A curriculum framework for environmental education in the South African Further Education and Training band

Abstract

Environmental crises have attracted those working in the education sector in an attempt to change the attitudes of society towards the environment. The prevailing climatic conditions and other environmental problems, as well as my observation that the transformation of the curriculum in South Africa does not adequately address these problems, have persuaded me to join those researchers with an environmental concern, and with the belief that Environmental Education (EE) is an indispensable instrument to teach learners about environmental protection. Hence, the aim of the study was an attempt to examine what curriculum framework for EE in the Further Education and Training (FET) band can be proposed for promotion of the optimal implementation of EE. To achieve that, qualitative research approach underpinned by interpretive paradigm was employed. The choice was based on the fact that both the paradigm and approach are subjective in nature, allowing the participants freedom to put forward their views without any fear or favour. This study was directed by phenomenological and constructivist research strategies. Phenomenological strategy assisted the researcher to understand and experience the phenomenon under investigation from the view and experiences of the selected participants. Constructivist strategy enabled the researcher and the participants to put together new ideas by interpreting new experiences in light of prior knowledge so that the new ideas come to make sense. The site of the study was Mamusa Circuit. Four secondary schools, including three township schools and one town school. Purposeful selection of participants was done. For focus group interview, teachers of Life Sciences, Physical Science, Life Orientation and Geography, which are most closely related to EE in the FET band, were targeted. Two groups of six participants in each, though two members did not turn up due to urgent private matters. For face-to face interviews, participants included four principals, seven deputy principals, five departmental heads, and nine-teen teachers whose subjects contain EE content to certain extend or may be used to teach EE. Data were generated from the literature review, unstructured focus group interviews using open-ended questions, and semistructured individual interviews (which will be referred to as face-to-face interviews in this study). Document analysis was also employed to enhance triangulation. CAPS documents analysed were for Life Sciences, Physical Science, Life Orientation and Geography. The study revealed: In terms of literature, there are continuing debates regarding the definition of EE, with Stapp’s frequently referred to. Teachers experience conceptual difficulty regarding the concept of EE. As is the case in many other countries, India, United States of America, Zimbabwe and South Africa do not have a separate EE curriculum framework in the FET band. Environmental Education topics are infused in other subjects like Sciences, Social Studies/Geography, and Life Orientation. Challenges facing EE globally include limited research on EE as a separate elective subject. Others are physical and human resources. The study recommends the following: EE as an independent elective subject; and regarding the provision of physical resources and the school curriculum, EE must be given equal treatment as the recently introduced subjects in the FET band. Further recommendations: Further research is necessary to examine the curriculum framework for optimal implementation of EE in the FET band of secondary schools. More research is required on the topic, ‘a Curriculum Framework for EE in the FET band: an elective subject’. Moreover, this research can serve as a future pilot project for implementation of the curriculum framework for EE as an elective subject in the FET band. In conclusion, there is need for EE as an elective subject in the FET band in order to address the environmental crises.