environmental awareness among key actors of selected zambian schools of nchelenge district in ...

127 Pages·2014·1.1 MB·English

ENVIRONMENTAL AWARENESS AMONG KEY ACTORS OF
SELECTED ZAMBIAN SCHOOLS OF NCHELENGE DISTRICT
IN LUAPULA PROVINCE.

By

Makoba Charles

A dissertation submitted to the University of Zambia in partial fulfillment of the
Requirements for the award of the degree of Master of Education in Environmental
Education.

The University of Zambia
Lusaka

2014
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DECLARATION

I, CHARLES MAKOBA, declare that the dissertation hereby submitted is my own work and it
has not previously been submitted for any Degree, Diploma or other qualification at the
University of Zambia or any other University.

Signed: …………………………………………

Date:……………………………………………

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APPROVAL

This dissertation by Charles Makoba is approved as partial fulfillment of the requirements for the
award of the Master of Education (Environmental Education) degree of the University of
Zambia.

Signed……………………………………….. Date…………………………………..

Signed……………………………………….. Date…………………………………...

Signed……………………………………….. Date……………………………………

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COPYRIGHT

No part of this dissertation may be reproduced, restored in a retrieval system, transmitted in any
form or by any means electronic, mechanical, photocopying, recording or otherwise without the
prior written permission.

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ABSTRACT
There are several environmental conditions that have become areas of major concern at global,
regional and national levels both in urban and rural areas. These conditions are as a result of
environmental degradation such as deforestation, indiscriminate waste disposal, poor health and
sanitation, water pollution and land degradation to mention but a few. Environmental
mismanagement affects both human beings and other living organisms in different ways, such as
outbreaks of diseases like cholera which is very common in Nchelenge district especially
Kashikishi settlement and islands where it has become an annual event. Such diseases could be
due to unfriendly environmental practices by the local people, who may probably, have very
limited knowledge on how to utilize the environment in a more sustainable manner. Despite the
increase in documentation and publications on such environmental conditions, public awareness
of environmental issues in both primary and secondary schools still leaves much to be desired
Most of the environmental related problems- and their consequences are as a result of lack of
knowledge and skills related to the environment due to low levels of awareness among actors.
Such a situation of low environmental awareness especially among key actors of educational
institutions like those of Nchelenge district constitutes a problem which this study focused on.
This study aimed at determining environmental awareness in ten selected Zambian schools of
Nchelenge district in Luapula province. The study sample was composed of sixty one (61)
respondents of which 20 were teachers, 20 pupils, 10 head teachers, 10 parents and one District
Education Board Secretary (DEBS). These constituted key actors. The study further sought to
determine the type of awareness which actors had about environmental mismanagement in
Nchelenge district. It also sought to establish the type of sensitization that had been done
concerning the environment in the district. The third objective was to explore actions that pupils,
teachers, head teachers and parents could undertake to address environmental mismanagement in
their district.
The study adopted descriptive exploratory research design and used both quantitative and
qualitative approaches. The research instruments that were used to collect data were
questionnaires, semi – structured interview schedule and observation checklist.
The study found that there were three main types of awareness namely; formal, non – formal and
informal. The study established types of sensitizations which include the following; water and
sanitation, solid waste management, tree planting, managing of fecal matter in schools and
surrounding communities and keeping the environment clean through watering of flowers and
plants, litter picking, cleaning the toilets and so on. The study also explored actions that actors
could undertake to address environmental mismanagement which includes developing school
environmental policies, establishment of clubs and committees, participation by relevant
stakeholders, improvement of teachers‟ qualification and provision of adequate teaching and
learning resources for environmental education.
The study recommends that there is need to scale – up environmental awareness activities in
Zambian schools in order to improve people‟s knowledge, skills and values for better
management of the environment. There is need to incorporate all relevant stakeholders in
promoting environmental awareness in schools and surrounding communities.

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DEDICATION
This study is dedicated to my wife Florence Makoba and our three children for all the patience,
encouragement and unconditional love that they rendered to me throughout the period of
training. The successful completion of this dissertation was made possible by their presence (and
absence at appropriate times).
This research is dedicated with respect and gratitude to my mother Mary Kalembwe and the
memory of my late father Renox Mwewa, who laid a strong foundation for this venture many
years ago by putting me through all the different stages of education. I will always cherish your
love and support.
May the good Lord always be with you.

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ACKNOWLEDGEMENT

My heartfelt gratitude goes to my supervisor Professor C.M. Namafe whose guidance made this
research study possible. His patience and timely constructive criticism helped me to do the work
correctly. My sincere gratitude goes to Provincial Education Officer (PEO) and District
Education Board Secretary (DEBS) for granting me opportunity to carry out the study in
Nchelenge district. I am deeply indebted to the sixty one respondents from ten schools that
constituted my study sample. I am also grateful to my fellow students Yamba Maybin,
Namukolo Sitali, Moomba Augustin and Mwiinga Fridah for their assistance when things got
bad. Finally, I am grateful to Mr. Rodrick Mulenga for having given me 20 litres of fuel to
enable me conduct a research from one school to the other.

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ACRONYMS

ACC: Ant-Corruption Commission
BNES: Botswana National Education System
CBD: Central Business District
CDC: Curriculum Development Center
CPD: Continuous Professional Development
CTS: Creative and Technology Study
DEBS: District Education Board Secretary
ECAZ: Environmental Conservation Association of Zambia
EE: Environmental Education
EIA: Environmental Impact Assessment
EP: Environmental Protection
EPPCA: Environmental Protection and Pollution Control Act
ESP: Environmental Support Programme
FOB: Faith Based Organization
GEF: Global Environmental Facility
GFID: German Foundation for International Development
GIS: Geographical Information System
IK: Indigenous Knowledge
IUCN: International Union for the Conservation of Nature
MAFF: Ministry of Agriculture Food and Fisheries
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MENR: Ministry of Environmental and Natural Resources
MESVTEE: Ministry of Education Science Vocation Training and Early Education
NEAP: National Environmental Action Plan
NGO: Non-Governmental Organization
NPE: National Policy on Environment
PAIDESA: Pan Africa Institute for Development in Southern Africa
REEP: Regional Environmental Education Programme
SADC: Southern Africa Development Community
SDS: Social and Development Studies
SHN: School Health Nutrition
SPC: Species Protection Commission
SPD: Species Protection Department
TGM: Teacher Group Meetings
UNCED: United Nation Conference on Environment and development
UNESCO: United Nation Education Science and Cultural Organization
UNZA: University of Zambia
WECSZ: Wildlife and Environmental Conservation Society of Zambia
WWF: World Wide Fund for Nature
ZANIS: Zambia National Information Service
ZAWA: Zambia Wildlife Authority
ZEMA: Zambia Environmental Management Agency
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ZEP: Zambia Environmental Policy
ZFAP: Zambia Forest Action Plan

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