ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES ENVIRONMENTAL SCIENCE PROGRAM

Transcription

1 ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES ENVIRONMENTAL SCIENCE PROGRAM The Status of Environmental Education in the Metropolis Schools of Addis Ababa BY HAILU SEMEGNE July 9, 2007 Addis Ababa

2 ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE ENVIRONMENTAL SCIENCE The Status of Environmental Education in the Metropolis Schools of Addis Ababa A thesis Submitted to the School of Graduate Studies of Addis Ababa University in Partial Fulfillment of the Requirements for the Degree of MSc in Environmental Science ADVISOR HAMMED SULAIMAN (Dr) BY HAILU SEMEGNE July 9, 2007 Addis Ababa

3 Acknowledgment Above all, I praise God for every move I made. Everything is possible with him and his mother. I would Also like to express my deep whole hearted sincerely gratitude and indebtedness to my advisor Dr Hameed Sulaiman, for his guidance and support. Hameed has not only been my advisor but like a brother. Without his patience, support and endless understanding, this research would have not had its present shape. Many thanks to my mother W/ro Tirunesh Tesfaye. Who always pray to see me successful in my academic performance. I would also like to thank my brother Asmamaw, my sisters Rozi, Romann,Zerfe, and Ayalnesh and all my friends (TG, Abiti Seble) for their kindness and support. i

4 Table of contents Contents Page No. Acknowledgement i Table of Contents ii List of tables iv List of figures v Acronomy vi Annexes vii Abstract viii 1.1 Introduction Statement of the problem Objectives of the study Variables Significance of the study Delimitation and limitation of the study Review of Related Literature Historical development of EE Definitions of EE Environmental Education and Sustainable Development Reorienting Existing Education Towards Sustainable Development Increasing Public Understanding and Awareness Training Contents of EE in school Curriculum Education about the Environment Education for the Environment Education in, through or from the Environment Strategies for introducing EE in school Curriculum Infusion Approach Separate Subject Approach Environmental Encounters or Junctions Ethiopian Environmental Education and Awareness Policies Methods and Materials Research Design and Sampling Study Area Methods of Data Collection Secondary Sources Primary sources Data Analysis ii

5 4. Results and Discussions Characteristics of Respondents Age Composition Gender Composition School Type Grade Level Family Income Educational Status of Respondent s Father and Mother Assessments of Environmental Education Parents and Other Adults Knowledge on Environmental Issues Level of Learning Environmental Issues in School Individual Level of Knowledge about Environmental Issues Source of Knowledge for Environmental Issues Ways of Delivery Subjects Dealing with Environmental Issues School Exposure Activities Concern on Environmental Issues Choice to Know More about Environmental Issues Working Interest on Environmental Issues Association with Clubs of Schools Association in Clubs of Community Awareness about Clubs other than Schools Activity of the Clubs in Community Activity of the Clubs in Schools Activity of the Clubs Involvement Patterns in Working for Environmental Issues Relationship between independent and dependent variables Relationship between Independent Variables (Age, Grade and Income Levels) and the Dependent Variables (Concern on Different Environmental Issues) Relationship between Independent Variables (Age, Grade and Income Levels) and Dependent Variables (Further Interest to Know more about Environmental Issues) Conclusion and Recommendations Conclusion Recommendations References Annexes List of Table iii

6 Tables page No. Table: 1. Sample School Table: 2. Age Distribution of the Respondent Table: 3. Family Income Distribution of the Respondent Table: 4. Parents and other Adults Knowledge on Environmental Issues Table: 5. Individual Levels of Knowledge about Environmental Issues Table: 6. Sources of Knowledge for Environmental Issues Table: 7. Means of learning about EE Table: 8. Subjects Dealing with Environmental Issues Table: 9. Student Concern on Environmental Issues Table: 10. Choice to Know More about Environmental Issues Table: 11. Working Interest on Environmental Issues Table: 12. Involvement Patterns in Working for Environmental Issues Table: 13. Associations with Clubs in Schools Table: 14. Activity of the Club in the Schools Table: 15. Relationship between independent variables (age, grade and income levels) and concern for different environment issues Table: 16. Relationship between independent variables (age, grade and income levels) and interest to know more about different environmental issues iv

7 List of Figures Figures page No. Figure: 1. Maps of the Study Area Figure: 2. Gender Distribution of the Respondents Figure: 3. Distribution of Respondents based on School type Figure: 4. Distribution of Respondents based on Grade level Figure: 5. Distribution of respondents based on the Educational Status of father and Mother Figure: 6. Level of learning Environmental Issues in School Figure: 7. Out door Exposure Activities Figure: 8. Awareness about Clubs other than School Figure: 9. Association in Clubs of Community Figure: 10 Activities of the Clubs in Community Figure: 11. Awareness about clubs in Schools v

8 List of Annexes 1Questionaire 2 Result tables vi

9 Acronym AACGIB AAEB EE EPA FM GIS MoFED NGO UN UNCHE UNDSD UNESCO Addis Ababa City Government Information Bureau Addis Ababa Education Bureau Environmental Education Environmental Protection Authority Frequency Moderation Geographic Information Systems Ministry of Finance and Economic Development Non Governmental Organization United Nation United Nation Conference on Human and Environment United Nation Division for Sustainable Development United Nations Educational Scientific and Culture Organization vii

10 Abstract Environmental problems are among the most series problems in Ethiopia. Every year the country loose about a million tones of top soil and millions will be left without adequate food, its forest resource which used to cover 40 percent of the total area now declined to less than 3 percent, its population doubles at least three times in a century which aggravates the socio-economic and environmental problems. In addition, urban areas of the country are characterized by chronic sanitation problems, rapid population growth (5.4 percent per annum), lakes and rivers highly polluted and important sites of dumping household and toilet wastes. Finding solution requires understanding of how individuals particularly the young generation think, what they care about, what motivates them, how they communicate and condition under which they behave most reasonably and consciously. Thus the main aim of this study was to assess the level of environmental awareness among students of Addis Ababa. The study also undertake to assess the level of effectiveness of environmental education and the impact of family education and income, types of schools students are learning, gender and enrollment level on the student-environment relationship. Document analysis and field survey were employed to conduct the study. Accordingly Geography and Biology curricula of the first and second cycle secondary education were assessed. Questionnaires were developed and administered to grade 9, 10, 11 and 12 students on twenty senior secondary schools in Addis Ababa. A total of 350 students were selected on the basis of stratified random sampling. The data gathered were analyzed using statistical methods such as percentages, frequency graphs, and Pearson product moment correlation used to compare significance relationship between awareness, interest to work in groups, concern on environmental issues and actual involvement to do things to benefit the environment among the variables such as family income and education, grade level, types of school and gender. Results of the study showed that family income level significantly determine the concern of students on different environmental issues. Age and, grade level on their further interest to know more about the same issue but the overall influence of theses independent variables among the students is not much. Environmental educations in the schools were restricted to classroom dissemination of just environmental information. It lacks field and problem oriented teaching strategies. However, the felt awareness, concern, and interests of the students and attitudes of students in relation to the issue were generally high. Opportunities for the students to participate actively in environmental related activities in schools and communities are found to be very weak. To improve these conditions appropriate education on the environment supported by skills and problem solving teaching strategies need to be provided to participate in solving real-life environmental problems of the country. viii

11 1.1 Background of the Study Education is one of the most important tools to bring social transformation in any society. Its purpose is to teach a student how to live his life by developing his mind and equipping him to deal with reality (Senge, 2000). It is with this understanding that countries designed Environmental Education (EE) in order to make their population aware of and concern about the environment and associated problems. The aim was to make people change in the five important components i.e. knowledge, skills, attitudes, motivation and commitment enable to work individually and collectively towards finding solutions of the current problems. The Belgrade Charter on the global framework for environmental education, Agenda 21 and other consecutive convention has emphasized the need to expand Environmental Education to enhance critical thinking, problem-solving, and effective decision-making skills, and it informs people to weigh various sides of an environmental issue to make informed and take responsible decisions and change the future of the planet earth. Today, the fact is that many things on which our future health and prosperity depends are in dare jeopardy. Environmental problems have become global concern as environmental problems become more apparent and grow wider in scope. The consequences of the problem experienced by all nations of the world where a chain of disasters resulted one after the other to the plants and animals as well as towards the ecosystems as well. Natural processes regulate ecosystems. Our life support system s health is maintained by all species that make up the biosphere from the smallest to the largest, the survival of all these species are interconnected and interdependent on each other. Human intervention often caused alternations to these processes of the ecosystem and affected their balance with unpredictable and harmful consequences. This is either due to ignorance about how the natural system works and the effects of touching one would mean touching the other or due to lack of foresight for the irrational short-term exploitation. Changing such a series problem apart from political will, start through education by creating a society who is well aware of the fact that his very survival is the results of the 1

12 interwoven and interconnected interaction of the physical and biological world. In this regards, EE will enable to create a sense of responsibility and equip people with necessary knowledge and skills, as to how they should monitor, protect and improve the condition of the environment. This is true to all human being who survive in this planet. Students too are not an exception. The 1980 UNESCO conference which introduced the concept of sustainable development stressed African governments to undertake their own national strategies satisfying one of the objectives of the Stockholm confereence recommending mass environmental literacy so that there can be literate and democratic decisions towards protecting environment and associated problems. After five years the importance of EE was first realized in Ethiopia, in 1985, through a Swedish International Development Agency (SIDA) which funded a pilot project known as the Ethiopian Environmental Education Project focusing mainly on the severely drought affected area i.e. northern part of the country. The project sought to enhance the participation of the community in regenerating the affected areas. To this end, an attempt made to introduce EE in some selected Teacher Training Institutions, primary and secondary schools in Northern and South Wello and North Shewa (Tesfaye, 1999). Since then, the role of EE has gained wider recognition by the Government of Ethiopia. Subsequently, the policy deals with Environmental Education and Awareness to develop and promote the teaching of Environmental Education on a multi- disciplinary basis and to integrate it in to the ongoing curricula of schools and colleges Statement of the Problem Environmental problems are the most severe problem in Ethiopia as any part of the world. It is directly or indirectly responsible for the frequent challenges the country faced to feed its own population to enable them to keep in good health and nutritional status. It hampers the over all development of the country in different ways. Recurrent droughts, associated food shortages and deteriorations of biophysical conditions are partly the results of longterm environmental problems. 2

13 MoFED, (2002) stated that the population of Ethiopia grows at the rate of 2.71 percent per annum and expected to double at least three times in a century.this aggravates the socio-economic and environmental problems of the country. Studies reveal that at the turn of the century the total forest coverage of the country used to cover 40 percent of its total area,today this figure has declined to less than 3 percent due to the need for additional farm land, fire wood, contraction materials, etc,. It also estimated the annual rate of deforestation between and hectare per annum. This intern resulted in among other factors, rapid soil erosion and land degradation. Tesfaye, (1999) stated the annual rate of soil erosion as 1900 million tones of top soil from its highland areas which is equivalent to 35 tons per hectares per year. The urban areas of the country are equally affected by the environmental problems. Population in urban areas is growing at 5.4 present per annum (MoFED, 2002). It is represented that 31 to 48 percent of the households have no sanitation facilities (AACGIB, 2007). The serious deficiency in sanitation service and the inadequacy of sewerage infrastructure have created dangerous health and environmental problems. Rivers and lakes in the vicinity of Addis Ababa have become open sewers and are the main sources of infectious diseases. Despites, steps undertaken to incorporate EE through informal education since 1980s, it could not go beyond the black board to broaden and deepen the experience and involvement of the people of different lifestyles on environmental matters. The development of organizational framework, intensive programs such as workshops, trainings, out side schools partnership with NGOs and Community, the informal education system like museums, zoos and parks, etc, to compliment the ongoing formal education, received low attention. As a result, EE could not bring the intended change in the country as compared to the magnitude of the problem. Ethiopia adopted EE in school curriculum since 1980s attention is given largely to education about the environment. Hence, EE in Ethiopia schools is said to be root memorization of factual knowledge,, with little or no contribution to prepare the youth, i.e. the future policy makers, leaders,decision makers, etc, for real world. Moreover, it is said that EE in formal schools should interrelate and 3

14 complement each other the informal education systems didn t get enough attention to deliver environmental information and often ignored by policy makers. In this context, a study was initiated to examine the level of EE in the schools of Addis Ababa. The objectives of the study are presented below. 1.3 Objectives of the study Young people have definite opinion about the seriousness of environmental problems, and student place different priorities on the environmental issues that they and their country face. Hence, the broad objective of this study is to examine the level of environmental education among the students of Addis Ababa.The specific objective includes: To examine the level of effectiveness of environmental education in the schools of Addis Ababa. To examine whether EE leads to pro-environmental behavior To examine the effect of : gender family education, enrollment level school types and family income level on the attitudes of students towards the environmental issues 1.5 Variables The independent and dependent variables selected for this study are as follows. A. variables Independent variables: Dependent variables: - Gender -Awareness about issues related environment - Grade level - Concern about the environmental challenges - Types of school - Interest to do things to help the environment - Family income and actual involvement to do things to the environment. 4

15 1.5 Significance of the study It enables to strength the school program dealing with environmental issues and gain insight about the challenges it has. It enables to gain an understanding of environmental knowledge, behavior and attitude among the students Delimitation and limitation of the study A/ Delimitation of the Study The study mainly confines to the status of environmental education in the first and second cycles education of the students of Addis Ababa. Hence, the generalizability of the study is proper only for the first and second cycle education of similar socio-economic conditions. B/ Limitations of the study Lack of cooperation during data collection particularly by the private schools. Shortages of money and time to include as many first and second cycle education schools as possible in the study Shortages of research materials on EE in Ethiopia. 5

16 2. REVIEW OF RELATED LITERATURE 2.1 Historical Development of EE The year 1970 s was the emerging EE movement.scholar mobilized people particularly in the United State, about the environmental issue. The publication of Rachel Carson s silent spring in 1962 and Paul Ehrlich s the population Bomb in 1968 were among the key events which have raised the people realization and the need to take action to preserve the earth and its resources. They proposed that the United States should take immediate action to change the condition at home and promote effective action worldwide through EE to address the current and future environmental challenges (Carson, 1962, Ehrlich, 1968). Following this in 1970, US President Nixon signed the EE act into law. In the same year an international conference was held by the International Union for the Conservation of Nature (IUCN) in the United State with the theme EE in the school curriculum, it recommended that EE should be part of the basic for all and should be included from primary to tertiary level of education. Effort continued and in 1972 during the Stockholm conference EE gained prominence. Recommendation 96 of the conference stated that EE as a critical means to address the world environmental crisis and to give special attention to education on environmental matters for the young and adults and for the under privileged (UNCHE, 1972). This recommendation addressed at the 1975 International Environmental Workshop in Belgrade, Yugoslavia, which resulted in the Belgrade Charter. This charter is a frame of reference, which provides the goals, objective and guiding principles of EE as a global framework. In addition, it recommended that there is a necessity to find way out of current environmental crisis by creating a new global ethics, which are spouses, attitudes and behavior for individuals and societies which are consonant with humanity s place with the biosphere; which recognizes and sensitively respond to the complex and over changing relationship between humanity and nature and between people. According to the charter it can only be best achieved through EE (UNESCO, 1976).The Belgrade charter was further refined at the Intergovernmental Conference on EE in Tbilisi, Republic of Georgia in

17 This conference considered as a milestone for the history of EE because it granted to the status of international policy. The declaration stated, EE properly understood, should constitute a comprehensive lifelong education, one responsive to the changing world. It should prepare the individual for life through an understanding of the major problems of the contemporary world,and the provisions of skills and attributes needed to play a productive role towards improving life and protecting the environment with due regard given to ethical values (UNESCO 1977). In addition, the most significant convention on EE at global level launched in The document is known as World Conservation Strategy (WCS). This document stressed that African government should under take their own national conservation strategy satisfying one of the objective of the 1972 Stockholm Conference i.e. encouraging mass environmental literacy so that there can be literate and democratic decision towards environmental issues In 1988, the essence of the 1980 World Conservation Strategy reinforced and extended in the report our common future produced by the World Commission on Environment and Development (WCED, 1988). Since 1988, International institutions have continued to raise the profile of EE by preparing document dealing with issues related to EE by sustainable development. In addition, several other important documents have been signed responding to and implementing recommendations and agreements designed to change the future of the planet Earth. Agenda 21 is one such document, which sets out action programs what nation should do to achieve sustainable development in the 21 st Century. The document was prepared at the Earth Summit Conference, held in Roe De Janeiro in 1992 organized by the UNCED. Through out the Agenda 21, the issue of EE has been raised in different ways but particular emphasis has been given to EE in chapter 36, which focuses on reorienting education towards sustainable development; increasing public awareness and promoting training. (UN, 1992) 7

18 2.2 Definitions of EE EE has been defined by different scholars and institutions. Stapp (1969) has defined EE for the first time as education which aimed at producing a citizenry that is knowledgeable concerning the biophysical environment and its associated problems aware of how to help solve these problems and motivated to work towards their solutions. The International Union for the Conservation of Nature (IUCN) in 1970, defined EE as the processes of recognizing values and concepts in order to develop skills and attitudes necessary to understand and appreciate the inter relatedness among man, his culture and his biophysical surroundings. Also entails practice in decision making and self formulating of a code of behavior about issues concerning environmental quality (IUCN, 1970). In cognizance with IUCN s definition in the Belgrade Charter,1975, EE was defined as a learning process that increases people s knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO, 1976). UNESCO,1977, in the Tbilisi Conference defines EE as a process in which individuals gain awareness of their environment and acquire knowledge, skills, values, experiences, and also the determination, which will enable them to act - individually and collectively - to solve present and future environmental problems and preventions of new ones. This definition expressed EE as a process which aim to success in making individuals and communities understand the complex nature of the natural and the built environments resulting from the interaction of their biological physical,, social, economic and cultural aspects. And acquire the knowledge value, attitude, and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems and the management of the quality of the environment (UNESCO, 1978). 8

19 2.3 Environmental Education and Sustainable Development Since environment and development are inextricable, linked, environmental issues should properly handled if sustainable development is to be achieved. This is strongly suggested in the Rio Declaration of Environment and Development (UN, 1992). This is summarized as follows: In order to achieve sustainable development environmental protection shall constitute an integral part of the development process and cannot be considered in isolation from it. Nations shall develop international laws to protect, and provide compensation damages for activities under their control causing to areas beyond their border. Development today must undermine the development and environmental needs of present and future generation. The full participation of women, the creativity ideals and courage of youth and knowledge of indigenous people are essential to achieve sustainable development. Nation shall assess the environmental impact of development projects that are likely to have a significant adverse impact. It could be observed that there is a need for the participation of all concerned citizens, broad public understanding and awareness of environmental issues through formal, informal and non- formal education in order to have locally related and centrally appropriate sustainable development. Chapter 36 of Agenda 21 identified three major ways to incorporate EE as an essential part of learning process for sustainable development. 9

20 2.3.1 Reorienting existing education towards sustainable development The term reorienting education refers to changes made in education to added sustainable development. Reorienting education to address sustainability should occur throughout the formal education sector, i.e. primary, secondary and tertiary schools. An appropriate reoriented basic education requires integration of environment and development as cross cutting issues in all discipline Increasing public understanding and awareness This is about providing public environmental and development information service to raise the awareness of all groups of people particularly using mass media Training Training stressed as one of the important tools to create a literate and environmentally aware citizenry and workforce that help the transitions to a more sustainable world. It aims at filling gaps in knowledge and skill that would help human resource guide in implementing their sustainable plans. 2.4 Contents of EE in School Curriculum Although, EE considered as an approach to education, which incorporates consideration of the environment rather than being a separate part of education, it has discrete contents, which must be incorporated into the teaching and learning process. The content comprises three interlinked components of EE. They are education about the environment, education for the environment and education in or through the environment. These components are inextricably interwoven with the three dimensions of the learning process, i.e. knowledge and understanding, skills and attitudes (UNESCO, 2005). 10

21 2.4.1 Education about the environment Education about the environment deals with developing knowledge and understanding of the natural process, which takes place in the environment: local, national, and international policies and regulations to protect and manage the environment etc. In addition, it focuses largely on the major social, economic and environmental issues that threaten the sustainability of the planet such as poverty, energy consumption patterns, rapid population growth, land sustainability, desertification, drought, and the likes Education for the environment To be successful, EE must go beyond teaching about the environmental issues. It must give pupils practical skills that will enable them to safeguard their environment and to have a sustainable livelihood. This is the prime concern of education for the environment. The skill includes: Communicate effectively both orally and in writing about the environment, Think critically about the issues of pupil s values and the values of the society they are living in, Move from awareness to knowledge to action, Work cooperatively with other people, Think in time to forecast,to think ahead and to plan,and Develop an aesthetic response to the environment. In addition, pupils need to learn skills that will help them manage and interact with the local environment. For example, Preparing materials for recycling, Harvesting wild plants without jeopardizing future natural regeneration and reproduction. Generally, education for the environment encourages pupils to have concern and positive attitude for their environment so that they value the environment and understand their role in protecting and preserving it. 11

22 2.4.3 Education in, through or from the environment Instead of desk bound teaching techniques, education in, through or from the environment uses the immediate environment and real life experiences as a basis for learning. It follows the principle that environment is the best place in which to learn. As a result, it encourages: Field work as natural extension of the working environment, Improved expression, as a result of listening,speaking,reading and writing out side the school, Personal development of self-reliance in public places,and Social development, socialization, learning of social role, development of group spirits out of school situations. As opposed to education about the environment, which favors root memorization, education in, through or from the environment needs active participation of the pupils in the surrounding community or school district. 2.5 Strategies for introducing EE in to school curriculum Various strategies have been suggested worldwide for the introduction of EE in the schools curriculum. The major strategies advocated most often includes the following: Infusion approach This is the most popular strategies used by many countries including Ethiopia where the contents of EE integrated into the existing subjects. At the primary level where the education system is self-contained, one or two teachers bear the responsibility of equipping the children with necessary knowledge and attitude about the environment. At the secondary level however, pupils study many subjects under different teachers. In all cases, the teacher should have sufficient knowledge and skill of the specific content. Moreover, they should use their initiative and creativity to incorporate EE message in the lesson. It can be done through other school activities such as curriculum activities, environmental 12

23 clubs, sport clubs, religious activities, debating, etc. In the Ethiopian school curriculum, EE integrated mainly in Geography, Biology and Civics and Ethical Education subjects Separate subject approach In this approach basic concept of EE are organized and introduced as part of a subject or as a whole subject. For example, in Australia separate subjects of environmental studies have been introduced in secondary schools. The basic concept that have formed the subjects comprises biophysical, socio-cultural and management Environmental Encounters or Junctions This involves organizing through case studies about specific environmental encounters. For this, real life situations are chosen and the whole school or group of students from particular year, together with their teachers and local experts, focuses on the situation. The encounter may last for several days or weeks but the basic idea is to focus the traditional elements of the curriculum on a particular issue and thus explore what additional knowledge, attitude, skills may be involved in solving environmental problems. Methods appropriate to a particular issues or case studies are used. The real world as represented in the press, on radio, on television, in community, nationally or internationally, can provide a wide and varied stimulus for these environmental encounters. Despite the fact that this approach is believed to have a great deal of unexplored potential, it has rarely been used as a major way of introducing EE at the school level (Willfied, 1999). 13

24 2.6 Ethiopian Environmental Education and Awareness Policies Beginning from 1980s there has been a growing concern by policy makers about the need to create awareness on environmental matters in order to mitigate frequently erupted drought in the country. In (1997) the current government designed a policy on EE and awareness to create a population, which has knowledge, skills, attitudes, motivation and commitment enable to work individually and collectively towards solutions of current and future environmental problems (EPA, 1997). This includes: a. To promote the teaching of environmental education on a multi disciplinary basis and to integrate into the ongoing curricula of schools and colleges and not treat it as a separate or additional subject, though this should also be done at tertiary level; b. To target the public, particularly those involved in public and private sectors activities that have significant environmental impacts, for EE and Awareness programs; c. To formulate environmental awareness programs in such a way as to make the people address specific environmental problems of particular localities in view of the extreme variability of environmental conditions and problems in Ethiopia; d. To recognize the important role the mass media play and to effectively use them in creating and promoting environmental awareness in view of the physical problems of access and communications in Ethiopia; e. To strengthen existing higher level training and education institutions so that they can offer programs and courses on environmental management for economist, planners,lawyer, engineers, sociologist, and medical practitioners as well as for natural resource and environmental scientist; 14

25 f. To provide in service training in such specialized subjects as Environmental economics, environmental law,environmental monitoring,geographical Information System(GIS),pollution monitoring and control and hazardous waste management; g. To encourage the local development of environmental awareness association and programs specifics to particular agro-ecological zones and support them with scientific inputs; h. To develop environmental awareness programs for urban environment for dissemination by the mass media and foster the development of urban environmental awareness associations; and i. To initiate, encourage and support the environment of local community and religious leaders in programs to promote environmental awareness. 15

26 3 METHODS AND MATERIALS 3.1 Research Design and Sampling Technique Survey method was followed to collect data for obtaining results to the set objectives. According to the Addis Ababa Education Bureau, the total number of high schools in Addis Ababa is 96, which consists 24 governments, 37 private, 13 missionary, 7 NGOs, 6 foreign communities, 5 local communities (public), 3 churches and 1 mosque owned schools. The samples were drawn from private and government schools because these two types of schools account for 89 percent of the total students and about 64 percent of the total high schools, hence they well represent the city student s. Questionnaire was administered on 350 students in 20 schools, 5 students from each grade level. The sampling of the study is designed based on stratified random sampling technique while the sample school is selected by purposive methods and random sampling techniques. The stratification is based on age,gender, family income level, family educational level, grade level and type of school. First, the students were divided into two groups according to their sex. Second, they were categorized according to the type of school they are learning in, as private and government. Third, they were grouped according to their family s income and education level and finally, they were classified according to grade levels as first cycle and second cycle (i.e., 9-10, and 11-12). To select sample schools first, the city was divided in to ten sub cities (Kifle Ketemas) and types of schools. This will give the chance for all corners of the city students to be included in the sample. Once the city was divided in such a way, to determine which school to select as a sample purposive method was used and equal size of sample were drawn from each sub city from both government and private schools. This enables the researcher to study the effects of the independent variables on the student s level of awareness on environmental issues. Hence, first all schools in each sub city were listed according to the types of schools (government and private) and enrolment level (from grade 9 to 12). The enrolment levels may vary for each sub city and schools to schools as 16

27 from grade 9 to 10, grade 11 to 12 and from grade 9 to 12. To select the sample schools priority were given to schools which had enrolment level from grade 9 to 12. If there is more than one such school in a sub city, simple random technique was adopted to identify the sample. Where as if there is no school with enrolment level from grade 9 to 12, selection was made from the list of enrolment level from grade 9 to 10. Second, randomly select one class in each grade level from the sample school, with each eligible grade having equal probability of selection. Third stage, randomly select five students from the selected class in the designated grade that would receive the survey. 3.2 The study area Addis Ababa is the capital and largest city of Ethiopia. It lies between 2200 to 2500 meters above sea levels and covers 540 km2. It comprises 10 sub cities, 28 Woredas and 328 dwellers associations. Despite differences in number, more than three million people with different ethnic backgrounds and religious groups live in peace (AACGIB, 2007). Currently there are 96 high schools in rolling students in 96 high schools owned by the government, private, missionaries, NGOs, foreign community, local community (public), churches and mosque in the city ( AAEB,2007) 17

28 Figure: 1 Map of the Study Area 18

29 Table 1 Sample Schools. School Name Type of No. of Enrolment No Sub-City School Students Level 1 Addis Ketema Addis Ketema Government 20 9 to 12 2 Addis Ketema Elshadai Holy Savior Private 20 9 to 12 3 Akaki Kaliti Rapid High level Private 10 9 to 10 4 Akaki Kaliti Derartu Tulu Government 20 9 to 12 5 Arada Dagmawi Menelik Government 20 9 to 12 6 Arada Super Holy Savior Private 10 9 to 10 7 Bole Bole Secondary Government 20 9 to 12 8 Bole Yenegew Sew Private to 12 9 Gullele Yekatit 12 Government 20 9 to Gullele Ethio Parents Private to Kirkos Abyot Kirse Government 20 9 to Kirkos Dandi Boru Private to Kolfe Keranio Kolfe Secondary Government 10 9 to Kolfe Keranio Kokeb Secondary Private 20 9 to Lideta Africa Kokeb Private 10 9 to Lideta Kefitegna 4 Government to Nefas Silk Lafto Gibson Youth Private to 12 Accadamy 18 Nefas Silk Lafto Kefigna 23 Government 20 9 to 12 Secondary 19 Yeka Lucy Acadamy Private to Yeka Dej Wondyirade S Government 20 9 to Methods of Data Collection. Both qualitative and quantitative data were collected through from primary and secondary sources. 19

30 3.3.1 Secondary Sources To asses the status of environmental education in the schools of Addis, student s text books and teachers guides of Biology, civics, and geography subjects and other important documents were examined in the process of questionnaire preparation Primary Sources Both informal interviews and Semi Structured Questionnaire were used to collect primary data. The Semi Structured Questionnaire was prepared by reviewing relevant literatures then it was given to the respective subject teachers for evaluation and finally presented before administrators. The Semi Structured Questioner is attached in the appendix. The questions were on personal information, sources of environmental knowledge, felt environmental knowledge of the students, concern on environmental issues, desire to know more about the same issues, interest to do things for the environment, actual involvement in clubs or groups to benefit the environment and barriers to benefit the environment. In addition to questionnaire formal and informal interview were conducted with teachers, school principals, students, nature club leaders and FM radio journalist. 3.4 Data Analysis Simple descriptive statistics was used to summarize results of the student s awareness, concern, interest to help the environment, and actual involvement to do things for the environment. In addition, person product moment correlation was also used to see the relationship of the independent variables (i.e. grade level, gender, school type, family educational status, family income level.) and the dependent variables (student s awareness, concern, interest to help the environment, and actual involvement to do things for the environment), by making use of SPSS version. 20

31 4. RESULTS AND DISCUSSIONS 4.1. Characteristics of the Respondents Age Composition Table: 2. Age Distribution of the Respondents. Age groups Number Percent Total It could be observed from the Table 2, 3.43 percent of the total sample students are at or under the age of 14. The highest percentage of the students are between the age of 15 to 19 accounting for percent of the total students while students whose age is at the age of 20 and above are only 2.86 percent Gender Composition Figure: 2 Gender Distribution of the Respondents. Gender Composition Number 0 Female Male Per cent 21

32 As can be seen from Figure 2, percent of the 350 sample students are female while percent are male students. Of the total study population of government schools students, 50 percent are female compared to percent female private school students School Type Figure: 3. Distribution of Respondents Based on School Type. School Type Government Private Number Per cent Out of the total sample students percent are the government schools students while percent are the private schools students. The difference in sample size is due to unequal distribution of enrolment level in the 10 sub cities. Three private schools do not have enrolment level from grade 9 to 12, in 3 sub cities while it is 2 in the case of government school. 22

33 Grade Level Figure: 4. Distribution of Respondents Based on Grade Level. Grade Level Number and Percent of Respondents Category Number Percent As can be seen from Figure 4, percent of sample students are from the first cycle education (Grade 9 & 10) while percent are from the second cycle education (grade 11 &12) Family Income The Family income level of the students shows that percent of the students parents income is less than 500 birr per month, compared to 9.63 percent whose parents monthly income is above birr per month indicating a very high income difference. Parent s income level between 1000 and 2000 birr per month account for percent. Income level between 2001 and 5000 birr per month account for percent.income level between 5000 and accounts for percent. This can be clearly seen from Table 3. 23

34 Table: 3. Income Distributions of Respondent Income No percent < > Total Educational Status of Respondents Parents Figure: 5 Distributions of Respondent Based on the Educational Status of Father and Mother Number Per cent Number Per cent Father Mother Illiterate Both read and write Elementary and junior High school complete Diploma Degree As can be seen from Figure 5, students whether from the government or private school reported that 7.33 percent of their father can not Read and Write compared to percent of their mother who can not Read and Write. The percentage for fathers and mothers who can read and write is similar percent and percent respectively. Students also reported similar response on Elementary and junior completion of fathers 24