Environmental Education
Author: Tichaona Pesanayi - EEASA
( Article Type: Opinion )
Southern Africa, defined as the region within the southern African Development Community (SADC) is richly endowed with diverse biodiversity and excellent ecosystem services. It is also rich in its diverse people, numbering nearly 300 million, who are held together in communities of practice by the spirit of Ubuntu (‘I am because you are’). Approximately 75% of the people in the SADC Member States live in rural areas, with a yet greater proportion depending directly on natural resources for their daily livelihoods. However, the SADC region is also under present and future threat from HIV/AIDS, over-utilisation of natural resources, limited access to water and adequate food, climate change risk, lack of institutional efficacy and poverty among other constraints. A holistic perception of the environment clearly shows how the interplay between life-support systems, social, economic and political dimensions of our lives (see Figure below) requires inter-sectoral responses to emerging challenges of environmental deterioration
a holistic perception of environment
Responses to environmental risk
Various responses to environmental risk have been developed by humankind since the emergence of creative forces, and include local adaptive practices, national and regional environmental education programmes, and environmentally sound development projects such as sustainable agriculture, integrated water resources management, and more recently green jobs. Some of the best responses to environmental risk have been those that have combined learning from local and indigenous ways of knowing with modern technological solutions.
The importance of environmental education was recognised by SADC when in 1993 the Ministers of Environment established a regional environmental education programme (SADC REEP). Since it started operating in 1997, the SADC REEP has been working to enable environmental education practitioners in the SADC region to strengthen environmental education processes for equitable and sustainable environmental management choices.
This has been achieved through enhanced and strengthened environmental education policy, networking, resource materials, training capacity, research and evaluation. The SADC REEP approach to environmental capacity building has been to focus on people’s practices and learning, through enhancing capabilities to seek alternatives and increase access. The SADC REEP has also partnered with other regional and national environmental education (EE) initiatives, and also aligned with regional EE and education for sustainable development (ESD) processes. Environmental education discourse has been enriched by the declaration by world leaders of a United Nations Decade of Education for Sustainable Development (UNDESD, 2005-2014), which has provided a more holistic approach to environmental issues in socio-economic contexts of risk and vulnerability. In southern Africa, EE and ESD have been strengthened by regional level networking through communities of practice such as the Environmental Education Association of southern Africa (EEASA).
Environmental networking through the EEASA
Community of Practice T
he Environmental Education Association of South Africa (EEASA) has operated in the SADC region since 1982, and has supported environmental education practitioners through its EEASA academic Journal and the EEASA bulletin. EEASA organises an annual conference every year and keeps its individual and corporate members up-to-date with regional and global trends in environment. EEASA’s publications are available on its website www.eeasa.co.za.