Master of Education in Environmental Education

Purpose

The purpose of a Master of Education in Environmental Education (MEd (Environmental Education)) is to educate and prepare researchers. These learners will contribute to the development of knowledge in the field of Environmental Education, including knowledge about professional practice. The qualification will provide learners with specialist knowledge and skills within environmental education. They will critically analyse, make sound judgements to solve complex problems in their institution of learning and community. Learners of this qualification will contribute to responsible environmental and societal practices, ensuring a sustainable future, improving quality of life.

This qualification will allow educators to explore environmental issues, engage in problem-solving, and take action to address the sustainability of the environment. In this way, learners will develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions that will result in transformative learning of their learners. The qualification aims to produce well-trained teachers who are leaders to promote and influence, through their teaching, societal, environmental awareness and responsibility.

Rationale

The need exists for an MEd (Environmental Education) qualification so learners can do research, plan, implement, supervise, and manage processes and qualifications in environmental education. They will be able to contribute to sustainable development in schools and other institutions of learning.

Unesco (2017) states that Environmental Education is closely associated with sustainable development and presents education as a human right and a force for sustainable development and peace. Sauv� (1996) appraises this relationship in different ways. One of which is that sustainable development is the ultimate goal of environmental education, and formulates a more appropriate expression: environmental education for the development of responsible societies. The qualification centres on sustainable development. Brundtland Commission report (1987) defines it as: "Development that meets the needs of the present without compromising the ability of future generations to meet their own needs." The three objectives of sustainable development: economic growth, environmental protection and social inclusion results in the multidisciplinary approach of this qualification.

The White Paper for Education and Training for South Africa (1995) calls for "Environmental Education, involving an interdisciplinary, integrated and active approach to learning. It is a vital element of all levels of the education and training system, to create environmentally literate and active citizens. Also, to ensure that all South Africans, present and future, enjoy a decent quality of life through the sustainable use of resources". Not only does this qualification prepare researchers with the research competence, but also instils an awareness. It promotes a whole scale change in how teachers interact with the biophysical life-support systems and the critical role this plays in creating a more just, peaceful and sustainable world.

An innovative and reflective understanding of environmental education for sustainable development will lead to a rethink of how social, economic and environmental issues through formal and informal education, as well as management in South African institutions of learning. The MEd (Environmental Education) can contribute to this call and need. The qualification will add to comprehensive scholarly research by proactive and informed teachers on environmental education for sustainable development issues.

The qualification will target practising environmental education, training and development practitioners, including teachers, lecturers, curriculum developers, researchers, and conservationists who are teachers. This qualification will enable teachers to pursue further Postgraduate studies at Doctoral Level (NQF 10) in the cognate field of Environmental Education. Learners can pursue careers as environmental education specialists, academics, conservation scientists, park environmentalists, educators, environmental centre recreation workers.

Recognition of Prior Learning (RPL)

Where learners do not meet the minimum admission requirements, the institution uses RPL to grant access and credits to the qualification. The application of RPL follows the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment policies.

• Through its RPL policy and the Faculty of Education will ensure that quality assurance processes address the specificities of the RPL process (including applications, assessment, and reporting and management systems); and that administrative and support systems, both prior and after RPL assessment, are in place.
• NQF Level 8 competencies will assess the learners.
• The learner will be thoroughly informed about the process followed.
• If the learner can demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification, the assigning of appropriate credits will be awarded to the learner for the applicable module.
• The determining factor at all times will be 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.
• The basis of Recognition of Prior Learning is on the grounds of applied competencies that the learner has demonstrated.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education Honours in Environmental Education, NQF Level 8.

Or

• Postgraduate Diploma in Education in Environmental Education, NQF Level 8.

This qualification consists of a compulsory module at NQF Level 9 totalling 180 Credits.

Compulsory Modules, NQF Level 9, 180 Credits

• Advanced Environmental Education for Sustainable Development, 18 Credits.
• Leadership and other roles in Environmental Education, 18 Credits.
• Socio-Ecological Issues and Risks, 18 Credits.
• Current Environmental Issues, 18 Credits.
• Advanced Research Methods in Environmental Education, 18 Credits.
• Research mini-dissertation, 90 Credits.

1. Demonstrate specialist knowledge, as well as a critical understanding of the theoretical underpinnings of environmental education, to specifically enable the elaboration, evaluation and critique of key research methods in environmental education, current environmental issues, socio-ecological issues and risks, and leadership and other roles in environmental education.
2. Analyse and critically evaluate knowledge gained in environmental education and engage cognitively with and examine the local, national and international dynamics in workplace institutions of learning.

Contributing to an extensive knowledge framework about interrelated matters in environmental education.

1. Design, select and apply appropriate and creative methodology (qualitative and quantitative) and to perform original independent research under supervision that includes using critical and specialised skills to think systematically, holistically and professionally about environmental issues.

Evaluate authentic and relevant problems - solving areas in institutions of learning through environmental education.

1. Selecting and effectively using a wide range of specialised systems thinking, interdisciplinary thinking, and creative problem-solving skills in institutions of learning to aid in the development of the following roles:

• Leadership, consumer, educator and decision-maker with a sense of environmental responsibility and self-reflective practice to form part of an interrelated system of roles and relationships within the field of environmental education.

1. Make autonomous ethical decisions and develop values which affect the global and local community about ethical issues and professional practice in environmental education.

Critically contribute to the development of ethical standards acting with care, integrity, accountability and responsibility within appropriate professional leadership roles in the practice of environmental education in institutions of learning.

1. Demonstrate enlightened thinking and apply it to working effectively with team members from different institutions of learning:

• Disseminate ideas and information, to transform environmental education, and make responsible decisions to address environmental issues, and in this way demonstrate a potential to act as leaders and experts in the field of environmental education designing and implementing strategies to provide local solutions for sustainable development.

1. Define and sustain professional development and take full responsibility using management and accountability of his/her learning within the field environmental education in a self- directed and self-critical manner, to prepare himself/herself towards a disposition of life-long learning.

Associated Assessment Criteria for Exit Level Outcome 1

• Discuss, with motivation his/her opinions, using specialist knowledge and understanding of environmental education.
• Evaluate and critically discuss key research methods in environmental education, current environmental issues, socio-ecological issues and risks, and leadership and other roles in environmental education.

Associated Assessment Criteria for Exit Level Outcome 2

• Gather, analyse and critically evaluate knowledge gained in environmental education appropriate to institutions of learning.
• Effectively gather, analyse and integrate academic sources.
• Examine how knowledge about environmental education highlights the interrelatedness of local, national and international issues that affect the dynamics of a workplace.
• Provide a synthesis for a discussion to highlight the interrelatedness of local, national and international issues that affect the dynamics of a workplace.

Associated Assessment Criteria for Exit Level Outcome 3

• Investigate environmental issues in institutions of learning to identify and analyse the challenges that impact on sustainable development.
• Select an appropriate research topic with the guidance of a supervisor.
• Formulate appropriate, relevant research questions and choose an appropriate research design.
• Consider the ethical implications of the research study and apply for ethical clearance at the ethics committee.
• Undertake a research project using systemic and holistic thinking and professionally present findings and conclusions in an academic mini-dissertation as a creative writer and critical thinker when promoting environmental education.

Associated Assessment Criteria for Exit Level Outcome 4

• Engage in critical discussions and analysis of social and environmental justice as an expert in the field of environmental education, seeking practical solutions to interrelated problems in institutions of learning.
• Analyse and synthesise expertise gained in environmental education and use critical skills to evaluate, with motivation for a discussion, leadership, consumer, educator and decision-maker roles in institutions of learning to promote self- reflective practice and environmental responsibility related to complex environmental issues.

Associated Assessment Criteria for Exit Level Outcome 5

• Reflect on the professional development and values resulting from the study and practice of environmental education in institutions of learning by engaging with peers in various contexts demonstrating written and oral communication skills.

Associated Assessment Criteria for Exit Level Outcome 6

• Interpret and communicate using an environment that will aid in addressing environmental issues that can transform environmental education in institutions of learning.
• Evaluate issues to make responsible decisions that will aid in solving environmental issues that can transform environmental education in institutions of learning.

Associated Assessment Criteria for Exit Level Outcome 7

• Apply and justify problem-solving strategies.
• Coherently and reliably work alone and with others as a leader or team member.
• Explain the relevance of the new knowledge and skills mastered in this qualification to contribute to environmental education for sustainable development in the workplace.

Integrated Assessment

The assessment and moderation procedures for the Faculty of Education follows the Teaching, Learning and Assessment Policy of the institution. The assessment approach of the is continuous formative and summative assessment activities within outcomes and qualification-based higher education environment.

As per the institution's Teaching, Learning and Assessment Policy, assessment instruments are appropriate, valid and reliable. The assessment instruments adhere to the requirements of the relevant NQF Level descriptor. The assessment criteria are formulated clearly and correctly and are communicated to learners explicitly. At least one opportunity for integrated assessment is available with the inclusion of the main objective and key purpose of the qualification. Both formative and summative assessments form part of the learning design of this qualification. Regarding the formative assessment of modules: All assignments will be submitted for assessment. Written feedback, accompanied by memoranda, will be given to learners to guide them towards improving their work. Assignments could include a component in which the learners apply theory and a case study. Feedback and marks for formal formative assessment opportunities are communicated to learners timeously days after the submission date.

Three assignments and one case study assignment with a presentation, respectively, must be completed individually.

The examination consists of one three-hour paper (summative assessment) or completion of an integrated portfolio for the following four modules (Advanced Environmental Education for Sustainable Development; Leadership and other roles in Environmental Education for Sustainable Development; Socio-Ecological Issues and Risks; and Current Environmental Issues).

The module Advanced Research Methods in Environmental Education for Sustainable Development will require the learner to submit his/her research proposal for summative assessment.

The 90 Credit module (Research mini-dissertation) in this qualification is a research module, using a mini-dissertation under supervision. Its summative assessment takes place externally.