Bridging the Gap: Enhancing Environmental Education through Workplace-Based Learning in South Africa
Introduction
Workplace-based learning has become increasingly significant in contemporary education, particularly within the context of vocational and professional training. In South Africa, the integration of environmental education within workplace settings is crucial given the country’s unique ecological challenges and socio-economic dynamics. The Environmental Education Training and Development Practices (EETDP) Level 5 qualification aims to bridge the gap between theoretical knowledge and practical skills, fostering reflexive and impactful environmental education processes. Jonathon James Wigley’s (2006) thesis, “Understanding workplace-based learning contexts to inform curriculum development: The case of a Level 5 Environmental Education Training and Development Practices Qualification,” presents an interpretive case study that explores how workplace learning environments in the agricultural and local government sectors shape curriculum development for the EETDP qualification.
Wigley’s research is particularly relevant today as South Africa continues to prioritize sustainable development and environmental stewardship (Department of Environmental Affairs, 2018). The study’s focus on workplace epistemologies and institutional structures provides valuable insights into how environmental education can be tailored to meet the specific needs of different sectors, thereby enhancing its effectiveness and relevance. By examining the diverse understandings of environment, sustainability, and education within these contexts, the thesis underscores the importance of a holistic and reflexive approach to curriculum development (Lotz-Sisitka, 2017). This approach not only addresses the technical aspects of environmental education but also considers the socio-cultural and structural influences that impact educators and learners.
Conclusion
In conclusion, Jonathon James Wigley’s thesis offers a comprehensive analysis of workplace-based learning contexts and their implications for curriculum development within the EETDP Level 5 qualification framework. The findings highlight the need for a curriculum that integrates theoretical knowledge, practical skills, and reflexive capabilities, thereby fostering a more nuanced and effective approach to environmental education. As South Africa grapples with environmental challenges and strives for sustainable development, the insights from this study are particularly pertinent. The emphasis on understanding and integrating diverse workplace epistemologies and institutional structures into the curriculum development process is crucial for empowering environmental educators and enhancing the overall impact of environmental education (Wigley, 2006).
The recommendations for a holistic curriculum approach that considers the socio-cultural and structural influences on educators and learners resonate with contemporary educational practices that prioritize contextual relevance and reflexivity (Muller, 2018). By fostering a deeper understanding of the complex interplay between knowledge, practice, and reflexivity, the EETDP curriculum can better equip environmental educators to navigate and influence their work environments effectively. This, in turn, can contribute to the broader goal of promoting sustainable practices and environmental stewardship in South Africa.
References
Department of Environmental Affairs. (2018). National Environmental Management Act. Pretoria: Government Printer.
Lotz-Sisitka, H. (2017). Education and climate change: Living and learning in interesting times. Routledge.
Muller, J. (2018). Reclaiming knowledge: Social theory, curriculum and education policy. Routledge.
Wigley, J. J. (2006). Understanding workplace-based learning contexts to inform curriculum development: The case of a Level 5 Environmental Education Training and Development Practices Qualification. Rhodes University.
