Environmental literacy comparison between Eco-Schools and ordinary schools in Westland Area, Nairobi

Abstract

The objective of the research was to investigate environmental education in Kenya. The research provides an elaborate explanation of the social, economic and ecological context of Kenya with an inclination towards aspects of Education for Sustainable Development (ESD). The education system has missed out on building important values, knowledge and skills that recognise the importance of sustainable development. The research identifies and discusses the three pillars of ESD namely; society, environment and economy. The emphasis is that ESD‘s goals can only be realised through a multi-sectoral approach. Stakeholders should therefore be drawn from the government, educational institutions, civil society, private sector and development partners. These stakeholders hold the key to ESD implementation and its fulfillment.

This study included pupils who are provided environmental education as part of the curriculum during regular class hours, as well as those who are included in the Eco-school programme. The aim of the study was to determine whether there were any differences between the two groups of pupils regarding their knowledge, awareness and environmentally responsible behavior and whether more extensive knowledge of environmental issues is related to greater awareness and environmentally responsible behavior.

The research was based on a questionnaire (test of knowledge and opinion scale) drafted especially for the purposes of the study. Statistical comparisons of the results of the tests of knowledge showed that the knowledge level is slightly higher in eco-school pupils than in pupils who do not have eco-school programmes. Based on these findings, eco-school pupils are more environmentally aware but fail to promote environmentally responsible behaviour - although a positive influence in this area can nevertheless be seen.