scholarly journals Teachers’ And Students’ Attitudes Towards Integrating Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Timothy Mandila Chikati
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Environmental Degradation ◽  
Environmental Attitudes ◽  
Action Plan ◽  
School Curriculum ◽  
Teachers And Students ◽  
Secondary School Curriculum ◽  
Students Attitudes

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (2007). The theory views the implementation of IEE programme through lenses of four independent variables identified as need; clarity; complexity; quality and practicality on the one hand and teachers’ and students’ levels of environmental awareness, knowledge, skills, attitudes and participation as dependent variables on the other hand. These variables network with local factors and external factors as intervening variables to determine the IEE implementation process. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants for the study. The target population of this study was public secondary schools, teachers and form 4 students from Machakos Sub-County. Stratified and simple random sampling techniques were employed in sampling secondary schools, teachers and students.  Questionnaires were used for data collection. Quantitative data were analysed using simple descriptive statistics. Overall study findings demonstrated that both teachers’ and students’ attitudes towards integrated environmental education in the secondary school curriculum were fairly positive though not adequate enough for effective implementation of IEE in the school curriculum hence, the unyielding environmental degradation in Machakos Sub-County. The study recommended that The Ministry of Education and the relevant urgencies such as KICD, DQAS and KNEC work jointly with school managers to draw an action plan to reinforce and intensify teachers’ and students’ levels of environmental attitudes through pre-service and in-service training, workshops and seminars on contemporary environmental issues. It is also recommended that studies are undertaken to understand those impediments that impede change in teachers’ and students’ environmental attitudes so that useful and practical interventions can be identified.

scholarly journals Teachers’ and Students’ Perceptions of Integrated Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya

2018 ◽  
Vol 5 (7) ◽  
pp. 4881-4889
Author(s):  
Timothy Mandila Chikati ◽  
Evans Ogoti Okendo (Phd)
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Environmental Degradation ◽  
Survey Design ◽  
Target Population ◽  
School Curriculum ◽  
Test Statistic ◽  
Teachers And Students ◽  
Secondary School Curriculum

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (1991, revised 2006, 2007). The theory views educational implementation as a model of interactions between characteristics of change (need clarity, complexity, quality & practicality) as independent variables on the one hand and teachers’ and students’ environmental literacy (awareness, knowledge, attitudes, skills, participation) as dependent variables. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants of the study. The target population of this study included public secondary schools, principals, and teachers and form 4 students from public secondary schools in Machakos Sub-County. Instruments for data collection included questionnaires and document analysis schedules. Quantitative analysis techniques were used to analyse data. The t- test statistic was used to test the null hypotheses at 0.05significance level. Study findings demonstrated that both teachers’ and students’ perceptions of the integrated environmental education in the secondary school curriculum were generally weak hence little attention was paid to adequate integration of EE in the school curriculum.  This negatively impacted teachers’ and students’ involvement in and commitment to implementation of EE in the school curriculum hence the persistence of environmental degradation in Machakos Sub County.  The study confirmed that some elements of environmental education were integrated in the subjects that were taught in the secondary school curriculum albeit inadequately and unevenly distributed, apparently marginalizing particularly climate change and land degradation hence reducing the crosscutting nature of EE.  The study recommended that KICD should include a given percentage of EE topics in the curriculum; The Ministry of Education should clearly define environmental policies and prescribe them for schools.

scholarly journals Urban and place-based environmental education in the Ontario Secondary School curriculum

2021 ◽  
Author(s):  
Laila Mnyusiwalla
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
School Curriculum ◽  
Stakeholder Groups ◽  
Secondary School Curriculum ◽  
Enrollment Data

This study reviews the Ontario secondary school curriculum in light of recommendations made by the 2007 Bondar Report, “Shaping Our Schools, Shaping Our Future”. It analyzes curriculum expectations and enrollment data for the purpose of reporting upon and providing recommendations for urban and place-based environmental education (U&PBEE). The extent and prescriptiveness of U&PBEE coverage by subject, course, grade, and course progression or pathway are reported upon. These findings are contextualized through the perspectives of diverse stakeholder groups at the “Education Experts’ Workshop: Implementing 2007 Bondar Report’s Intended Outcomes in 2015” hosted by Ryerson University in April 2015. EE in Ontario does not have its own discrete compulsory courses and despite having been “embedded” in the curriculum, the important arenas of U&PBEE are being applied inconsistently across the mandatory curriculum. Poor enrolment in senior electives shows that the focus of students remains elsewhere, fracturing EE’s progression in secondary schools.

scholarly journals Urban and place-based environmental education in the Ontario Secondary School curriculum

2021 ◽  
Author(s):  
Laila Mnyusiwalla
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
School Curriculum ◽  
Stakeholder Groups ◽  
Secondary School Curriculum ◽  
Enrollment Data

This study reviews the Ontario secondary school curriculum in light of recommendations made by the 2007 Bondar Report, “Shaping Our Schools, Shaping Our Future”. It analyzes curriculum expectations and enrollment data for the purpose of reporting upon and providing recommendations for urban and place-based environmental education (U&PBEE). The extent and prescriptiveness of U&PBEE coverage by subject, course, grade, and course progression or pathway are reported upon. These findings are contextualized through the perspectives of diverse stakeholder groups at the “Education Experts’ Workshop: Implementing 2007 Bondar Report’s Intended Outcomes in 2015” hosted by Ryerson University in April 2015. EE in Ontario does not have its own discrete compulsory courses and despite having been “embedded” in the curriculum, the important arenas of U&PBEE are being applied inconsistently across the mandatory curriculum. Poor enrolment in senior electives shows that the focus of students remains elsewhere, fracturing EE’s progression in secondary schools.

What Mathematical Subjects Should be Included in the Curriculum of the Secondary Schools? From the Point of View of the College

1913 ◽  
Vol 5 (4) ◽  
pp. 243-246
Author(s):  
Robert J. Aley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Curriculum ◽  
Point Of View ◽  
Mathematical Study ◽  
Educational Thought ◽  
The Future ◽  
Secondary School Curriculum ◽  
College Now

As educational thought is now adjusting itself, it seems that the time is not far distant when the secondary school curriculum will be made to meet the needs of those who are to profit by it. The college now has less influence than formerly in shaping the curriculum of the secondary school. It will have still less influence in the future unless it studies the problem from the viewpoint of present conditions and makes many needed adjustments in its requirements. I verily believe that the mathematical study which prepares best for college will prove to be of great value to the student who does not go to college.

Benefits of Integration of Computer and Information Technology into Nigerian Secondary School Curriculum.

2019 ◽  
pp. 124-130
Author(s):  
Lawrence C.O.
Keyword(s):  
Information Technology ◽  
Secondary School ◽  
Secondary Schools ◽  
Computer Technology ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Computer Hardware ◽  
Wrong Side ◽  
Secondary School Curriculum ◽  
Human Skills

The benefits of integration of Computer and Information Technology into Nigerian secondary school curriculum were identified and discussed. Already, Nigeria is on the wrong side of the international digital and global world of computer technology, as it has not made significant effort to integrate Computer and Information Technology into secondary school curriculum especially State and private owned secondary schools. A great deal of instructional and administrative work in secondary schools in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the teaching and learning of information Technology, and also the use of computer technology in secondary education in Nigeria. It further identifies the high cost of computer hardware and software resources; weak infrastructure; lack of human skills and knowledge in Computer and Information Technology, as the major stumbling block to the adoption of Information and Communication Technology in secondary school education system in Nigeria. The study recommends that efforts should be made by government to post skillful teachers with knowledge of Computer and Information Technology to teach in the secondary schools so as to impact computer skills to the students, and also stabilize electricity supply in Nigeria for effective teaching and learning process of Computer and Information Technology.

SoundOFF: The Secondary School Curriculum— What Should It Include?

1984 ◽  
Vol 77 (3) ◽  
pp. 158-159
Author(s):  
John D. Neff
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Curriculum ◽  
Secondary School Curriculum

Much has been said in recent months about mathematics that is needed or neglected in the secondary schools. Although certain similarities exist in the various reports, there seems to be plenty of room for variations in stress and usefulness.

scholarly journals Food Numeracy: Definition and Application Across the Australian Secondary School Curriculum

2021 ◽  
Vol 9 (7) ◽  
pp. 1
Author(s):  
Shirin Shakeri ◽  
Karen P McDaid ◽  
Judith Fethney
Keyword(s):  
Secondary School ◽  
Nutrition Education ◽  
Action Plan ◽  
School Curriculum ◽  
Global Citizens ◽  
Food Literacy ◽  
Analytical Thinking ◽  
Food And Nutrition ◽  
Secondary School Curriculum ◽  
Future Implication

Introduction: The poor dietary intake among adolescents and the consequential health, economic and environmental concerns associated with poor intakes have been established in the literature. This calls for strengthening of school-based food and nutrition education interventions as recommended in the Australian National Action Plan for the Health of Children and Young People (2020-2030). One researched intervention, by the authors, is the integration of food literacy and food numeracy (FL&FN) across Australian secondary school curriculum. Aim: Food numeracy is a newly introduced term by the authors; this paper provides its substantiated definition, key elements, and an example pedagogy as an approach for integration and application across the curriculum. Methods: Methodologically, a review of scholarly peer-reviewed and grey litearture, and thematic analysis of all secondary school curriculum documents (years 7-10) have been conducted. Results: Food numeracy is defined as the ability to use mathematical skills effectively to partake of daily requirements and be aware of its value from farm to fork. Additionally, two food numeracy key elements of food production and food consumption with several sub-elements with their corresponding curriculum descriptors have been deduced from the curriculum documents. Finally, practical application and integration of food numeracy across all subjects has been demonstrated using deduced food numeracy and relevant numeracy elements from the Australian curriculum. Conclusion/future implication: It is anticipated that integration of food numeracy across the curriculum can strengthen adolescents’ knowledge and skills in both food and nutrition, and numeracy which has a direct correlation with enhanced health status. Introduction and application of food numeracy aligns with contemporary teaching practices which aim to inspire students to use analytical thinking to solve food-related problems and become conscientious global citizens.

Report of the Secondary School Curriculum Committee

1958 ◽  
Vol 51 (2) ◽  
pp. 146-148
Author(s):  
Frank B. Allen
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Curriculum And Instruction ◽  
School Curriculum ◽  
Critical Study ◽  
National Council ◽  
Contemporary Society ◽  
Secondary School Curriculum ◽  
Curriculum Committee

The Secondary School Curriculum Committee of the National Council of Teachers of Mathematics proposes to accomplish its mission by means of a four-year comprehensive and critical study of the curriculum and instruction in mathematics in secondary schools with relation to the needs of contemporary society.

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