Document analysis

As mentioned above, I also used document analysis as a data collection strategy in this research. Patton (2001) observes that documents provide valuable sources of evidence in research, not only because of what can be learned directly from them but because they also

stimulate a path of enquiry. Yin (1994:80) states “…documentation is a stable source that can be reviewed repeatedly.”

I analysed a range of different documents for different purposes (see Table 3.4 below for a summary). Documents that were developed by the Eco-Schools Project (such as the Eco- Schools pack) and the SEEN project were analysed, as were the national policy documents that provided insights into the inclusion of learner centred education as a key teaching

strategy. Data that I collected from the documents was labelled as a source and was treated as a data item. I also collected a wider corpus of material on the Eco-Schools Programme, particularly documents and research reports on Eco-Schools in Europe, Australia and other countries, as well as information on Eco-Schools from the Internet. I used this mainly for developing the background on Eco-Schools and learner centred education as reported in Chapter 2.

To gain more in-depth insight into the links between how the Eco-Schools framework could enhance learner centred education, in the South African context, I analysed the WESSA half- year report (the last three), the NEEP-GET materials, the Eco-Schools South Africa website, and documents that were developed in the Rhodes University environmental education unit for supporting the Makana Eco-Schools cluster. Most significant, however, was the work of the teachers and learners, and I collected and analysed school environmental policies

(Appendix 9) and lesson plans that were used by teachers in Namibia before, and that are used currently in South Africa (see Appendix 7 & 8 for examples). These were obtained from an analysis of teachers’ Eco-Schools portfolios (of which I analysed four). These were an important source for understanding the learning interactions and the integration of teaching and learning with the practical activities of Eco-Schools. Two lesson plans that were presented to the cluster meeting of teachers by schools responsible were used as source of direction in terms of its connection to the research question.

Table 3.4: Different documents that were analysed to provide data for the study

Document Why it was analysed What information I got from the document

Eco-Schools pack To understand the Eco- Schools Framework and what it expected of teachers in terms of learner centred education

An understanding of the Eco- Schools Framework and its potential for enabling learner centred education

WESSA final year reports for year 4 and 5

To look for commonalities and differences in approach

Information to triangulate interview data on Eco-Schools practices, teacher and learner roles, and learning interactions (although these were not very visible in this data)

NEEP-GET documents (NEEP- GET 2005a,b)

Looking at the curriculum guidelines for SA and understanding the

orientation of the Namibia and SA education

History and pedagogic understanding of environmental education in South Africa NEEP-GET Lesson Planning for a Healthy Environment booklet (NEEP, 2004, included in the Eco-Schools pack)

How it supported the curriculum formation and implementation

To understand the curriculum much better, and the pedagogy of the curriculum. This

document also provided insight into what was expected from teachers in terms of curriculum integration (it was also included in the Eco- Schools pack)

Environmental Learning (EL) in Namibia (SEEN)

Looking at the curriculum guidelines for Namibia

The framework for environmental learning in Namibia and its efforts towards ESD and whole school approaches. NIED documents that

were developed by SEEN

To understand the input of the 12 small documents that were designed for starting the SEEN project at the schools

What is expected from teachers and learners in the process of developing SEEN and Eco-School practices at the pilot schools

Eco-Schools different websites

Most of the data about the involvement of schools international in ES was collected from the website

The conceptual understanding of ES in general from research and experiences of those involved

Lesson plans (from Eco-Schools portfolios)

To show the degree of integration in teaching and also how schools in SA work collectively during Eco-Schools activities

Looking how Life Orientation (Medicinal herbs), Social Science (Litter and waste) and Physical Science Grd. 10 (Green house effect) i.e. examples of lessons in the Eco-Schools programme, are presented

4 Eco-Schools portfolios

Namibian School 1 (Port 1)

To understand how schools were responding to the Eco-Schools framework, what Eco-Schools practices

Insights into Eco-Schools practices, and lesson plans, as well as teachers’ roles and some of the learning

SA School 1 (Port 2) SA School 2 (Port 3) SA School 3 (Port 3)

they were engaged in, and how they were linking Eco- Schools practices to

learning opportunities, and learner centred education.

interactions. (Extracts of data from these are presented in Appendix 7,8 and 9)

As shown above, the different documents had different contributions to make in the study. Some were more useful for background understanding and for understanding what was expected of teachers (such as the NEEP-GET and SEEN documents), while others were more useful for providing insight into the actual Eco-Schools practices that were taking place in the schools (such as the lesson plans and the Eco-Schools portfolios). Other documents were very useful in providing insight into the Eco-Schools framework and its expectations and its potential for enabling learner centred education. Here I specifically made careful use of the Eco-Schools pack (WESSA, 2007) as it presented the most detailed outline of what the Eco- Schools framework included and expected from teachers and schools.