List of Titles

Authors: Chetty, Preven
Date: 2022
Subjects: To be catalogued
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/391060 , vital:68613 , xlink:href="https://eeasa.org.za/wp-content/uploads/2023/02/Final-EEASA-Bulletin-20212022-Final.pdf"
Description: Water quality and scarcity is a major concern in Southern Africa and globally especially as the threat of climate change looms even closer. The current drought in South Africa and worsening rainfall has exposed the brittle nature of this country’s resilience to water shortages. Compounded to this is the fact that most rivers in South Africa are not adequately cared for and are under tremendous strain. Everyone who depends on these rivers whether directly or indirectly will soon be entering a new era where water will no longer be a ubiquitous commodity.
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Date Issued: 2022

Authors: McGarry, Dylan K
Date: 2016
Subjects: To be catalogued
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/391120 , vital:68622 , xlink:href="https://eeasa.org.za/wp-content/uploads/2017/05/EEASA-Bullitin-2016_18-July-issue-42.pdf"
Description: To create a listening and educational platform that used various disciplines to understand the impact of Climate Change across South Africa. The objective was to create a multigenre educational space for citizens of South Africa as a means to participate in Climate discussions as an alternative to the COP17 negotiations held in South Africa at the time.
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Date Issued: 2016

Authors: Tshiningayamwe, Sirkka A
Date: 2016
Subjects: To be catalogued
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/432999 , vital:72922 , xlink:href="https://eeasa.org.za/wp-content/uploads/2017/05/EEASA-Bullitin-vol-43.pdf"
Description: Environment and sustainability content has been integrated into the South African curricula documents, including the past ones. This integration was followed by initiatives which aimed at supporting teachers to implement environmental knowledge and action in the curriculum. For example, the Learning for Sustainability project was piloted in Gauteng and Mpumalanga province between the year 1997 and 2000. The project followed a three pillar approach of integrating environmental education in the curriculum: teacher development, curriculum development and materials development. As part of the project, a spiral model approach to teacher professional development was introduced.
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Date Issued: 2016

Authors: Olvitt, Lausanne L
Date: 2003
Subjects: To be catalogued
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/389852 , vital:68489 , xlink:href="https://eeasa.org.za/wp-content/uploads/2016/12/Bulletin_vol24-_March-2003.pdf"
Description: Since the mid 1990s, the School Environmental Policy and Management Plan (SEP) Pack has supported educators in developing a whole-school environmental policy. This year, Share-Net has updated the pack in line with the South African revised National Curriculum and the National Environmental Education Programme (NEEP).
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Date Issued: 2003

Authors: Lotz-Sisitka, Heila , Timmermans, Ingrid
Date: 2001
Subjects: To be catalogued
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/389696 , vital:68475 , xlink:href="https://eeasa.org.za/wp-content/uploads/2016/12/Bulletin_vol21-_Sep-2001.pdf"
Description: The Rhodes University Environmental Education Unit has initiated a project to support school-based environmental education work in Grahamstown. In line with national environmental education policy, the project supports a focus on environmental learning in the context of the OBE curriculum, and provides professional development support to teachers implementing the project (NEEP, 2000). An action research evaluation is taking place to monitor key aspects of the project and a number of interim evaluation reports have been produced (Mbanjwa, 2001).
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Date Issued: 2001

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