Implementing Environmental Education in Public Teacher’s Colleges in Central Tanzania
This study sought to examine the implementation of environmental education in teacher colleges in Tanzania. Specifically, it aimed at determining tutors’ perception of environmental education and its implementation in public teacher’s colleges; to evaluate students’ participation in the implementation of environmental education in public teacher’s colleges, and to assess the factors affecting effective implementation of environmental education. It also assessed the extent to which the implementation of environmental education has led to sustainable environmental management. A case study was conducted at Mpwapwa, Bustani and Kinampanda Teachers’ Colleges where purposive sampling was used to select 96 respondents. To collect the requisite data, questionnaires, interviews, observation, Focus Group Discussion and documentary reviews were used. The findings revealed that, tutors in the colleges perceived environmental education differently. Most of the tutors focused on the aspect of knowledge acquisition. According to Tanzanian education and training policy, environmental education has to be integrated into all subjects. Although there is environmental education in the teachers’ college curriculum, it is not integrated on an equal footing in all subjects. Tutors claimed that the approach used to integrate environmental education into the college curriculum did not consider the subject matter because what is to be taught as environmental education in the subjects is not shown clearly. Based on the study findings, it is recommended that to ensure effective teaching of the subject, environmental education should be included in the curriculum as an independent subject. Furthermore, the government should develop a clear goal (s) and content in the curriculum that covers the concept of environmental education and develops tutors’ capacity in teaching the subject matter. Moreover, it should provide enough teaching and learning materials.
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