SOUTH AFRICA
4. Curriculum Development: Programmes and Resources
6.2 RECOMMENDATIONS
6.2.1 Recommendation One
From the feedback received during the research process, it would seem evident that courses that the SADC-REEP offer, are of value in the enhancement of understanding of environmental education in the region. The duplication of such courses would thus seem to be critical for the region. Not only should the present courses be more widely promoted within the region but also new courses in other countries should be investigated. This seems to be a particular need in countries, where a language other than English, is the official language.
Funding of such courses is evidently a problem and the SADC-REEP could look to co-operating with other institutions and organisations offering training in the region. Government support for the programme may also be a possible source of funding.
6.2.2 Recommendation Two
The ability to be able to disseminate information in an appropriate manner could be promoted through a clearer understanding of education. The model developed by O'Donoghue and Janse van Rensburg (section 1.3.3, page twenty-one), which develops education as an integrated approach of Encounter, Dialogue and Reflection, should be emphasised and used as a point of departure on training courses.
6.2.3 Recommendation Three
The ability of the SADC-REEP to adapt their training programmes to meet the personal needs of participants in the courses, allows for participants to build capacity according to their needs. The SADC-REEP should therefore, continue to be responsive in the training offered. Addressing the apparent needs that have presented themselves through such research as this is one way of ensuring SADC-REEP training programmes are appropriate for the southern African region it serves. SADC-REEP should also continue to 'challenge' fashionable trends in articulated needs within the region. Training courses could help participants develop an understanding of their 'actual' needs.
6.2.4 Recommendation Four
The need for networking is articulated by applicants to the course, as well as, past participants of the courses. Networking among environmental educators from different backgrounds and countries should therefore continue to be actively promoted. Such tools as the EEMail and the Internet could be utilised to promote wider networking.
6.2.5 Recommendation Five
Although participants on the Rhodes/SADC Certificate Course have the opportunity to develop programmes, and run workshops of their own, the need for more practical experience is evident. The "home based" assignment of the Certificate Course does allow for a practical dimension to the course, however, this could perhaps be introduced as part of the Attachment Programme. As the SADC-REEP seeks to expand its training options, a training course focusing solely on programme and workshop development may be considered.
6.2.6 Recommendation Six
The ability to develop curriculum for environmental education is needed. This is addressed in Theme Four of the of the Rhodes/SADC Certificate Course, but it would appear that it needs more attention. The need for environmental education curriculum, especially in schools and tertiary institutions, should receive further attention. South Africa is engaged in curriculum development with the government support, through the introduction of Curriculum 2005 (Outcome Based Education), but the ability to develop curriculum for environmental education, needs to be extended to other southern African countries. The development of curriculum would have to be country based, to
address the specific environmental needs and education systems of each country. This could be facilitated through the SADC-REEP's training programmes and include collaboration with governments, NGOs and other institutions already existing in the SADC countries.
6.2.7 Recommendation Seven
There is clearly a need for the continued support of resource material development in the region. This involves not only the availability of expertise in data collection and writing skills, but in technical support. The availability of computers and printing facilities at the Umgeni Valley Project may, in the long run, be duplicated in other countries in the region, so that more appropriate resources can be produced locally.
6.2.8 Recommendation Eight
On both the Attachment Programme and the Rhodes/SADC Certificate Course, participants have the opportunity to collect and interpret data for their assignments. More practical activities would seem to be needed to allow participants to develop this skill.
6.2.9 Recommendation Nine
The need for practical skills such as writing, photographic, video and computer skills has been addressed by the SADC-REEP training programmes, but it would seem that these skills could be further developed. Once again, an option is for SADC-REEP to collaborate with institutions specialising in teaching these skills.
6.2.10 Recommendation Ten
There is clearly a requirement for more training in the SADC region to meet the needs of environmental educators, but time is needed to develop the expertise to run these training courses. The practice of including past participants to assist staff on subsequent courses promotes the development of expertise throughout the region. More training will also need financial resources and this could be facilitated through collaboration with other governmental and non- governmental institutions that can contribute to the resources of the SADC- REEP. This will enhance the accessibility of training opportunities for more environmental educators in southern Africa.