1. EVALUATING ENVIRONMENTAL EDUCATION’S ROLE IN ENHANCING
AWARENESS IN SECONDARY SCHOOLS – A CASE OF SELECTED SCHOOLS
IN SOLWEZI DISTRICT
By
Andrew Tomz Mutobo
66511016
A project Report Submitted in Partial Fulfilment of the Requirements for the Degree of
Bachelor of Environmental Studies
School of Agriculture and Natural Resources
Disaster Management Centre
August 2015

2. DECLARATION
I, Andrew Tomz Mutobo, declare that the dissertation hereby submitted is entirely my own
work and has not been submitted for any Degree, Diploma or any other qualification at
Mulungushi University or any other University.

3. DEDICATION
I dedicate this work in appreciation to my God and family; my parents Dr. Andrew Tom
Mutobo and Luwi Kamusaki Kamwandi, my siblings Ntulukila, Chibanda and Kumiwe
Mutobo for their unwavering support and firm foundation in me. Without you getting to
where I am today was just going to be a fallacy. I thank you for your love and support.

4. ACKNOWLEDGEMENT
My heartfelt gratitude goes to my supervisor Dr. A. Phiri for his tireless effort in providing
guidance to make this study possible. His patience and timely constructive criticism helped
me to do the work correctly. Many thanks go to all respondents that participated in providing
data for this study, without them the research was not going to be possible.
I would also like to thank all my classmates for providing objective criticism during the
study.
All Glory unto God.

6. TABLES

7. ACRONYMS AND ABBREVIATIONS

8. ABSTRACT

9. INTRODUCTION
The main purpose of the study is to evaluate the role played by Environmental Education
(EE) in Secondary Schools in enhancing environmental awareness amongst teachers, pupils
and surrounding communities. An evaluation of whether EE in secondary schools has any
transformative impact on teachers, pupils and the surrounding communities will be done
through observation of how immediate and surrounding school environment is maintained,
use of qualitative and quantitative research methods to collect and analyse data to establish
whether EE enhances environmental awareness amongst teachers and pupils in secondary
schools.
BACKGROUND
Environmental issues have become major concerns in all spheres of life and hence their
discussion in politics, economics and in the streets. Humans have exploited the environment
and this is evident everywhere. The effects of environmental degradation and climate change
have not spared Zambia from the rest of the world. Concerns over environmental problems
have meant greater support for an educational approach that not only considers immediate
environmental improvements as an actual goal but also addresses education for sustainability
in the long run.
Environmental Education is seen as the main way of redeeming from this decadence as it
promotes environmental literacy among citizens on matters directly affecting their lives so
that they can make knowledge-based, environmental sound decisions and actively participate
in improving local, national and global environmental conditions. On the same hand
(EETAP, 2000) alludes to the fact that environmental education builds up the environmental
scientific and technological knowledge and skills for the future work-force and prepares
students in higher education for environmental related careers.
The Tbilisi Convention recognized environmental education as a successful tool in the
making of individuals and communities understand the complex nature of natural and built
environments resulting from the interaction of their biological, physical, social, economic and
cultural aspects. (UNESCO, 1997) argues that aware that everyone is aware of the impact of
environmental problems in that, we smell them in the air, taste them in water, see them in
more congested living spaces and blemished landscapes, read about them in the newspapers
and hear about them on the radio and television.

10. Environmental Education is a process aimed at developing a world population that is aware
of and concerned about the total environment and its associated problems, and which has the
knowledge, attitudes, motivations, commitments and skills to work individually and
collectively towards solutions of current problems and the prevention of new ones
(UNESCO, 1987). It has the potential to create feelings of ownership and empowerment by
offering direct, hands-on experiences for its participants. Active participation focusing on
environmental issues and their resolution gives first-hand experience and understanding about
the environment and develops the skills to actively study and protect it.
According to the Environmental Education and Training partnership (EETAP, 2000), EE
encourages citizens to make knowledgeable and informed decisions about their
environmental behaviour based on the awareness, knowledge, skills and attitudes instilled in
them through learning. Additionally, since learners benefit from an array of non-traditional,
multiple intelligences such as naturalistic, interpersonal or intrapersonal, environmental
education can be a strategy that bridges many learning styles to enhance sustainable
development (EETAP, 2000).
Zambia through the Ministry of Education (MoE) has set among other goals, to produce a
learner capable of participating in the preservation of the ecosystem in one’s immediate and
distant environments (GRZ, 1996). In view of this, the Ministry of Education through the
Curriculum Development Centre (CDC) has integrated EE in secondary curriculum as a cross
cutting issue in subjects such as Biology, Food and Nutrition, Chemistry, Civic Education
and Mathematics (GRZ, 2001). Extra Curricula activities like Preventive Maintenance,
Production Unit and Conservation Club activities are deemed practical ways of
environmental education orientation.
Zambia’s National Policy on Education (Educating Our Future) (GRZ, 1996), recognizes
that good pupil, community and societal health is dependent on a healthy environment. As a
result, the Ministry of Education reintroduces pupil’s school and community environmental
programmes and corporate closely with agencies that work to improve the nutritional, health,
sanitary and environmental health status of communities to which school pupils belong.
Furthermore, the Ministry of Education also works closely with the Ministry of Health and
Tourism, Environment and Natural Resources as well as other national and international
agencies in promoting the health the health and well-being of the pupil’s immediate and

11. global environment (GRZ, 1996). It is against this background that the Government of
Zambia through the Ministry of Education integrated EE in formal education sector
consequently the need to evaluate its role in enhancing environmental awareness in selected
schools in Solwezi District.
PROBLEM STATEMENT
Even though Environmental Education in Zambian secondary schools is still in its infancy,
Laver et al, (1993) argued that we have had environmental education for over twenty years
but environmental crises keep getting worse than before. Similarly, Zambia’s natural
resources are in grave danger of irreparable damage due to pollution, population growth,
resource depletion, habitat and biodiversity loss (ECZ, 2001). No society can survive if its
natural resources are rendered unfit for use by its people, hence the only hope of salvaging
this grave situation is by making the young aware that they need to proactively begin to
protect the environment they will inherit (SADC, 2005).
As the population continues to grow, enrolment in secondary schools also increases
tremendously. This population has access to education that encompasses environmental
education yet has also contributed to adverse effects on most school environments. The waste
generated in boarding schools from dining has, sick bays and hostels is mainly disposed in
dug pits without regards to their ability to decomposition. Indiscriminate waste disposal and
poor waste management practices and vegetation maintenance, drainage blockages and poor
sanitation in most school pose threats to the environment.
All these environment issues are indicators of the lack of environmental awareness, poor
environmental management practices, negative environmental attitudes and misplaced
environmental values amongst teachers and pupils hence the reason that the study’s main aim
is to evaluate the role played by environmental education in secondary schools in enhancing
environmental awareness.
AIM
The aim of the was to evaluate the role of environmental education in enhancing
environmental awareness in secondary schools, particularly selected school in Solwezi
District.
OBJECTIVES
1. To identify any environmental activities provided in selected secondary schools

12. 2. To assess the impact of environmental education activities by teachers and pupils on
the environment in secondary schools
3. To provide and suggest where need be environmental education activities that could
enhance environmental awareness in secondary schools
RESEARCH QUESTIONS
1. What environmental education awareness activities are provided for in the selected
secondary schools?
2. What is the impact of environmental education activities by teachers and pupils on the
environment in secondary schools?
3. Will there be need to provide or suggest environmental education activities that could
enhance environmental awareness in selected secondary schools?
HYPOTHESES
Null Hypothesis – Environmental Education is not enhancing environmental awareness
amongst teachers and pupils in secondary schools.
Alternative Hypothesis – Environmental Education is enhancing environmental awareness
amongst teachers and pupils in secondary schools.
RATIONALE
The study will exemplify how EE in secondary schools enhances environmental awareness
and provide more insight on how the existing environmental education programmes can be
made more effective. Additionally, it will help the Ministry of Education through the
Curriculum Development Centre, school based environmental or conservation clubs and
Non- Governmental Conservation Organizations to assess the need for continuous provision
of environmental education in secondary schools in order to develop a population that is
aware and concerned about the total environment and how to deal with its associated
problems.
LITERATURE REVIEW
The world’s first intergovernmental conference on Environmental Education was held in
1977 and was convened in Tbilisi, Georgia. One of the aims of environmental education as
recommended in the conference was to succeed in making individuals and communities
understand the complex nature of the natural and built environments resulting from the
interaction of their biological, physical, social, economic and cultural aspects, and acquire the

13. knowledge, values and practical skills to participate in a responsible, effective way in
anticipating and solving environmental problems, and in management of the quality of the
environment. This educational practice calls for transformation of society. The shift in focus
of education can only be realized if schools aim to transform the learners they are in charge
of, as well as the communities that they serve.
The Belgrade Charter recognizes the formal education sector as one of the major categories
of the audiences for Environmental Education. Secondary schools are among the audiences
that should be recipients of this form of education. Recommendation 96 of the Stockholm
Conference on the Human Environment called for the development of environmental
education as one of the most critical elements of an all-out attack on the world’s
environmental crisis. Within this context, the foundations must be laid for a word-wide
environmental education program that will make it possible to develop new knowledge and
skills, values and attitudes, in a drive towards a better quality of environment and indeed
towards a higher quality life for both present and future generations.
Since environmental education is considered as a core value in education by the international
community, there is need to contemplate whether environmental education in secondary
schools brings about the desired transformative social change.
Environmental Education being a debatable concept among different groups of people has
evolved since its inception. According to White, (2004), environmental education is an
interdisciplinary and holistic form geared towards action and change, which promotes the use
of participatory learning, learning by doing and action based methodologies. Shava (2003)
noted that, environmental education includes the varied learning processes that provide
opportunities for people to acquire knowledge, skills and attitudes that enable them to act
within their community in an environmental friendly responsible way. The two definitions
above show, that environmental education is a process, an unending series of activities or
interactions between learners, educators and the larger community, which provides
opportunities for learners to find out and share environmental information.
Huckle, (1991) identifies three characteristics of education for the environment; firstly, there
is a shared speculation with pupils on those forms of technology and social organization that
enable people to live together in harmony, as people and, with the natural world; secondly,
environmental education is seen as a form of praxis in which teachers and pupils seek to
democratically transform society through reflectively constructing and re-constructing their

14. world and thus thirdly, developing critical and active citizens who are able to bring about the
transition to sustainable development. The underlying assumption being that environmental
must empower learners.
METHODOLOGY
This context highlights methods applied in carrying out the research study. It includes the, the
research design, study area, research instruments, the target population and sampling
procedure as well the analysis of data. To achieve objectives of the study, the section
epitomises on different strategies employed.
Research Design
According to Muzumara (1998), research design is defined as the organization, plan, or
procedure by which an investigator intends to research questions. The need for a research
design and methodology that allows for interaction with research participants in a natural and
unobtrusive manner in order to get in-depth data was cardinal for the research study process
of generating answers to research questions.
Study Area
The case study was conducted in Solwezi District in the North-Western Province of Zambia.
The area was chosen because the researcher lived in Solwezi. Therefore it was easy to get to
the targeted schools. Solwezi is the provincial Capital of North-Western province and has a
total of 12 Secondary Schools with enrolment of 8,012 pupils (MoE, 2015).
Target Population
The target population of this study comprised of one Official from CDC, 30 teachers and 200
pupils from secondary schools in Solwezi District. Table 1 below depicts the composition of
the Study Sample.
Table 1: Composition of the Study Sample
Position of Respondent Total Number of Respondents
Secondary School Teachers 30
MoE (CDC Official) 1
Secondary School Pupils 148
TOTAL 179
Source: Field Data (2015)

15. Information in Table 1 shows that out 7 Secondary schools that were sampled, 30 secondary
school teachers and 1 CDC Official were interviewed while 180 pupils were respondents of
self-administered questionnaires.
Data Collection
Data collection was done through self-administered questionnaires to pupils and conducting
interviews with key informants.
Primary Data Collection
Primary data for the study was solicited from pupils through self-administered questionnaires
and interviews were conducted with Key Informants such as an Official from Curriculum
Development and Teachers.
Journals, published books, school environmental assessment reports and research concerning
EE in secondary schools by scholars were reviewed in order to understand the integration of
EE in the secondary school curriculum and how this integration contributes to enhancing
environmental awareness amongst teachers and learners.
Physical Observation
The study involved observation of how the immediate and surrounding school environment
was maintained. Maintenance of vegetation and waste management practices at selected
schools gave an insight on how EE enhances environmental awareness amongst teachers and
pupils.
Sampling
Simple Random Sampling Method was used to select 7 secondary schools used as
representative samples from the total Twelve (12) secondary schools in Solwezi District.
Data Analysis and Presentation
Collected data was processed, analysed and presented using Statistical Package for Social
Sciences (SPSS) and Microsoft Excel used to present the information in form of graphs with
percentages respectively.
RESULTS/ FINDINGS
Under this context, findings of the study on Environmental Education’s role in enhancing
awareness amongst pupils are presented. Firstly, findings from the MoE are presented,

16. followed by those from secondary school administrators and teachers as well as those from
pupils. The context also includes comparisons of the findings among government and private
schools.
Ministry of Education’s Position on Environmental Education’s role in enhancing awareness
in Zambian Secondary Schools
This category comprises of a respondents from CDC under the MoE. One official member
consisted of a Curriculum Development analyst. An interview schedule was used to solicit
information from the CDC official (Check Appendix for details).
Definition of Environmental Education and its role in enhancing awareness
Among other items on the interview schedule was to inquire on the definition of EE. The
question was aimed at finding out the respondent’s understanding of the term “Environmental
Education”. According to Sinkala (2015), he defined EE as “education that focuses on and
deals with environmental issues as well as taking care of the environment in order to achieve
sustainable development.” Asked about its role in enhancing environmental awareness, he
responded by stating that “EE instils knowledge in students on how to protect the
environment by making them aware of environmental resources and the need to protect
natural resources for future generations.”
According to the CDC official, EE is integrated in subjects like Geography, Civic Education
and Integrated Science and covers environmental issues such as pollution, deforestation,
sanitation and waste management. Methods used when teaching EE should be in three (3)
fold; Government, Community and Individual levels. At each of these levels schools should
ensure that they work in partnership with recognised Environmental Management Authorities
like ZEMA, Municipal Authority, Ministry of Health (MoH) and MoE and engage in
comprehensive sensitization campaign on environmental issues.
Another item on the interview schedule was aimed at finding out the respondent’s suggestion
on activities that can enhance awareness amongst teachers and pupils. Introducing EE as a
separate subject, tree planting, excursions, forming conservation/environmental clubs, re-
engaging in The Keep Zambia Clean Campaign and sensitization were suggestions made.
Knowledge of Environmental Education in secondary schools by Teachers
50% teachers defined EE as the knowledge about the environment in terms of conserving and
maintaining nature, 16.7% as education to do with environmental issues, 8.3% as learning

17. that dealt with the environment, 8.3% as education that emphasises on the study of the
environment and what happens and the other 8.4% did not know what EE meant. Findings
are depicted in Figure 2 below.
Figure 2: Understanding of EE by Teachers
Response whether EE is offered in secondary schools
Among other questions on the schedule was finding out whether EE was offered selected
secondary schools and 83.3% indicated that EE was offered at their respective schools, 8.3%
indicated that they were not aware if EE was offered and the other 8.3% did not know if EE
was offered at their school. Figure 3 below depict percentages of teachers who responded to
the question.
Figure 3: Response of Teachers whether EE was offered at their school
0 50
education to do with…
education relating to…
education that…
learning about…
knowledge about the…
I do not know
16.7%
8.3%
8.3%
8.3%
50%
8.4%
Understanding of
EE by teachers
0 50 100
Yes
No
I do not know
83.3%
8.3%
8.4%
Ressponse by teachers
whether EE is offered

18. Teacher response on how EE is offered
One other question on the schedule was finding out how EE was offered in secondary
schools; 75% indicated that EE was integrated in some subjects, 8.3% responded that EE was
only offered in Geography, 8.3% indicated that EE was not offered and the other 8.3%
indicated that they did not know if EE was offered at their respective schools. Findings are
illustrated in figure 4 below.
Figure 4: Teacher response on how EE is offered in secondary schools
Environmental activities identified by teachers
Environmental activities provided at schools were key to the case study and hence was one of
the questions on the interview schedule. 50% indicated that classroom learning, 25%
indicated environmental or conservation clubs, 16.7% preventive maintenance and 8.3%
indicated excursions. Results are illustrated in figure 5 below.
Figure 5: Environmental activities identified by Teachers
0 20 40 60 80
Integrated in some
subjects
I do not know
only offered through
Geography
not offered
75%
8.3%
8.3%
8.3%
Teacher response on
how EE is offered in
secondary schools
0 20 40 60
environmental/ conservation…
excursions
classroom learning
preventive mainenance
25%
8.3%
50%
16.7%
Activities Identified by
Teachers

19. Suggested activities by teachers
Another item on the interview schedule was to find out any activities that teachers would
suggest in enhancing awareness amongst pupils; 33.3% suggested forming environmental or
conservation clubs, 25% sensitization of both teachers and pupils on environmental issues,
planting grass and fruit trees, field trips, role plays, provide education that deals attitude
change towards environment 8.3% respectively and the other 8.3% did not make any
suggestions. Findings are shown in figure 7 below.
Figure 7: Activities suggested by teachers to enhance awareness amongst pupils
ENVIRONMENTAL EDUCATION AND AWARENESS AMONGST PUPILS
Environmental or Conservation clubs in secondary schools
Another item on the questionnaire was finding out whether there was an Environmental or
Conservation club at selected schools; 53.4% did not know if there was a club at their school,
39.9% indicated presence of a club while 7.4% responded that there was no environmental or
conservation club at
their school. Figure
9 below depicts
response from
pupils.
0 5 10 15 20 25 30 35
form environmental/conservation…
sensitization of both teachers and…
planting grass and fruit trees
field trips
role-plays
provide education tha deals with…
no suggestions made
33.3%
25%
8.3%
8.3%
8.3%
8.3%
8.3%
Suggested activities by
Teachers
0 20 40 60
Yes
No
I do not know
39.2%
7.4%
53.4%
Environmental or
Conservation clubs…

20. Figure 9: Response from pupils on the presence of environmental or conservation club in
school
Activities undertaken by clubs in secondary schools
Finding out what activities are undertaken by environmental or conservation clubs in schools
was another item on the questionnaire and 39.7% did not know that activities were
undertaken, 25% indicated that no activities were undertaken, 12.2% indicated that cleaning
the school surrounding was the undertaken activity, 9.4% indicated that learning about the
environment was an activity undertaken, 8.1% tree planting and 5.4% indicated that the clubs
do not meet often. Findings are shown in figure 10 below.
Figure 10: Activities undertaken by clubs in schools
Environmental problems identified by pupils
Among other items on the questionnaire was finding out what environmental problems were
known by pupils and responses were; 29.1% pollution, 12.8% diseases, 11.5% deforestation,
6.7% indiscriminate waste disposal, 4.1% soil erosion, 3.4% land conflicts, droughts, floods
and shortage of minerals, 0.7% eutrophication and 0.6% indicated vegetation clearance.
Figure 12 below shows the findings.
0 10 20 30 40
learning about the…
cleaning school surrounding
we do not meet often
no activities are undertaken
tree planting
I do not know
9.4%
12.2%
5.4%
25%
8.1%
39.7%
Activities undertaken by
environmental/conservation
clubs in secondary schools

21. Solutions to identified problems by pupils
Pupils were also asked to provide solutions to identified environmental problems and findings
were; 26.4% did not know, 18.9% indicated stopping deforestation and pollution, 18.2%
keeping the environment clean and well, 12.8% sensitization, 8.1% afforestation, 6.1%
enhancing waste collection, 4.7% practicing conservation and renewable energy use, 1.4%
treating water, 1.4% avoiding overpopulation of humans and animals in one place and 1.1%
punish offenders. Results are shown in figure 13 below.
Figure 13: Solutions to identified environmental problems by pupils
Suggested activities to enhance awareness by pupils
Pupil respondents were also asked to suggest any activities that would enhance environmental
awareness amongst them and finding as depicted in figure 14 below were; 54.7% did not
know of any suggestions, 18.2% sensitization, 14.8% forming environmental or conservation
0 10 20 30
deforestation
pollution
diseases
eutrophication
erosion
vegetation clearance
indiscriminate waste…
land conflicts, droughts,…
11.5%
29.1%
12.8%
0.7%
4.1%
0.6%
6.7%
3.4%
Envionmental activities
identified by students
0 5 10 15 20 25 30
punish offenders
treat water
stop deforestation and pollution
practice conservation and…
I do not know
1.1%
18.2%
1.4%
12.8%
18.9%
6.1%
4.7%
8.1%
26.4%
1.4%
solutions to indentified problems

22. clubs, 6.0% keeping the environment clean, 5.4% introducing EE as a separate subject and
0.6% suggested school trips.
Figure 14(above shows): Suggested activities by pupils to enhance environmental awareness
DISCUSSION
The context of the discussion exemplifies findings on EE’s role in enhancing awareness in
secondary schools. Discussion of the findings follows the sequence in which findings have
been presented in the preceding chapter. In order to provide answers to the study objectives
and research questions, this context discusses the results in a more detailed manner.
Ministry of Education’s Position on EE’s role in enhancing awareness
According to results ………… in the preceding chapter with respect to the definition of EE
and its role in enhancing awareness in secondary schools, EE was defined as education that
focuses on and deals with the environmental issues as well as taking care of the environment
in order to achieve sustainable development.
From this definition inference can be drawn that EE in secondary schools is aimed at
educating pupils about the environment and its allied problems in order to make sure that in
as much as the environment provides needs for the present populations, consideration should
be made with due regards for future generations to be able to meet their demands; as such
emulates the principle of intergenerational equity. This is also spoken for by MoE’s Policy on
Education that aims at producing a learner capable of participating in the preservation of the
ecosystem in one’s immediate and distant environments (GRZ, 1996).
0 10 20 30 40 50 60
introduce E.E separately
form clubs
keeping environment clean
sensitization
school trips
I do not know
5.4%
14.8%
6.0%
18.2%
0.6%
54.7%
suggested activities by
pupils

23. Additionally, integration of EE in subjects like Geography, Civic Education, Integrated
Science and Natural Sciences depicts that teachers are expected to offer EE through
classroom learning and integrate that effort by working in conjunction with environmental
management authorities like ZEMA, Municipality Authority, MoH and the MoE in order to
engage in comprehensive sensitization and awareness programmes on environmental based
issues. According to the CDC Official, methods used to offer EE should be backed by
collaboration with the Government, Community and Individual commitment in order to
enhance the learning process.
Definition of EE by secondary school teachers
Definitions of EE by teachers, as outlined in …….. of this study indicate that the majority
(50%) aligned EE ass education concerned with conservation and maintaining nature. 16.7%
as education to do with environmental issues, 8.3% as learning that dealt with the
environment, 8.3% as education that emphasized on the study of the environment and what
happens in it and the other 8.3% did not know what EE meant. This information could be
interpreted that the 8.3% could not define EE because they were not aware of it or the fact
that it was integrated in other subjects.
Teachers that managed to give a definition taught sciences and civic education and those who
failed taught commercial subjects and mathematics. Conversely, all teachers should have
knowledge on EE if it has to enhance awareness in secondary schools. During the interviews,
it was noted that most of the teachers needed brief explanations on EE prior the interview and
this was an indication that they had little knowledge about it. Consequently their delivery of
environmental concepts is limited to only what they know about EE. Furthermore, the 8.3%
that did not
Response whether EE was offered in secondary schools
According to findings in …….. 83.3% of the respondents indicated that EE was offered at
their respective schools. This entails that most of the teachers were aware of EE being
integrated in some subjects. However, the other 16.7% were not aware that it was offered or
integrated in other subjects. This information could be interpreted as a negative baseline for
implementing EE in secondary schools as some teachers are not even aware if it is integrated
or offered in schools, as such teaching it is solely at their own discretion.

24. Teacher response on how EE is offered
Based on the findings in ………. 75% of the respondents were aware that EE was integrated
in some subjects, 8.3% indicated that it was only offered through geography and the other
16.7% indicated that it was not offered and they did not know how it was offered. Tis can be
interpreted as 83.5% teachers knew how EE was offered while the other 16.6% were not
aware of EE being offered in schools. The implication of this proportion of the teachers that
did not know if EE is offered has a negative bearing on the learners because the teachers have
no idea of what EE is all about and because of this they cannot teach what they do not
understand.
Environmental activities identified by teachers to enhance awareness
According to results in ……. classroom learning was the major activity identified by teachers
in enhancing awareness as it was indicated by 50% of the respondents, 25% indicated
environmental or conservation clubs, 16.7% preventive maintenance and 8.3% field
excursions. This implies that EE in secondary schools is mainly based on classroom learning,
club activity and preventive maintenance. Field excursions that present hands-on-experience
and interaction with the environment is given less attention. Most of the teachers made it
clear that, EE concepts integrated in subjects were not detail; as such it was difficult for them
to engage pupils in active participation during the learning process.
Activities suggested by teachers to enhance awareness in pupils
According to findings in ………. 33.3% suggested forming environmental or conservation
clubs, 25% sensitization of both teachers and pupils on environmental issues, planting grass
and fruit trees, field trips, role plays, provide education that deals attitude change towards
environment 8.3% respectively and the other 8.3% did not make any suggestions.
Emphasis was put on the establishment of environmental or conservation clubs because they
complement classroom learning and provide an opportunity for learners to relate
environmental principles learnt in class in reality. To achieve this, it is important to work
with already recognised environmental management institutions, community based
management groups and interested individuals.
Environmental Education and awareness amongst pupils
The following context discusses EE and awareness in respect to pupils in secondary schools.

25. Presence of Environmental or Conservation clubs in schools
Based on findings in …… 53.4% did not know if there was a club at their school, 39.9%
indicated presence of a club while 7.4% responded that there was no environmental or
conservation club at their school. These findings imply that majority of the pupils are not
members of any of the clubs hence their ignorance about the presence of clubs at their school.
In view of this, activities undertaken by the clubs do not benefit a lot of pupils meaning
environmental awareness is only limited to 39.9% of the respondents who knew about the
presence of the clubs.
It was noted during the study that, environmental or conservation clubs were only present in
private secondary schools particularly; Faith Christian Academy and Solwezi Models. Clubs
in government schools were more of a rumour than reality.
Activities undertaken by clubs in secondary schools
According to findings in ……… 39.7% did not know that activities were undertaken, 25%
indicated that no activities were undertaken, 12.2% indicated that cleaning the school
surrounding was the undertaken activity, 9.4% indicated that learning about the environment
was an activity undertaken, 8.1% tree planting and 5.4% indicated that the clubs did not meet
often. To this effect, majority of the pupils do not have an opportunity to relate what they
learn in class in the real world thus limiting their knowledge about the environment. In view
of these findings, the majority were not even aware of what activities are undertaken by the
clubs because of the lack of meetings and commitment by patrons and members of the clubs.
Environmental problems identified by pupils
To evaluate the impact of classroom learning and other activities provided in schools in order
to enhance awareness, it was cardinal for the researcher to find out knowledge of pupils about
problems associated to the environment. According to findings in ……. Respondents
indicated 29.1% pollution, 12.8% diseases, 11.5% deforestation, 6.7% indiscriminate waste
disposal, 4.1% soil erosion, 3.4% land conflicts, droughts, floods and shortage of minerals,
0.7% eutrophication and 0.6% indicated vegetation clearance. Based on these findings it can
be deduced that pupils are aware of the problems associated to the environment.
Solutions to identified problems by pupils
Pupils were also asked to provide solutions to identified environmental problems and findings
as shown in ………….. were that; 26.4% did not know, 18.9% indicated stopping
deforestation and pollution, 18.2% keeping the environment clean and well, 12.8%

26. sensitization, 8.1% afforestation, 6.1% enhancing waste collection, 4.7% practicing
conservation and renewable energy use, 1.4% treating water, 1.4% avoiding overpopulation
of humans and animals in one place and 1.1% punish offenders.
Majority (26.4%) of the respondents could not provide any solutions to the problems
identified. Failure to provide solutions to identified problems could be the lack of hands-on-
experience to pupils and in-depth analysis of environmental associated problems. This is also
exacerbated by the lack of adequate knowledge, lack of commitment and negative attitudes of
pupils towards the environment as they view preventive maintenance as a form of
punishment because teachers do not take part or explain the main reason of undertaking such
an activity.
Activities suggested by pupils to enhance awareness
Pupil respondents were also asked to suggest any activities that would enhance environmental
awareness amongst them and finding as indicated in …….. were that; majority of the
respondents (54.7%) did not know of any suggestions, 18.2% sensitization, 14.8% forming
environmental or conservation clubs, 6.0% keeping the environment clean, 5.4% introducing
EE as a separate subject and 0.6% suggested school trips.
Based on the above findings majority of the respondents were unable to suggest any activities
that would enhance their awareness. It is difficult to fathom the effectiveness of
environmental activities that would enhance awareness if pupils find EE being recondite. If
the teaching process, collaboration with environmental management authorities and active
operations of environmental or conservation provided for active participation of pupils, their
understanding of hands-on-experience would be detailed.
CONCLUSION AND RECOMMENDATIONS
Conclusion
From the findings highlighted in the study, EE’s role in enhancing awareness in secondary
schools is not effective. The lack of knowledge by teachers on EE generally is one of the
factors that have contributed to ineffective implementation in secondary schools. Besides, the
fact that the methods used to teach EE are mainly based on classroom learning and preventive
maintenance, these activities do not create an opportunity for pupils to fully comprehend the
main objective of EE as a whole.

27. Furthermore, the failure of pupils to provide solutions to identified environmental problems,
involvement in environmental or conservation club activities and inability to suggest
activities that would enhance awareness amongst them is an indication that their attitude
towards the environment are negative. This stems from the ineffectiveness of learning EE
provided in secondary schools. As a result of these findings, the Alternative Hypothesis has
been rejected and thus the Null Hypothesis that states that EE is not enhancing environmental
awareness amongst teachers and pupils is adopted.
Recommendations
 Teacher training should consist of in-depth EE orientation
 School administrators should ensure that there is intensive collaboration with
environmental management agencies, community based environmental organizations
and local authority in terms of sensitization campaigns
 Teaching methods of EE should present first-hand experiences for pupils
 Environment or Conservation clubs need to be affiliated to environmental
management organizations and all interested stakeholders
 Environmental Education should be introduced as a separate subject in order to
promote and enhance public awareness
 Inactive environmental or conservation clubs in schools should be allocated necessary
resources and support in order to revamp operations
 Lastly but not least, both teachers and pupils require sensitization by relevant
environmental organizations
REFERENCES
Agenda 21 (2008). Retrieved on November 18th, 2014 fromwww.un.org/esa/susdev
EETAP, (2000). Using Non-formal Environmental Education to help schools meet
Educational Reform. Retrieved on 28th, November, 2014 from www.eelinknet.eetap
ECZ, (2001).State of the Environment in Zambia, 2000, ECZ, Lusaka, Zambia
Fien, J. (1991). Education for Critical Curriculum: Theorizing and Environmental Education,
Geelong,Dearkin University Press
Ford, M. (2004). Environmental Education in the Condor Bio-reserve: Current Status and
Recommendations for Future Work. Journal of Sustainable Forest

28. Huckle, J (1991). Education for Sustainability: Assessing pathways to the future: Australian
Journal of Environmental Education
GRZ, (1996).Educating our Future, National Policy on Education, Lusaka, Zambia
GRZ, (2001).Teacher’s Curriculum Manual, Lusaka, Zambia
Janse van Rensburg, E. (1999). The Education Response to the Environmental Crisis
Ketlhoilwe, M.J. (2007). Environmental Education Policy Implementation Challenges in
Botswana Schools: Southern African Journal of Environmental Education
Mweembe, O.M. (2008). Environmental Knowledge, Attitudes and practices of High Schools
Teachers in Zambia: A case study of selected schools of Lusaka City. Unpublished
Dissertation, School of Education, University of Zambia
O’Sulivan, E. (1999). Transformative Learning: Education vision for the 21st Century, New
York
Shava, S. (2003). Environmental Education Policy Development in Zimbabwe: An
educational experience. South African Journal of Environmental Education
SADC, (2005). Regional environmental education programmes; Cases of course development
in Environmental and Sustainability Education in Southern Africa. South Africa
The Belgrade Charter: A Framework of Environmental Education
White, R.M. (2004). A Paradox for Environmental Education Policy and Strategies. Harare.
Ministry of Environment and Tourism

29. APPENDIX
INTERVIEW GUIDE FOR CURRICULUM DEVELOPMENT CENTRE OFFICIAL
SECTION A: PERSONAL AND GENERAL INFORMATION
1. Date of interview
2. Name of the office
3. Position
4. Gender:
5. Education qualification:
6. Years of experience?
SECTION B: THE ROLE OF EE IN SECONDARY SCHOOLS

30. 7. What do you understand by the phrase “Environmental Education and Environmental
Awareness?”
8. Is EE offered in Zambian secondary schools?
9. If Yes to Question 8, how is it offered?
10. If No to Question 6, why is it not offered?
11. What role does EE play in secondary schools in enhancing environmental awareness?
12. What environmental issues are addressed by EE in secondary schools?
13. What methods or activities are used to address environmental issues?
14. Do you think the methods or activities used enhance environmental awareness
amongst teachers and pupils?
15. Give reasons to answer given to Question 15
16. How does EE enhance environmental awareness amongst teachers and pupils in
secondary schools?
17. Are there any specific targets and goals that EE has achieved since its inception in
secondary schools?
18. What do you think should be done in order to enhance environmental awareness
amongst teachers and pupils through EE?
19. What other activities can you suggest to be used in EE in order to enhance
environmental awareness amongst teachers and pupils?
Thank You for Your Participation
Interview Guide for Teachers
Section A: Personal Information
1. Name of school
2. Area of Specialization
3. Professional qualification
4. What Subject do you teach?
Section B: Environmental Education information
5. What do you understand by the phrase Environmental Education?

31. 6. Is EE offered at this school?
7. If Yes to question Q.7, how is it offered?
8. Do you think teaching environmental education as a separate subject would be more
effective in enhancing awareness?
9. When was EE introduced in the secondary school curriculum?
10. What methods are used to offer EE?
11. Do the methods involve active participation?
12. What challenges do you face when teaching EE concepts?
13. In your own words, what do you understand by the phrase environmental awareness?
14. Do you think the methods used to offer EE enhance awareness amongst teachers and
pupils?
15. Give reasons to your answer in Q.16
16. How would you rate your own environmental awareness?
17. Are there any environmental activities that enhance awareness at this school?
18. What areas of concern do they cover?
19. What are they if Yes to Q.19?
20. How do you enhance awareness of any on the identified environmental concerns?
21. Are there any other activities you can suggest to enhance environmental awareness
amongst teachers and pupils?
22. Do you think EE has enhanced environmental awareness amongst teachers and pupils
at this school?
Thank you for your participation
Self- Administered Questionnaire for Pupils
SELF ADMINISTERED QUESTIONNAIRE
FOR PUPILS
Brief introduction
The purpose of the questionnaire is to find out your opinion about the role that environmental
education plays in enhancing environmental awareness amongst teachers and pupils in

32. secondary schools. You are requested to be as objective as you can in view of what you know
about environmental education in Zambian secondary schools.
INSTRUCTIONS
i. Complete the questionnaire by filling in the blanks or by ticking [] where
applicable
SECTION A: PERSONAL AND GENERAL INFORMATION
1. Date of the interview……./……../2015
2. Name of school…………………………………………………………………………
3. Sex: Male [ ] Female [ ]
4. What Grade are you in?
i. 10 [ ]
ii. 11 [ ]
iii. 12[ ]
5. How long have you been in this school?
i) 1 year [ ]
ii) 2 years [ ]
iii) 3 years [ ]
iv) 4 years [ ]
v) More than 4 years [ ]
SECTION B: ENVIRONMENTAL EDUCATION INFORMATION
6. Have you ever heard of the phrases Environmental Education and Environmental
Awareness? Yes [ ] No [ ]
7. What do you understand by the phrase Environmental Education? ……………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………….
8. Where did you hear about Environmental Education?
i. From a teacher during a class lesson [ ]
ii. From a friend at school [ ]
iii. Through media; TV, Radio, Newspaper [ ]

33. iv. Any other specify……………………………………………………………….
…………………………………………………………………………………………
…………………………………………………………………………………….
9. Do you learn Environmental Education at your school?
i. Yes [ ]
ii. No [ ]
10. How do you learn Environmental Education at your school?
i. Integrated in other subjects
ii. Through Environmental or Conservation Club
iii. As an independent subject
iv. Through Preventive Maintenance
v. Any other specify ……………………………………………………
………………………………………………………………………..
11. Why do you think the environment is important to us? ……………………..
………………………………………………………………………….
12. What problems do you know are associated with the environment?……………….
…………………………………………………………………………………………
…………………………………………………………………………………………
13. From any of the identified problems, what can be done so solve the problem?..........
…………………………………………………………………………………………
…………………………………………………………………………………………
14. What environmental activities or initiatives are provided for at your school to enhance
environmental awareness?
i. Classroom learning [ ]
ii. Field Trips [ ]
iii. Environmental or Conservation Clubs [ ]
iv. Environmental debates [ ]
v. Any other specify ……………………………………………………...
………………………………………………………………………………
15. Do you think these activities or initiatives have an impact on your attitude towards the
environment?
i. Yes [ ]
ii. No [ ]
16. Is there an environmental or conservation club at your school? Yes [ ] No [ ]

34. 17. What activities are undertaken by the club? ………………………………………
...................................................................................................................
18. How often does your school organize environmental based field trips or debates?
i. Weekly [ ]
ii. Monthly [ ]
iii. Every Term [ ]
iv. Yearly [ ]
v. Once in a while [ ]
vi. It has never organized one [ ]
vii. Any other specify ……………………………………………………
…………………………………………………………………………
……
19. In your opinion, what do you think is the importance of the organized field trips or
debates?
…………………………………………………………………………………………
…………………………………………………………………………………………
…………
20. Suggest any other activities or initiatives that can enhance environmental awareness
amongst teachers and pupils………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………..
Thank you for your participation