-evolving world, educators, students, and other fellow citizens in Cyprus and Greece participated in a survey in which they were asked to fill in a questionnaire, specifically developed for each group category. The findings of this study provide a deeper understanding of the implications arising as a result of effective environmental education absence, as well as the importance of a holistic approach through EECs. Moreover, it offers the research community a solid framework for future innovation in citizen engagement and training.

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Section: Resultsmentioning

confidence: 99%

Carving out a Niche in the Sustainability Confluence for Environmental Education Centers in Cyprus and Greece

et al. 2022

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“…While students espoused diverse meanings for the term 'environment', some associated it with 'nature' and 'conservation'. Historically, this has been the case in South Africa and in other countries (Irwin, 1990;Loubser & Ferreira, 1992). However, social and political changes which have infused South African society since February 1990 have encouraged environmental educators in the region to re-conceptualise their practice (Ashwell, 1992).…”

Section: Teacher Education and The Evolution Of Environmental Educationmentioning

confidence: 99%

Eliciting Students' Understandings: Necessary Steps in Environmental Education

Robertson

1993

Aust. J. environ. educ.

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One difficulty in conceptualising the scope of environmental education results from the tremendous breadth of environmental issues which need to be addressed. Environmental issues may be considered, for example, in terms of ‘an interlinked array of political, social, economic and biophysical environmental factors’ (O'Donoghue & McNaught 1991, p.391; see also Di Chiro 1987, p.25). This conception portrays environment as not just natural systems alone, but as ‘a human creation, a result of the way we use nature and its resources to satisfy our needs and wants’ (Fien 1993, p.3). These conceptual developments are consistent with the growing realisation that environmental issues cannot be understood, let alone addressed, in isolation from social and political values and lifestyle choices (Capra, 1982; Devall, 1988; Guha, 1989). Illustrating this thinking, Livingston (in Evernden 1993, p.xii) portrays environmental issues as analogous to the tips of icebergs: they are simply the visible portion of a much larger entity, where the ‘submerged mass constitutes the fundamental problem, that domain of unspoken assumptions which legitimates the behaviour which precipitates the state of affairs we designate as “the environmental crisis”’. Evernden (1993, p.xii) proposes that a consideration of environmental issues must begin with the recognition that their source ‘lies not without but within, not in industrial effluent but in assumptions so casually held as to be virtually invisible’. These interpretations of root causes of environmental issues have important implications for environmental education research and teaching practices.

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“…Because of this, many academics have advised that the administration of the school and those in charge of setting educational policy should support and develop an integrated approach to EE by putting the school's EE policy into practice (Damoah & Adu, 2020;Gunjan Verma, 2017;Lotz-Sisitka et al, 2016;Yanniris, 2021). The school's EE strategy must be planned and implemented with an integrated approach (Loubser, 2005). Children act as catalysts for promoting environmental knowledge, attitudes, and behaviors in their parents and throughout their communities (Duvall & Zint, 2007).…”

Section: Introductionmentioning

confidence: 99%

Integration and effectiveness of formal environmental education in Africa and India: Review

Gebrekidan,

Gebremedhin

2024

EUR J SUSTAIN DEV RES

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Increasing environmental awareness, knowledge, attitudes, and motivation to address environmental challenges and improve the environment are the main goals of environmental education (EE). Using a goal-based, process-based education evaluation model and parameters like the integration of EE in environmental policy, the potential rich environmental content of the curriculum, and education about, in/through, and for the environment using secondary data, it was possible to evaluate the effectiveness of EE. With the exception of India, the legal evolution of EE across Africa, particularly after the Earth Submit Declaration, has been similar and attempted to be incorporated at the legislative level. In India and Tanzania, where EE is about, in/through, and for the environment practiced, it is integrated into the curriculum at all grade levels. These countries also tried to promote indigenous knowledge and practical-based education on local and global environmental aspects. Whereas in Ethiopia, in lower grades, EE is about the school and little in/through the environment and hardly for the environment, in South Africa, there is hardly any structured, harmonized, and effective practical implementation of EE. Due to fewer government concerns, generalized integration, a lack of a well-written strategy, and financial and technological constraints, EE in Africa is not applied, is ground-based and is ineffective. Therefore, it should incorporate EE in all subjects at all school levels and needs further study on the effectiveness of EE.

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Environmental Education in South Africa in Light of the Tbilisi and Moscow Conferences

Cited by 9 publications

References 1 publication

Carving out a Niche in the Sustainability Confluence for Environmental Education Centers in Cyprus and Greece

Carving out a Niche in the Sustainability Confluence for Environmental Education Centers in Cyprus and Greece

Eliciting Students' Understandings: Necessary Steps in Environmental Education

Integration and effectiveness of formal environmental education in Africa and India: Review

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