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Developing an environmental education strategy framework.
A case study of the Endangered Wildlife Trust (EWT).
Grahamstown, Rhodes University, M. Ed., 2003
The study focused on the development of an environmental education (EE) strategy framework in the Endangered Wildlife Trust (EWT) of South Africa. Evidence shows that the roles of conservation and biodiversity education could potentially be merged towards producing a practical strategy, beneficial to the organisation and its individual staff members. Questionnaires, interviews and the individual perceptions of staff members, as well as the analysis of relevant documents, suggested that the potential for the practice of EE towards the development of an EE strategy within the organisation is substantial. EWT staff members can contribute towards a change in the way that South Africans think about conservation and nature. Environmental ethics need to be promoted and understood by all. Within the EWT, environmental education activities are in place and diverse, yet they lack any form of monitoring and evaluation. The Trust is already practicing a form of EE but the potential to do more and the opportunities for expansion are unlimited.
Inhaltsverzeichnis :




Chapter 1: Introduction
1.1. Aims of the study
1.2. Assumptions upon which the research is based
1.3. Some considerations on the relationship between humans and their environment
1.4. Biodiversity conservation and education
1.5. Layout of the thesis
1.6. Conclusion

Chapter 2: Context and related literature
2.1. Introduction
2.2. The Endangered Wildlife Trust (EWT) - factual profile
2.3. The EWT and organisational management
2.4. The EWT working group structures
2.5. Global environmentalist perceptions of environment
2.6. EE as a response to the environmental crisis
2.6.1. EE and conservation in South Africa
2.6.2. EE, biodiversity and international strategy
2.7. The EWT and the need for an EE strategy
2.8. Environmental legislation in South Africa
2.9. Conclusion

Chapter 3: Methodology
3.1. Introduction
3.2. Research design decisions
3.3. Site and method
3.4. Collection of data
3.4.1. Document analysis
3.4.2. Questionnaire
3.4.3. Semi-structured interviews
3.5. Data analysis
3.6. Validity issues
3.6.1. Possible threats to the validity
3.7. Critical evaluation
3.8. Conclusion

Chapter 4: Results and discussion – perceptual profiles of EWT working groups
4.1. Introduction
4.2. Working group and partnership ranges of activities
4.2.1. EE activities and target groups in relation to effectiveness
4.2.2. Visions, missions, goals and objectives
4.2.3. Perceived roles of working group leaders
4.3. Perceived progress made since establishment of working groups
4.4. Perceptions of improvements made in EE since establishment
4.5. Perceived future plans
4.5.1. General
4.5.2. Environmental Education (EE)
4.6. Perceived differences and similarities between working groups
4.7. Perceptions about threats to endangered species
4.8. Working group responses to the above threats
4.9. Perceived constraints in the workplace
4.10. Perceived working group strengths and weaknesses
4.11. Working group perceptions about EWT superiors and EE
4.12. Conclusion

Chapter 5: Results and discussion – working group perceptions about EE
5.1. Introduction
5.2. Perceptions about the concept of EE
5.2.1. Definitions of the EE concept
5.2.2. Relation to wider EE initiatives
5.2.3. The importance of indigenous knowledge
5.2.4. EE as a potential response to threats to endangered species
5.3. Perceived EE requirements of working groups
5.3.1. Perceived gaps in EE practice
5.4. The perceived importance of corporate business
5.5. Working groups perceived knowledge of colleagues′ EE practice
5.5.1. Perceived awareness of colleagues′ EE activities
5.5.2. Perceived knowledge about the CLG, an EE-oriented working group
5.6. Working group perceptions towards the proposed framework
5.6.1. The perceived importance of policy
5.6.2. The perceived importance of a framework for an EE strategy
5.6.3. The perceived importance of a national monitoring and evaluation system for EE
5.7. Conclusion

Chapter 6: Conclusions and recommendations – towards a possible framework for an EE strategy within the EWT
6.1. Introduction
6.2. Reflections on relevance of aims
6.3. Research results
6.3.1. The structure of the EWT
6.3.2. Constraints experienced by working groups
6.3.3. The role of environmental education within the EWT
6.4. A case for a monitoring and evaluation system within the EWT
6.5. A case for a national framework for an EE strategy within the EWT
6.6. Recommendations
6.6.1. A tentative framework for an EE strategy within the EWT
6.7. Critical evaluation of the research process
6.8. Conclusion

List of references

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