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Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland
Thesis (PhD)--University of Pretoria, 2016.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613494820470784 |
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| access_status_str | Open Access |
| author2 | Beukes, Lukas D. |
| author_browse | Beukes, Lukas D. |
| author_facet | Beukes, Lukas D. |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2016. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/60993 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:02.876Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/60993 Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland Beukes, Lukas D. dlaminimandla@yahoo.com Fraser, William John Dlamini, Mandlenkhosi Nhlanhla UCTD Climate Change Education Mitigation Education stakeholders Teaching and learning methodologies Education theses SDG-04 Education theses SDG-12 Education theses SDG-13 Education theses SDG-15 Education theses SDG-17 Thesis (PhD)--University of Pretoria, 2016. Climate change education is globally recognised as a key approach through which to enhance the knowledge and understanding of climate change among learners and teachers. This study thus sought to investigate the understanding and teaching of climate change in the Secondary Education Geography Curriculum in Swaziland. The major goal of this study was to establish the understanding and teaching of climate change in the secondary education Geography curriculum of the country. To investigate the understanding and teaching of climate, the study employed an exploratory design comprising methods like questionnaire, focus group interviews as well as document analysis in the form of secondary records. The data was collected from 16 principals, 32 Geography teachers from 16 high schools; four from each region of Swaziland, one Senior Environmental Education Officer, one senior inspector of Geography and one senior Geography curriculum designer. Numerous gaps and misconceptions were found to exist in learners and teachers understanding of climate change education. The findings reflected that the teachers were not comfortable with the integration of climate change education into all the secondary education Geography curriculum lessons. However, they claimed to be unknowingly practising its integration to a limited extent. Although the teachers generally supported the integration of climate change education into the geography curriculum, they cited challenges like lack of proper training on climate change education, a shortage of teaching resources on CCE and the already overcrowded geography curriculum which then made it impossible for CCE integration. The study recommends that the Ministry of Education and Training need to train teachers on CCE both at in-service and pre-service level and providing the resources required for CCE, for instance, the internet and good libraries for research, since CCE requires perpetual learning. mi2026 Humanities Education PhD Unrestricted SDG-04: Quality education SDG-12: Responsible consumption and production SDG-13: Climate action SDG-15: Life on land SDG-17: Partnerships for the goals 2017-06-08T13:07:15Z 2017-06-08T13:07:15Z 2017-05-04 2016 Thesis Dlamini, MN 2016, Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60993> A2017 http://hdl.handle.net/2263/60993 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Climate Change Education Mitigation Education stakeholders Teaching and learning methodologies Education theses SDG-04 Education theses SDG-12 Education theses SDG-13 Education theses SDG-15 Education theses SDG-17 Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland |
| title | Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland |
| title_full | Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland |
| title_fullStr | Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland |
| title_full_unstemmed | Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland |
| title_short | Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland |
| title_sort | understanding and teaching climate change in the secondary education geography curriculum in swaziland |
| topic | UCTD Climate Change Education Mitigation Education stakeholders Teaching and learning methodologies Education theses SDG-04 Education theses SDG-12 Education theses SDG-13 Education theses SDG-15 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/60993 |