Interpretation and implementation of the environmental education curriculum: a case study of three Lesotho schools

Abstract

This study aims to determine how the Lesotho school curriculum promotes environmental learning and how teachers implement this aspect of the curriculum. The framework of teaching about, in and for the environment is used to analyse curriculum documents as well as the way in which teachers at three Lesotho schools implement the curriculum. The results show that the intended curriculum contains laudable goals with regard to learning in and for the environment. However, teachers interpret the curriculum in such a way that they teach mainly about the environment; never in the environment and seldom engage learners in activities where they could develop positive attitudes encouraging them to act for the environment. This has implications for the promotion of environmental education in Lesotho schools.