Greening the school for sustainable development: a case of Tshwane North District

Year 2021, Volume: 9 Issue: 2, 161 - 180, 15.06.2021

Johannah Bopape Awelani V Mudau , Sıkhulıle Bongınkosı Msezane

https://doi.org/10.17478/jegys.901622

Cited By: 1

Abstract

The aim of the study was to answer the question that arises about what knowledge do role players have about sustainable development through greening schools. The research employed qualitative multiple case study design in three purposefully sampled schools at Tshwane North District, Gauteng Province of South Africa. Besides literature review and theoretical framework of sources, the data was collected through focus group interviews, direct observation and document analysis. Data collected was analysed with thematic content analysis. The results revealed that school role players have little knowledge on greening schools to ensure sustainable development; and opportunities and threats need to be addressed by role players. These were attributed by lack of policy framework and capacity building on how greening schools should be implemented. The study recommended creation of an integrative assessment of green schools that embraces practical activity plan on curriculum and infrastructure. Further research studies in the area of greening schools are recommended for effective sustainable development on school resources.

Keywords

Environmental education, School role players, Green schools, Sustainable development, Sustainable development goals Sustainability

References

• Biz community. (2017). South African green school program launches. Bizcommunity. [Online] Available at: https://www.bizcommunity.com/Article/196/498/160990.html
• Briggs, A. R. J., Coleman, M. & Morrison, M. (2012). (3rd ed). Research methods in educational leadership and management. Los Angeles, USA: SAGE Publications Ltd.
• Brundrett, M. and Rhodes, C., 2014. Researching Educational Leadership and Management. (1st ed). London: SAGE Publications Ltd.
• Burnard, P., Gill, P., Stewart, K., Treasure, E. & Chadwick, B. (2008). British Dental Journal, 2004, pp. 429-432.
• Carvello, M. W. (2009). Master’s thesis. Assessment of the role of Eco-schools in achieving whole school development through sustainability education. Pretoria, South Africa: UNISA.
• Creswell, J.W. (2nd ed). (2007). Qualitative inquiry and research design: choosing among five approaches. London: SAGE publications.
• Creswell, J. W. (2013). (3rd ed). Research design qualitative, quantitative and mixed method approaches. London: SAGE publications.
• Department of Education. (2012). National Curriculum Statements Grades R-12. Pretoria: Department of Education.
• Department of Education. (2014). Curriculum Assessment Policy Statements: Grades R-9 (Schools). Pretoria: Department of Education.
• Department of Environmental Affairs. (n.d). Environmental Content in the Curriculum (CAPS). Pretoria: Government printer.
• Department of Environmental Affairs. (2012). South Africa Environmental outlook: Sustainability in South Africa (Chapter 2). South Africa. Pretoria: Department of Environmental Affairs.
• Diab, R. (2015). State of green technologies in South Africa. South African Journal of Science. 111(3/4), p.7.
• Earthman, G.I. (3rd ed). (2009). Planning educational facilities. Maryland: Rowman & Limited Education.
• Frey, J. H. & Fontana, A. (1991). The group interview in social research. Social Science Journal, 28(2), pp.175-187.
• Gear, S. (2009). Going green: 365 ways to change the world, making a planet a better place, one day at a time. Johannesburg: Penguin Books.
• Graneheim, U. H. & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today. 24, pp.105-112.
• Hens, L., Wiedemann, T., Raath, S., Stone, R., Reuders, P., Craenhals, E. & Richter, B. (2010). Monitoring Environmental Management at Primary schools in South Africa. Journal of Cleaner Production, 18 (7). pp. 666-677.
• Humble, A. M. & Radina, M. E. (editors). (2019). How qualitative data analysis happens: Moving beyond themes emerged. New York: Routledge. pp. 64-67.
• Jenkins, W. (2009). Spirit of sustainability theory: Berkshire publishing. [Online]. Available at: S.indd (berkshirepublishing.com)
• Kariaga, P. Kariaga, M. G., Ogemah, V. & Nyando, V. (2012/2013). Education for sustainable development: The case of Masinde Muliro university of Science and Technology. Southern African Journal of Environmental Education. 29.
• Kensler, L. A. W., (2012). Ecology, democracy, and green schools: an integrated Framework. Journal of School Leadership. 22. pp.789-814.
• Kerlin, S., Santos, R. & Bennett, W. (2015). Green schools as learning laboratories? Teachers’ perceptions of their first year in a new green middle school. Journal of Sustainable Education. pp.1-11
• Le Roux, J. (2014). The role of participation and technology in creating sustainable green environments. (Maters thesis). South Africa: North West University.
• Lichtenstein, B. B., Uhl-Bien, Marion, R., M., Seers, A., Orton, J. D. & Schreiber, C. (2006). Complexity leadership theory: An interactive perspective on leading in complex systems. Complexity and organisation, 8 (4), 2-12: Management Faculty Publication 8. Retrieved from http//:digitalcommons.inl.edu/managementfacpub/8
• Loubser, C. P. (2nd ed). (2014). Environmental education and education for sustainable development. Pretoria: University of South Africa.
• Luetkemeier, R., Mbidzo, M. & Lietz, S. (2021). Water security and sustainability: Transdisciplinary research insights from Namibian-German collaborations. Southern African Journal of Science, 117, 1(2), p. 1-12 doi.org.10.17159/sars.2021/7773
• Makokotlela, M. V. (2016). Doctoral thesis. Determining the effectiveness of environmental education initiatives of selected government departments in South Africa. Pretoria: UNISA.
• Maree, K. (Revised edition). (2012). First steps in research. Pretoria: Van Schaik.
• McMillan, J. & Schumacher, S. (2014). Research in education: Evidence-based inquiry. Edinburg Gate, England: Pearson Education Limited.
• Meriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. London: Jossey-Bass Publishers.
• Miles, M., Huberman, M. & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Edition 3. Los Angeles: SAGE publications.
• Morgan, D. L. (2013). Focus groups as qualitative research. (2nd ed). Thousand Oaks: Sage Publications inc
• Morrisson, K. (2002). School leadership and complexity theory. London: RoutledgeFalmer
• National Planning Committee. (2013). National Development Plan 2030: Our Future-Make it work-Executive Summary. [Online]. South Africa, Department: The presidency. Available at: http://www.gov.za/documents/national-development-plan-2030-our-future-make-it-work
• Ngulube, P. (2015). Qualitative Data Analysis and Interpretation: Systematic Search for Meaning, in Mathipa, E. R. & Gumbo, M. T. (eds). Addressing research challenges: making headway for developing researchers. Noordywk: Mosala-MASEDI Publishers & Booksellers cc. pp.131-156
• Oghenekokwo, J. E., (2017). Literacy Education and Sustainable Development in Developing Societies. Department of Educational Foundations. Wilberforce Island, Nigeria: Niger Delta University. doi:10.7575/aiac.ijels.v.5n.2p.
• Ringdahl, B. (2008). Flying the international green flag. African Wildlife. 62(3). p.36
• Silverman, D. (2016). Qualitative Research. (4th ed). Los Angeles: SAGE Publications Inc.
• South Africa. (1996). South African Schools Act 84 of 1996. Pretoria: Government Printer.
• South Africa. (2010). Environmental Sector Skills Plan for South Africa; A system approach to human capacity development and sector skills planning. Pretoria: Department of Environmental Affairs.
• South Africa. (2018). National Norms and Standards for School Funding Act. Pretoria: Government printer.
• South Africa. Official Guide to South Africa. (2018/19). (16th edition). Pretoria: Government Communications and Information System (GCIS).
• South African National Biodiversity Institute (SANBI). (2018). Trees of the year. Pretoria: SANBI Bookshop.
• Stevenson, R. B., Brody, M., Dillon, J. & Wals, A. E. J. (eds). (2013). International handbook of research on Environmental Education. New York: Routledge Publidhers
• Trafford, V. & Leshem, S. (2011). Stepping stones for achieving your doctorate: Focusing on your viva from the start. Berkshire, United Kingdom: Open University press
• Tsikra, P. & Andreou, E. (2017). Investigation of the Energy Potential in Existing School Building in Greece. The role of Shading and Daylight Strategies in Visual Comfort and Energy Saving. Procedia Environmental Sciences. 38. pp. 204-211.
• Unesco/Unep. (1978). Tbilisi principles of environmental education. Connect. 3(1)1.
• United Nations. (2015). [Online]. Transforming our world: the 2030 Agenda for sustainable development Programme. Available at: https://sdgs.un.org/2030agenda
• US Health Report. (2015). How a green building influences the health of its occupants. [Online]. Available at: https://medicalxpress.com/news/2015-07-green-health-occupants.html [Accessed on 18/06/2018].
• Wildlife Environmental Society of South Africa. (2018). [Online]. Available at: www.wessa.co.za
• World Economic Forum Annual Meeting. (2020). [Online]. Available at: https://www.weforum.org/events/world-economic-forum-annual-meeting-2020 Accessed on 02/12/2020
• Zikmund, W. G. & Babin, B. J. (3rd ed). (2010). Essentials of marketing research. Mason. USA: C & C Offset printing