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EditorialThis issue of our environmental education bulletin has been published prior to the EEASA Conference in Maseru,Lesotho. The main theme of this years conference is Environmental Education for Sustainable Development:African Perspectives. Both the Conference and EEASA have been going through a difficult process ofregionalisation which has led to involving people from other SADC countries, organising our conferences indifferent countries as well as a number of environmental education activities throughout the SADC region.

The aim of this issue is to present some articles on environmental education activities that are taking place indifferent places and also to provide some insight into some new learning materials to support environmentaleducation processes.

The first article is from William Maila and focus on the inclusion of environmental education in the formal sectorof education in South Africa. He supports his article by referring to the Bill of Rights in the Constitution of SouthAfrica to recommend the formulation of EE policies in formal education. Avril Owens reports on activities thattook place during the water week with some interesting initiatives such as a water fun fair. The relation betweenHIV/AIDS and environmental education is reported by Alistair Chadwick which raises questions on whichissues should be dealt by EE practitioners.

Blue Flag, a respected international eco-label award for beaches and marinas, is expanding from Europe toAfrica. Bridget Ringdahl clarifies the objectives of this campaign in South Africa. Surviving the programme isan article from Nadia Gunter which brings debate on problems given by childern to environmental educators.

Janis O'Grady questions in her article, the worthiness of organising workshops for farmers and landowners tobring about attitude change and lead to conservation activities. Progresses on the South African NationalEnvironmental Education Programme are presented by Cliff Olivier. Heila Lotz-Sisitka and Ingrid Timmermansshare some developments of a project involving active learning in schools in the Eastern Cape.

The Wildlife and Environment Society of South Africa (WESSA) celebrates its 75th anniversary this year. Eachyear WESSA presents environmental awards and this year, two very special awards were given for work donein the field of EE. Alison Kelly and Jim Taylor give us more details on the awards. Last June three hikers finishedan amazing walk along the entire South African coastline, reported by Alison Kelly. Environmental courses inthe southern part of Angola are reported by António Simbo.

A number of EE activities have been taking place in the SADC region involving different partner groups whichinclude teachers, students, journalists, resource material developers. This bulletin provides some brief reports onthese activities.

Resource materials are always given some attention in our bulletin. In this issue we present different learningmaterials to support EE processes. We start with Angola, where different resources where produced using theEEASA SEED funding and have been used in Angola and Mozambique. Jeanette Stewart presents a resourcethat she produced on wetlands. John Kieser reports on factsheets produced by the CoastCare project to createawareness on marine and coastal issues. Share-Net has produced some learning materials in the past monthsand they are also briefly presented in this bulletin.

Probably you are aware that South Africa will host, in September 2002, the World Summit on SustainableDevelopment. But, are you aware of the contribution that EEASA wants to give on EE in the region? On page31 you will find more information on the EEASA monograph in EE as one of its contributions for the summit.

Finally Lynette Masuku van Damme reports on WESSA's 75th anniversary ceremony whereEEASA was honoured with the President's Special Award 2001 from WESSA in recognition ofthe role EEASA has played in the advancement of EE throughout the region of southern Africa.

Vlady Russo and Paula Roque

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ARTICLESEnvironmental Education and the 'inclusion'approach to formal education.William Maila ................................................ 3

A water celebration with a difference.Avril Owens ................................................... 7

Should environmental education practitionersconcern themselves with 'purely social' issues?Alistair Chadwick ......................................... 9

The Blue Flag Campaign - South Africa.Bridget Ringdahl ............................................. 11

Surviving the programme.Nadia Gunter ................................................. 13

Farm worker workshops - worthwile?Janis O'Grady ................................................. 14

Report to partners in Environmental Educationon progress in the NEEP-GET.Cliff Olivier ..................................................... 18

Active learning in schools.Heila Lotz-Sisitka & Ingrid Timmermans ...... 20

A time for celebration.Alison Kelly & Jim Taylor .............................. 21

Footprints along the coastline.Alison Kelly .................................................... 22

Environmental courses in the southern part ofAngola.António Simbo ................................................ 23

EE IN THE SADC REGIONEnvironmental Education Course in Zambia.Environmental Education Course for Industry in

Malawi.

Eco Schools/Environmental Action LearningCapacity Development & Co-ordinationSeminar for eastern Africa.

NETCAB EE Policy Workshop in Mauritius.......................................................................... 24

Environmental Education Processes in FormalEducation.

Environmental Education Resource DevelopmentWorkshop in Namibia.

Material Development Workshop for the RegionalEnvironmental Action Learning initiative.

Rhodes University/SADC International Certificatein Environmental Education.

EE Workshop for Primary School Teachers andInspectors in Tanzania.

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RESOURCESEEASA supports the development of booklets inAngola.Vlady Russo ..................................................... 26

Exploring wetlands - an active learningresource pack.Jeanette Stewart ............................................. 28

The CoastCare fact sheets as a resource andteaching tool about marine and coastal issues.John Kieser ..................................................... 29

Exciting new resources from Share-Net.Share-Net ..................................................... 30

EEASAEEASA Monograph - Call for papers ........... 31

EEASA AwardLynette Masuku van Damme .......................... 32

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IntroductionThe term ‘inclusion’ in educationrefers to an integrated system ofeducation for all learnersirrespective of whether they havecertain barriers or not. Stateddifferently, it is called the‘inclusion approach towardsformal education’ (MEDEO3-R,1998) because it means thatformal education is now chargedwith the responsibility to ensurethat learners with barriers are alsoaccommodated in regularschools.

This approach commits alllearners, irrespective of whateverbarriers, to some form ofeducation. This is a constitutionalright of all learners in SouthAfrica, as stated in theConstitution’s Bill of Rights (SA,1996 Section 29.1.a). Needless tosay that with environmentalproblems increasing at such analarming rate, all South Africans,young and old need to care about/for and utilize the environment ina sustainable manner so that theneeds of the present and futuregenerations are not compromised(Yeld, 1997).

RationaleOne of the goals of theReconstruction and DevelopmentProgramme (RDP) of SouthAfrica (SA, 1994) is to:

increase environmental cons-ciousness among our youth, to

coordinate environmentaleducation policy at all levels,and to empower communitiesto act on environmental issuesand to promote an environ-mental ethic.

The goals of the RDP are clearlyseen in the White Paper onEducation and Training (SA,1995) because this documentindicates educational policy thataims at engaging learners andcommunities to learn about, andtake environmental action at alllevels and programmes of theeducation system. Thus, thefollowing statement is importantfor all educators and learners,namely that:

Environmental Education,involving an interdisciplinary,integrated and activeapproach to learning, mustbe a vital element of all levelsand programmes of theeducation and training system,in order to createenvironmentally literate andactive citizens and ensure thatall South Africans, present

and future, enjoy a decentquality of life through thesustainable use of resources.

The Constitution of South Africain its Bill of Rights (SA, 1996)also points out the necessityof an environment which is safeand healthy and has itsresources protected and used ina sustainable way so that theenvironmental quality of life offuture generations is notcompromised. The followingstatements indicate that everyperson in South Africa, youngand old, disabled or able-bodied,has rights to:

(a) an environment that is notharmful to their health or wellbeing; and

(b) have the environmentprotected, for the benefit ofpresent and future genera-tions, through reasonablelegislative and othermeasures;

(c) prevent pollution andecological degradation;

(d) promote conservation;

(e) secure ecologically sustai-nable development and theuse of natural resourceswhile promoting justifiableeconomic and social deve-lopment (SA, 1996).

Environmental Education and the �inclusion� approachto formal education

William Maila

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Perceptions of people withbarriers about ‘inclusion’ and‘exclusion’ in educationInclusion also refers to blind, deaf,intellectually and / or physicallychallenged people beingconsidered in the planning andimplementation of environmentalprogrammes and facilities (Eco-Access, September 1997). Thissimply means that people withbarriers want to be included andinvolved in decisions that concernthem and able-bodied people.

They do not want to besegregated. They are totallyagainst ‘traditional design’ as thisstrategy is based on ‘averageneeds’ and, therefore, perceivesit as a plan designed to excludethem from ‘universal design’which, means designing for thereal needs of everyone in acommunity without discrimi-nating against (Eco-Access,September 1997).

Learners are therefore not to bediscriminated against because oftheir barriers of which they hadno control of. Though they mightexperience some form of learningbreak down as a result ofdifferences in learning style, paceconcentration level, etc.(MEDEO3-R, 1998). Theselearners must not be excludedfrom participating in the regularschooling programme. TheCurriculum 2005 education

system is specifically aimed atenabling all learners to accesslearning by focusing on outcomesand learners are permitted to learnat their own pace because theoutcomes and the learning processare now essential (Lotz et al, 1998).

Upgrading regular schools andresources for all learnersRegular schools will have toupgrade their facilities andresources in order to meetadequately and appropriately thechallenges of mainstreaming (whichis the process of including learnerswith barriers in regular schools).Making these schools accessible tolearners with barriers will be alearning process that will enableable-bodied persons and learnersbreak down their stereotypes.Discriminatory attitudes will bediscouraged through this process.

Some of the immediate upgradingof the regular schools’ facilities willhave to include the building oframps, the installation of appropriatetoilet seats and holding rails closeto the toilet seats. The next step willbe to ensure that all new schools tobe built must be sensitive to theneeds of all learners. Resourcematerials like visual aids, will haveto be budgeted for by the relevantsections of the Education Depar-tment. Learners with barriers alsoneed to be catered for by the SouthAfrican Government just like allthe learners.

Is the ‘inclusion’ approachtowards formal educationappropriate for all children withbarriers?The answer to this question is no.Not all children need to bemainstreamed for their education.Some of these learners will notbenefit educationally in formalschooling. Their nature of barriersmight be so severe that they are

compelled to be accommodatedin special places built for them.However, what is probably notacceptable, is to see all learnerswith some kind of barrier, mildor severe, housed together.Thus, excluding and denying avital opportunity of education toeven those learners who mightbenefit from formal education.Learners must therefore becorrectly placed in specialcentres and schools must opentheir doors to all learners. Theonly criteria to use in acceptinga learner into the school iswhether that learner is severelyblind, deaf or intellectuallychallenged and needs specialattention.

Implications for educationregarding environmentallearning and learners withbarriersFormal education needs to gearitself towards making inclusiona reality for all South Africanlearners. Coupled with thisideal is the realisation ofenvironmental learning informal schooling for alllearners. It is therefore,imperative that environmentallearning programmes providedby the schools should be easilyaccessed so that all learners canthen take appropriate environ-mental action in their localcommunities.

Learners with barriers need tobe strongly encouraged andmotivated to learn about theenvironment. In order for themto participate confidently andwith zeal in class, moreopportunities should be createdfor them, so that they increasetheir environmental knowledgeand community problem-sol-ving skills.

These are some of the policiesthat advocate for the implemen-tation of environmental educationin South Africa. It is therefore theobligation of formal education toensure that all learners in SouthAfrica contribute to the care andwise utilisation of naturalresources. Learners with barrierscan also add value to this vitalgoal.

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The environmental educatorsmust know the variety of specialneeds for all learners in all agegroups or all learning phases. Thiswill enable them to developprogrammes which are suitablefor each learner’s barrier andlearner’s age, thus ensuring thatwith barriers learners participatewith confidence and enthusiasmin environmental learning.

Some factors to be conside-red when integratingenvironmental educationlearning topics or themes /issues into the curriculum oflearners with specialeducational needsThe following factors should beconsidered when integratingenvironmental education learningactivities into the curriculum oflearners with special educationalneeds:

� Careful long term planningEnvironmental learning for theselearners should not only focus onthe immediate term planning, butshould also be based on long termplanning, thus ensuring that alllearners have access to learningexperiences embodied in theirimmediate and distantenvironment and encouraging thelearners to learn at their ownpace. For example, environmen-tal learning programmes inOutcomes-Based Education(OBE) should be developed insuch a way that the learners areassisted and motivated to acquirecompetences and skills set out inthe cross field outcomes.

� Accessibility of facilitiesThe Education and TrainingDepartment is expected to initiatethe process of and implementinclusion in formal education. Thisobligation is reiterated by thegeneral objectives of protecting

vulnerable groups (UNCED,Agenda 21, 1992) which are “toensure that all such individualsshould be allowed to develop totheir full potential (includinghealth, physical, mental andspiritual development). Besideswomen and children, personswith barriers are vulnerable. It istherefore essential thateducational facilities andresources are upgraded so thatthey become accessible tolearners with special educationalneeds.

� Teaching and learningstrategiesA variety of teaching strategiesis necessary in order to meet therange of needs of learners withdisabilities and learning difficulties(MEDEO3-R, 1998). Specificfacts to note in this regard are that:

• the educator must know theproblems of individual learners

• the educator might have toadjust or adapt theinstructional procedures andmethods

• the actual learning activitymight require restructuring oralternative experiencesprovided

• intervention strategies are vitalfor learners with specialeducation needs.

� Content teaching andlearningThe content should be the samefor all learners, that is, for able-

bodied learners and disabledlearners. By so doing all thelearners will be afforded, throughthis process an opportunity toapply their knowledge, understan-ding, skills and values to activelyparticipate in maintaining andimproving the quality of theenvironment, thus, contributing tothe development of a worldenvironmental ethic.

� Special aids (visuals)These visuals which are specialfor learners with disabilities areused to assist learners to learn asbest as they can, thus these aidsare essential also in environmentallearning. Some of these visualsare audio-visuals (for hearingimpaired and blind learners),braille (for the blind learners),and videos, slides, films, etc.Commentary should becomprehensive to enable thevisually impaired to follow andunderstand learning. Instructuralaids for other disabilities shouldalso be made available to alllearners who need them, so thatthey can actively participate asbest as they can in their learning.

� Variation of disabilities ingradesLearners with mild or moderateintellectual disabilities require thatthey be enabled to access morestructured teaching strategies andinstructural methods. On theother hand, learners who areseverely disabled, either physi-cally, visually, intellectually orhave multiple impairments, are tobe catered for in special learningcentres, so that they can be assis-ted by well trained professional.

It is also important to note thegrades of the learners and provideor develop learning programmesthat are appropriate for them.Environmental learning progra-

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mmes for learners with disabilitiesshould be graded in such a waythat the interest of the learner inactively participating in thelearning, is not discouraged.

ConclusionThe statutory laws that enabledthe Education and TrainingDepartment to be able toformulate policies that seek toredress all the shortcomings ofthe apartheid era educationsystem (see Rationale) are a steptowards the right direction.However, there is still much tobe done now that these policiesare in place. They must beimplemented with the zeal andenthusiasm that brought themto existence. So far, schools havenot done much in this regard.

Perhaps, the Education officialsshould bring in more stakeholdersto assist in speeding up thisprocess. Necessary resourcesshould be made available for theimplementation of the ‘inclusion’approach towards formaleducation so that all learners inSouth Africa are accorded theopportunities that they rightfullydeserve.

ReferencesUNCED. 1992. Agenda 21

Filmer, R & Filmer, J. 1997: The naturalenvironment and all people:Awareness + Action = Access. Vol.3.3, September 1997. Roosevelt Park.

University of South Africa. Facultyof Education. 1998. MEDEO3-R.Pretoria: Unisa.

South Africa. 1994. Reconstructionand Development Programme.Pretoria: Government Printer.

South Africa. 1995. White Paper onEducation and Training. Pretoria:Government Printer.

South Africa. 1996. Constitution. Billof Rights. Act no. 108 of 1996.Pretoria: Government Printer.

William Maila can be contactedat:Tel: +27-(0)12-4294512E-mail: mailamw@unisa.ac.zaPO Box 392 Pretoria 0003,South Africa

SUSTAINABILITY AND TRANSFORMATIONIN HIGHER EDUCATION

INTERNATIONAL CONFERENCE

September 2002, Rhodes University, Grahamstown, South Africa

For more details visit the EMSU website at:http://www.ru.ac.za/environment/emsu.html

or contact Lesley Futter: Tel: +27-46-603 8138, Fax: +27-46-636 1902,E-mail: L.Futter@ru.ac.za

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A water week celebration with a differenceAvril Owens

Professor Kader Asmal, Ministerof Education, wrote in theDepartment of Education’sENVIRO days’ booklet that“Schools can contribute to makingthe environment everybody’sbusiness by being active learningenvironments. Active learning ina healthy environment starts witha sound school infrastructure.Starting with Enviro day eventsand activities, schools andlearners can move to action toaddress and report on the manyproblems and inconsistencies inour communities”. Delta Park andthe Braamfontein Spruit (inJohannesburg) was certainly an“active learning environment”during Water Week 2001.

Observing an environmental dayis often a ceremony rather than acelebration. However, the culmi-nation of Rand Water’s WaterWeek Celebrations on Friday 23March at Delta EnvironmentalCentre was a wonderful exampleof a dynamic celebration,encouraging all to be Water Wise.Four hundred learners andteachers from eight differentschools were invited to participatein the Water Fun Fair.

Since one of the major problemsfaced in South Africa is thedeteriorating water qualityof rivers, the day began with aclean-up of sections of theBraamfontein Spruit.

Bright and early (8am), thelearners and teachers met staff-members from Rand Water andDelta Environmental Centre attheir designated stretch of thespruit.

The weather was overcast, withan occasional bit of drizzle toremind everyone what was beingcelebrated! This did nothing todampen the spirits of enthusiasticlearners, who, provided withrubber gloves and rubbish bags,set off to see which group couldpick up the most litter. A prizewas offered to the picker-up ofthe most unusual piece of waste.This was a microchip.

The clean-up lasted for an hour,after which the grubby, weary, buttriumphant learners made theirway to Delta EnvironmentalCentre where they had a chanceto wash, have a bite to eat andcatch their breath before thewater fair began.

Under the trees at Delta Park,Delta Environmental Centre,Rand Water, all participatingschools1 , many other organisa-tions and interest groups2 had setup stalls, each one related tothe “Water is Life”theme of WaterWeek. Each learnerwas given a list of all theactivities on offer. On completing

an activity, the list was stamped,and the first 20 learners to havethe entire list completed andstamped received prizes.

The result was a morning of“O.B.E. in action” with stall-holders and learners sharingknowledge, skills and ideas in abuzz of activity and fun.

Working out the amount of watersaved by fitting a dual flush toiletdrew out the numeracy skills oflearners – also the amount ofenergy needed to carry bucketsof water from point to point!Puzzles and quizzes enabled allto hone their problem-solvingand Language, Literacy andCommunication skills. Paintingwith bubbles brought out the artistin learners and encouraged themto make personal pledges torespect water.

A colourful, lively long poster wascreated, where learners drewpictures, wrote messages andgraffiti and generally expressedtheir own perceptions aboutwater. Matching the beaks andfeet of various water birds calledon natural science skills, as didexamining under a microscopethe minute forms of life found inwater. A wetland scene was setup, and various animals had to beplaced in the appropriate habitat.Learners were challenged to seeif they could taste the differencebetween mineral water and tapwater in a “blind” taste challenge.

Physical skills being tested inthe Water Wise hoopla game

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Creating a colourful,lively Water Wise poster

A game of water wise hooplatested learners' physical skills,with points subtracted for unwisewater usage.

After two hours of informative funand frenzy, prizes were awarded,the Water Wise message waspassed on, and pledge forms weregiven to all learners. Teachersand learners were much moreknowledgeable about the waterproblems we face in our futureand are now better equipped to bepart of the solution.

Avril Owens can be contacted atTel: +27-(0)11-888 4831PO Box 1127 Johannesburg2000, South Africa

Footnotes1 De La Salle, The King’s School,Parkhurst Primary, BlairgowriePrimary, Tiyang Higher PrimarySchool, Tswelelang Higher PrimarySchool, Tsumbedzo Primary,Greenside Primary.2 Cydna Laboratories, Pick’n Pay,Plastics Federation, SoulFoundation, Grootvaly /Blesbokspruit Wetland Centre,Wildlife and Environment Societyof South Africa.

Advanced Certificate in Education (ACE)Formerly known as the FDE

Are you …a practising environmental educator? interested in EE? keen to improve your professionalpractice? in need of a formal qualification? free during school holidays?

If so - consider this brand new course!

Drawing on its extensive experience in and resources for environmental education, the EducationDepartment at RU is now offering a new course for environmental educators working in the fields ofdevelopment, conservation, environmental management and non-formal education.Students whosuccessfully complete the course will be awarded an Advanced Diploma in Environmental Education(with official accreditation at level 6 on the National Qualifications Framework (NQF) pending).

Environmental education is a growing field internationally, and this course will give practising environ-mental educators a better understanding of how to improve their teaching within the diverse contextof environmental policy change. The course learning will serve as a basis for better practice, as well asfor further study in environmental education.

For further details and an admission form contact:Ingrid Timmermans, Department of Education, Rhodes University, Grahamstown

Tel: +27-46-603 8389, Fax: +27-46-636 1495,E-mail: Ingrid@ru.ac.za

Closing date for registration: 20 October 2001

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Alistair ChadwickAt present, HIV/AIDS isundoubtedly one of the mostserious issues, social orotherwise, facing communities inSouthern Africa. A small numberof resource materials focusing onHIV/AIDS has been produced,especially for use within formaleducation settings. Two that I amaware of, include a small book(The AIDS Healers) produced inSouth Africa by Share-net, andthe other by Zimbabwe’s ActionMagazine. Interestingly, neitherShare-Net nor Action Magazineappear to have printed orproduced any other materials withwhat might be viewed as a ‘purelysocial’ issue focus, i.e. an issuethat has very little, if any, impactupon the natural or biophysicalenvironment. HIV/AIDS is, Ibelieve, a pressing environmentalissue, with causes and effectswithin the political, economic andsocial dimensions of theenvironment. It seems that bothShare-Net and Action Magazine,as well as a number of otherorganisations and individuals,would concur on this point.

The question that this begs is whyshould HIV/AIDS, with very fewbiophysical consequences find aplace within environmentaleducation (EE) resource materialswhen other ‘purely social’ issuesdo not? Are other social issuesnot believed to be importantenough to warrant materials foruse in the formal or othereducation sectors? I do notbelieve that there is anyone whowould answer ‘yes’ to this. In thisregard, one has only to think of

such pressing issues as:

• Unemployment and under-employment

• Theft and criminality• Poor housing and inadequate

shelter• Gender inequality• Child abuse, (including AIDS

orphans and street children)• Domestic violence, family

disintegration and socialdisruption

• Alcoholism and drug abuse• Racism, sexism and other,

often oppressive, prejudices• Cultural and religious

intolerance/misunderstanding• Unethical business practices

(and transnational corpora-tions)

• Human rights disregarded• Overcrowding in rural and

urban areas• Over-consumption and

wasteful consumption (andplanned obsolescence)

• Growing urban slums• Household food insecurity

and poor nutrition• Illiteracy

Most of these issues have verylittle direct impact on ourbiophysical surroundings, yetthey are all extremely pressing,affecting literally millions ofpeople living in South Africa and

many millions more within theSouthern African region. Theseissues, like HIV/AIDS, areenvironmental I believe, havingtheir roots in the political, socialand economic environments,while also having seriousconsequences in these environ-mental dimensions. All of theseissues have resulted, and continueto result, in untold misery andsuffering for individuals (youngand old), local communities and,I don’t hesitate to say, entirenations.

In essence, the pressing issueslisted above have a markednegative impact on the ability ofmillions of people to function ascaring, tolerant and loving humanbeings. For example, how lovingof one’s fellow (wo)man will ayoung person be, when he/she isa victim of regular physical abuse?And how much tolerance can onefeel for the actions or cultures orreligious beliefs of others whenone has been a regular victim ofracist remarks or petty crime?

I am sure most will agree thatbefore caring and peacefulcommunities can become areality, much attention will needto be directed at the above issues.Their persistence clearlyindicates an unsustainablesociety. And this fact, thatSouthern African society includesmany people who are unhappy,marginalised, abused and, ingeneral, leading poor quality livesindicates that any developmentthat occurs in our region cannever be sustaining or sustainable.

Should environmental education practitioners concernthemselves with �purely social� issues?

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Yet it is a healthy, sustainablesociety that is one of the primarygoals of the EE processes withwhich most of us are involved.

Why then are so few resourcesavailable with a focus on these‘purely social’ issues? Why, ingeneral, is so little attention givento these issues when there are sofew of us who are enjoyingsustainable lives? I believe that itis high time environmentaleducation practitioners look alittle closer at their surroundingsand include within their EEprogrammes, projects, activitiesand processes a focus on the otherpressing issues of our time:those not directly linked to the

\\\\\\\natural resources but impacting,most assuredly, upon our abilityto live sustainably.

I believe that, in practice, an activelearning framework can providemany meaningful opportunitiesfor the involvement of learners,children and adults in finding outabout these issues; in sharingrelevant information andexperiences; in exploring theseissues as they occur in their localenvironments; in taking action tosolve these problems; and inreporting on the outcomes and/or findings that result. There isno longer any excuse forconcerning oneself with onlythose issues which have a direct

influence on the health of thebiophysical environment.

If you are involved in, or wouldlike to become involved in, thedevelopment of resourcematerials or courses that have anexplicit focus on the socialenvironment, then I would love tohear from you.

Alistair Chadwick can be contactedat:Tel: +27-33-330 3931Fax: +27-33-330 4576E-mail: alistair@futurenet.co.zaPO Box 394, Howick, 3290,KwaZulu Natal, South Africa

]]]]]]]]]]Attachment Programme

This is a ten days programme training programme in environmental education which includes anenvironmental educators course, with additional time devoted to:

· Environmental Education Theory and readings,· Resource/curriculum/programme development or adaptation.

This is an opportunity for professionals to share their work and to develop resources or programmes.Individual support and particular attention to theoretical concerns will be available during the programme.This forms part of the SADC Regional EE Programme where EE practitioners from the SADC memberstates visit the Regional EE Centre to share their experiences with and learn from the EE Centre staff andeach other.

A specific function of this training option will be to equip participants to offer similar training in theirrespective countries. This programme is offered in Botswana, South Africa and Zimbabwe.

Dates for 2002: 12-21 February; 9-18 July; 8-17 October and one date associated with the EEASAConference in 2002.

For further details and an application form contact:Sanele Cele at the SADC Regional Environmental Education Centre

in Howick, KwaZulu Natal, South AfricaTel: +27-33-330 3931, Fax: +27-33-330 4576,

E-mail: sanele@futurenet.co.za

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Bridget Ringdahl

The Blue Flag Campaign - South Africa

In mid October this year SouthAfrica will be the first countryoutside of Europe to launch sixBlue Flag beaches. The campaignwas initiated in Europe almost 14years ago with the aim of bringingtogether tourism and environmentsectors at local, regional andnational level in 21 Europeancountries. Now, more than 2 400beaches and marinas in Europeare participating in theProgramme.

After two years of investigatingthe feasibility and relevance ofthe campaign, Blue Flags willnow be awarded to five of theeight ‘pilot beaches’ along theeast coast of South Africa -Ballito, Durban, Margate,Plettenberg Bay and PortElizabeth. The first of these flagswill be raised at an official launchby Minister of EnvironmentalAffairs and Tourism, Mr ValliMoosa on the 19 October onDurban’s South beach.

The Wildlife and EnvironmentSociety of South Africa(WESSA) is implementing thecampaign in collaboration with theDepartment of Environment andTourism (DEAT), through acoastal management projectcalled CoastCARE and theFoundation of EnvironmentalEducation (FEE).

So, what is the Blue FlagCampaign? Blue Flag is arespected international eco-labelawarded to beaches and marinaswhere environmental protectionis a high priority and site

management and informationencourages care for theenvironment. The campaign wasimplemented in Denmark by theFoundation of European Environ-mental Education (FEEE) whichrecently has become a globalorganisation by changing fromFEEE to FEE (Foundation forEnvironmental Education). Thiswas largely due to the fact thatmany organisations and autho-rities outside Europe, one beingSouth Africa, made applicationsto FEE with wishes for co-operation on spreading the BlueFlag Campaign to non-Europeancountries. Countries in South EastAsia and many countries in theCaribbean are also presentlyco-ordinating the implementationof Blue Flag Pilot projects, whileorganisations in USA, Canadaand Egypt have expressedinterest in partaking in theinitiative.

From an organisational point ofview the campaign involves theclose co-operation with national

authorities, such as Ministries ofthe Environment, Health andTourism. In addition, a number ofother national non-governmentalorganisations are encouraged tobecome involved, such as natureconservation groups, consumerprotection organisations, educa-tional bodies, life-savinginstitutions and most importantlythe local community.

In order for a beach to qualify fora Blue Flag, a number of criteriapertaining to good environmentalmanagement, water quality,environmental education, safetyand health have to be fulfilled.Principally the campaign aims:

o to ensure and advertise cleanand safe beaches and marinasfor the public;

o to educate local authorities,private tourism operations andthe public about the need andthe means to protect theenvironment, in particularcoastal and lacustrineenvironments;

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o to create a basis for voluntaryenvironmental action incommunities;

o to bring about co-operationbetween the sectors oftourism, environment andeducation at local, regional andnational levels.

The spin – offs and benefits aremany and multi-fold. Some of thediverse examples include thefollowing:

o tourism draw card with re-sultant financial spin-offs forcity, town or beach;

o improved awareness of thecoastal zone and what pris-tine beaches can do for tou-rism and national pride;

o promotion of one of SouthAfrica’s most attractiveassets;

o education of the local co-mmunity, children and beachusers.

o to create job opportunities;o to bring about human resour-

ce development and capacitybuilding;

o to ensure sustainable develo-pment and utilisation of re-sources;

o networking with other localauthorities brings new ideasand helps to put matters inperspective;

o brings awareness of just howgood our beaches are in com-parison to those overseas;

o forms a bridge of communi-cation between scientists andother role players;

o it is an environmental manage-ment system with more empha-sis on the individual beach;

o more money to town;o clean up of beach areas;o safe beach;o less pollution;o promote your town/area;o upgrading of all other beach

facilities.

It is therefore apparent that byencouraging key beaches to partakein the Blue Flag campaign theopportunities from an enviro-nmental, educational, tourist andeconomic perspective can beenhanced and improved.

Further, the relevance of Blue Flagin South Africa is also supported bya number of objectives outlined inthe White Paper for SustainableCoastal Development whichpresents a coastal policy. It seeksto ensure that coastal developmentin South Africa is equitable,sustainable and optimises the useof the country’s valuable coastalassets by:

o promoting optimum awa-reness of the coastal zone;

o playing a role in the ex-change of information;

o facilitating the education ofcommunities that live alongthe coast; and

o forming a bridge of commu-nication between scientistsand other role players.

Blue Flag in turn supports theWhite Paper in that it offerspractical ways of implementingmany of the policy objectives.

It is hoped with the launch ofBlue Flag in South Africa otherAfrican countries will beinspired and encouraged to joinin the campaign and raise BlueFlags in support of protectingthe continents spectacularcoastline.

Bridget Ringdahl can becontacted at:Tel: +27-33-330 3931Fax: +27-33-330 4576E-mail:bridgetr@futurenet.co.zaPO Box 394, Howick, 3290,KwaZulu Natal, South Africa

For more information visit the Blue Flag web site:

www.blueflag.org

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rrrrrrrrrrrrrNadia Gunter

Surviving the programme

I am an environmental educationofficer at the Potberg Environ-mental Education Centre – I takeschool groups out into nature andteach them about theenvironment. Sounds easyenough. During the three yearsof presenting environmentalawareness programmes, I havefound that a child's mind isequipped to test the ultimatepatience of an adult. They willcome across as innocent andinterested in everything you haveto say. Beware! You are aboutto be ambushed by the followingpopular techniques used by allchildren on adults:

The SidetrackMy work involves discussingthe ecological systems andcomponents within the naturalenvironment. The goal is toencourage the group to participatein a discussion about thesecomponents and to ask questionswhen something is notunderstood. The sidetrack comesin when a question is askedspecifically to distract you fromyour current train of thought. Anexample would be a question like“Why are those rocks orange?”while you are discussing thefragile status of the fynboskingdom in the world. Not that thequestion isn’t important – it is justextremely bad timed. So, after youhave automatically answered thesidetrack, you frantically scrabblefor the idea you were trying tolead the group toward.

The Slow PaceHiking trails of an average of 6kmare included in the environmentaleducation programme. I have

noticed that today’s childrenprefer mall-creeping to hiking.When coming across somethingof interest such as a dung beetle,one has to wait for the wholegroup (average of 20 children) togather before discussing thebeetle’s life history. The slowpace tends to be carried out byapproximately three children whowill refuse to walk anything fasterthan a snail’s pace, no matter howmany times you suggest theykeep up with the group. By then,the initial excitement and interestin the bug has waned and themoment is gone.

The Fast PaceThis technique is similar to theslow pace in that anythinginteresting is missed due to thehurried pace set by about fivechildren. Their reasoning is thatthe sooner the trail is done, thesooner they can go to sleep.

The ClownThere is one in every schoolgroup. While you are trying toexplain the dangers of exoticplants and animals within thecountry, the clown will bedistracting the group withwisecracks. I have come to theopinion that the clown is jealousof the attention given to the guideand will therefore try almostanything to regain that attention.

I have come up with somedefences that tend to work quitewell against the above-mentionedambushes.

• Answer only relevant ques-tions to the discussionconcerned; non-relevant

questions can be answeredafterwards.

• Speak to the slow/fast pacerson the side, warning them thatthey are disrupting theprogramme. Then concentra-te on those that are interested.I assure you that once theparty-poopers realise they aremissing out, they will keep upwith the group soon enough.

• Put the clown in his place byusing wit. Some lightembarrassment will make himrethink about competing forattention.

• Test their patience. Answerquestions such as “How longis the trail?” with “Longenough” and “How muchfurther?” with “Just aroundthe corner”.

• Most importantly, always berelaxed and flexible. Do notact the drill sergeant but do laydown some basic rules.

• Have fun!

I enjoy my work even thoughthere are days when I wonderwhat I was thinking at the timeI applied for this post.Nevertheless, I find that childrenare far easier to work with, asthey are honest and challenging.I have also learned how to survivethe programme with my sanityintact.

Nadia Gunter can be contacted at:Tel: +27-28-542 1129Private bag x18Wydgelee7282, South Africa

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Janis O'GradyFarm worker workshops - worthwhile?

IntroductionThe first step is to ask four verypertinent questions:1. WHY are we doing farm

worker workshops?2. WHAT is the problem?3. CAN we evaluate our

progress – HOW are wedoing?

4. WHAT are the socio-economic issues thatchallenge our successes/failures with theseworkshops?

The problem as I see it is that a)cranes are still dying on farms:they are being poisoned, killed forfood, taken out of the wild forfood or pets, exploited for fun; b)there is still a huge lack ofknowledge about cranes ingeneral and why this particularbird should be protected forprosperity; farm workers aresuffering huge problems ofpoverty and its related lack ofbasic services and land, hunger,cold, and more.

“Conservation is a state ofharmony between men andland. Despite nearly a centuryof propaganda, conservationstill proceeds at a snail’s pace;progress still consists largely ofletterhead pieties andconvention oratory. On theback forty we slip two stepsbackward for each forwardstride.

The usual answer to thisdilemma is ‘more conservationeducation.’ No one will debatethis, but is it certain that onlythe volume of education needs

stepping up? Is somethinglacking in the content aswell?” (Aldo Leopold, 19)

The whole evaluation subject isa complex one that needsaddressing: we are trying tochange a way of thinking throughenvironmental education but wehave no idea of how we aredoing. Looking at crane mortalitystatistics, we seem to be ‘missingthe boat’ somewhere: cranes arestill dying! The socio-economicissues that challenge us in amainly third-world country wherethe economy is weaker than it hasever been are complex: poverty,land issues, inequality, genderissues, the population explosion,lack of human empowerment –the list is endless.

According to Alistair Chadwick(2000), environmental problemsare social problems centred inconflicts between differentwishes from different peopleabout nature and the use of thenatural resources. He feels thatenvironmental educators need tohave a good knowledge ofpolitical science if they are toencourage communities to regardenvironmental issues as issues incommunity.

“I believe that the broad purposeof EE is to enhance a learner’saction competence … an actioncompetent person is one who hasdeveloped both an ability and awill to actively participate in thesolving of immediate and futureenvironmental problems.”(Chadwick, 2000).

Are we focusing enoughattention on indigenousknowledge?Margaret Nemutamvuni (2000)says that indigenous knowledgeis always given a low status. “Ourforefathers always had survivalstrategies against drought anddifferent diseases by wise use ofthe natural resources,” she said.All culture stemmed from thehunter-gatherers who tended tohave a great respect for life andonly killed for food, medicine andclothes. Belief and myth playedan important part in conservingthe sensitive and pristine naturalresources of the time.

We need to find out whether thecrane was regarded as sacred bythe indigenous peoples of Africa.We need to find out how itshabitat was regarded and whythese values have eroded overtime (if indeed they have!). Shouldwe be approaching traditionalleaders and ‘indunas’ on farms

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only? These are all pertinentquestions.

On the subject of evaluatingworkshops, there is always a needto reflect on and review one’sknowledge and practice,especially at a time oftransformation. That is where Iam now. I have been co-ordinating farm workerworkshops with BenfredDlamini and Dumisani Koalane(KZN Wildlife) for more than ayear and the current changes atthe KZN CF will impact stillfurther on these sessions.

The time is ripe to ask: “Are weon the right track and if not,where should we be directing ourefforts and the funding?”

Workshops for farm workershave become the focus for theeducational goal of the SouthAfrican Crane Working Group(SACWG) and the KZN CF inthe year 2000. The mission of theSACWG is to “promote the longterm survival of cranes in theirnatural and man-modified habitatsthrough initiating and co-ordinating regional and nationalcrane conservation programmes”(Crane Ringing brochure, 2000).

Meanwhile, the KZN CF strivesto “promote the conservation ofthe southern African cranespecies and the preservation oftheir wetland and grasslandhabitats” (KZN CF brochure,1999).

In 1999, the CF was fortunate toacquire money from a privateindividual in Hilton which was puttowards workshops for mainlyrural schools, and farm workers.Benfred and Dumisani came onboard when Kevin McCannrealised their potential as a link

between two cultures and theiravailability in terms of theKZN Wildlife whose budgethad recently crashed, leavingfield staff and their vehiclesstranded. That year, during aperiod of about eight months andon a budget of R8 000, these twoenvironmental educators reachedabout 50 schools and about 6farms: approximately 7 000 ruralschool children and 170 farmworkers.

As a result, the focus for theyear 2000 was on farm workers.With money acquired throughSACWG from the Green Trust(R10 000), we have been able tofurther our efforts with farmworker workshops: since April2000, we have reached another500 farm workers and 1 000schoolchildren.

These statistics may soundimpressive but I am stillconcerned about a) follow-upwork: how well are we doing andis the message getting across?and b) school children: why havewe relegated them to secondfocus?

It is only now that we are gettingback to areas and farms in thislarge province of ours - but onlyto the schools. I have designed asimple questionnaire for kids andteachers to complete, thatprovides us with a fair indicationof how much the pupils absorbed.The idea is to use this samequestionnaire verbally with farmworkers.

I believe that learning starts withexperiences of events.Experiences themselves do notlead to learning per se, whichmeans that reflecting onexperiences is vital. As fieldworkers co-ordinating or actually

conducting workshops, we shouldbe asking questions such as,”What happened during thatworkshop?” and “Who had apositive experience and who hada negative one?” Then we needto take those answers and usethem to enhance or improve thefollowing workshops.

I also believe that learning inSouth Africa is influenced byhuge socio-economic issues asalready mentioned: will craneconservation ever supersedepoverty and basic human needs?HIV/AIDS is also taking its tollon the economic situation in ourcountry.

As crane conservationists, weneed to have multiple perspec-tives for people in multiplecontexts – for example, farmworkers in the Swartberg mayhave a very different attitudetowards cranes and the land thanthose who work in Mooi River.What about the people workingon farms in the North EasternCape, the Free State andMpumalanga? We need toinvestigate the political, economicand social issues in these areasthat may influence our methodsas we plan our workshops.

According to Therese Brinckateof the Green Trust (2000), weneed to remember some vitalfactors:

1. What outside forces (socio-economic) in agriculturecould detract from theimproved awareness of thefarm workers? These includecatastrophes (storms/fire),intense schedules (planting/burning/harvesting), eviction(changing labour and landlaws), disease (foot andmouth, AIDS), retrenchment

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(economic problems).

2. What can the farm workerstell us about cranes and thethreats to them a certainperiod after the workshop –what have they learned?Compare the beginning of theprocess to the end.

3. Are we imposing workshopson people without living theirhardships and becomingmore conscientised?

4. Where do we fit in betweenthe reality on the ground andthe expectations of the donorswho are saying,” If you can’tmeasure it, you can’t manageit”?

What are we really getting out ofthese workshops? Capacitybuilding and training must not beconfused. We need to askcommunities what they want orwhat they can offer cranes andthe conservation of their habitat:“What do cranes mean toyou?”

Environmental ethics involves anissue of thinking and of doing.(Hattingh, 1999). As humanbeings, we have the power toshape new values, not forgettingthe old practices but trying tomerge them with new ways ofthinking.

“Environmental education is along-term process in makingpeople not only aware ofenvironmental impacts, but alsoto take action to prevent furtherdegradation” (Rand Water/EWTSeekoeivlei EnvironmentalEducation Programme ProjectProposal, 2000).

As a result of all these thoughts,

and with assistance from ThereseBrinckate and other Green Trustexecutants during a workshop atLake St Lucia in August 2000,I have drawn up some ideasfor KZN that could be incor-porated into the evaluationprocess of these workshops.Time management is the crux ofthe matter.

Other ideas include aiming coreactivities at the training oftrainers such as traditionalleaders, teachers, the ‘indunas’ atthe farms in charge of the workforces, presidents of farmers’associations, governmental depar-tment heads and others who canbecome a part of the educatingprocess.

Vicki Hudson says that with herlarge area in Mpumalanga, theapproach of ‘train the trainer’really worked in tackling problemsfrom all sides (during poisonworkshops in particular), forminga network and getting results.“In all cases the farm workersget educated by their own peoplewhich, for this issue, I havefound imperative,” says Vicki.“However, on the crane side itsometimes makes them ‘sit upand take note’ when an outsidershows interest in their cranes andmakes them aware of howspecial they are. This I definitelysaw at Wavecrest. The more

interest you show, the more rubsoff on some of them and it hasnothing to do with colour.” (pers.comm., 2000).

In the Karoo, Maxie Jonk (KarooBlue Crane Awareness project)uses a mounted Blue Cranespecimen and caps to encourageparticipation in discussions.Maxie says that the workersdiscuss their knowledge andexperience of the veld; they relateto the subject matter, the slidesreflecting something that they canidentify with, creating a sense ofself-worth.

“By allowing the farm workersto express their own opinions oncertain aspects of the BlueCrane, it gives them a sense ofimportance and self-worth,reinforcing the idea that theyhave a role to play in theprotection and conservation ofthe project,” says Maxie.

The workers are identified bymeans of name tags – includingthe presenter – and participantsare invited to ask questions to theirfellow workers so much so thatvery interesting observationshave been aired in this way. Atthe end of the slide show, Maxiestresses that these people are outin the veld seeing the birds on adaily basis – they are capable ofprotecting these birds. The rolethat they play in the wholeconcept of crane conservationhas to be emphasized. “Thus farthe response has been verypositive, with farmers saying thatcrane-related feedback is betterand that there is a betterunderstanding of the reasons forconserving and protecting thesebirds. There is also a betterunderstanding of the functions ofcranes in nature and what cranes

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are indicators of” says Maxie.

But Jon Smallie has experiencedsome problems. Not only has hebeen battling to get anything offthe ground since East CapeNature Conservation Enviro-nmental Education Officer,Mike Kani crashed his car in Julybut he is also experiencing anethical brick wall. “It seems theworkshops don’t necessarilymake any impression on thesepeople at all as yesterday I had apoisoning by three labourers on afarm where I did a workshop inJune. During the workshop theywere all told that it is illegal to usepoisons to kill these birds. I evenhave photographs to prove thatthey were at the workshop, asthey first denied being there!!!”And again: “The farms that I haverevisited informally haveillustrated that the workshopsdefinitely do stimulate interestamongst labourers. But I am notthat convinced that it alters theirvalues and environmental ethicimmediately. This is going to be afar longer process, althoughgetting them interested is a goodstart” said Jon.

This brings me to the subject of‘Workshop Sustainability’ .Fieldworkers need to askthemselves some crucialquestions during the fundingperiod for workshops:

1. How will my workshops besustained when the moneyruns out?

2. What will be the long-termlegacy or impact of theworkshops on the farmworker?

3. How measurable are theworkshops? (Use feedback

from your target audiencee.g. posters made by farmworkers, assessment forms/questionnaires/teachers’feedback at schools/farmers’initiatives on farms).

(Green Trust Workshop, 2000)

According to environmentaleducators at a recent Enviro-nmental Education Associationof Southern Africa conference inSwaziland (July 2000), evaluationis a baseline or benchmarkingprocess. We fieldworkers need tobe aware of the negatives, thelessons learned, that influence theworkshops in order to make wayfor improvement.

We should always be trying toidentify the sustainability of theworkshops in terms of length oftime and funding - one way ofreporting this is to tabulate theresults in terms of objectives,outputs, indicators, constraints,etc.

References1. Brinckate, Therese. 2000. Green

Trust Workshop, Lake St Lucia,August 11-14, 2000.

2. Chadwick, Alistair. 2000. Whatis the Purpose of EnvironmentalEducation in a ‘Globalising’South Africa? EE Bulletin, 2000.

3. Environmental EducationAssociation of Southern Africa(EEASA), Swaziland Confe-rence, July 10-14, 2000.

4. Green Trust Executants, GreenTrust Workshop, Lake St Lucia,August 11-14, 2000.

5. Hattingh, Johan. 1999. FindingCreativity in the Diversity ofEnvironmental Ethics.Southern African Journal ofEnvironmental Education, no.19, 1999.

6. Hudson, Vicki. 2000. PersonalCommunication.

7. Jonk, Maxie. 2000. PersonalCommunication.

8. KwaZulu-Natal Crane Foun-dation Brochure, 1999.

9. Leopold, Aldo. A Sand CountyAlmanac. Undated

10. Morrison, Kerryn. 2000. CraneRinging Brochure.

11. Nemutamvuni, Margaret. 1999.The Disappearing Environ-mental Management Practices.EE Bulletin, 1999.

12. Rand Water/EWT SeekoeivleiEnvironmental Education Pro-gramme Project Proposal, 2000.

13. Smallie, Jon. 2000. PersonalCommunication.

Janis O'Grady (Field ExtensionOfficer) can be contacted at:KZN Crane FoundationTel: +27-(0)33-7012219Cell: 082 442 5125E-mail: janis@futurenet.co.zaP.O Box 496, Underberg, 3257South Africa

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Cliff Olivier

Report to partners in Environmental Education onprogress in the NEEP-GET

00000000000

The National EnvironmentalEducation Project – GeneralEducation and Training (NEEP-GET) has now reached the endof its inception phase, whichcomprised the first five monthsof the project. During this timemost energies were spent onsetting up the project offices,employing staff and developingprovincial implementation plans.

The NEEP-GET will operate inall nine provinces, but moreintensive intervention will takeplace in three provinces, namelyNorth West, Free State andKwazulu Natal (Group 1provinces). The EE co-ordinatorswill be representatives of theproject in the provinces, but ineach of the Group 1 provinces,two technical advisors (TAs)will also be deployed. The headoffice of the project is housed inthe directorate of school educationin the National Department ofEducation. The EE co-ordinatorsand the TAs will be housed in thecurriculum directorates of theprovincial departments ofeducation.

At the start of the project, fourstaff members and the projectdirector were in place. Six morestaff members have since beenemployed. The present staffcomponent consists of: the projectdirector, Dr Razeena Wagiet,who is the minister’s advisor onenvironmental education; theChief Technical Advisor (CTA),

Mr Cliff Olivier, seven TAs,Mr Edgar Neluvhalani (National),Ms Kith Hansen (KwaZulu Natal),Ms Kasee Mhoney (Free State),Ms Vivian Molose (North West),Mr Palle Svendsen (Free State),Mr Ole Moeslund (North West)and Mr Jens Foltved (KwaZuluNatal). Two administrative staffmembers, Khosi Nhlapo, Projectadministrator and Ms VivianAbrahams, personal assistant forDr Wagiet, have also beenappointed. The appointment of thenine provincial EE co-ordinators isin the process of being finalised.

The project has seven outputswhich the staff will attempt toachieve during the project period.Some of the outputs have alreadybeen achieved as described below:

Output 1: Initiatives have beentaken to integrate environmentallearning in the curriculum for theGET band.

Output 2: Professional develop-ment programme for Provincial EECoordinators to facilitate, extend

and sustain the process ofenabling provincial and districtCS staff to integrateenvironmental learning in theirwork, is implemented.

Output 3: Professional deve-lopment programme for provin-cial and district CS staff tofacilitate, extend and sustain theintegration of environmentallearning in schools is imple-mented.

Output 4: Professional deve-lopment programme forteachers to support them withthe integration of EE intolearning areas is implemented.

Output 5: Guideline Docu-ments and resource materialsto support the integration ofenvironmental learning aredeveloped and produced.

Output 6: Initiatives have beentaken to influence pre-serviceteacher education regardingenvironmental learning.

Output 7: Co-ordination ofschool-focussed environmentallearning initiatives is improvedat National and Provinciallevels.

During the past few monthsmuch has been done towardsthe achievement of the Output1, which outlines the project’sinvolvement in the stream-lining and strengthening of

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C2005 process. The project staffare awaiting the release ofthe national curriculum statementfor public comments in order tocontinue work towards theachievement of this output.

The two TAs that were appointedat the start of the project haveset up clusters in their respectiveprovinces, namely, KwaZulu-Natal and Free State. Theseclusters of subject advisors/learning facilitators have beenmeeting regularly.

After the employment of theNational TA, Mr EdgarNeluvhalani, intensive work hasbeen started to involve tertiaryinstitutions in the work of the

00000000000project to:

· ensure academic rigour;· develop partnerships with

institutions for purposes ofaccreditation of the professio-nal development undertakenby the project;

· facilitate curriculum deve-lopment for teacher traininginstitutions in environmentaleducation as a response tocurriculum 2005.

In order to co-operate withpartners in environmentaleducation, the project will also besetting up provincial fora forenvironmental education wherethere are none and joining suchfora where they do exist. A

national reference group for theproject will also be set up to co-ordinate EE activities at nationallevel.

Any person or group interestedto take part in project activities iswelcome to contact the provincialenvironmental education co-ordinators or the head office inPretoria.

Cliff Olivier can be contacted at:Tel: +27-(0)12-312 5181E-mail: olivier.c@doe.gov.zaPO Box 965, Pretoria 0001, SouthAfrica

]]]]]]]]]]2002 Participatory Course in Environmental Education

from the Rhodes University Environmental Education Unit,

the Wildlife and Environment Society of South Africa and Gold Fields

This introductory part-distance course provides participants with opportunities to interact andnetwork with practising environmental educators, to develop teaching, communication and resourcedevelopment skills and to critically reflect on their own practice through an exploration ofenvironmental education theory. This course is aimed at trainers, teachers, extension and communityworkers in conservation, development, health and industry.

This course cover the four following themes: Environment Crisis: Issues and risks; Emerging responsesfor the environmental crisis; Environmental Education Processes and Methods; Resources,Programmes and Curriculum Development.

For further details contact the Course Coordinator:Alison Kelly, PO Box 394, Howick 3290

Tel: +33-330 3931, Fax: +33-330 4576,E-mail: alisonk@futurenet.co.za

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Heila Lotz-Sisitka and Ingrid TimmermansActive Learning in schools

The Rhodes University Environ-mental Education Unit hasinitiated a project to supportschool-based environmentaleducation work in Grahamstown.In line with national environ-mental education policy, theproject supports a focus onenvironmental learning in thecontext of the OBE curriculum,and provides professional deve-lopment support to teachersimplementing the project (NEEP,2000). An action researchevaluation is taking place tomonitor key aspects of the projectand a number of interimevaluation reports have beenproduced (Mbanjwa, 2001).

The project has been implemen-ted in 5 schools in Grahamstown.In the first phase a set of learningprogrammes focusing on wastewere deve-loped. In partnershipwith the Health PromotingSchools initiative in Graham-stown, the project developed asecond set of materials onenvironmental health issues,which are currently being trialedwith participating schools.Teachers from these schoolscontributed to the materialsdevelopment work, and imple-mented active learning processesin their schools. An activelearning framework was used todevelop the learning progra-mmes.

Teachers were encouraged toinclude an excursion or fieldworkactivity in the local environmentin the learning programmes.Local enquiry is an integral partof the active learning frameworkand supports the call bythe National EnvironmentalEducation Programme - GeneralEducation and Training (NEEP-GET) research report for theenabling of teachers to ‘integrate

curriculum activities in context’(Lotz-Sisitka and Raven, 2001).

The project aims to build capacityamongst local teachers toimplement environmental educationactivities in schools. We hope toachieve this by continuing tosupport teachers to design learningprogramme activities and adapt anduse materials to implement theenvironmental focus in OBElearning areas.

The project also involves key localpartners including the municipality,the local Department of Education,Department of Health, WaterAffairs and Forestry and localNGO’s such as the Grahamstownbranch of WESSA, as well as abiodiversity project initiated byRhodes Environmental Sciencestudents (the REFYN project). Theproject has a strong capacitybuilding focus, involving youngprofessionals in environmentaleducation, and learners on the GoldFields Participatory CertificateCourse from the Eastern Cape asfieldworkers. Three communitymembers have been trained as EEfieldworkers to support teachersand learners to undertake EEactivities in schools.

In 2002 we hope to continue ourwork in the schools, this timefocusing on implementing anddeveloping school environmentalpolicies and management plans inall schools active in the project.While the project operates in a local

municipal area, it has nationalcoverage through the sharing ofthe materials and projectresearch and ideas through theNEEP.

We hope to research keyaspects associated with theimplementation of learningprogrammes in local schools.For example, the use oflearning support materialshas been identified as a keyissue for further research in theNEEP-GET pilot research(Lotz-Sisitka & Raven, 2001),and is likely to be a significantissue in the context of theNEEP activities. To this end, aresearch-based case study willbe produced, for the NEEP-GET.

References

Lotz-Sisitka, H.; Raven, G. 2001.Active Learning in OBE:Environmental Learning in SouthAfrican Schools. Report of theNational Environmental EducationProgramme – GET pilot ResearchProject. Department of Education.Pretoria.

Mbanjwa, S. 200. Creativesolutions to waste pilot project:Waste education in schools: Draftformative evaluation report.Rhodes University: Grahamstown.

Prof. Heila Lotz-SisitkaE-mail: H.Lotz@ru.ac.zaIngrid TimmermansE-mail: I.Timmermans@ru.ac.za

Pupils from Ntaba Maria School visitthe local Grahamstown waste site

during the Pilot Project

Local teachers and othercommunity members develop

the educational materials

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Alison Kelly and Jim TaylorA time for celebration

It was celebrations all roundwhen the Wildlife and Environ-ment Society of South Africa(WESSA) celebrated its 75th

Anniversary in September.Although the Society’s origins goback to the early 1890’s, it hasbeen in continuous existencesince 1926, making the year 2001its 75th anniversary.

Each year, WESSA presentsvarious environmental awardsand in its 75th anniversary year,the Society presented two veryspecial awards in recognition ofoutstanding work in the field ofenvironmental education in SouthAfrica and also in the SADCregion.

Professor Pat Irwin, of RhodesUniversity, was honoured by theWildlife and Environment Societyof South Africa, for his contri-bution to environmental educationin southern Africa. Pat receivedthe highest award the Wildlife andEnvironment Society can bestowon an individual, the Society’sGold Medal Award. The award,made by the membership of theSociety, recognised Pat’scontribution to environmentaleducation processes in southernAfrica over the past 3 decades,the significant contribution he hasmade to research in the field ofenvironmental education, therole he played in establishing thefirst ‘Chair’ of EnvironmentalEducation at Rhodes University,and the active role he played inlobbying for the incorporation ofenvironmental education into thenew South African curriculum.

Pat, who was instrumental as afounder member and supporter ofEEASA (the EnvironmentalEducation Association ofsouthern Africa) was delightedthat at the same function,WESSA also recognised EEASAby presenting the association witha Special Presidential Award(group category). The award

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highlighted the significant rolewhich the voluntary membershipof the Association has played inthe advancement of Environ-mental Education in South Africaand throughout the southernAfrica region since 1982.

At the awards function, both PatIrwin and Lynette Masuku vanDamme (the current President ofEEASA), who received theaward on behalf of EEASA,reflected on how privileged theyhad been to be part of thesecollective responses andhighlighted the collaborative spiritwithin projects and environmentaleducation initiatives in the SADCregion.

Lynette Masuku reflected backon her early days at the UmgeniValley Project in Howick whenenvironmental education was adeveloping interest of hers. Shespoke of the uniting environmentat Umgeni, where all werewelcomed and nurtured acooperative spirit of sharing andmeaningful work.

Alison KellyE-mail: alisonk@futurenet.co.zaDr Jim TaylorE-mail: jt@futurenet.co.za

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Pat Irwin receiving his awardfrom Clem Sunter

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Alison KellyFootprints along the coastline

A trained teacher, old screwdriverin hand busy prizing mussels fromthe rocks of the Wild Coast shore-line, stopped to speak to the threeyoung men whom she had seenwalking in the distance. For thesethree, idealistic young men, hik-ing the entire coastline, her storybrought sharply into focus thecomplexity of environmental is-sues here in South Africa. Shespoke of how she had no job, howall the economically active menin her community had movedaway to urban areas and left be-hind the women and children toeke out a subsistence existencealong the coast, doing whateverthey could to feed their families.

For most of us, the idea of walking3 300km along the entire SouthAfrican coastline would not evenenter into our thoughts. Yet thesehikers have just spent eightmonths walking from theMozambique/South Africa borderto Alexander Bay, on theNamaqualand coast. TheWESSA/Mazda Wildlife FundCoastal Conservation Hike waslaunched at Kosi Bay on October20 last year and ended on WorldEnvironment Day, 5 June 5 2001.

The hikers were all previouslyinvolved in EE work. DerekBrown, studied Nature Conser-vation through Saasveld inGeorge. A passionate ornitholo-gist, he conducted most of thebird-related research, especiallya detailed study on the distribu-tion and populations of AfricanOystercatchers. Robbie Dyer,had previously worked at theUmgeni Valley Nature Reservewhich is run by the Wildlife andEnvironment Society of SA, so hehad a great deal of EE experi-ence. Raymond “Fana” Ngubane,hails from Kosi Bay, but just priorto the start of the hike was

working as a volunteer at theTwinstreams EE project at Mtunzinion the KwaZulu-Natal coast. So, agreat deal of education experience‘gained momentum’ once thehikers started walking.

The Coastal Conservation Hike wasundertaken to help raise awarenessof marine and coastal issues and toencourage action-taking at a locallevel. At the end of their journey,they had met tens of thousands ofpeople and presented talks toschools and environmental clubs.Plus, the hikers experienced someof South Africa’s most beautifulplaces. As Robbie reflected onwalking the Wild Coast: “awesome,just awesome! I never dreamed thatcoastline like this exists! It was likewalking through pictures from afairytale! The rivers have beendeep and wide with crystal clearwater. Mangroves huddle deep intothe river valleys, and the coast isjust so, so beautiful.”

One of the key outcomes of the hikeis the need for an educationresponse to key coastal issues andrisks, including programs to educateusers of coastal areas as to the sen-sitivity of these regions and ecosys-tems. In particular, the use of 4 x 4vehicles in sensitive dune areas, theunsustainable harvesting of shellfishand other marine life, and the en-forcement of correct EIA pro-cesses for all coastal developments.

The hikers encountered a widespectrum of issues impacting ourcoastline: massive industrial deve-

lopments such as that proposedfor Coega near Port Elizabeth,the possibility of further nuclearpower stations dotted aroundthe coastline, the untapped po-tential for ecotourism along thecoast, the need to protect cer-tain areas, and fair, equitableaccess to coastal resources.However, for many of coastalresidents, the day-to-day needsof a subsistence existence faroutweigh concerns as to quo-tas and sustainable harvestingwith a long-term view. Poverty,the poor economic prospects inmany rural areas, and the lackof jobs are all exerting pressureon accessible resources.

The good news is that there arenumerous groups all along thecoast taking action at a locallevel and that these small-scaleinitiatives are resulting in im-proved management of re-sources at a localised level.And then of course, there arethe bigger plans to manage andconserve huge tracts of land aspart of developing, new re-serves, e.g. the Pondoland Na-tional Park, the Greater StLucia park in northernKwaZulu-Natal, and the expan-sion of the Addo Elephant Parkin the Eastern Cape. Howthese macro plans or evenlocalised, small-scale initiativeswill alleviate the plight of thethousands of residents living inimpoverished conditions on thecoast, will remain to be seen?

For further details of the CoastalConservation Hike contactRobbie Dyer, c/o WESSAPO Box 394, Howick 3290.

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António SimboEnvironmental courses in the southern part of Angola

The Ministry of Fisheries andEnvironment and EcologicalYouth of Angola supported theintroduction to environmentaleducation processes in Angolathrough two short courses onenvironmental education imple-mented in Huíla and Namibe(two provinces in the southernpart of Angola). The courseswere partially funded by theSADC Regional EnvironmentalEduca-tion Programme.

The objective was to involveparticipants in practical activities,such as group work,presentations, excursions and outdoor activities. These were partof my home-based assignmentfrom the 2000 Rhodes University/SADC International CertificateCourse in EE.

The two short courses alsohad the following objectives: tounderstand, critique and workwithin environmental educationprocesses and methods in orderto promote environmental actionamongst the communities.

The two courses were intendedto respond to the environmentalissues that people in southernAngola area are facing, such assoil degradation, littering,improper sanitation, deforestation,desertification, water and airpollution and extinction of somespecies.

The first course on EE was heldin Huíla. It was attended by 15Secondary and IntermediateLevel teachers and Environ-mental Educators.

All the participants receivedmaterials and readings to supporttheir learning. An orientating packwas given to participants in orderto clarify them on the excursion.

The excursion in Huílawas a practical activity,which gave opportunityto the participants to seeravines and the impactof soil erosion, thegreatest environmentalproblem that Huílaprovince is facingnowadays. We havefound out that efforts need to bedone in order to combat ravines,which starts with the involvementof the government and the civilsociety.

The government is launching anambitious program to prevent soilerosion and Ecological Youth ofAngola beside ChristianChildren’s Found is implementinga program of awareness and treeplanting in Santo Antonio’squarter. We have found out thatapart from the natural causes,such as rain and wind, there areevidences of human activities asthe main cause. The represen-tative of Municipal Services whoguided the tour referred that thereare few funds for programs suchas public sanitation, ravinescombat and gardens. This is leftfor the civil society initiatives.

The second course broughttogether 14 participants -teachers, the Head of NamibeEnvironment Sector, andEnvironmental Educators. It tookplace in the Namibe province.The excursion in Namibe was inthe Iona National Park which islocated near Cunene River andis famous for its marvelouslandscapes and animals. It wasabout 400 km in a narrow trail inthe Namibe desert. It was a tiringbut fascinating trip. We could seenot too many animal species, onlya few gazelles, birds, monkeys,gnus and oryxs. The park has anextension of approximately

15 000 Km2. The director of thepark facilitated the excursion andspoke about poaching as the mainissue around the park. He recog-nized that inspection is lacking.

During the two courses theTbilisi and NGOs Forumprinciples on EE, as well as theobjectives of EE were continuousdiscussed. EE methods andprocesses also came as one ofthe most debated theme of thecourses.

Teachers were roughly familiarwith some of the aspects aboutit. As they referred to the lack ofout door activities due to scarcityof means and supports, wefocused attention on the hands-on methods: excursions, fieldtrips, practical activities andsolitaire. The last one impressedmuch, because they have foundit creative and challenging. Weconcluded that to apply suchmethods logistics need to berecruited and preparation is thekey of success and the creativeuse of different methods andprocesses.

The final recommendation madein both courses was that moretraining activities should be doneas well as the access to resourcesneed to be more effective.

António Simbo can be contacted at:E-mail: asousimbo@yahoo.com

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Environmental EducationCourse in ZambiaWWF Zambia implemented a onemonth long course on “EETraining of Trainers Course” inLusaka for 19 participants fromtraining colleges, the CurriculumDeveloping Centre and, Profes-sional Centre Co-ordinators. TheEE training of trainers course isa response to repeated requestsby teachers training colleges forthere to be a course on EE inZambia. Fourteen of the courseparticipants were selected fromthe seven teacher trainingcolleges that WWF ZEP workwith in Zambia. In addition fivecurriculum developers from theNational Curriculum Develop-ment Centre attended the course.

The course materials, programmeand orientation draw extensivelyon the Rhodes University / SADCCourse but have been adapted forthe Zambian context. For furtherinformation please contact WWFZambia (wwf-zeep@zamnet.zm)

Environmental EducationCourse for Industry in MalawiAn environmental educationcourse for industry in Malawistarted in Blantyre in January2001. The course will be run bythe Ministry of Labour,Directorate of OccupationalHeath & Safety (OSH) incollaboration with both RhodesUniversity in South Africa, thePolytechnic and the University ofMalawi. This course forms thebasis of the NETCAB EEPolicy Project in Malawi andMr. Autman Tembo (ActingDirector OSH) is the projectrepresentative.

Course participants range fromhealth and safety officers to qualitycontrol managers and industrialhygienists. A number of industriesincluding textiles, beverages,cement, sugar, milling as well as theDirectorate of Health & Safetywere represented. The finalworkshops will take place inOctober.

Recommendations for EE policywill be drawn from experiencesof the course which will end witha policy workshop in October 2001.The whole process of the course,and its contributions to policydevelopment in Malawi, will bedocumented in a case study of thecourse process as well as itscontribution to the development ofenvironmental education policy inMalawi.

Eco Schools/EnvironmentalAction Learning CapacityDevelopment & Co-ordinationSeminar for eastern AfricaOrganised by United NationsEnvironment Programme (UNEP)and the Kenya Organisation ofEnvironmental Education (KOEE),this workshop aimed to supportparticipants from the EasternAfrican region with practicalguidelines on the eco-school/environmental action learningprogramme. Participants fromUganda, Zambia, Seychelles,Tanzania and Rwanda met for aweek in Mombasa, Kenya to shareideas for both regional and nationalplanning frameworks to supporteco-schools in the region.

For more on the Eco-School/Environmental Action Programmevisit www.koee.org.

NETCAB EE PolicyWorkshop in MauritiusOrganised by Jaya Naugah ofthe Mauritius Institute ofEducation, this Network andCapacity Building (NETCAB)EE workshop brought togetherover 70 teachers, educators,education officials and NGOsfrom throughout Mauritius todiscuss recommendations forEE Policy. It was particularlyencouraging that both theMinister of Education and theMinister of Environment werepresent at the workshop tomake opening addresses.

The workshop focused on EEprocesses in formal, non-formaland informal education andinteresting presentations weremade by representatives ofthe Education Ministry,National Parks, MauritianWildlife Clubs and otherNGOs. A key purpose of theworkshop was to give parti-cipants an opportunity to makerecommendations for EEpolicy in Mauritius.

At the end of the workshopthese recommendations werecarefully documented andincluded issues such as thedevelopment of an EE ‘desk’for Mauritius, support fornetworking through, forexample, the development of adirectory of EE people andpublications, and support forteachers through training andappropriate resource materials.

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EE IN THE SADC REGIONEnvironmental EducationProcesses in FormalEducation CourseTwenty nine participants from tenSADC countries and fromSweden started an advancedinternational training programmein Sweden this year, focusing onthe development of resourcematerials to enhance EEprocesses within the formalcurriculum. The main objectiveof the course was to providean opportunity to exchangeknowledge and experiences inEE processes within formaleducation. After the first part ofthe course in Sweden participantsworked on their home-basedassignments in their respectivecountries.

The participants were divided upinto two groups for resourcedevelopment at the SADC REECin Howick. The two groups eachspent a fortnight working with avariety of South Africans andSwedish resource people todevelop materials to enhance andsupport EE processes within theformal curriculum in their homecountries. The guidebooks,workshop programmes and schoolenvironmental policy pack thatwere developed met andexceeded expectations and willstrengthen the links between thecountries.

EE Resource DevelopmentWorkshop in NamibiaAn EE resource materialdevelopment workshop forinformation and extensionofficers, representatives from theForestry and Natural ResourceManagement Directorate andfrom the Ministry of Environmentand Tourism was held inWindhoek, from 23 to 24 July.

The main aim of the workshopwas to bring together people from

different regions in Namibia tointeract and exchange ideasaround resource materialproduction. The workshop wasattended by 35 participants andfour guest presenters (GeorgieFrolich and Sharon Montgomeryfrom the Desert ResearchFoundation of Namibia, MelFutter - a communicationconsultant, and Viktoria Paulickfrom AfriCat Foundation) helpedto run the different sessions. Ashort video on the course will beproduced by Dave Houghtonfrom AfriCat Foundation.

Material Development Work-shop for the Regional Envi-ronmental Action LearninginitiativeThis short workshop focused ondeveloping resource materials tosupport EE process in eco-schools in eastern and southernAfrica. There was also a focuson soil and land degradation andkey environmental issues in theregion. 17 participants werechosen from a wide range ofapplications with the result thatexperiences could be sharedbetween countries as far asRwanda, Burundi, Angola,Ethiopia, Eritrea, Malawi,Zimbabwe, Tanzania, SouthAfrica and Kenya.

This ‘hands-on’ workshoprequired a high level ofinvolvement from all participantswho worked on developingresource materials during theworkshop which were printedand ready for everyone to takehome. Participants were requiredto work on a pre-workshopassignment listing ‘people, placesand publications’ available tosupport environmental educationin their countries. A special guestfrom Australia, John Fien, wasable to share experiences ondeveloping multi-media resour-

ces and Dorcas Otieno fromKenya Organisation of EEoutlined developments on the eco-schools programme.

Rhodes University / SADCInternational Certificate inEnvironmental EducationTwelve participants from di-fferent southern Africa countriesattended this course in EE. Thiscourse provides a structuredframework and resources aroundwhich participants can enhancetheir skills to support, initiate orimprove EE in their own contexts.The course co-ordinators Prof.Heila Lotz-Sisitka and MikeWard were supported by two pastcourse participants SiboneloMbanjwa from South Africa andJustin Lupele from Zambia, andby a course assistant fromSweden, Frida Lindemalm.

EE Workshop for PrimarySchool Teachers andInspectors in TanzaniaThe Directorate of EnvironmentalEducation, Research and Docu-mentation from the NationalEnvironmental ManagementCouncil of Tanzania organised afour day workshop for primaryschool teachers and inspectorsfrom four regions of the SouthernHighlands zone in Tanzania. Theworkshop was attended by 16teachers and four schoolinspectors from the Highlandszone.

The main objectives of theworkshop were to developcapacity among primary schoolteachers through effectiveteaching of EE related subjects,developing simple teaching andlearning resource materials andsharing experiences fromprevious workshops.

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EEASA supports the development of booklets in AngolaVlady Russo

As a result of different trainingactivities and meetings, variousAngolan NGOs recognised theimportance for the developmentof new resources to supportenvironmental education proce-sses in Angola. For this purposeparticipants in these activitiesagreed on the three followingtopics for the publication ofresources:

X Environment and Sustainable DevelopmentThis booklet focuses on thebroader concept of environmentand discusses environmentalissues related to the environ-mental crisis in the SADC region.Land mark events on environ-ment and sustainable develop-ment issues are also discussed inthis booklet.

X EE and a Resource forActive Learning

This booklet gives an analysis ofthe different concepts anddefinitions of EE, as well asdefinitions of the different sectorsof EE: formal, informal and non-formal. The booklet also providessome insight on active learningand the role of learners andeducators in EE processes.

X Environmental GlossaryThe glossary of environmentalterms is a booklet which providesinformation on a number ofenvironmental terms used whilediscussing environmental issues.Research was further conducted

by members of Ecological Youthof Angola (JEA) and MaiombeNetwork (a network whichinvolves all the environmentalNGOs in Angola) together withvarious people who would use thebooklets. These included envi-ronmental educators, members ofenvironmental NGOs, teachers,students and journalists.

In this process we considerissues of participation from‘outside’ structures (institutions,organisations, governmentalbodies, people) as well as from'inside' the organisation.

It seemed to us (JEA) muchrelevant to develop the resourceswith people rather than forpeople. We believe that the usersor learners should be part of theprocess of developing environ-mental learning resources, aspartners, because they will bethe ones using the resources.

It seems more sensible to allowexperts to produce EE learningmaterials because they have theexpertise and knowledge.However, in most cases, thematerials developed from‘outside’ do not have theinformation that is needed byusers nor is it relevant to thecontext of the learners. They arealso often ‘commercial’ productsrather than educational ones.For these reasons we havetaken another approach focussingmore on the learners andeducators as our partner groups.

The information in the bookletswas prepared having teachers,secondary school students andjournalists as partner groups inmind. After collecting relevantdata and preparing the drafts ofthe booklets, these were trialledwith different partner groups. Itwas more useful to draw on anduse available capital (ideas,knowledge, experience, andinformation) from others andcritically produce materialsrelevant to partner groups. Thiswas not seen just as a process ofproducing materials, but also asan educative process.

The trialling process brought somechanges and modifications to theresources which were put inplace to guarantee a wider useof them and to make sure that theparticipation of the differentpartner groups was acknow-ledge. New ideas and challenges

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arose from the development ofresources in a participatory way,and a 'work together - workaway' approach was used toensure the publication of theresources.

Another approach used by JEA,in the development of thesebooklets, derived from theinvolvment of journalists was theWH-Pyramid approach. Thisapproach is often used byjournalists when writing theirarticles or producing theirprogrammes. This approachprovides useful considerationsfor the first part of the article and/or programmme. It was mainlyused as a framework for planningand designing the booklets. Thisexploratory-questioning approachalso enables resource materialdevelopers to deeply analysesome of their conceptual ideasbefore starting the initial planningof the resource.

The interlinked WH-pyramid forplanning and developing resourcematerials explores informationand seeks for:0 What: resource are we going

to develop (research)?0 Why: why are we going to

develop (objectives)?0 Who: is going to develop

WITH us? Who is going tobe using the resources?

0 When: are we planning anddeveloping? When are wegoing to distribute/use?

0 Where: are we going todistribute/use (distribution/trialing)?

0 How: are we going todevelop (issues of planning/participation )?

The answer to these questionsshould not be superficial, butshould be descriptive and in depth.Story construction, data-gathering

rrrrrrrrrrrrrrror resource materials are stillmore likely to focus on adescriptive who, what, whereand when rather than a causative(root or underlying causes) whyand how these resources aregoing to be used WITH others .

The questions on ‘how and why’resource materials should bedeveloped or used are veryimportant as well as some of theimportant influences on thedevelopment/adaptation of lear-ning materials in differentcontexts. Cultural awarenessneed to be well balanced toprovide representation of thedifferent groups mentioned in theresource. Resources produced ina decontextualised way with nofollow-up discussion, assessmentand ongoing evaluation tend tobe often informative, and notcontroversial or challenging.

Following the planning anddeveloping processes a projectproposal was then put together byJEA, a member of EEASA,to access the SEED funding forthe printing of these threebooklets to support EE processesin Angola. This was a fundingopportunity which JEA used bothto develop resources anddisseminate information about

EEASA in Angola. With theSEED funding JEA was able toprint 1 000 copies of each booklet.

These booklets were thendistributed in Angola andMozambique and have beensuccessful in creating a betterunderstanding of the concept ofthe environment and EE, andmethods and processes used inEE. The booklets are currentlybeing used in Angola forenvironmental educators coursesand national training activities.

Two of the booklets became animportant reading for theEnvironmental Olympics, anenvironmental competition thattakes place in Angola every year.This competition involves 2 500secondary school students.

The aim of these resources is toexplore and create a betterunderstanding of environmentand EE concepts, orientations,methods and processes byproviding reliable information inorder to improve the skills ofteachers and educators onenvironmental education, as wellas the way that they apply EEprocesses in Angola.

These resources are now beingre-written to include new ideasand suggestions received fromstudents and teachers fromdifferent parts of Angola. Theywill be printed as part of thereadings of training activitiesbeing prepared by AngolanNGOs.

Vlady Russo can be contacted at:Tel: +27-33-330 3931E-mail: vlady@futurenet.co.zaPO Box 394, Howick 3290KwaZulu Natal, South Africa

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Exploring wetlands - an active learning resource packJeanette Stewart

'Exploring Wetlands' is aneducational resource pack that isaimed at encouraging teachers totake their learners out on fieldtrips where they can obtainpractical knowledge andexperience of wetlands.

This pack is based on the activelearning framework and consistsof three main sections:

1. A booklet for teachers whichincludes:

0 Information on wetlands;

0 The ecological and other valuesof wetlands;

0 Threats to wetlands;

0 Introduction and approach tothe field work activities;

0 What actions can be taken forwetlands;

0 Wetland data collection sheet;

0 A learning programme unit tobe completed by the teacherwhen planning a wetlandstudy;

0 To encourage cross-curricular work - an insert on language

about wetlands and ideas forsolitary activities;

0 Useful contacts.

2. Five fun activities and gameswhich can be used in the class-room to find out more aboutwater and wetland ecosystemsand conservation.

ooooooooooooooooooooooooo

3. The practical ecosystem studyconsists of six sections:

0 Water;0 Soil;0 Topography;0 Plants;0 Animals;0 People.

Each section contains a worksheetand educational resources wherebythe learners can gain furtherknowledge relating to each topic.

Jeanette Stewart can becontacted at:Tel: +27-33-330 3931Fax: +27-33-330 4576E-mail: jeanette@futurenet.co.zaPO Box 394, Howick, 3290,KwaZulu Natal, South Africa

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rrrrrrrrrrrrrrrThe CoastCare fact sheets as a resource and teaching tool about

marine and coastal issuesJohn Kieser

The CoastCare fact sheet seriesaims to make the latest coastaland marine related facts availablein an easily accessible andreadable format to schools, thepress, public libraries, studentsand the general public. Each factsheet is illustrated and givesvaluable current informationabout related fact sheets,further reading for more in-depthinformation and useful contacts. The principal benefits of the seriesare:

The fact sheet series willprovide the latest informationon a vast range of coastal andmarine related topics in aneasily accessible format; and

Useful references and contactdetails are provided forfunding each fact sheet.

It is anticipated that the factsheets will be renewed, expandedand updated regularly over thenext three years planning horizonof DEAT’s Coastal ManagementOffice.

The CoastCare fact sheets willcover three broad areas including:

Coastal and MarineEnvironments; People and the Coast; and Coastal and Marine Life.

Each of these categories isfurther subdivided. Althoughemphasis is placed on individualspecies, the human interactionwith coastal and marineresources are highlighted inthis series.

The range of topics include thelatest legislation, researchfindings, natural phenomena,classification systems andmanagement tools. The compre-hensive list of references givenfor each topic will be invaluableto any student. Each of these factsheets has been researched,

written and verified byacknowledged specialists.

Each fact sheet is originallyillustrated, and apart from beingthe definitive factual publicationon this wide range of topics inSouth Africa, the series is alsoartistically outstanding. The firstedition of the CoastCare factsheets will be published bythe national Department ofEnvironmental Affairs andTourism during National MarineWeek 2001 (15 to 19 October).

The fact sheets will be availableon DEAT’s Coastal Managementwebsites:

http://sacoast.uwc.ac.za orhttp://sacoast.wcape.gov.za

or in hard copy format from theMarine and Coastal EducatorsNetwork.

John Kieser can be contacted at:E-mail: jkieser@mcm.wcape.gov.za

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Exciting new resources from Share-NetEquiping schools with relevantlocal materials can be compli-cated and an expensive business.However, recently a number ofinnovative and cheap resourcesfor schools have been published.These exciting resources havebeen developed at the Share-NetOffice for EE resourcedevelopment based at WESSA’sUmgeni Valley Project inHowick. Two of the most recentand exciting resources includethe production of a portableEnvironmental Information (E-info) Library Box and a BirdResource Pack – an interactiveway of finding out about birds.

The new E-Info ‘enviro library’is an inexpensive range ofresources that has been especia-lly compiled for convenience andrelevance to local environmentalissues and enquiry processes.Based on the active learningframework developed bythe National EnvironmentalEducation Programme (NEEP),the E-info box contains resourcesfor Finding Out about theenvironment and Exploring in theenvironment and taking Actionfor the environment. Theresources can be displayed oncardboard library stands whichare packed away into the librarybox for easy transportation andaccessibility. The resourcesincluded are a set of Enviro facts(a set of 40 up to date fact sheetson topical environmental issues);Hands-On booklets (coastal andinland libraries); IndigenousKnowledge booklets and the‘How to Series’ - worksheets forpractical projects such as creatingyour own compost and making

recycled paper. The E-info boxcan be purchased for R180inclusive of postage and is nowalso available on CD-ROM for acost of R50. As well as beingcompact, the CD enables usersto ‘cut and paste’ information soas to compile and design theirown resources.

The recently developed BirdPack, is a further resource forPrimary School learners to inves-tigate and learn about birds. ThePack was designed and compiledin association with the PrimaryScience Project (PSP) in theWestern Cape. A number of ex-perts such as Guy Gibbons andorganisations such as WWF,SANCCOB, NBI, The CapeBird Club, Iziko Museum of CapeTown and BirdLife assisted inmaking this resource possible.

The pack has a flexible design anddoes not require that the activi-ties be completed in any particu-lar order, enabling teachers andlearners to decide which areasthey wish to explore. The pack

includes a variety of activitieswhich enable learners to findabout what birds are made of byconstructing their own bird skel-etons and how they fly by study-ing the skeleton and various typesof bird feathers. Learners canbecome familiar with bird songsand learn about why birds sing,by listening to the bird call tape.A number of card games helpparticipants to learn about birdfamilies, while the inclusion ofmaps of migration routes and bird‘rings’ allow learners to exploreand find out about migration andhow bird populations can be moni-tored. Other activities include aposter quiz and a number of fun‘zigzag’ books, traditional storiesand eco-puzzles all of which helpthe learner to achieve a broaderunderstanding of how birds fit intothe ‘bigger picture’.

Finally the pack includes a sec-tion dedicated to a range of‘action ideas’ on how learnerscan take action to protect birdsand enhance their importance inthe community. For example ideasare provided on how to encour-age birds into gardens, how thelearners can take part in theNational Birding Day and whatto do if an injured bird is found.A list of contacts of birding clubsand other birding experts areincluded.

Share-Net can be contacted at:Tel: +27-33-330 3931Fax: +27-33-330 4576E-mail: sharenet@futurenet.co.zaPO Box 394, Howick 3290,KwaZulu Natal, South Africa

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Invitation to submit a paper for theProposed EEASA Monograph

1992 - 200210 Years of Environmental Education in the southern African Region:

Review and re-orientation for the future_________________________________________________

Focus of the MonographEnvironmental education processes in the Southern African region: A critical review of trends,

perspectives and key issues

Purpose of the MonographTo produce a publication which will provide orientation for EEASA’s participation in the WorldSummit on Sustainable Development - Johannesburg, September 2002.

We envisage that the publication will provide direction should EEASA wish to contribute a‘position paper’ to the NGO Forum attached to the World Summit on Sustainable Development.It should also, hopefully, inform SADC governmental contributions on environmental education.

Context of the MonographThe monograph will be aimed at contributing to the WSSD debates on environmental education -it will be linked to a review of key outputs of the Rio Earth Summit - for example Chapter 36 ofAgenda 21, the NGO Forum Principles on Environmental Education and other education-relatedoutputs. It will aim to document critical reflections on important trends, perspectives and keyissues in environmental education, and it will raise regional and international debate on keyinitiatives and directions informing environmental education processes in the southern Africanregion. Through critical review, it will aim to provide re-orientation / a ‘future’ perspective.

Guidelines for contributions to the Monograph

• Papers should be no longer than 5000 words• Papers should be closely related to the focus of the monograph, and should aim to contribute to

the purpose of the monograph. Papers should also take note of the context of the monograph’sapplication and potential value to provide orientation to environmental education processes inthe region

• Papers can be submitted on any of the suggested themes below:- Historical perspectives on Environmental Education processes in the region (these can be

country-specific, can focus on one or more key aspect of environmental educationprocesses (e.g. networking, methodologies, curriculum work etc) or can take a broaderview of environmental education processes within a regional context)

- Critical reviews of longer-term environmental education initiatives or programmes (again,these can be project / programme specific, country specific or regional)

- Conceptual or methodological reviews of significance to environmental educationprocesses in the region

Note: All papers should be submitted electronically in MS Word or Corel Word Perfect files toProf. Heila Lotz-Sisitka (h.lotz@ru.ac.za) or Vlady Russo (vlady@futurenet.co.za) before 30December 2001.

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rrrrrrrrrrrrrrrEEASA award

Lynette Masuku van Damme

When we....

When we dream, think,speak, see ourselvesWhen we inhale-exhale one

common breathWhen we live as ‘we’

crying one common tearlaughing one long laughkneeling in different corners

for a common goodpushed away bliss will meet

us all as one!

On 15 September 2001 Ireceived, on behalf of EEASA,the Wildlife and EnvironmentSociety of South Africa(WESSA) Presidents’ SpecialAward. I was as excited asall EEASA members wouldhave been. Luckily enough anumber of EEASA members,who have been members ofEEASA for a while, such as JimTaylor, Tembeka Dambuza andPat Irwin were present towitness this historical momentin the life of EEASA. The awardwas “in recognition of the rolethis voluntary Associationhas played in the advan-cement of EnvironmentalEducation in South Africaand throughout theregion of southernAfrica since 1982.”

This award cameat such a timewhen EEASA hashad an introspection -revising its constitution andwalking through a challengingpath to regionalisation. Theaward symbolises the

achievements of EEASA’spast and becomes a source ofenergy which we all, asmembers, need to draw fromas the Association goes throughdifferent phases of itsdevelopment.

Let us all celebrate this momentand not only bask in the gloryof receiving it but worktowards the true meaning ofwhat the objectives of theAssociation direct us to.

On behalf of all I thankWESSA staff, some of whomhave been members of thisAssociation from the verybeginning. I thank the differentmembers who have come andgone such as Rams Rammutla,

to mention a few, and thosewho have stayed

committed tothe course of

the Associationand grateful that

the award will inone way or another,

tell new members ofwhat the Association is

about.

Lynette Masuku van Dammecan be contacted at:

Tel: +27-12-343 9770Fax: +27-12-343 2723E-mail: Lynette@parks-sa.co.zaPO Box 787, Pretoria 0001,South Africa