3.6.1 Australia
Tilbury et al. (2005:3) state the following as barriers to managing EE projects in Australian schools: EE is simply seen as an add-on or a cross-curricula theme, teaching and learning approaches do not cater for EE projects and EE remains a non- mandatory component of schools and still struggles for acceptance in mainstream curriculum in Australia. Furthermore, while some teacher education and professional development courses may include EE concerns, these programs generally do not adequately prepare teachers to effectively use learning for EE approaches to EE projects/ education in the classroom, and lastly, to most teachers and school managers, EE remains a of low priority.
3.6.2 Canada
According to Lange (2010: 12) in Canada, EE projects are rarely integrated with the mainstream curriculum subjects, are typically of short duration, often lack theoretical or methodological sophistication, and show little compelling evidence of having long- term effects on most students. Poor nutritional diet in Canada which results in overweight, more especially to the Aboriginal population is associated drastic cultural and lifestyle changes that has led to an epidemic of obesity more severe than in the general population.
In Canada, in some provinces of schools do not have EE as part of curriculum. In other provinces, EE is dispersed; it appears as a topic within other curriculum subjects such as mathematics and science subjects. Depending on a particular province, the department of environment initiated their own EE projects in partnership with non– governmental organisations, instead of partnering with schools. Issues such as
62 provincial budget cuts resulted in lack of money to fund the EE projects in schools (Rosset, 2006:8).
3.6.3 America
There are two identified barriers in incorporating nutrition education into the classroom curriculum in USA, namely: competing academic expectations and lack of classroom time. Educators in elementary schools indicated that, they tried to include nutrition education into their curriculum but lack time, in another instances, educators view lack of a suitable curriculum that is combined with nutrition education as a barrier. Educators find it difficult to find nutrition curricula that is easy/short lessons/ readily available and embedded across curriculum. Educators are also not trained to teach such content. Teaching learners about nutrition assist them in having relevant knowledge on what they should eat. Food handlers who are preparing food for learners can easily be informed on what to prepare for learners depending on their nutritional diet. Most classroom teachers preferred a nutrition curriculum which can be integrated into other state-tested subject Matters and includes a school cafeteria component and parent participation, (Perera, 2015)
According to Bartosh (2003:113-114), educators indicated that lack of funding and resource materials are barriers to managing environmental projects in schools. In addition, educators also highlighted that, they need more time for planning EE projects. Lack of support from administration and district to develop and maintain EE projects were also identified as barriers to managing EE projects in schools. Furthermore, lack of time to engage in EE projects and lack of support from school leadership and administrators (district officials) were identified as barriers to manage EE projects in schools. It was further eluded that lack of training on how to manage EE projects and the expectations of curriculum coverage contribute to poor management EE projects. Educators were found to be lacking commitment and knowledge and skills on how to manage EE projects.
In a survey conducted by Chapman (2014:4) on EE projects in schools in twelve states of the US, his findings indicate that teachers feel overwhelmed to take care of reading, writing, math. EE often feels like a separate topic and therefore there is not the same
63 enthusiasm to participate outside the classroom as part of EE projects; school principals indicated not having budget and personnel to organize/fund/lead the EE projects proposals; schools lack a plan on how to manage EE projects; projects are haphazard; school principal and educators indicate that they need time for the competing initiatives for which they are accountable; All of the organizational efforts are on a voluntary basis for staff; there is no compensated time; and this results in no real buy-in from staff and students. EE projects within public schools, are generally embedded in one subject, usually science, making their focus unnecessarily narrow, and provide little, if any, out of classroom experiences. Primary and secondary schools are lacking classroom experience and experimentation based on EE projects. There is also a serious lack of funds to fund EE projects in schools (Laina, 2004:4).
3.6.4 Namibia
The barriers in introducing Envirotech in Namibia includes the following: the resistance to change on the part of the teachers, school management, learners and parents; lack of confidence and experience on the part of the teacher; lack of support from school management who in many instances do not understand new methodology being promulgated through educational reform; and lack of relevant, appropriate and user- friendly resources (Envirotech: Pilot Phase, 1998: 16).
Finding by Haindongo (2013:192) on the lack of collegiality among teachers and principals in Namibia indicated that the school academic staff does not work together to make EE teaching possible. Teachers also seem not to care about nature. Principals also do not support teachers in EE and do not allocate funds for it. This is blamed on lack of understanding of EE and its importance by principals and teachers of departments other than science.
3.6.5 Zimbabwe
Mukoni (2013:12) states that there is a limited commitment from educators to the principles and practices of EE, which is likely to impede the social transformative potential of other members of the school community such as the students and ancillary staff. EE values have not permeated the teachers in particular as they are not taking
64 steps to manage and engage other school stakeholders into an environmental ethic deemed necessary to transform individuals and communities. Environmental issues and values are not at centre stage in the life of the schools. In addition, although the schools have established centres for recycling projects, water wise projects and vegetable garden projects on school premises, teachers were not able to fully recognize their pedagogical value. This indicates that teachers are not making effort to use the sites in the communities or solve environmental problems of the community.
3.6.6 South Africa
According to King (2015:57), some of the challenges concerning management of school EE projects include lack of community involvement; poor assistance from school management and the school governing body; lack of funds to fund the project; lack of cooperation among educators; lack of material and resources; and workload of educators. Bhana, Morrell, Epstein and Moletsane (2006:13) similarly argued that an overloaded curriculum and multiple complex demands on teachers mean that such responsibilities are very difficult and may go unperformed.
Managing environmental education projects in schools is the responsibility of everyone in the school, namely, teachers, learners, school management team members, School Governing Body members and the parent component. They collectively need to discuss and clarify how best to profile school activities and support the development of environmental education projects. These are better if they are in line with the school curricula. Teachers, as the representatives of parents in schools, need to lead the process. It is important for school managers to create an atmosphere in which every individual feels free to contribute towards EE projects in schools.
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