Environmental education and training in industry: Changing orientations and practice?

This paper is a developing story of an emerging pictnre of how environmental education processes are being I can be shaped in industry settings. The paper argues that environmental training in industry can no longer trundle along 'business as usual' pathways, nor can it ignore the changes in education and training policies or environmental management practices. The paper points to current narrow orientations to environmental training, and the tendency in industry to design training programmes which are reactive and follow a 'default' approach to environmental management. It argues for a new look at the significant role that education and training might play in the implementation of preventative environmental management strategies, and notes that new orientations to environmental education and training are more likely to support a re-orientation of environmental management processes.The paper therefore· reflects dimensions of the methodological debates in environmental education and training in industry, debates which, in South Africa, are gradually centering in on two key shaping forces: the integrated and applied competence orientation of the outcomes-based National Qualifications Framework and the international trend towards Preventative Environmental Management. These two orienting concepts are beginning to provide a framework for discussion about environmental education and training methods and processes in industry settings, which the paper aims to open up

Resource materials development in environmental education: Exploring some of the myths and tensions in participatory resource development in the We Care primary project

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Editorial

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Editorial

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Addendum to the paper Landcare: New directions in professional development for environmental education

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Ah! Mandela. A new South Africa

Abstract not availabl

Think Piece: Conceptions of Quality and ‘Learning as Connection’- Teaching for Relevance

This think piece captures some of the thinking that emerged in and through the Southern African Development Community (SADC) Regional Environmental Education Programme research programme. This research programme emerged over a five-year period (2008–2012) and involved ten southern African teacher education institutions from eight countries (see ‘Acknowledgements’). The research programme sought to understand what contributions environment and sustainability education could make to debates on educational quality and relevance. Issues of educational quality are high on the national agendas of governments in southern Africa, as it is now well known that providing access to schooling is not a sufficient condition for achieving educational quality. Educational quality is intimately linked to the processes of teaching and learning, but the concept of educational quality is not unproblematic in and of itself. It is, as Noel Gough (2005) noted many years ago, an ‘order word’ that shapes the way people think and practise. Our enquiries during this research programme involved a number of case studies (that were reported on in the Southern African Journal of Environmental Education (SAJEE) in 2008, and are again reported on in this edition of the SAJEE), but the programme also involved theoretical engagement with the concept of educational quality and relevance. This think piece helps to make some of this thinking and theoretical deliberation visible. The author of this think piece was also the leader of the regional research programme and was tasked with synthesising the theoretical deliberations that emerged from the research design which were found to be useful for guiding interpretations and deliberation on more detailed case studies undertaken at country level

Editorial: Methodology, Context and Quality

Note: This edition of the Southern African Journal of Environmental Education (SAJEE) is a ‘double volume’ and contains papers submitted in 2012 and 2013. The production of a double volume has been necessitated by administrative problems experienced by the journal production team in 2012, which affected the successful publication of a 2012 edition. However, the Council of the Environmental Education Association of Southern Africa (EEASA) agreed to respond by producing a double-volume edition for 2012/2013. Journal readers are reminded that the production of this journal is voluntary and depends heavily on voluntary administration and other systems. The patience of authors and readers in the 2012/2013 years of production is much appreciated. The 2012/2013 double-volume SAJEE is richly textured with two think pieces that open the journal, thirteen research papers and three viewpoint papers. The papers in the 2012/2013 double volume include papers by authors from Sweden, the United Kingdom, India, SouthAfrica, Zimbabwe, Botswana, Zambia, Lesotho, Ethiopia, Mozambique and Kenya, showing that the journal is attracting not only southern African authorship, but also authorship from across the continent and internationally. The present edition of the journal is also interesting in that three different perspectives stand out, namely methodology, context and quality, perspectives which permeate the journal papers in various ways