An assessment of implementation of environmental education curriculum in public primary schools in Starehe and Kamukunji districts in Nairobi

Abstract

This study set out to assess the implementation of Environmental Education (EE) in public primary schools in Starehe and Kamukunji Districts, Nairobi. The study established the adequacy and availability of resources used in implementing EE. It also identified environmental activities that pupils engage in while in and out of school, and examined the teaching approaches employed in teaching and learning EE. This information was gathered from Heads of Panel and teachers' views on EE curriculum implementation. The study adopted descriptive survey. A sample size of 30 heads of panel. 85 teachers and 140 pupils was selected to participate in the study. The questionnaires administered were: heads of panels' questionnaires, Teachers and Pupils questionnaires. The data were analyzed using descriptive statistics. The researcher found out that the main factors that hinder effective implementation of EE are: teachers are still using traditional approaches of question and answer in teaching Environmental Education related topics. Inadequate resources accompanied by poverty of parents affect practical activities in EE. It was also identified that most chools do not have environmental club, and the few that have, the club is not active. Based on the findings, the study recommended practicing teachers should benefit from an in-service training aimed at changing their current inclination to limited teaching approaches to more diversified ones. In addition, interdisciplinary approach should be adopted in teaching EE.