EFFECTIVENESS OF THE ENVIRONMENTAL EDUCATIONPROGRAMME IN SECONDARY SCHOOLS IN MUTASA DISTRICT, ZIMBABWE

Abstract

The study was designed to evaluate the effectiveness of the environmental education programme
in secondary schools in Mutasa District, Zimbabwe. The researchers employed the descriptive
research design to gather data from informants on the factors that influenced implementation of
the programme. Three research instruments were utilised in this research including an open- ended questionnaire administered to the secondary school teachers, a semi-structured interview
with school administrators and observations made of school surroundings to determine the level
of environmental consciousness of the school community. The research findings showed that
school administrators accept the idea of Environmental Education and the actual teaching of
components of Environmental Education in core subjects added impetus to the programme. The
use of varied didactic approaches and teaching media also acted as a positive factor in promoting
implementation of the programme. The research likewise revealed that the co- curricular
activities to a large extent enhanced the programme implementation thrust. In the majority of
cases, school surroundings were shaped into moderately stimulating environmental models.
Effectiveness in programme implementation was howeverlimited due to non- existence of
functional environmental education departments and functional heads of departments for the
subject. Inadequate planning and preparation of the programme activities further drew progress
back. Another obstacle was absence of statutory instruments or circulars from the Ministry of
Primary and Secondary Education for guidelines on programme effectuation and inadequate
environmentally oriented resources. The main recommendations were that the Zimbabwean
Ministry of Primary and SecondaryEducation should provide clear guidelines and close
supervision in the implementation of the programme. On the other hand, school administrators
should procure adequate resource materials for educators and learners. School surroundings
should be transformed and maintained in a highly environmentally stimulating state. It was also
suggested that teachers should closely monitor pupils’ participation in co- curricular activities to
ensure the acquisition ofthe desired values,attitudes, skills, and knowledge.