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EEE621S - ENVIRONMENTAL EDUCATION AND EXTENSION - 2ND OPP - JAN 2023 |
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I,
nAmlBIA unlVERSITY
OF SCIEn CE Ano TECHnOLOGY
FACULTYOF HEALTH,APPLIEDSCIENCEAND NATURAL RESOURCES
DEPARTMENT AGRICULTURE AND NATURAL RESOURCES SCIENCES
QUALIFICATION: BACHELOR OF NATURAL RESOURCE MANAGEMENT (NRM)
QUALIFICATION CODE: 07BNRS
COURSE CODE: EEE621S
DATE: JANUARY 2023
DURATION: 3 HOURS
LEVEL: 7
COURSE NAME: Environmental
Extension
SESSION:
Education and
MARKS: 125
SECONDOPPORTUNITY/SUPPLEMENTARYEXAMINATION QUESTION PAPER
EXAMINER(S) Ms. S. Bethune
MODERATOR: Mr. W. Diergaardt
INSTRUCTIONS
1. Answer ALL questions. Note choices
2. Read all questions carefully before answering.
3. Number your answers clearly.
4. Write clearly and neatly
PERMISSIBLEMATERIALS
1. Examination paper
2. Answering book
3. The article "It's time to grow mainstreaming education
for sustainable development in Namibia"
THIS QUESTION PAPERCONSISTSOF 6 PAGES(Excluding this front page and 3-page article)
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EEE 2023 SECOND OPPORTUNITY QUESTION PAPER
JANUARY 2023
QUESTION 1: CURRENT ENVIRONMENTAL ISSUES
1.1 A few years ago, over 600 vultures died near a waterhole in the Zambezi
(1)
region, the largest single recorded incident of vulture deaths. What caused
this?
A. Poisoning of the waterhole by poachers
B. Drowning of the vultures in the waterhole due to floods
C. Poachers poisoning the elephant carcass after killing it
D. Poachers using poison to kill the elephants
1.2 What is the North Atlantic gyre and how is it linked to pollution?
(1)
A. Strong winds over the Atlantic that cause acid rain in Europe
B. Large swirl of currents in the North Atlantic where plastic waste collects
C. A dangerous place along the N-Atlantic shipping lanes for oil spills
D. Area in the N-Atlantic where global warming causes ice caps to melt
1.3 What is the main cause of coral bleaching?
(1)
°c A. A 1 increase in sea surface temperature causing corals to eject their
symbiotic zooxanthellae.
B. Low tides that expose the corals to bleaching due to sunlight
C. More CO2dissolving in the oceans making them acidic
D. Sea-level rise due to icecaps and glaciers melting, that causes less
sunlight to reach the corals
1.4 Why is NamibRand Nature Reserve a "dark sky reserve"?
(1)
A. It is in the desert and the stars are not visible due to the fog
B. They try to reduce all light pollution at the lodgers and warden stations
C. Tourists are taken on night drives to observe nocturnal animals
D. The HESSobservatory to study gamma rays at night is there.
1.5 What is currently the greatest threat to biodiversity worldwide according to
(1)
Sir David Attenborough?
1.6 What is the main cause of the loss of 40% of the Cape Floral Kingdom in South
(1)
Africa, particularly around the city of Cape Town as well as the 90% loss of
wetland in the United Kingdom?
1.7 Name one of the two rivers in Namibia where overfishing is causing both fish
(1)
numbers and the sizes of the fish being caught to decrease.
1.8 Name one of the many invasive alien species that are commonly found
(1)
alongside our ephemeral rivers in Namibia.
1.9 What do we mean by sustainable use of our natural resources?
(1)
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1.10 Where in Namibia can we most obviously see that climate change is causing
(1)
extremes in both droughts and floods?
1.11 Give one example of how climate change is likely to affect agricultural
(1)
production in Namibia.
1.12 As Namibia has a steep coastline and few towns along our coast, we do not yet (1)
see much evidence of sea-level raise. However, we do we experience
something else that is linked to sea-level rise, what is that?
1.13 Briefly discuss how our overuse of a particular marine resource is threatening
(3)
the survival of the African penguin that lives on Namibia's offshore islands.
[15]
QUESTION 2: PRESENTATIONS ON ENVIRONMENTAL ISSUES
2.1
Choose either A or B
(12)
A. Choose a secondary school in a part of Namibia where the issue that
you dealt with in your presentation on a current environmental issue, is
pertinent. Prepare a 5-slide presentation for Grade 9 learners about
the environmental issue YOU dealt with in class.
Have an attractive title slide that also gives the name of the school you
are visiting. Clearly explain your environmental issue in the next slide.
Then have one to show where in Namibia it occurs and why it is a
problem. End with two slides, one with a practical activity the Grade 9
learners can do themselves, to help them to do help solve the problem
and, finally a clear take-home message that they will remember.
B. Peoples' Primary School in Windhoek invited you to give a presentation
on Arbour Day to the Grade 4 learners. Prepare a suitable 5-slide
presentation to tell them about Arbour Day, explain how deforestation
is causing a problem in and around Windhoek and what they can do.
Include: a title slide to explain what Arbour Day 2022 is about; two
slides to explain the issue of deforestation around Windhoek and the
main threats. Conclude with a practical activity the Grade 4 learners
can do themselves at Daan Viljoen Game Park to help reduce the
impacts of deforestation, and a final slide with a clear take-home
message.
2.2 Your classmate, doing WIL at the Namibian Animal Rehabilitation, Research
(5)
and Education Centre (NARREC)is preparing a presentation on pangolins and
the illegal trade in their scales, to make farmers more aware of this poaching
issue. Give her five tips, from your own experience, to help her ensure that her
presentation is effective.
[17]
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QUESTION 3: TRENDS IN ENVIRONMENTAL EDUCATION
3.1 What is the aim of Environmental Education?
{3)
3.2 Read the EEactivity described below. Name and briefly describe the
(4)
educational approach used, motivate your answer, and give the role of the
teacher.
GET TO KNOW THE LIFE IN A POND
Wait at least two weeks after good rains to do this lesson.
Divide the learners into small groups and take them to nearby rain pools
Give each one a small net and a glass jar to collect what they find.
Give them a simple, illustrated guide to identify the small water creatures
Give each group at least 20 minutes to observe what is in the pools.
Ask them to draw the creatures found and a map of the pool studied.
Then ask them the following questions:
• How many different creatures do you see?
• How many legs does each creatures have?
• What are they called?
• How do they swim?
• Where in the pond does each occur?"
3.3 Based on your experience at the Namib Desert Environmental Education Trust
{5)
(NaDEET),discuss five advantages of the way they teach at NaDEET.
[12]
QUESTION 4: EFFECTIVECOMMUNICATION, CRITICALTHINKING AND BARRIERS
4.1 What is meant by the term "rapport" and explain two whys to achieve it?
(4)
4.2 Recall the video, "12 Angry Men", where the main character, the architect,
Mr. MacArthur has difficulty persuading the other jury members to critically
assessthe evidence.
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4.2.1 Write a paragraph to name and explain five of the most common
(10)
communication barriers. Give an example of how individual characters in the
video are influenced by each kind of communication barrier.
4.2.2 Name and describe two critical thinking skills the Jewish stockbroker used to go (6)
through the evidence and check if there was any "reasonable doubt" about the
guilt of the young accused.
[20]
QUESTION 5: WRITTEN COMMUNICATION
5.1 Read the article "It's time to grow" published in the 2019 edition of
Conservation and the Environment in Namibia.
5.1.1 Critically assessthe structure of the story told in the article: In your own
(8)
words, explain what it is that attracts the reader, what make the article
interesting and easy to read, explain what the message is and if it is clear and
finally give two benefits of this teaching initiative.
5.1.2 Write the reference to the above article correctly in APA Style
(2)
5.2 You have failed one subject and want to repeat this subject while doing your
(7)
Work Integrated Learning internship next year. You need permission from
your Head of Department to do both at the same time.
Write a Memorandum to request permission, explain your situation and make
a practical recommendation that will allow you to do WIL and attend classes.
[17]
QUESTION 6 EFFECTIVEMEETINGS
6.1 Describe four tasks of the treasurer on a committee?
(4)
6.2 What is the role of an extension worker at community meetings?
(1)
6.3 What is NOT an extension worker's role at a community meeting?
(1)
[6]
QUESTION 7: WORKING WITH COMMUNITIES
7.1 What is the aim of extension work?
(2)
7.2 You work for the EHRA,PEACEproject where you run workshops to help
ensure that elephants and communities live peacefully together by teaching
people how to avoid human-elephant conflict. Give four reasons why going to
speak directly to the village headmen along the Ugab River is a good way to
introduce EHRAand assesswhat EHRAcan do to assist communities.
(4)
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7.3 As an experienced MEFT extension officer in the Zambezi Region, a new staff
(6)
member asks you for tips, to make sure that her next visit to a fisherman in the
Salambala Conservancy is successful. List five tips you have found useful.
[12]
QUESTION 8: GROUP EXTENSION METHODS
Indicate which group extension method would be best suited to each situation
and briefly explain why.
8.1 Scientists from all over the world who are working on the impacts of Climate
(2)
Change need to meet to discuss their latest findings.
8.2 You are an extension officer working with the Okavango River Basin
(2)
Management Committee and you want to convince communal farmers in the
Kavango Region that cutting trees along the riverbanks leads to deforestation,
erosion, and loss of important riverine habitats.
8.3 Alien invasive control has been very effective at Waterberg and you would like (2)
to teach members of Doro!nawas Conservancy how to control their alien
invasive Nicotiana glauca infestation in the Ugab River
8.4 Farmers in the vicinity of the Etosha National Park, and M EFTrangers need to
(2)
inspect the park fences and address the issue of lions escaping from the park
and killing livestock.
8.5 Participants at a community workshop on the impacts of different fishing
(2)
methods on the fish populations in the Okavango River and floodplains need to
explore the advantages and disadvantages of each of five fishing methods.
8.6 The City of Windhoek wants to make the children in the city more aware about (2)
the need to save water.
[12]
QUESTION 9: PARTICIPATORY RURAL APPRAISALS
9.1 What is a community resource map and what can it show?
(2)
9.2 Decide which PRA methods to use for each of the scenarios given and why.
9.2.1 You are responsible for the women's issues at the #Khoadi //Haas and you
(2)
want to find out how much time each day women spend on gardening,
household tasks, childcare, caring for the elderly and sleeping?
9.2.2 As, an agricultural, extension officer working in northern central Namibia you
(2)
want to know which crops are planted when, and how the fish farms operate
as well as how this is related to rainfall and the flooding from the efundja.
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9.2.3 You are an extension worker with the Department of Water Affairs in North-
(2)
Central Namibia. You need to know how water supply infrastructure has
improved in the Cuvelai Basin every ten years since 1960?
9.2.4 As the Agricultural extension worker working with conservancies in southern
(2)
Namibia you want to find out how grazing availability is linked to factors like
rainfall, grazing pressure and fire, to determine how better veld management
can improve grazing for the cattle and prevent ongoing soil erosion.
9.2.5 As a researcher working with IRDNC,you are investigating Human-Wildlife
(2)
conflict in different conservancies in Namibia and would like to identify the
problem animals and kind of damage each causes to determine which Human-
Wildlife problems the community members believe are most serious.
9.2.6 The Salambala conservancy committee wants to draw up a equitable benefit
(2)
sharing plan for the conservancy so have asked you as an extension worker
from MEFT to find out what criteria are important to differentiate rich
households for those that are struggling.
[14]
TOTALMARKS: 125
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IT'STIMETOGROW
MAINSTREAMING EDUCATIONFOR
SUSTAINABLEDEVELOPMENTIN NAMIBIA
Education for Sustainable Development is about enabling all people
to constructively and creatively address present and future global
challenges and thereby create more sustainable and resilient societies.
This approach is not limited by age; children and adults alike can
participate, and it should be mainstreamed in all levels of learning
and teaching. Education for Sustainable Development has been
emphasised at the international level through the adoption of the
Sustainable Development Goals by world leaders at a United Nations
Summit held in New York in 2015. Specifically, Quality Education
(Goal 4) aims to ensure that "a// learners acquire the knowledge
and skills needed to promote sustainable development, including,
among others, through education for sustainable development and
sustainable lifestyles". Furthermore, this is a cross-cutting theme in
the Namibian national curriculum.
The Namib Desert Environmental Education Trust (NaDEET)offers
Education for Sustainable Development through several projects
managed from its centres on the NamibRand Nature Reserve and
in Swakopmund. NaDEET's environmental literacy project is aimed
at promoting and encouraging environmental learning at different
levels in education. This is done through the production of a variety of
environmental learning materials. One of the booklets - It's Time to
Grow - is written for young children just entering school. Developed
in 2013, this booklet was originally meant to be used as a child's
environmental learning pack at home. In practice, however, it was
primarily used in a school setting. We consequently received feedback
by Viktoria Endjala
NaDEET Centre Manager
that the booklet was too small for use in the classroom, as teachers
reported that they "could not use it with many children". Another
issue for many teachers was that it was written only in English.
A Quality Education Platform hosted jointly by the University
of Namibia and UNESCOfocusing on Education for Sustainable
Development and mother tongue instruction in schools inspired
NaDEET'sDirector to translate and reconceptualise our It's Time
to Grow booklets. The new project also aimed to integrate various
components of NaDEET'swork to improve the overall impact. As
part of our new approach we trained lower primary school teachers
in Education for Sustainable Development concepts and invited
them to translate the booklet series into their own mother tongues.
This doubled our impact by increasing teacher ownership over the
environmental literacy material.
Sixty teachers nationwide participated in one of three of our training
workshops in 2017, during which time they translated the booklets
into Oshindonga, Otjiherero and Khoekhoegowab. It's Time to Grow
comprises four booklets. They cover themes of Water, Sun, Animals &
Plants and Recycling to ensure that teachers and learners incorporate
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1ers
er
us
Jes.
1e
ning
2ts
row
10ls&
-orate
these themes in teaching and learning, thus enabling learners to
practice sustainability at a young age.
Combining translation of the booklets with the workshops helped
build capacity among lower primary teachers to teach their learners
the Environmental Studies curriculum in their respective languages.
Overall it was an empowering experience, as participants not only
learnt about how to practice sustainability, but also broadened their
vocabulary for teaching about sustainability their own languages.
During translation it became clear that a concept such as recycling is
not used in everyday conversation in many local languages. Therefore
it was important that the teachers not only translated but also learnt
in depth what these concepts mean.
After the first phase of the project teachers were able to:
1. incorporate stories from their own cultures in the booklet
2. produce a teacher's A4 'big book' and convert the children's
copies into an AS format
3. create 4 'Memory' card games directly linked to the booklets
With new funding from Brat fur die Welt and additional support from
the Ministry of Education, we expanded the project in 2019 by another
two local languages, Rukwangali and Silozi, as well as English. Two
multi-day workshops were hosted during this second phase with 40
pre-primary and lower primary teachers, advisors and lecturers, who
were introduced to the practical application of sustainability at the
NaDEET Centre. Topics included waste management, water saving
methods and sustainable energy. After the workshop a participant
exclaimed: "I never knew a chance like this would reach me, where I
would use my language to teach children about the environment".
Through this project 1e aim to change the way people think and
empower them to work towards a sustainable future. It's Time to
Grow helps reach this goal using mother tongues. It allows children
to combine learning about numbers, shapes and colours in the lower
primary curriculum with environmental topics. Learners acquire
knowledge and develop skills in recycling and water saving, the
importance of energy as well as personal growth through storytelling,
games and puzzles. Furthermore, this material uses local examples
and artwork that learners can relate to while being made aware of
important aspects of sustainable development.
The first phase was sponsored by the Namibian National Commission
to UNESCOthrough the UNESCOParticipation Programme, which
published and distributed 50 learning packs per language (a total of
150 packs) throughout the country. In the second phase the same
number of packs will be distributed (50 per language). However, this
time not only to schools, but the English versions will be given to
institutions of higher learning where they will be used for training
pre-service teachers. Each pack consists of 50 booklets per topic
for children, which means that 2,500 children will benefit in each
language group. There are over 18,000 Rukwangali learners and
8,000 Silozi learners in Grades 1-3 alone. Although these printed
packs will not be enough for each learner, soft copies will be availab
for teachers to print out for their classes. A representative from the
National Institute for Educational Development who took part in on,
of our workshops appreciated this project, saying: "There are not
enough children's resources in Silozi".
NaDEET is committed to supporting the national school curriculum
and the Namibian government's education efforts. All of the school
programmes we offer are therefore developed in line with the natio,
school curriculum.
MoRAEl?.O>-if'.\\AJlE&T
The Namib Desert Environmental Education Trust {NaDEET)
offers Education fJr Sustainable Development programmes
to primary and secondary sc;:hoolchildren, educators, youth
and community groups. NaDEETis a small but vibrant non-
governmental non-profit organisation whose mission is to
protect the natural resources of Namibia by educating its citizens
to p~actice a sustainable lifestyle. For over 15 years NaDEEThas
offered unique hands-on experiential learning opportunities
through educational programmes presented at the NaDEET
Centre on the NamibRand Nature Reserve. Four main themes
are covered: biodiversity, water, energy and waste. Although our
main operations are based in the Hardap Region, participants
come from all over Namibia. To date, over 14,000 Namibians
haven taken part in over 400 of our educational programmes.
In 2018 NaDEETwas awarded the UNESCO-JapanPrize on
Education for Sustainable Development. This international prize
is awarded annually to only three outstanding projects and
programmes worldwide.
CONSERVATION AND THE ENVIRONMENT IN NAMIBIA 2019 -Ii