Use of the whole school approach in Environmental Education in secondary schools in Central Uganda

Abstract

The study looked at the progress of EE in secondary schools in Mpigi and Wakiso districts. Specifically, it compared four schcomools where NEMA has piloted The Whole School Approach and five schools that are not involved in the scheme. Students from the two categories were compared on knowledge, attitude and behaviour related to the environment. Information was obtained relating to EE elements in the schools including , sources of information, support from the adminstration, involvement of the teachers workers and surrounding communities. Information was obtained by questionnaires to 780 students, 145 teachers sampled from the schools, and school heads. Additionally, focus group discussions were held with groups of 3-5 teachers and 5-7 students. Local council chairpersons were interviewed too. Data from questionnaires was subjected to statistical analysis using the t-test and chi-square test for differences between populations. In the findings, the pilot schools have progressed further along the concerns continuum but have not implemented the WSA as prescribed. They all have coordinators for EE but committees are rare. Different hybrids have developed with emphases plaed on the environment club. Equivalent clubs exist in the other schools and on the whole are the pivot of EE. The differences in levels of knowledge, attitude and behaviour between the school categories were not statistically significant. From the research, more guidance is needed for teachers involved in EE, especially in the prescribed activities such as environmental audits. There is need to strengthen and network environmental clubs. Mass media should package information in interesting understandable ways. There is a positive correlation between knowledge, attitude and behaviour.