The Implementation of Environmental Education in Geography (Grades 8–10) in the Caprivi Region, Namibia

Abstract

UNESCO (1995) notes that education should be easily adaptable to sudden shifts in conditions in a world of rapid change since environmental challenges are dynamic. This paper is based on a study carried out in secondary schools in the Caprivi region in Namibia (currently re-named the Zambezi region). The article reports on mixed methods of approach to arrive at an in-depth understanding of the extent to which environmental education is implemented in the curriculum for Geography, specifically for grades 8–10. The data was generated through a self-assessment questionnaire that was sent to all grade 8–10 Geography educators in the region. In addition, interviews were conducted with a sample of educators and a local environmental education officer. Focus group discussions were held with learners from five schools. The findings revealed, among others, that educators had sufficient knowledge and understanding of environmental concepts and issues. However, educators had limited knowledge of environment-related skills and attitudes required, and did not use a variety of teaching approaches or alternative  assessment regimes. Educators understand the significance of indigenous knowledge in geographic education, but the research findings also indicate that stakeholders’ participation in school environmental education initiatives needs to be strengthened. The article provides recommendations that might improve the  implementation of environmental education in schools.

Keywords: Geography, competencies/learning objectives, educational processes, outdoor activities, sustainable development, indigenous knowledge.