ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES ENVIRONMENTAL SCIENCE PROGRAM

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

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

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

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 ----------------------------------------------------------------------- 1 1.2 Statement of the problem -------------------------------------------------------- 2 1.3 Objectives of the study ---------------------------------------------------------- 4 1.4 Variables --------------------------------------------------------------------------- 4 1.5 Significance of the study -------------------------------------------------------- 5 1.6 Delimitation and limitation of the study --------------------------------------- 5 2. Review of Related Literature ---------------------------------------------------------- 6 2.1 Historical development of EE --------------------------------------------------- 6 2.2 Definitions of EE ----------------------------------------------------------------- 8 2.3 Environmental Education and Sustainable Development ------------------- 9 2.3.1. Reorienting Existing Education Towards Sustainable Development --- 10 2.3.2.Increasing Public Understanding and Awareness -------------------------- 10 2.3.3.Training -------------------------------------------------------------------------- 10 2.4 Contents of EE in school Curriculum ------------------------------------------ 10 2.4.1.Education about the Environment -------------------------------------------- 11 2.4.2 Education for the Environment ----------------------------------------------- 11 2.4.3. Education in, through or from the Environment --------------------------- 12 2.5 Strategies for introducing EE in school Curriculum ------------------------- 12 2.5.1. Infusion Approach ------------------------------------------------------------- 12 2.5.2. Separate Subject Approach --------------------------------------------------- 13 2.5.3. Environmental Encounters or Junctions ------------------------------------ 13 2.6 Ethiopian Environmental Education and Awareness Policies -------------- 14 3. Methods and Materials ----------------------------------------------------------------- 16 3.1 Research Design and Sampling -------------------------------------------------- 16 3.4. Study Area -------------------------------------------------------------------------- 17 3.2 Methods of Data Collection ------------------------------------------------------- 19 3.2.1 Secondary Sources ---------------------------------------------------------- 20 3.2.2 Primary sources -------------------------------------------------------------- 20 3.3. Data Analysis ----------------------------------------------------------------------- 20 ii

4. Results and Discussions ------------------------------------------------------------------ 21 4.1 Characteristics of Respondents --------------------------------------------------- 21 4.1.1. Age Composition ------------------------------------------------------------ 21 4.1.2. Gender Composition -------------------------------------------------------- 21 4.1.3. School Type ------------------------------------------------------------------ 22 4.1.4. Grade Level ------------------------------------------------------------------ 23 4.1.5. Family Income --------------------------------------------------------------- 23 4.1.6. Educational Status of Respondent s Father and Mother---------------- 24 4.2. Assessments of Environmental Education --------------------------------------- 25 4.2.1. Parents and Other Adults Knowledge on Environmental Issues ------ 25 4.2.2. Level of Learning Environmental Issues in School --------------------- 26 4.2.3. Individual Level of Knowledge about Environmental Issues ---------- 27 4.2.4. Source of Knowledge for Environmental Issues ------------------------ 28 4.2.5. Ways of Delivery ------------------------------------------------------------ 29 4.2.6. Subjects Dealing with Environmental Issues ---------------------------- 30 4.2.7. School Exposure Activities ------------------------------------------------ 31 4.2.8. Concern on Environmental Issues ----------------------------------------- 32 4.2.9. Choice to Know More about Environmental Issues -------------------- 34 4.2.10. Working Interest on Environmental Issues ----------------------------- 35 4.2.11. Association with Clubs of Schools -------------------------------------- 36 4.2.12. Association in Clubs of Community ------------------------------------ 37 4.2.13. Awareness about Clubs other than Schools ---------------------------- 37 4.2.14. Activity of the Clubs in Community ------------------------------------ 38 4.2.15. Activity of the Clubs in Schools ----------------------------------------- 39 4.2.16. Activity of the Clubs ------------------------------------------------------ 40 4.2.17. Involvement Patterns in Working for Environmental Issues --------- 40 4.3. Relationship between independent and dependent variables ------------------ 41 4.3.1.Relationship between Independent Variables (Age, Grade and Income Levels) and the Dependent Variables (Concern on Different Environmental Issues) ---------------------------- 41 4.3.2.Relationship between Independent Variables (Age, Grade and Income Levels) and Dependent Variables (Further Interest to Know more about Environmental Issues) ---------- 42 5. Conclusion and Recommendations ----------------------------------------------------- 44 5.1 Conclusion --------------------------------------------------------------------------- 44 5.2 Recommendations ------------------------------------------------------------------ 45 References------------------------------------------------------------------------------------ 47 Annexes -------------------------------------------------------------------------------------- 49 List of Table iii

Tables page No. Table: 1. Sample School ------------------------------------------------------------------- 19 Table: 2. Age Distribution of the Respondent ------------------------------------------- 21 Table: 3. Family Income Distribution of the Respondent ------------------------------ 24 Table: 4. Parents and other Adults Knowledge on Environmental Issues ------------ 25 Table: 5. Individual Levels of Knowledge about Environmental Issues ------------- 27 Table: 6. Sources of Knowledge for Environmental Issues ---------------------------- 28 Table: 7. Means of learning about EE ----------------------------------------------------- 29 Table: 8. Subjects Dealing with Environmental Issues --------------------------------- 30 Table: 9. Student Concern on Environmental Issues ------------------------------------ 32 Table: 10. Choice to Know More about Environmental Issues ------------------------ 34 Table: 11. Working Interest on Environmental Issues ---------------------------------- 35 Table: 12. Involvement Patterns in Working for Environmental Issues -------------- 36 Table: 13. Associations with Clubs in Schools ------------------------------------------ 40 Table: 14. Activity of the Club in the Schools ------------------------------------------- 41 Table: 15. Relationship between independent variables (age, grade and income levels) and concern for different environment issues ------------- 42 Table: 16. Relationship between independent variables (age, grade and income levels) and interest to know more about different environmental issues ------------------------------------------------------------ 43 iv

List of Figures Figures page No. Figure: 1. Maps of the Study Area --------------------------------------------------------- 18 Figure: 2. Gender Distribution of the Respondents ------------------------------------- 21 Figure: 3. Distribution of Respondents based on School type ------------------------- 22 Figure: 4. Distribution of Respondents based on Grade level -------------------------- 23 Figure: 5. Distribution of respondents based on the Educational Status of father and Mother ----------------------------------------------------------------------- 24 Figure: 6. Level of learning Environmental Issues in School ------------------------- 26 Figure: 7. Out door Exposure Activities -------------------------------------------------- 31 Figure: 8. Awareness about Clubs other than School ----------------------------------- 37 Figure: 9. Association in Clubs of Community ----------------------------------------- 38 Figure: 10 Activities of the Clubs in Community --------------------------------------- 38 Figure: 11. Awareness about clubs in Schools ------------------------------------------- 39 v

List of Annexes 1Questionaire 2 Result tables vi

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

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

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

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. 1.2. 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

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 80000 and 200000 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

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

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. 1.4. 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

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 1977. 6

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 1980. 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

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

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

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. 2.3.2 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. 2.3.3 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

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. 2.4.2 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

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: 2.5.1 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

clubs, sport clubs, religious activities, debating, etc. In the Ethiopian school curriculum, EE integrated mainly in Geography, Biology and Civics and Ethical Education subjects. 2.5.2 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. 2.5.3 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

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

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

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

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 103876 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

Figure: 1 Map of the Study Area 18

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 20 9- to 12 9 Gullele Yekatit 12 Government 20 9 to 12 10 Gullele Ethio Parents Private 20 9- to 12 11 Kirkos Abyot Kirse Government 20 9 to 12 12 Kirkos Dandi Boru Private 20 9- to 12 13 Kolfe Keranio Kolfe Secondary Government 10 9 to 10 14 Kolfe Keranio Kokeb Secondary Private 20 9 to 12 15 Lideta Africa Kokeb Private 10 9 to 10 16 Lideta Kefitegna 4 Government 10 11 to 12 17 Nefas Silk Lafto Gibson Youth Private 20 9- to 12 Accadamy 18 Nefas Silk Lafto Kefigna 23 Government 20 9 to 12 Secondary 19 Yeka Lucy Acadamy Private 20 9- to 12 20 Yeka Dej Wondyirade S Government 20 9 to 12 3.3. Methods of Data Collection. Both qualitative and quantitative data were collected through from primary and secondary sources. 19

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. 3.3.2 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 13.00 version. 20

4. RESULTS AND DISCUSSIONS 4.1. Characteristics of the Respondents 4.1.1. Age Composition Table: 2. Age Distribution of the Respondents. Age groups Number Percent 10-14 12 3.43 15-19 328 93.71 20-24 10 2.86 Total 350 100 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 93.71 percent of the total students while students whose age is at the age of 20 and above are only 2.86 percent. 4.1.2. Gender Composition Figure: 2 Gender Distribution of the Respondents. Gender Composition 200 185 165 100 52.86 47.14 Number 0 Female Male Per cent 21

As can be seen from Figure 2, 52.86 percent of the 350 sample students are female while 47.14 percent are male students. Of the total study population of government schools students, 50 percent are female compared to 55.88 percent female private school students. 4. 1.3. School Type Figure: 3. Distribution of Respondents Based on School Type. School Type 200 180 170 100 0 51.43 Government Private 48.57 Number Per cent Out of the total sample students 51.43 percent are the government schools students while 48.57 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

4.1. 4. Grade Level Figure: 4. Distribution of Respondents Based on Grade Level. Grade Level Number and Percent of Respondents 100 90 80 70 60 50 40 30 20 10 0 9 95 27.14 10 95 27.14 11 80 22.86 12 80 22.86 Category Number Percent As can be seen from Figure 4, 54.28 percent of sample students are from the first cycle education (Grade 9 & 10) while 45.72 percent are from the second cycle education (grade 11 &12). 4.1.5. Family Income The Family income level of the students shows that 16.15 percent of the students parents income is less than 500 birr per month, compared to 9.63 percent whose parents monthly income is above 10000 birr per month indicating a very high income difference. Parent s income level between 1000 and 2000 birr per month account for 44.10 percent. Income level between 2001 and 5000 birr per month account for 29.82 percent.income level between 5000 and 10000 accounts for 13.04 percent. This can be clearly seen from Table 3. 23

Table: 3. Income Distributions of Respondent Income No percent <500 52 16.15 500-1000 69 21.43 1000-1500 34 10.56 1500-2000 39 12.11 2000-2500 36 11.18 2500-3000 15 4.66 3000-4000 13 4.04 4000-5000 32 9.94 5000-10000 42 13.04 >10000 31 9.63 Total 322 100 4.1.6. Educational Status of Respondents Parents Figure: 5 Distributions of Respondent Based on the Educational Status of Father and Mother. 140 120 100 80 60 40 20 0 70 75 44 25 20.53 21.49 12.61 7.33 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 12.61 percent of their mother who can not Read and Write. The percentage for fathers and mothers who can read and write is similar 20.53 percent and 21.49 percent respectively. Students also reported similar response on Elementary and junior completion of fathers 24

and Mothers as 12.02 percent and 12.89 percent respectively. This is also true for High School completed and Diploma holders. Student s fathers who have completed High School is 17.89 percent compared to High School completed mothers 20.92 percent and 36.66 percent fathers who have Diploma compared to 31.23 percent mothers. 5.57 percent of students reported as their fathers have Degree and above while less than one per cent reported as their mother s have Degree and above. 4.2 Assessment of EE In this section attempt was made to understand the sources of EE among the school students, ways of learning, their concern and interest towards the environment, existing opportunities and obstacles to learn about the environment were outlined. 4.2.1 Parents and other Adults Knowledge on Environmental Issues Table: 4. Parents and Other Adults Knowledge on Environmental Issues. Parents and other adults knowledge about Environmental issues Number Percent A lot 70 20.01 A fair amount 162 46.28 Only a little 110 31.43 Practically nothing 8 2.28 Total 350 100.00 As can be seen from Table 4 students were asked how many their parents and other adults in their household know about environmental issues. The result shows, 66.28 percent reported that their parents and other adults in their household have either a lot (20 percent) or a fair amount (46.28 percent) of knowledge about environmental issues. While 33.71 percent of reported that their parents and other adults in their household have either a little or practically knows nothing about environmental issues and problems. It could be 25

concluded that a major share of the respondents parents and other adults in their household have a lot or fair amount of knowledge on environmental issues, this may be due to exposure to advanced communication technologies like radio, TV, newspaper, access to different environmental communications as well as their educational background and practical life experiences. 4.2.2. Level of Learning Environmental Issues in School Figure: 6 Level of Learning Environmental Issues in School. Level of Learning Environmental Issues From School Number and Percent of Respondents 160 140 120 100 80 60 40 20 108 30.95 151 43.27 64 18.34 26 7.44 Number Percentage 0 A lot A fair Amount Only a Little Practically Nothing Along with many sources, school is a major influence and shaper of the opinion and attitudes of students. As can be seen from Figure 6, students were asked how much they are learning about environmental issues in schools. In response 74.22 percent reported that they are learning either a lot (30.95 percent) or a fair amount (42.27 percent) in the school compared to 25.78 percent who feels that they learn only a little (18.34 percent) or 26

practically nothing (7.44 percent).in other word a quarter of students do not feel that school significantly contributed to their environmental knowledge. This is may be due to the fact that, environmental issues in the school curriculum mainly focus on education about the environment i.e. root memorization of factual knowledge about the environment. As a result, it could not give the chance for students to learn by their own, encouraged to study problems and came up with solutions, execute the act of solving the problems and then evaluate the effect of their actions. As a result, the effort being done to create a citizenry who has knowledge attitude, skills, motives and commitments towards finding solutions to the current and future environmental problems remains action less. 4.2.3. Individual s Level of Knowledge about Environmental Issues Table: 5. Individual s Level of Knowledge about Environmental Issues. Individual s level of knowledge about environmental issues Number Percent A lot 132 37.82 A fair amount 183 52.44 Only a little 28 8.02 Practically nothing 6 1.72 Total 349 100 As can be seen from Table 5, students were asked how much they think they know about environmental issues and problems, 90.26 percent reported that they know either a lot (37.82 percent) a fair amount (52.44 percent) about environmental issues and problems. Only 9.74 percent reported that they know only a little (8.02 percent) or practically nothing (1.72 percent). The level of environmental knowledge students say they personally have and the environmental knowledge they attributed to their parents and other adults in their 27

household is similar. Accordingly, combined the government or private school students, 90.2 percent ported as they know either a lot or fair amount about environmental issues and problems. This coincides with the attributes of their parents and other adults in their household knowledge on environmental issues, which is around 66 28 percent (both a lot and a fair amount). This similarity about felt environmental knowledge and the knowledge they attributed to their parents and other adults probably indicate that some of the environmental knowledge reported by the students was learned at home. (So further we can derive from the above two responses such as 74.22 percent reported that they learn either a lot or a fair amount from their school and their general awareness on environmental issues is 90.26 percent (either a lot or affair amount). Some how reveals that schools, parents, and other adults in their households are the most important sources for the students to learn about the environment. 4.2.4. Sources of Knowledge for Environmental Issues Table: 6. Source of Knowledge for Environmental Issues. Information Source for Number Percent environmental issues School 233 67.34 Parents 80 23.12 Friends 33 9.54 Others 43 - Students were asked to name the various sources of their environmental knowledge they gained, the vast majority of the students, 67.34 percent reported that school is the most important source followed by 23.12 percent parents, which is true from the previous observation. While, 9.54 percent reported friends as the sources of environmental issues. In other word, one can say 32.66 percent of all students do not feel that school contributes significantly to their environmental knowledge. When they were asked about the other sources of environmental information other than school parents, and friends. Mass media as sources of environmental education is the least reported compared to all the responses. However, one of the objectives of the Tbilisi conference of 1977 is mass environmental literacy. The mechanism through which this can best be achieved is through the mass 28

media. Nonetheless, the role of mass media in mass environmental literacy is insignificant. Senge, (2000) stated that, problems associated to mass media in developing countries as environmental issues often requires communication skills as well as knowledge about the environment and finding people who are knowledgeable in environmental matters is very difficult as a result, low emphasis is given to coverage of environmental matters and considered as secondary in importance. The condition of Ethiopia in this regard is not any different from the above facts. For example, currently there are one national and municipal television service in the city, two radio stations nationally as well as three FM radio, and many regional FM radios. However, when we look at the coverage given to music in these FM radios and compare it with the coverage on other program like environmental matters is very insignificant. For example, the FM 98.1 radio which has the highest coverage on different issues for 18 hours a day and has many listeners used to provide on environmental issues for half an hour, once a weak sponsored by Environmental Protection Authority. However for some reason it was now stopped. Moreover, the time of transmission and the contents of the coverage is another issues related to the challenges of mass media to achieve the above-mentioned objectives. This may be the reasons why students did not considered mass media as a sources of environmental knowledge. 4.2.5. Means of learning about EE Table: 7. Means of Learning about EE. Means of learning about EE Number Per cent From subjects 199 57.35 From interested teachers 96 27.67 From a club 37 10.66 From special environmental classes 15 4.32 Others 12 3.43 As can be seen from Table 7, students were asked to name the various ways they have learned about environmental issues in schools, 57.35 percent reported from different subjects, followed by interested teachers 27.67 percent While 14.98 percent reported either from a club or from special environmental classes. Only 3.43 percent considered media as 29

the source of environmental knowledge. Another finding is that teachers teaching irrespective of the subjects are the second most important sources of learning environmental education as reported in Table 7. 4.2.6. Subjects Dealing with Environmental Issues Table: 8. Subjects Dealing with Environmental Issues. Subjects dealing with Number Per cent environmental issues Geography 259 74.00 Biology 204 58.29 Civics 68 19.43 Chemistry 27 7.71 History 16 4.57 Economics 7 2.00 Physics 4 1.14 Mathematics 3 00.86 Business 2 00.57 As can be seen from Table 8, students were asked to mention the different subject addressing environmental issues. The existence of environmental education is felt by the majority of the students in the subjects of Geography (74.00 percent), Biology (58.29 percent) and civics and Ethical Education (19.43 percent). In addition, the rest reported the other subjects have contributed to their environmental knowledge. This might be due to the nature of the subjects which have whether the presence or absence of biophysical environmental components in them 30

4.2.7. Out door Exposure Activities Figure: 7 Out Door Exposure Activities. Out Door Exposure Activities 250 200 150 100 50 0 Yes 139 205 40.41 59.59 Per cent Number No Number Per cent Informal education is very important in providing with greater opportunities for the students to learn and involve in environmental activities so as to increase their environmental knowledge. For example, field trips to museums, zoos, parks etc, are among the most important ways of delivering environmental knowledge to students and believed to provide first hand experience of real life situations to learn, analyze, present and interpret and solve the problem have been regarded as secondary in importance and received low attention. As can be seen from Figure 7, of both schools combined 59.59 percent reported that they did not have the chance to learn from the informal education. Interestingly, 81.76 percent of the students from private reported that they have a chance to out of schools on field trips, museums, parks etc. It implies clearly the students from government school hardly get the chance to learn from the informal education system.this may be attributed to lack of interest and initiatives, from administration and also may be due to financial and logistics constraint. 31

4.2.8 Students Concern on Environmental Issues Table: 9 Students Concern on Environmental Issues Item Most Serious No that Not serious serious serious Difficult to decide Pollution of lakes, rivers 203 103 17 7 19 and streams Littering of trash and 202 116 20 5 5 garbage Land degradation 178 107 19 14 27 Desertification 218 90 15 3 21 Highland soil erosion 136 149 31 12 19 Rapid population growth 220 76 24 12 16 Endangered plants and 143 150 34 10 12 animals Energy crisis 122 98 75 20 31 Acid rain 161 104 43 20 21 Damage to ozone layer 132 78 64 44 28 Too little recycling 200 84 41 8 17 Global warming 78 121 65 51 31 Shortage of good 208 88 24 12 15 drinking water Damage to the 195 109 20 12 10 environment caused by mining or cutting down trees As can be seen from Table 9, students were asked to answer their concern on the above fourteen environmental issues comprising Local, Regional and Global environmental issues. In general, students exhibited a very high level of concern on the above listed environmental issues they and the nation faced. Accordingly, 79.78 percent on the average reported all these issues as either most serious or serious problems. Only few issues exhibit significant difference on the level of concern among the above fourteen environmental issues. These are global warming 56.86 percent and Damage to the ozone layer 60 percent among the global issues. Where as, issues that are local and 32

immediate in nature, affecting here and now and those, which are frequently referred as the main challenges at the national level are, reported as a great concern by all students. Hence, littering of trash and garbage 90.86 percent, land degradation 88 percent, pollutions of lakes, rivers and steams 87.43 percent, damage to the environment caused by mining or cutting down trees 86.86 percent, rapid population growth, and shortages of good drinking water 85 percent respectively, highland soil erosion and land degradation 81.41 percent respectively. Students who profess to have good deal of knowledge also tend to exhibit high level of concern for various environmental issues and problems. This is evident from the results that, students who reported as they know either a lot or fair amount (90.26 percent) about the environment shows a great level of concern (79.96 percent) and in that they have more concern on the on local and more immediate environmental issues and problems (84.20 percent) which they are facing in their day to day life and in their country at large. On the contrary, among the above listed environmental issues and problems significant numbers of students do not consider Global Warming (33.14 percent) and Damage to the Ozone layer (30.86 percent) as a big problem and serious. This discrepancy might be due to reasons that though they are global in nature but have no direct impact as perceived like that of most immediate local environmental problems. 33

4.2.9. Choice to Know More about Environmental Issues Table: 10. Choice to Know More about Environmental Issues Item 1 st 2nd 3rd 4th 5th Pollution of lakes, 54 28 38 40 31 rivers and streams Littering of trash and 44 35 37 18 15 garbage Land degradation 32 20 22 22 25 Desertification 32 30 36 23 13 Highland soil erosion 11 18 16 29 28 Rapid population 43 52 25 23 30 growth Endangered plants 9 15 22 24 24 and animals Energy crisis 22 18 27 19 18 Acid rain 12 10 21 25 28 Damage to ozone 15 27 18 17 25 layer Too little recycling 23 27 24 19 19 Global warming 11 13 13 22 21 Shortage of good 15 28 25 35 18 drinking water Damage to the 13 6 9 15 27 environment caused by mining or cutting down trees The concerns attributed to various environmental problems were often linked to the desire for further knowledge of the same environmental issues. As can be seen from Table 10, students were asked to mention which of the fourteen environmental issues they wanted to know more. Still those issues that are local and immediate in nature, frequently referred as the main challenges at the national level are areas of interest students would like to know more about. For example, 15.43 percent were interested to know more about Pollution of lakes, rivers and streams as first choice, 12.57 percent about littering of trash and garbage, 12.29 percent about rapid population growth, 8.86 percent Land degradation and desertification, as first choice. While for the remaining environmental issues, the desire of the students to know more about is generally very low. 34

4.2.10. Interest to Work on Environmental Issues Table: 11. Working Interest on Environmental Issues Working interest on Number Percent Environmental Issues Very interested 195 56.03 Somewhat interested 98 28.16 Not too interested 41 11.78 Not at all interested 14 4.03 Total 348 100 As can be seen from Table 11, students were asked to mention their interest to join groups to work for the environment. Despite other concern in their lives whether from government or private schools interestingly, 84.19 percent responded positively that they are either very or somehow interested to join groups to do things to help for the causes of the environment. While only 15.81 percent reported as they have little or no interest to join groups to help the environment. Not surprisingly, knowledge about the environment in general is highly correlated with interest in joining a group or clubs to benefit the environment and 90.26 percent who reported they know either a lot or a fair amount are interested very much or somehow interested 84.19 percent to do things to benefit the environment. Concerns for the environment have also strong ties with interest to do things. Accordingly, students whether from private or government school who expressed their concern as very serious or series (79.79 percent), are very much or somehow interested to do things to benefit the environment (84.19 percent). From this, one can understand that students of this metropolis schools can be used as an important work force in the effort being under taken to mitigate environmental problems provided that proper enabling environments are created. 35

4.2.11. Involvement Patterns in Working for Environmental Issues Table:12, Involvement Patterns in Working for Environmental Issues Involvement pattern in working for Number Percent environmental issues Very easy 77 22.06 Sort of easy 141 40.40 Sort of difficult 82 23.50 Very difficult 49 14.04 Total 349 100 As can be seen from Table 12, students were asked how hard or easy it would be for them to get involved in groups or clubs to work for the environment, 62.46 percent reported that, it is either sort of easy (22.06 percent) or very easy (40.40 percent) to get involved to do things for the environmental. Where as, 37.54 percent of students feel that it is either sort of or very difficult to get involved to do things to the environment. Interestingly, just as 84.19 percent in general students reported, as they are very or somehow interested in working with others to benefit the environment, 62.46 percent reported that it would be either very or sort of easy for them to get involved to work for the benefit of the environment. 36

4.2.12. Awareness about community based clubs Figure:8 Awareness about Clubs other than School Awareness about Clubs Other than School 200 150 200 150 100 50 42.86 57.14 Awareness about community based clubs Number Awareness about community based clubs Percent 0 Yes No As can be seen from Figure 8, students were asked whether they are aware of communitybased clubs working for the environment in their school, and 57.14 percent reported that they are not aware of any group or club in their community, which work for benefit of the environment. While 42.86 percent reported as they are aware of such a group or club. 4.2.13. Association in Clubs of Community Figure: 9 Association in Clubs of Community Association in clubs of Community 300 200 100 0 Number 95 255 27.14 Per cent 72.86 Yes No Yes No 37

As can be seen from Figure 9 also, the largest percentages of students (72.86 percent) reported, as they are not involved in any community-based clubs or groups who are working for the benefit of the environment, but as we can see their interest to do things for the environment seems to be very high. remains the highest. The tie between interest and actual involvement is still not a reality (84.26 percent vs. 27.14 percent) 4.2.14. Activity of the Clubs in Community Figure: 10 Activities of the Clubs in Community. Activity of the Clubs in community 250 200 229 150 100 50 0 110 32.45 Yes No 67.55 Per cent Number Number Per cent As can be seen from Figure 10, when students were asked the effectiveness of the community based environmental clubs the highest percentage of students (67.55 percent) feel that community based environmental cubs are not effectively working for the benefit of the environment. 38

4.2.15 Awareness about Clubs in Schools Figure:11 Awareness about Clubs in School Awareness about Clubs in School 250 200 150 100 50 0 131 Number 219 37.43 Percent 62.57 Yes No Yes No As can be seen from Figure11, students were asked weather or not they are aware of school-based clubs working for the environment in their school and 62.57 percent reported that they are not aware of any group or club in their school. While, 37.43 percent reported they are aware of it. Environmental groups or clubs whether school or community based which work for the environment are very important bridge to create communication between the school and the community. Effective means of communication between the school and the community is very crucial to translate the curriculum in to reality and to achieve one of the objectives of the Ethiopian EE and awareness policy, which attempt to create mass environmental communication and dissemination. It has been recommended also in Tbilisi conference in 1977 as schools should play a key role in public information campaign on locally and nationally relevant environmental problems through different meetings or seminars, special events like world environmental day, field works like anti litter activity, etc, that should give sufficient opportunity for the public to participate (UNESCO, 1977). These however could not be effectively implemented and many of the school based environmental groups or clubs are not known by many students. Schools often could not go beyond their own 39

usual tasks and do not involve in the local environmental problems of the community, through their clubs or groups due to lack of skilled manpower, financial constraints, lack of awareness both by the community as well as the schools society, etc. 4.2.16. Association with Clubs in Schools Table: 13. Association with Clubs in Schools Association with clubs in Number Percent schools Yes 111 31.71 No 239 68.29 As can be seen from Table 13, despite a very high level of interest to join a group and to do things for the environment, only 31.71 percent reported that they have actually participated in a club or a group in their school to work for the benefit of the. While, 68.29 percent reported that they are not involved in clubs or groups. Too often interest to work in group or club has significant ties with actual involvement. However, in this study, the reverse is true and there is a very weak relationship between interest and actual involvement. Not surprisingly, Students whether from the government or private school reported that they are very or some how (84.19 percent) interested to do things for the benefit of the environment but only 31.71 percent have actually involved. This is the most important part policy makers and planners should look in to. 4.2.17. Activity of the Club in the school Table: 14. Activity of the Club in the School Activity of the club in the Number Percent school Yes 98 28.41 No 247 71.59 40

As can be seen from Table 14, the highest percentage of students (71.59 percent) feel that school based environmental cubs are not effectively working for the benefit of the environment. Environmental Clubs are meant to increase the level of environmental awareness of the students by participating as many member students in the club as possible to create environmentally friendly pupils and disseminate information to the rest of the pupils as well as to their localities. In most cases however, these clubs are restricted with a very specific activities like watering and planting some plants in their school compound. In addition, the linkage of these clubs out side their schools such as with communities, business organizations, NGOs, sub- cities leaders is very weak. The way they organized do not seems to create a kind of strong and important linkage among the above groups (actors) that would have been potential source of finance, materials and skills to make the clubs very efficient to achieve their intended goals towards environment. 4.3 Relationship between independent and dependent variables 4.3.1 Relationship between Independent Variables (Age, Grade and Income Levels) and the Dependent Variable (Concern on Different Environmental Issues) Table:15 Relationship between Independent and Dependent Variables Variables Correlation Coefficient Significance Age -.087 Not Significance Grade level -.064 Not Significance Income level -.149** Significant **-Correlation is significant at the 0.05 level The variables investigated include age of students, grade level of students and income level of parents. The coefficients were negative and significant at the 0.05 level with the variable income level of parents of the student respondents. The implication of this result is that income level is a significant determinant on the opinion of students concern towards different environmental issues. It also implies that: 41

1. The opinion on different environmental issues will be determined by the income level of parents of the student respondent. The Higher the income level of parents, the higher will be the concern on the different environmental issues. 2. The opinion on different environmental issues will be higher when the income of the parents of students increases. This may be due to the fact that the students may have better sources of information in different forms. This can increase their opinion towards different environmental issues. It can be concluded that income level of parents is a significant determinant on the concern of students on different environmental issues. 4.3.2 Relationship between in Dependent Variables (Age, Grade and Income levels) and Dependent Variable (Further Interest to Know more about Environmental Issues) Table 16, Relationship between Independent and Dependent Variables Variables Correlation Coefficient Significance Age -.138* Significance Grade level -.147** Significance Income level -.069 Not Significant *- Correlation is significant at the 0.01 level **-Correlation is significant at the 0.05 level The variables investigated include age of students, grade level of students and income level of parents. The coefficients were negative and significant at the 0.01 levels and 0.05 level with the variables age and grade level respectively. The implication of this result is that age and grade level are significant determinants of effectiveness of environmental education. It also implies that: 42

1. The effectiveness of environmental education will be determined by the age of the students. Higher the age of students, effectiveness will be on the comparatively higher on the other side. 2. The effectiveness of environmental education will be higher when age of the students increases. This may be due to the fact that the students may have better sources of information in different forms. This can increase the effectiveness of environmental education. 3. Students are likely to know more and learn about environmental education when the age increases with the condition that the environmental issues are presented according to their needs. 4. The grade level of students is a significant determinant of the effectiveness of environmental education. As the grade level of students increases the effectiveness of environmental education increases. This may be due to the reason that the number of sources of information increases their awareness and knowledge on environmental issues. In addition, some of the environmental issues may directly affect them, which will increase the effectiveness of environmental education. It can be concluded that age and grade level are significant determinants of the effectiveness of environmental education. On the other hand the effects of the independent variables like age, grade level and school types on the students individual level of knowledge, concern, interest to know more about the environment, interest to do things for the environment, felt difficulty and actual involvement to do things for the environment have no much different between the government and private school students (see annex 2). 43

5. CONCLUSION AND RECOMMENDATIONS 5.1. Conclusion Ethiopia has introduced EE in the ongoing school curriculum since 1980s in response to the frequent environmental challenges and in order to make its people aware of and concerned about the environment and associated issues. Yet environmental problems in the country remain to be most severe. The ongoing EE has been given through infusion approach and mainly focus on Chalk and Talk system, which focuses on root memorization of factual knowledge about the environment. Schools, parents and other adults have significantly contributed to equip students the necessary information about the conditions of the environment. However, the role played by mass media in the campaign to create sensitive and democratic citizenry towards the issues of current environmental problems is very weak and often ignored to be used as a means to address issues about the environment. The existence of environmental information was felt by majority of students in the subjects of Geography, Biology, and Civics and Ethical Education. In all government schools Environmental Education is not supported by the informal education system and often considered as secondary. However, students exhibited a very high level of concern on the local and immediate problems than the global ones and they are interested to know more bouts the local issues and problems. Further more they are very much interested to work with groups or a clubs in their schools as well as in their communities to do things for the benefit of the environment. Nevertheless, significantly higher numbers of students do not know any community or school based groups, which they can work together for the causes of the environment. In addition, the presences of barriers like inefficient organizations of schools environmental clubs, very limited functions of schools environmental clubs, perceived difficulty to associate with clubs or groups, lack of financial and skilled manpower further hampered the full participations of students to work on environmental activities. Age, grade and 44

family income level have also significance influence in the overall environmental education of the students. However, there is no much difference among the private and government school students on overall environmental issues. 5.2 Recommendations The issue of environmental problems in Ethiopia is very severe and complex. Changing these problems may need much time. For those complex problems and issues there must be an effective solution through time. Knowing what the young generation thinks, wants, values, consider as a problem is one-step forward for tomorrow s challenges and solutions. Hence, the following measures needs to be taken into account: School environmental clubs are the most accessible clubs for students hence, they should be well organized and create strong relationship with Sub Cities managers, dwellers associations, NGOs, Business Organizations, School Administrators, Department Heads, Teachers and Students in order to solve the national environmental problem in general and the local environmental problems in particular. Community based environmental groups are unknown to the majority of the students hence; they should promote their program to the community at large to facilitate students participation. Enabling environment should be created at school and out side school for students in order to participate in the campaign against environmental problems and to give students awareness and knowledge to change the attitude and to develop skills and make them involved and finally to participate in solving the real-life situation which are the major objectives of environmental education according to UNESCO. 45

NGOs which are working on the environmental issues should work very closely with school or community based environmental clubs in order to make significant contribution for the environment. The informal education systems in the government should not be considered as secondary in importance in order to provide opportunities for the students to learn from the environment and to attract the attentions of many of the students to the school environmental clubs as well as to give them practical knowledge, skills, values, experiences. It would be very good to study further on this area of study in the future to find out what went wrong with our environmental education and suggest way out of to improve the quality of the status of the environment. 46

References Addis Ababa City Government Information and Culture Bureau (AACGIB, 2007). Addis Ababa, June 22, 2007. URL: www. Adddisababacitygov.et/ articles.htm Addis Ababa Education Bureau(AAEB, 2007). Departments of statistics. Addis Ababa, Ethiopia. Carson. R. (1962). The silent spring. Houghton Mifflin. Boston. URL: www. amazon.com.silent spring-rachel Carson/dp/06/8249060 Ehrlich. P. R (1968). The Population Bomb. New York. URL: www.amazon.com. Population bomb Paul- R- Ehrlich /pd/1568495870 EPA-FDRE (1997). Environmental policy of Ethiopia. Addis Ababa, Ethiopia. IUCN (1970) Environmental Education Workshop.Nevada, USA. URL:fs.fed.us/ne//newtown_square/.../pdfs/2006/amirati341.pdf Ministry of Finance and Economic Development. (MoFED, 2002).Sustainable Development and Poverty Reduction program. July, 2002. Addis Ababa Ethiopia. Senge, Peter M. (Ed) (2000) Schools That Learn: A Fifth Discipline Field book for Educators, Parents, and Everyone Who Cares About Education. URL :www.teachersmind.com/media.htm Stapp, W. (1969). The concept of Environmental Education.The Journal of Environmental Education 1(3), 30-36. Tesfaye Tilahun (1999). An Assessment of food security situation in Ethiopia. Queensland University press 1999. UNCHE (1972). Development and Environment. Stockholm, Sweden.June 1972. URL: www. Adddisababacitygov.et/ articles.htm United Nation (1992). Agenda 21: Program of Action for Sustainable Development: Rio Declaration on Environment and Development (UNCED).Brazil. URL: http://www.un.org/documents/ga/conf151/aconf15126-3annex3.htm UNDSD (2007).Promoting Education, and public Awareness Training. URL: www.un.org/esa/sustdev/natlinfo/nsds/egm/crp_3.pdf UNESCO (1976). Belgrade Charter, connect, vol.1.unesco, Paris, France. 47

UNESCO (1977). The Final Report, Intergovernmental conference on Environmental Education Tbilisi (14-26 Oct 1977). UNESCO ED/MD/49 UNESCO.1978. Intergovernmental Conference on Environmental Education, 14-26 Oct 1977, Tbilisi, conner, Paris, unesco, UNEP UNESCO.1980. Reshaping Education for Sustainable Development. Environment and Development Issues. Paris: UNESCO UNESCO (1995). International Workshop on Reorienting for Sustainable Development. June26-30 Athens (Greece) UNESCO. UNESCO.1997. Education for Sustainable future. A Trans disciplinary Vision for Concerted Action, Proceeding International Conference on Environment and Society: Education and Public Awareness for Sustainability,8-12 December1997, Thesaaloniki, Greece, UNESCO, Paris, France UNESCO,2005. Environmental Education for Sustainability. Defining the new focus of Environmental Education in the 1990s. Environmental Education Research, 1(2), 195-212 Willfied,J.(1999).Effects of Ecological Culture at School on School Students: An Empirical Study and its Implication on students. URL: www.zhbflensburg.de/dissert/dempsey/rdempsey13ch1_3htm World Commission on Environment and Development (WCED). 1988. Our Common Future: London: Oxford University Press 48

Annexes Annex 1: The Status of Environmental Education in the Metropolis schools of Addis Ababa Section I No. Questions Answers/Responses Code Q 101 Sex 1. Female 2. Male Q 102 Grade 1. Nine Grade 2. Ten Grade 3. Eleven Grade 4. Twelve Q 103 School Types 1 Private 2. Government Q 104 What is your father education status? 1. Illiterates 2. Write and Read 3. Elementary and Junior 4. High School Complete 5. Diploma Holder 6. Degree Holder and above Q 105 What is your parent s monthly income? 1 Section II: Assessment of EE Q 201 How much do you think your parents or other adults in your house know about environmental issues and problems? 1. A lot 2. A fair amount 3. Only a little 4. Practically nothing Q 202 Q 204 Young people learn about a lot of topics in school. Thinking about all of your classes, how much would you say you are learning about environmental issues in school? What is the source of knowledge on environmental issues? 1. A lot 2. A fair amount 3. Only a little 4. Practically nothing 1. School 2. Parents 3. Friends 4. Other if so 49

Q 205 Q 206 Q 207 If You know about environmental issues from the school how it was delivered? Please mention the main Subjects which deals about the environment. Has your school provided you with Field trips, visit to Parks, Museums, Zoos, etc 1. From Subject 2. From Interested teacher 3. From Club 4. If other specify [ ] 1. Yes 2 No Q208 There is a list of environmental issue Please mark your opinion Items Most serious Serious Not that serious Pollution of lakes, rivers, streams Littering of trash and garbage Land degradation Desertification Highland soil erosion Rapid population increase Endangered animals, plants, insects Air pollution or smog Destruction of the rainforest Endangered animals, plants, insects Not enough energy Acid rain Damage to the ozone layer Too little recycling global arming Not enough landfill space for garbage andtrash Shortage of good drinking water Damage to the environment caused by mining or cutting down trees Not Series I don't know Q209 which of the five of these issues, of any, would you like to know Items Most Serious Not Not I don't 50

Pollution of lakes, rivers, streams Littering of trash and garbage Land degradation Desertification Highland soil erosion serious that serious Series know Rapid population increase Endangered animals, plants, insects Air pollution or smog Destruction of the rainforest Endangered animals, plants, insects Not enough energy Acid rain Damage to the ozone layer Too little recycling global arming Not enough landfill space for garbage and- trash Shortage of good drinking water Damage to the environment caused by mining or cutting down trees Q 210 Q211 Q 212 How interested would you be in working with others, or joining a group or club to help How easy or hard would it be for you to get involved in helping to do things for the environment? Do you know any groups or clubs in your community, apart from school, where people can work with others to help do things for the environment? 1. Very interested 2. Some what interested 3. Not too interested 4. Not at all interested 1. Very easy 2. Sort of easy 3. Sort of difficult 4. Very difficult 1 Yes 2. No Q 213 By any chance, have you yourself 1 Yes 51

joined a group or club at community to help do things for the environment? 2. No Q 214 Q 215 If your answer for question number 13 is yes, is it actively working? Do you know about any groups or clubs at your school where people can work with others to help do things for the environment? 1 Yes 2. No 1 Yes 2. No Q 216 Q 217 By any chance, have you yourself joined a group or club at school to help do things for the environment? 1 Yes 2. No If your answer for question number 16 is yes, is it actively working? 1 Yes 2. No Annex 2. Key for Q1, Q2, Q3: 1. A lot 2. A fair amount 52

3. Only a little 4. Practically nothing Key for: Q4 Key for: Q10 Key for: Q5 Key for: Q11 1. School 2. Parents 3. Friends 4. Other 1. Very interested 2. Some what interested 3. Not too interested 4. Not at all interested 1. Subjects 2. Interested Teachers 3. Clubs 4. Special Environmental Classes 1. Very easy 2. Sort of easy 3. Sort of Difficult 4. Very Difficult Key For: Q7, Q12, Q13, Q14, Q15, Q16, Q17: 1. Yes 2. NO Age * q1 Cross tabulation Age q1 Total 1.00 2.00 3.00 4.00 14.00 1 7 3 0 11 15.00 14 14 9 0 37 16.00 23 36 21 0 80 17.00 17 46 29 1 93 18.00 10 35 32 2 79 19.00 4 18 12 4 38 20.00 1 4 2 1 8 22.00 0 0 1 0 1 24.00 0 1 0 0 1 Total 70 161 109 8 348 Age * q2 Cross tabulation Age q2 Total 53

1.00 2.00 3.00 4.00 14.00 1 7 4 0 12 15.00 11 15 6 5 37 16.00 24 40 14 2 80 17.00 33 38 13 9 93 18.00 26 33 13 7 79 19.00 8 13 13 3 37 20.00 4 4 0 0 8 22.00 0 0 1 0 1 24.00 0 1 0 0 1 Total 107 151 64 26 348 Age * q3 Cross tabulation Age q3 Total 1.00 2.00 3.00 4.00 14.00 3 8 1 0 12 15.00 20 15 2 0 37 16.00 32 44 4 0 80 17.00 39 43 9 2 93 18.00 21 51 4 2 78 19.00 13 17 6 2 38 20.00 4 3 1 0 8 22.00 0 0 1 0 1 24.00 0 1 0 0 1 Total 132 182 28 6 348 Age * q4 Cross tabulation Age Q4 Total 1 2 3 4 14 6 4 0 0 10 15 23 6 2 5 36 16 55 33 6 13 107 17 58 14 13 11 96 18 32 12 6 10 60 19 26 1 1 7 35 20 2 0 0 2 4 22 1 0 0 0 1 24 1 0 0 0 1 Total 204 70 28 48 350 Age * q5 Cross tabulation Age Q5 Total 1 2 3 4 54

14 5 4 0 0 9 15 22 6 4 2 34 16 47 31 9 3 90 17 51 13 9 6 79 18 37 16 9 9 71 19 16 12 2 0 30 20 2 6 0 0 8 22 1 0 0 0 1 24 1 0 0 0 1 Total 182 88 33 20 323 Age * q7 Cross tabulation Age q7 Total 1.00 2.00 3.00 14.00 2 10 0 12 15.00 12 25 0 37 16.00 36 44 0 80 17.00 47 45 0 92 18.00 22 53 1 76 19.00 16 21 0 37 20.00 2 6 0 8 22.00 1 0 0 1 24.00 0 1 0 1 Total 138 205 1 344 Age * q10 Cross tabulation Age q10 Total 1.00 2.00 3.00 4.00 14.00 4 2 5 1 12 15.00 29 4 2 2 37 16.00 47 18 15 0 80 17.00 45 33 13 2 93 18.00 40 25 5 8 79 19.00 22 14 0 2 38 20.00 6 2 0 0 8 22.00 1 0 0 0 1 24.00 0 0 2 0 1 Total 194 98 42 15 349 Age * q11 Cross tabulation Age q11 Total 1.00 2.00 55

14.00 6 6 12 15.00 10 27 37 16.00 24 56 80 17.00 23 70 93 18.00 29 50 79 19.00 16 22 38 20.00 2 6 8 22.00 1 0 1 24.00 0 1 1 Total 111 238 349 Count Age * q12 Cross tabulation Age q12 Total 1.00 2.00 14.00 1 11 12 15.00 7 30 37 16.00 25 55 80 17.00 27 66 93 18.00 21 58 79 19.00 11 27 38 20.00 3 5 8 22.00 0 1 1 24.00 0 1 1 Total 95 254 349 Age * q13 Cross tabulation Age q13 Total 1.00 2.00 14.00 6 6 12 15.00 14 23 37 16.00 43 37 80 17.00 35 58 93 18.00 30 49 79 19.00 17 21 38 20.00 3 5 8 22.00 1 0 1 24.00 1 0 1 Total 150 199 349 Age * q14 Cross tabulation Age q14 Total 56

1.00 2.00 14.00 5 7 12 15.00 8 27 35 16.00 29 50 79 17.00 23 67 90 18.00 28 46 74 19.00 12 26 38 20.00 3 5 8 22.00 1 0 1 24.00 0 1 1 Total 109 229 338 Age * q15 Cross tabulation Age q15 Total 1.00 2.00 14.00 5 7 12 15.00 15 22 37 16.00 27 53 80 17.00 42 51 93 18.00 23 56 79 19.00 14 24 38 20.00 4 4 8 22.00 0 1 1 24.00 1 0 1 Total 131 218 349 Age * q16 Cross tabulation Age q16 Total 1.00 2.00 14.00 2 10 12 15.00 9 27 36 16.00 20 59 79 17.00 26 67 93 18.00 28 49 77 19.00 8 29 37 20.00 3 5 8 22.00 1 0 1 24.00 0 1 1 Total 97 247 344 Age * q17 Cross tabulation 57

q17 Age 2. 0 Total 1.00 0 3.00 4.00 14.00 3 3 4 2 12 15.00 1 9 7 2 9 37 16.00 3 12 1 31 6 80 17.00 3 25 3 17 18 94 18.00 3 18 0 19 12 79 19.00 1 9 8 8 3 38 20.00 1 6 1 0 8 Total 22.00 0 1 0 0 1 24.00 0 1 0 0 1 77 1 4 0 82 49 349 Sex * q1 Cross tabulation Sex q1 Total 1.00 2.00 3.00 4.00 F 41 74 67 2 184 M 29 87 42 6 164 Total 70 161 109 8 348 Sex * q2 Cross tabulation Sex q2 Total 1.00 2.00 3.00 4.00 F 45 82 38 20 185 M 62 69 26 6 163 Total 107 151 64 26 348 Sex * q3 Cross tabulation 58

Sex q3 Total 1.00 2.00 3.00 4.00 F 65 105 13 2 185 M 67 77 15 4 163 Total 132 182 28 6 348 Sex * q4 Cross tabulation Sex Q4 Total 1 2 3 4 F 97 39 14 15 165 M 108 23 3 22 156 Total 205 62 17 37 321 Sex * q5 Cross tabulation Sex Q5 Total 1 2 3 4 F 91 43 21 10 165 M 92 39 6 2 139 Total 183 82 27 12 304 Sex * q7 Cross tabulation Sex q7 Total 1.00 2.00 3.00 F 84 97 1 182 M 54 108 0 162 Total 138 205 1 344 Sex * q10 Cross tabulation Sex Q10 Total 1.00 2.00 3.00 4.00 F 113 44 18 9 184 M 81 54 23 5 163 Total 194 98 41 14 347 Sex * q11 Cross tabulation Sex q11 Total 1.00 2.00 F 59 126 185 M 52 112 164 Total 111 238 349 Sex * q12 Cross tabulation Sex q12 Total 59

1.00 2.00 F 46 139 185 M 49 115 164 Total 95 254 349 Sex * q13 Cross tabulation Sex q13 Total 1.00 2.00 F 67 118 185 M 83 81 164 Total 150 199 349 Sex * q14 Cross tabulation Sex q14 Total 1.00 2.00 F 56 121 177 M 53 108 161 Total 109 229 338 Sex * q15 Cross tabulation Sex q15 Total 1.00 2.00 F 71 114 185 M 60 104 164 Total 131 218 349 Sex * q16 Cross tabulation Sex q16 Total 1.00 2.00 F 50 132 182 M 47 115 162 Total 97 247 344 Sex * q17 Cross tabulation Sex q17 1.00 2.00 3.00 4.00 Total F 49 56 47 33 185 M 28 84 35 16 164 Total 77 140 82 49 349 School Type * q1 Cross tabulation 60

School Type Private Government q1 Total 1.00 2.00 3.00 4.00 27 97 41 4 169 43 64 68 4 179 School Type * q2 Cross tabulation School Type q2 Total 1.00 2.00 3.00 4.00 Private 50 76 32 12 170 Government 57 75 32 14 178 School Type * q3 Cross tabulation School Type q3 Total 1.00 2.00 3.00 4.00 Government 76 83 14 6 179 Private 56 99 14 0 169 School Type * q4 Cross tabulation School Type q4 Total 1.00 2.00 3.00 4.00 Government 106 39 8 26 179 Private 110 29 17 14 170 School Type * q5 Cross tabulation School Type 1.00 2.00 q5 3.00 4.00 5.00 Total Government 93 52 15 5 4 169 Private 89 30 12 9 5 142 School Type* q7 Cross tabulation School Type 1.00 q7 2.00 3.00 Total Private 64 104 1 169 Government 74 101 0 175 School Type l * q10 Cross tabulation school Type q10 Total 61

1.00 2.00 3.00 4.00 Private 83 59 18 10 170 Government 111 39 23 4 177 School Type * q11 Cross tabulation q11 School Type 1.00 2.00 Total Private 56 114 170 Government 55 124 179 School Type * q12 Cross tabulation q12 School Type 1.00 2.00 Total Private 30 140 170 Government 65 114 179 School Type * q13 Cross tabulation q13 School Type 1.00 2.00 Total Private 76 94 170 Government 74 105 179 School Type * q14 Cross tabulation q14 School Type 1.00 2.00 Total Private 56 107 163 Government 53 122 175 School Type * q15 Cross tabulation q15 School Type 1.00 2.00 Total Private 52 118 170 Government 79 100 179 School Type * q16 Cross tabulation 62

q16 School Type 1.00 2.00 Total Private 32 137 169 Government 65 110 175 School Type * q17 Cross tabulation School Type q17 Total 1.00 2.00 3.00 4.00 23.00 Private 32 70 47 20 1 170 Total 32 70 47 20 1 170 Grade level * q1 Cross tabulation Grade level q1 Total 1.00 2.00 3.00 4.00 9.00 25 46 22 1 94 10.00 26 42 23 1 92 11.00 9 36 33 2 80 12.00 9 37 30 4 80 Total 70 161 108 8 347 Grade level * q2 Cross tabulation q2 Total Grade level 1.00 2.00 3.00 4.00 9.00 28 47 11 9 95 10.00 41 33 13 5 92 11.00 15 34 24 7 80 12.00 23 35 16 5 79 Total 107 150 64 26 347 Grade level * q3 Cross tabulation Grade level q3 Total 1.00 2.00 3.00 4.00 9.00 40 52 2 0 94 10.00 39 46 5 2 92 11.00 27 39 11 3 80 12.00 26 43 10 1 80 Total 132 181 28 6 347 Grade level * q4 Cross tabulation 63

Grade level q3 Total 1.00 2.00 3.00 4.00 9.00 66 25 2 6 79 10.00 52 23 12 8 95 11.00 50 11 3 14 78 12.00 49 10 5 10 74 Total 214 67 21 37 339 Grade level * q5 Cross tabulation Grade level q5 1.00 2.00 3.00 4.00 Total 9.00 50 26 8 4 91 10.00 54 20 6 6 90 11.00 37 19 10 4 80 12.00 46 16 3 6 79 Total 187 82 27 120 330 Grade level * q7 Cross tabulation Grade level q7 Total 1.00 2.00 3.00 9.00 53 41 0 94 10.00 35 57 0 92 11.00 29 48 1 78 12.00 21 57 0 78 Total 138 204 1 343 Grade level * q10 Cross tabulation q10 Grade level 1.00 2.00 3.00 4.00 Total 9.00 54 18 19 4 95 10.00 54 20 17 1 92 11.00 45 29 1 5 80 12.00 40 31 4 5 80 Total 194 98 41 14 347 Grade level v q11 Cross tabulation 64

Grade level q11 Total 1.00 2.00 9.00 25 70 95 10.00 25 67 92 11.00 41 39 80 12.00 20 60 80 Total 111 237 348 Grade level * q12 Cross tabulation Grade level q12 Total 1.00 2.00 9.00 22 73 95 10.00 27 65 92 11.00 31 49 80 12.00 15 65 80 Total 95 253 348 Grade level * q13 Cross tabulation Grade level q13 Total 1.00 2.00 9.00 39 56 95 10.00 46 46 92 11.00 33 47 80 12.00 30 50 80 Total 149 199 348 Grade level * q14 Cross tabulation Grade level q14 Total 1.00 2.00 9.00 37 56 93 10.00 29 61 90 11.00 22 55 77 12.00 20 56 76 Total 109 228 337 Grade level * q15 Cross tabulation 65

Grade level q15 Total 1.00 2.00 9.00 38 57 95 10.00 24 68 92 11.00 34 46 80 12.00 35 45 80 Total 131 217 348 Grade level * q16 Cross tabulation Grade level q16 Total 1.00 2.00 9.00 33 61 94 10.00 23 68 91 11.00 24 55 79 12.00 17 61 78 Total 97 246 343 Grade level * q17 Cross tabulation q17 Grade level 1.00 2.00 3.00 4.00 Total 9.00 22 47 15 11 95 10.00 23 27 26 16 92 11.00 19 29 21 10 80 12.00 12 37 19 13 81 Total 77 140 81 49 348 66