MODULE CODE:

EED 2601
NAME:
MACDONALD
MANGALA
STUDENT NUMBER:
45611343
ASSIGNMEN
NUMBER: 2

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1.
1.1.Behavioural emphasis refers to the primary focus on behaviours of individuals as
the mean of achieving certain goals in different fields. According to IUCN,
environmental education is defined as a process in which concepts are explained
and values discovered to develop skills and attitudes to reflect the relationship
between a man, culture, and physical environment. The behavioural emphasis
from the definition comes from the fact that it is sorely the decision of a man in
terms of personal conduct which decides how they should interact with the
environment.
1.2.
 Consider the environment in its totality—natural and built, technological
and social. Be a continuous lifelong process, beginning at the preschool
level and continuing through all formal and nonformal stages:
 Environmental education, whether formal, non-formal or informal,
should be grounded in critical and innovative thinking in any place or
time, promoting the transformation and construction of society.
Environmental education is both individual and collective. It aims to
develop local and global citizenship with respect for self-determination
and the sovereignty of nations.
 Environmental education must involve a holistic approach and thus an
interdisciplinary focus in the relation between human beings, nature and
the universe.
 Relate environmental sensitivity, knowledge, problem-solving skills, and
values clarification to every age, but with special emphasis on
environmental sensitivity to the learner's own community in early years.
Help learners discover the symptoms and real causes of environmental
problems. Emphasize the complexity of environmental problems and thus
the need to develop critical thinking and problem-solving skills:
 Environmental education must be designed to enable people to
manage conflicts in just humane ways. Environmental education
must stimulate dialogue and cooperation among individuals and
institution in order to create new lifestyles which are based on
meeting everyone’s basic needs, regardless of ethnic, gender, age,
religious, class, physical or mental differences.
 Environmental education requires a democratization of the mass
media and its commitment to the intrusts of all sectors of society.
Communication is an inalienable right and the mass media must be
transformed into one of the main channel of education, not only is
disseminating information on an egalitarian basis, but not also
through the exchange of means, values and experiences.
 Environment education must integrate knowledge, skills, values,
attitudes and cations. It should convert every opportunity into an
educational experience for sustainable societies.

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  Education must help to develop an ethical awareness of all forms
life with which humans share this planet, respect all life cycles and
impose limits on human’s exploitation of other forms of life.
2. Anthropocene is the most recent time in history during which human activities have
affected climate change and environment resulting in geological change. During this
period, human activities have resulted in key global environment issues and
challenges. Some of these issues include a rise in ocean levels, increasing
temperatures, loss of biodiversity, ozone layer depletion, and climate and weather
patterns changes. Key global environmental issues and challenges are:
 Global warming
 Deforestation
 Water pollution
 Air pollution
 Biodiversity loss
3.
ENVIRONMENTAL TOPIC: POLLUTION
NO NGO PRINCIPLE APPLICATION OF PLRINCIPLE
TO TOPIC
1 Consider the environment in its When teaching about pollution we
totality natural and build, should give them the basic principles,
technological and social. terminology and definitions of
pollution. When explaining to the
learners we should tell them to
consider all the different facts.
2 Should be a continuous lifelong Encourage learners to always be
process, starts at pre-school level and aware, incorporate in social science
continues through all formal and lessons. Once we outlay the
informal stages importance of the prevention of
pollution, we should then encourage
learners to practice these preventative
measures in school, in their daily lives
as well as in their community
3 Be interdisciplinary in this approach, We as educators and learners should
drawing on the specific content of form a partnership in school and
each discipline in making possible campaign in school as well as the
holistic and balanced perspective community for a pollution free
environment. It might be possible to
eradicate some forms of pollution e.g.
smoke from factories but we should
make a concerted effort to reduce
pollution
4 Focus on current and potential Encourage learners to read local
environmental situations while newspaper and articles about the
taking into account the historical pollution we are facing in the country,
perspective educators should print out articles and
read it to the class so they aware.
Make learners to take responsibility in
protecting the environment.

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 5 Promote the value of, and necessity
for, local, national and international
cooperation in the prevention and
solutions of environmental problems.
Firstly, educators should teach
learners about pollution. The we
should equip them with the necessary
skills to promote the prevention of
pollution. We should encourage them
to ask their communities to partake in
clean-up drives, talks, plays and
programmes. Also encourages them to
create a long term clean-up
programme. Explain to the learners
that by making just a small change in
their everyday lives we can reduce
pollution.

4.
4.1.Sustainable development:
 Is the idea that human societies must live and meet their needs without
compromising the ability of future generation to meet their own needs

4.2.Dimensions of sustainability
 Social
 Environmental
 Economic
 Ecological

4.3.Ecological indicators of sustainability:

 Area of land degraded and polluted.
 Human population and growth.
 Rate of energy use.

4.4.Social indicators of sustainability:

 Levels of education including literacy and numeracy.
 Life expectancies at birth and at the age of 20.
 Morbidity rates, e.g. Crime rates and homelessness.

4.5. Spiritual indicators of sustainability:

 Equitable distribution of wealth.
 Economic equity and fairness.
5.
5.1.Diversity context in which environmental education can take place:
 Education ‘about’ the environment
 Education ‘in’ the environment
 Education ‘for’ the environment

5.2.Different learner needs:

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  Auditory learners: Prefer to learn through listening, e.g. listening to
verbal presentations on environmental topics and discussions on
environmental issues. Auditory learners interpret underlying meanings of
speech through listening to voice tone, pitch, speed, etc. Presentations by
environmental educators need to be interesting, lively and varied to retain
leaners ‘attention.
 Visual learners: Prefer learning through sight. Visual learners need to
see the educator’s body language and facial expressions to fully
understand the content of a presentation. They tend to think in pictures
and learn best from visual displays, e.g. pictures, computer programmes
diagrams, illustrated textbooks, overhead projectors, videos, flipcharts and
handouts.
 Tactile learners: Prefer learning though touching, moving and doing.
They are suited to outdoor learning experiences such as hands-on
approaches and active exploration of the physical world around them.
Educators must utilise the learners’ sense of adventure and their need to
explore and be active.
5.3.Guiding criteria for choosing Environmental Education methods:
The following can be used for a guiding-criteria for choosing Environmental
Education teaching methods:
 How can Environmental Education be a continuous lifelong process,
beginning at the preschool level and continuing through all formal and
nonformal stages?
 How can Environmental Education promote the value and necessity of
local, national and international cooperation in the prevention and solution
of environmental problems?
 Can Environmental Education help with the planning aspects in plans for
development and growth?
 Can Environmental Education enable learners to have a role in planning
their learning experiences and provide an opportunity for making
decisions and accepting their consequences?
 How can Environmental Education help learners discover the symptoms
and real causes of environmental problems?
5.4.
TOPIC: POLLUTION
21ST CENTURY COMPETENCE APPLICATION IN TEACHING
ENVIRONMRNT EDUCATION
1. SYSTEMS THINKING When teaching learners about
pollution we should give them the
basic principles, terminology and
definitions of pollution. When
explaining to learners we should tell
them to consider all the different facts.
2. FUTURE/ANTICIPATORY Encourage learners to always be
THINKING (LIFELONG aware, incorporate in Social Science
LEARNING) lessons. Once we outlay the
importance for the prevention of

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 pollution, we should then encourage
learners to practice these preventative
measures in school, in their daily lives
as well as in their community.
3. COLLABORATION We as educators and learners should
form a partnership in school and
campaign in school as well as the
community for a pollution free
environment. It might be impossible to
eradicate some forms of pollution e.g.
Smoke from factories but we should
make a concerted effort to reduce
pollution
4. GLOBAL THINKING Encourage learners to read local
newspapers and articles about the
pollution we are facing in the country,
educators should print out articles and
read it to the class so they aware.
Make learners take responsibility
inprotecting the environment
5. STRATEGIC THINKING Firstly, educators should teach
learners about pollution. Then we
should equip them with the necessary
skills to promote the prevention of
pollution. We should encourage them
to ask their communities to partake in
clean-up drives, talks, plays and
programmes. Also encourage them to
create a long-term clean-up
programme. Explain to learners that
by$ making just a small change in
their everyday lives we can reduce
pollution.

6.
6.1.The Production of Cocoa and products produced from it. E.g. Chocolate
6.2.The world’s largest cocoa producers are in the Ivory coast and Ghana. It is made
by trafficked and enslaved children.
6.3.
6.3.1. Social: Human rights of children are violated because of not sending the
children to school.
6.3.2. Political: Embezzlement of money meant for grower.
6.3.3. Economic: Children are forced to work without getting money (Child
labour) and farmers earn less for 1kg of cocoa beans that would be paid for
a Snicker bar.
6.4.The Ivory Coast government has pledged to reform its cocoa sector before the end
of march 2008 and last month froze the bank account of the coffee and cocoa

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 farmer’s development fund, cutting corruption and embezzlement of money meant
for growers.
6.5.Environmental responsibilities of Chocolate producers:
 International chocolate manufactures have pledge to introduce a form of
approved labour certification for cocoa farmers.
 Has pledge to potentially do no environmental harm with properly
managed practices to soil erosion.

6.6.Environmental responsibilities of Chocolate Consumers:

 To only support producers that do not make use of child labour.
 To pledge in the support of protecting the environment from possible harm
to soil erosion and practices
7. International events that influenced the development of Environmental Education and
Education for Sustainable Development:
 Date: 1977
Event: Intergovernmental
Where: Tbilisi at the USSR
Outcomes: Tbilisi principles of environmental education.
 Date: 1987
Event: International conference on environmental education
Where: Moscow
Outcomes: The conference confirmed the establishment of the 12 Tbilisi
principles of environmental education.
 Date: 1983
Event: Brandt Commission Report
Outcomes: It focused on the inter alia on the need for a fairer distribution of
the world's wealth and resources than was.
 Date: 1980
Event: Global 2000 Report to the president of the United States
Outcomes: It was commissioned by President Jimmy Carter and was then
rejected by the next president Ronald Reagan.
 Date: 1987
Event: Brandt land Report
Outcomes: The commission had the most influence in the way people view the
environment and environmental issues.
 Date: 1992
Event: Earth Summit
Outcomes: It focused on the role of environmental education as an educational
response to the environmental crisis.

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