Bachelor of Education Honours in Environmental Education

Purpose

The purpose of the qualification is to provide teachers with the knowledge of environmental education and equip them with skills related to this field. On completion of this qualification, a learner will be able to:

• Develop research capacity in the practice of Environmental Education by gathering, analysing, organising and critically evaluating relevant information with a view to completing a research project under supervision that will address critical issues in Environmental Education.
• Understand Environmental Education as an interdisciplinary theme that compliments social, economic and environmental change in teaching, learning and management in our country.
• Prepare a learner for advancement and pursue further studies at a higher level.

Rationale

The Bachelor of Education Honours in Environmental Education is designed to provide teachers with knowledge of environmental education and engage them in solving such problems. This qualification is designed to equip teachers with information and skills that will enable them to be more proactive and informed in the environment and education that will lead to sustainable development and social change. It will also enable them to gain an in-depth understanding of Environmental Education and manage sustainable living, contributing to a just and sustainable society. This qualification will also enable a teacher to critically analyse and question processes within Environmental Education in schools, inclusive of environmental natural resource management, social and ecological issues in Environmental Education and environmental awareness and responsibilities. Furthermore, the qualification aims to prepare teachers to innovatively implement Environmental Education into teaching and management of schools following a whole-school approach.

Recognition of Prior Learning (RPL)

The Institution endorses the view that Recognition of Prior Learning (RPL) constitutes an essential element of the transformation of access and admissions policies at education institutions in South Africa. The transformation of access and admissions policies is intended to increase participation and to broaden access to higher education in order to produce graduates with the skills and competencies necessary to meet the human resource needs of the country. The Institution and the Faculty acknowledge that the RPL must be conducted in a valid, reliable and equitable way and that it must take place in accordance with the terms of the Institution's policy on the RPL and in accordance with the relevant procedures laid down by the Faculty.

Thereafter, RPL, gained either through formal programmes from the Institution or other institutions, or informally (through experience), may be considered when deciding on granting of credits for modules in this particular qualification. The learner will be thoroughly informed about the process followed. If a learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to the learner for the applicable module.

At all times the level of skill and competence, reviewed in the context of the Exit Level Outcomes required for this qualification, or the outcomes of modules within it, will be the determining factor. RPL will thus be done on the grounds of applied competences that the applicant has demonstrated with regard to the Exit Level Outcomes to be reached with this qualification.

Entry Requirements

The minimum entry requirement for this qualification is a relevant Bachelor's Degree at Level 7.

This qualification comprises compulsory modules at Level 8 totalling 128 Credits.

• Foundations of Education Research, 16 Credits.
• Curriculum Development, 16 Credits.
• Research Project presented across both semesters, 32 Credits.
• Environmental Awareness and Responsibilities, 16 Credits.
• Education and Environmental Natural Resource Management, 16 Credits.
• Social and Ecological Issues in Environmental Education, 16 Credits.
• Introduction to Environmental Education: Teaching and Learning for Social Change, 16 Credits.

1. Demonstrate integrated knowledge, as well as a coherent and critical understanding of the theoretical underpinning of education in general and of Environmental Education in particular, as well as demonstrate an understanding of how to apply the newly acquired knowledge and skills.
2. Effectively and professionally analyse and critically evaluate knowledge gained in Environmental Education, so as to facilitate the attainment of high levels of cognitive engagement and intellectual independence that will contribute to a well-rounded knowledge framework with regard to matters in Environmental Education.
3. Understand the role of research in education and perform authentic independent research under supervision that includes using critical skills to think systematically and professionally about Environmental Education matters and issues so as to evaluate actual and relevant problems that need to be solved in Environmental Education.
4. Demonstrate a consolidated and deepened expertise in Environmental Education by using a range of specialised skills that aid in addressing ongoing learning needs that form part of an interrelated system of roles and relationships within education and Environmental Education.
5. Demonstrate competency as an ethical member of the global and local community with regard to ethical issues and professional practice in environmental education and act with compassion, integrity, responsibility and accountability.
6. Foster progressive thinking and apply it to work effectively with team members in a teaching and learning organisation, so that staff and learners of a school can transform education, by making responsible decisions to address environmental issues and in this way demonstrate a potential to act as academic leaders and experts in the field of Environmental Education.
7. Manage and take accountability of own learning in a self-directed and self-critical manner, so as to prepare towards a disposition of life-long learning, particularly to embark on a course of study in Environmental Education.

Associated Assessment Criteria for Exit Level Outcome 1

• Understand and discuss the principles and concepts established in the field of study of education, as well as assess the theories in the field of education.
• Demonstrate an awareness of the diverse contexts of education in which education theory might apply.
• Demonstrate by means of cases and examples, an understanding of related theoretical paradigms, concepts, ideas, issues, problems and trends, both locally and internationally.
• Identify appropriate research approaches and methodologies applicable in the field of education in general and of Environmental Education in particular.
• Research, interpret and report on the trends in Environmental Education in schools, both locally and internationally.

Associated Assessment Criteria for Exit Level Outcome 2

• Make sound theoretical judgements and evaluations after scrutinising sources of knowledge in the field of Environmental Education to ensure effective teaching and learning.
• Collect, engage, interpret, analyse and critically evaluate the different learning theories, learning styles and teaching and learning strategies that can be used for effective learning in Environmental Education.
• Independently and effectively apply the knowledge, skills and values gained from the analysis of the learning theories, styles and strategies.
• Select and apply teaching and assessment strategies that will contribute to meaningful and effective learning in Environmental Education, as well as critique the application and make recommendations on the implementation.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify a research problem in Environmental Education.
• State the identified problem in context of existing literature and research.
• Choose an appropriate design, applicable method and a suitable strategy to collect, interpret, analyse, synthesise and evaluate the data being investigated.
• Prepare an approved proposal for a research project that identifies a problem.
• Conduct the proposed project successfully under supervision.
• Compose a creative and appropriate academic report that communicates the project in response to the problem and issues researched.

Associated Assessment Criteria for Exit Level Outcome 4

• Analyse, synthesise and evaluate knowledge gained from case study research and related Environmental Education issues so that insight can be gained into systemic thinking approaches that need to be implemented when dealing with finding solutions to problems in the environment.
• Apply learning strategies to address the learning needs of Environmental Education.
• Critique and evaluate scenarios and case studies of real-life situations and problems, in order to be able to systematically learn from the situation and find integrated solutions using systemic theories for teaching and learning situations.

Associated Assessment Criteria for Exit Level Outcome 5

• Critically analyse ethical issues and teacher responsibility regarding the use of and reference to resources in teaching and learning, as well as resource management in the classroom.
• Act responsibly in his/her actions and practices, as well as decision making and being conscious of accountability when using and managing resources.
• Debate ethical aspects in the teaching and learning of Environmental Education and formulate an independent opinion.
• Disseminate the importance of sustainable living by sharing the principles of sustainable development that is aided by education in Environmental Education at schools, clearly stating the roles, responsibilities and accountability of humankind.

Associated Assessment Criteria for Exit Level Outcome 6

• Effectively work in groups to solve problems or address issues related to Environmental Education, sharing responsibility for the outcome of group decisions after proper consultation with all parties.
• Individually and as part of a group, critically reflect on the curriculum and work on curriculum development by adopting theories of systemic thinking.
• Individually and as a group, assess and undertake research on environmental management systems in South African schools and abroad.
• Design and apply an environmental management system as a group in the school whereby a whole-school approach is applied with open communication channels between all role-players in the school.

Associated Assessment Criteria for Exit Level Outcome 7

• Take full responsibility for own learning needs, monitor own learning progress, apply relevant learning strategies and manage applicable resources.
• Critically reflect on own learning processes toward development of a higher degree of self-directedness and specialisation.
• Demonstrate the skills and disposition needed to stay informed and current with regard to Environmental Education trends and developments as a lifelong learner.

Integrated Assessment

Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification will be integrated. A variety of methods will be used in assessment tools and activities will be appropriate to the context in which the learner is working or will work.

Theoretical and practical components will be assessed together during integrated assessment. Various formative and summative assessment tools and methods will be implemented to ensure confirmation of the mastering of all the outcomes and related workplace competencies, such as written assignments, written tests, case studies and case presentations as well as group discussions. Advanced information retrieval and processing skills and critical analysis projects, will prove integration and application of the knowledge, critical thinking and communication of information.

Summative assessment in each of the modules in the qualification will be conducted by means of a three hour written examination. The project's mini-dissertation/report will determine whether a learner is able to demonstrate critical application of theory, concepts, principles, transportation policies and rules, processes and structures to solve factual and real world problems and issues. The outcome of this mini-dissertation/report will also determine the learner's ability to find new information and to integrate this information with existing knowledge. The assessment will be open, transparent, impartial, valid, objective and reliable, so that an integrated approach to assessment is incorporated into the qualification.