Abstract:
Since the rise of global environmental issues, environmental education (EE) programmes have exponentially increased in implementation. Environmental education, recognised as a key driver for fostering awareness and responsiveness toward environmental challenges, emerged from several developments shaped by ongoing international forums and dialogues. The momentum for EE intensified after UNESCO-UNEP intergovernmental conferences (1972 - 2012) that formulated goals and objectives for all nations to integrate EE across all levels of education. Therefore, this dissertation evaluated the implementation of EE and waste awareness in the curriculum in secondary schools in Pinetown District, eThekwini Municipality, South Africa. The study employed a quantitative and qualitative research method, hence, a mixed method. A total of 437 learners participated in the study, following formal approval from the KwaZulu-Natal Department of Education and consent from their parents. Semi-structured questionnaires were used to collect primary data from Grade 9 and Grade 12 learners, who were questioned about their level of awareness, knowledge, attitudes and practices. Face-to-face semi-structured interviews were used to collect primary data from teachers to determine the inclusion of EE and waste management within the curriculum and how these topics are taught. Interviews also explored teachers’ perspectives on establishing EE as a standalone subject, assigning teaching responsibility, and the presence and content of school environmental policies. For this purpose, the quantitative data was organised, coded, processed, and analysed using the Statistical Package for Social Sciences version 29, while the qualitative data was organised, coded, processed, and analysed using Atlas.ti. The findings revealed that the mandate set by the Department of Forestry, Fisheries and the Environment and the Department of Basic Education to include EE in the curriculum was partially implemented, as learners were aware of various environmental concepts such as “waste,” “waste management,” and “environmental education.” The findings also revealed that subjects such as Life Orientation, Geography and Natural Science in Grades 9 and 12 have integrated environmental-impact topics. The study uncovered a failure to attend, become involved in, or participate in environmental awareness and waste management initiatives organised by the school or local authorities. The study recommends that the Department of Education should implement environmental appointments for EE officers to enforce EE in schools.
