conservation education in botswana:problems of infusion and practical solutions

INSTITUTION; UNIVERSITY OF BOTSWANAPROGRAMME; Bed 230FACULTY; Faculty of EducationDEPARTMENT; Primary EducationCOURSE;EPE 442

Matthews Fuss Mahatelo 201206203Lorato Nkotsi 201204390Nicholas Mhuriro 201205670Gaolatlhe Punnah Motswaiso 201205638Dikgang Methaleng 2012062Katuuanii Marenga 201204429Mothusi Thipe 201204494Oabona Sello 201204434

Discuss the challenges/issues around integrating conservation education in

schools and suggest possible responses to these challenges/issues.

(Villages along Okavango Delta)

Introduction• 1990 Botswana accepted the NCS.• In 1991, the national planning Conference for

Environmental Education held in UB. • Acceptance of a mandate by the CDD to intergrade

EE across the curriculum.• 1992 Follow up report was published with a number

of EE recommendations. • 1994 some of recommendations of the 1992 report

were adopted into the RNPE 1994…e.g Rec. No. 44.1997 Vision 2016. Botswana must preserve and use

its environment and natural resources in a sustainable way.(Vision, 2016;p.g 76)

Challenges and Practical ResponsesInsufficient partnership between schools and

conservation societies on community based activities on conservation.

Foster partnerships between schools and conservation groups in the communities e.g. CITW (Children In The wilderness).

Lack of relevant teaching and learning resources.Invitation of the community expertise to

share a great deal of their Indigenous Knowledge on CE with pupils.

Conti…Teachers are not adequately trained on CE (Mosothwane,

1995).Conservation issues are topical and change with time hence need for regular training on emerging issues.

Develop teacher capacity building in the teaching of CE through seminars, in-service training (RNPE 1994, Rec. No. 44).

The integration of CE has been imposed on teachers and students without their consent hence difficult to play an active role in conservation agendas (Tilburg & Cook,2005).

Engaging teachers and students in the planning and implementation of CE.

Draft School Environmental Policies and implement them.

Conti…Conservation Education is not integrated on equal footings

at Primary School, Science, Social Studies and Agriculture have more coverage on it than other subjects.

Is taught as integrated/infused subject hence easily misconstrued (Oakes,1997).

CE should be taught as an independent subject and given time slots in the curriculum(Mogotsi,2007).

Limited time to embark on educational trips regarding CE. Formulation of conservation clubsEnvironmental fair

Implications-SocialContamination of water sources.Disability due to animal-human conflict.Dirty and un hygienic school environment.Filthy water points in the school.Students missing classes due to harvesting of

reeds for building houses.

Implications-EconomicOverharvesting of natural resources (tswii).Decline in the number of tourists leading to

loss of revenue and jobs.Failure of governments initiatives to diversify

the economy away from tourism..

Implications-Economic

Implications-EcologicalPoaching.Students going to school carrying catapults

with them.Human-animal conflictsChanging movements in marine life due to

threatened habitat.Pollution.

ConclusionConservation Education is not integrated on equal footings

at Primary School yet it is among the measures that can bring action in addressing environmental issues and problems to save the planet

Conservation Education is important as it teaches critical thinking and problem solving skills that will empower learners to make changes to lessen our impact upon the ecosystem

Emphasis on first hand experiences promoting conservation education through encouraging schools to partner with conservation groups in the communities