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The Integration of Environmental Education in the Secondary School Curriculum: A Case Study of a 10th Grade Junior Secondary School Curriculum in the Okavango Delta, Botswana

Abstract Details

2016, Doctor of Philosophy (PhD), Ohio University, Curriculum and Instruction (Education).
This study explored how local environmental knowledge was integrated into the curriculum of a secondary school in the Okavango Delta of Botswana. Environmental education is important in engaging the public on resource management and developing a sense of place. The 1994 Revised National Policy on Education recommended the integration of environmental education into the school curriculum in Botswana. However, studies suggested that the integration of environmental education faces challenges. The studies that were conducted on environmental education failed to engage community people, whose experiences can be valuable. This study, which draws on place-based education, is bounded by the Okavango Delta and the school second-term. The study addressed these questions: what are the key elements of local environmental knowledge in the study area; to what extent is the local environmental knowledge present in the curriculum; how do teachers implement environmental education; and how do educational authorities perceive environmental education? This study employed qualitative research techniques to address these questions including document analysis, observations and semi-structured interviews. This study’s findings revealed the following. Local people have a lived experience with nature. The elements of local environmental knowledge include crop and livestock farming, which are a cultural activity that is lived by community people. They cultivate a variety of crops, which continue to be destroyed by wild animals. The contents of environmental education that were integrated into the curriculum by teachers are based on the local environment. The implementation of environmental education was carried out using guided discovery learning strategies. Educational authorities believed local environmental knowledge could play an important role in environmental education. They advised teachers should invite local people who have historical experiences with environmental resources. Effective School-Community partnerships are pivotal to improve the integration of environmental education. The results of this study hold important implications for the Ministry of Education and Skills Development in Botswana, Teachers at the schools, Partnership initiatives for local schools and Non-Governmental Organizations and the village authorities where schools are situated.
Bruce Martin (Advisor)
350 p.

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Citations

  • Velempini, K. M. (2016). The Integration of Environmental Education in the Secondary School Curriculum: A Case Study of a 10th Grade Junior Secondary School Curriculum in the Okavango Delta, Botswana [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1451919034

    APA Style (7th edition)

  • Velempini, Kgosietsile. The Integration of Environmental Education in the Secondary School Curriculum: A Case Study of a 10th Grade Junior Secondary School Curriculum in the Okavango Delta, Botswana. 2016. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1451919034.

    MLA Style (8th edition)

  • Velempini, Kgosietsile. "The Integration of Environmental Education in the Secondary School Curriculum: A Case Study of a 10th Grade Junior Secondary School Curriculum in the Okavango Delta, Botswana." Doctoral dissertation, Ohio University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1451919034

    Chicago Manual of Style (17th edition)