Makokotlela, Matlala Violet

World heritage sites as environmental education resources : a case study of the Cradle of Humankind.

Pretoria

2009

Pretoria, Univ., M. Ed., 2009

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Abstract: Studies have shown that world heritage sites are regarded as environmental education (EE) resources. However, environmental activities are not integrated with the National Curriculum Statement (NCS) because the heritage educator and guides are not trained in EE, the heritage educator do not liaise with the Department of Education (DoE) especially the curriculum implementation unit and World Heritage Youth Forum. The purpose of this study is to establish the role that world heritage sites can play to provide adequate access to appropriate EE resources since this is a problem that hampers successful implementation of EE. The study gathered data through observation, document analysis, interviews and questionnaire. The data analysis was based on an inductive process that builds concepts. The study recommends training of heritage educator and guide in EE, heritage educator to liaise with Department of Education especially the curriculum implementation unit and the World Heritage Youth Forum to ensure effective implementation of environmental activities at the site.

Tab of contents
Title
Declaration
Acknowledgement
Abstract
Key words

Chapter 1: Orientation

1.1 Introduction
1.2 Heritage sites as EE resources
1.3 Reflection on the incorporation of environmental education at different levels
1.3.1 International level
1.3.2 National level
1.4 Problem description
1.4.1 Problem statement
1.4.2 Hypothesis
1.5 Research question
1.6 Purpose of the study
1.7 Motivation for the research
1.8 Research approach, method and design
1.8.1 Data collection methods, analysis and interpretation
1.8.1 (a) Observations
1.8.1 (b) Document analysis
1.8.1 (c) Interveiws
1.8.1 (d) Focus group interviews
1.8.1 (e) Questionnaires
1.8.1 (f) Sampling
1.8.1 (g) Data analysis
1.8.1 (h) Interpretation of data
1.8.1 (i) Ethical concerns
1.9 Summary

Chapter 2: Conceptualization and Contextualization of World Heritage sites as environmental education resources

2.1 Introduction
2.1.1 The Greater St. Lucia Wetland Park
2.1.2 The Robben Island
2.1.3 Mapungubwe
2.1.4 uKhahlamba Drakensberg Park
2.1.5 The Cape Flora Region World Heritage Site
2.1.6 The Cradle of Humankind
2.1.6 (a) Sterkfontein site
2.1.6 (b) Taung site
2.1.6 (c) Makapan′s Valley
2.1.6 (d) Kromdraai
2.1.6 (e) Drimolen
2.1.6 (f) Bolt′s farm, Wonder cave, Minnaar′s Caves, Plover′s Lake, Haasgat, Gondolin, and Coopers Caves.
2.1.6 (g) Gladysvale
2.1.6 (h) Swartkrans
2.2 Definitions
2.2.1 Heritage
2.2.2 Site
2.2.3 Heritage site
2.2.4 World heritage sites
2.2.5 Environment
2.2.6 Education
2.2.7 Environmental Education
2.2.8 Environmental education resources
2.3 Environmental Educatin programmes at the heritage sites, heritage issues and the curriculum, and heritage educators
2.3.1 Heritage sites and environmental education programmes
2.3.2 Heritage issues and the curriculum
2.3.3 Heritage educators
2.3.4 Resources at the Cradle of Humankind
2.3.4 (a) Teacher′s resource pack
2.3.4 (a) (i) Learner′s activities
2.3.4 (a) (ii) The sustainability wall
2.4 Summary

Chapter 3: Research approach, method, design and data collection tools

3.1 Introduction
3.2 Research approach
3.3 Research method
3.4 Ensuring research accuracy
3.5 Research process: Design and methodological strategies
3.5.1 Research design
3.5.2 Data collection tools
3.5.2 (a) Observation
3.5.2 (b) Document analysis
3.5.2 (c) Interviews
3.5.2.(d) Questionnaire
3.6 Data analysis
3.7 Summary

CHAPTER 4: Presentation, analysis, and interpretation of data

4.1 Introduction
4.2 Data from observation and findings
4.2.1 Observation at Maropeng
4.2.2 Observation at Sterkfontein
4.3 Data from documents and their results
4.3.1 The teacher′s resource pack
4.3.2 Maropeng educational resource pack
4.3.3 The sustainability wall
4.3.3 (a) The four main elements
4.3.3 (b) Dumping of rubbish
4.3.4 Telephones
4.4 Data obtained from interviews and the results
4.4.1 Biographical data of participants
4.4.2 Data on Environmental Education policies obtained at the site
4.4.3 Data on heritage educators at the site and their response
4.4.4 Data on teaching environmental activities at the site and the findings
4.4.5 Data on heritage issues, environmental activities, the curriculum and the findings
4.4.6 Data on resources for teaching environmental activities at the site and their findings
4.4.6 (a) Projects: The pom-pom weed (Campuloclinium macrocephalum)
4.4.6 (b) Indigenous plant/grasses
4.4.6 (c) Partnerships- UNESCO
4.4.6 (d) Pollution
4.4.6 (e) Recycling
4.4.7 Data on educators who visited the site and the results
4.4.7.a Fauna
4.4.7.b.Flora
4.4.7.c.National Geographic programme on DSTV
4.5 Summary

CHAPTER 5: RESEARCH SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction
5.2. Summary of research findings
5.2 1 Observations at Maropeng
5.2.2 Observations at Sterkfontein
5.2.3 Document results
5.2.3 (a) The teacher′s resource pack
5.2.3 (b) Maropeng educational resource pack
5.2.3 (c) The sustainability wall
5.3 Recordings available via telephones
5.4 RESULTS FROM INTERVIEWS
5.4.1 Biographical data
5.4.2 Data on Environmental Education policies at the site
5.4.3 Data on heritage educators at the site
5.4.4 Data on how to teach environmental activities at the site
5.4.5 Data on heritage, environmental activities and the curriculum
5.4.6 Data on resources for teaching environmental activities at the site
5.4.7 Data on educators who visited the site
5.4.8 Testing the hypothesis
5.5 Recommendations
5.6 Limitations of the study
5.7 Suggestions for further research
5.8 Summary
6. BIBLIOGRAPHY
7. APPENDICES
APPENDICE A QUESTIONNAIRE
APPENDICE B LETTER TO THE CRADLE OF HUMANKIND REQUESTING PERMISSION TO DO RESEARC
APPENDICE C LETTER OF APPROVAL FROM THE CRADLE OF HUMANKIND PARTICULARLY MAROPENG AND STERKFONTEIN SITES
APPENDICE D ATTENDANCE REGISTER FOR DISTRICT 14 TEACHERS WHO VISITED MAROPENG

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12.12.2017