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EEE621S - ENVIRONMENTAL EDUCATION AND EXTENSION - 1ST OPP - NOV 2022 |
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nAmlBIA unlVERSITY
OF SCIEnCE
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: NOVEMBER 2022
DURATION: 3 HOURS
LEVEL: 7
COURSE NAME: ENVIRONMENTAL EDUCATION
AND EXTENSION
SESSION:
MARKS: 125
EXAMINER(S)
MODERATOR:
FIRSTOPPORTUNITY EXAMINATION QUESTION PAPER
Ms. s. Bethune
Mr. W. Diergaardt
INSTRUCTIONS
1. Answer ALL the questions. Note choices
2. Read all questions carefully before answering.
3. Number the answers clearly.
4. Write clearly and neatly
PERMISSIBLEMATERIALS
1. Examination question paper
2. Answering book
3. An article "Edu/ink teaching Namibia's far-flung teachers"
THIS QUESTION PAPER CONSISTS OF 5 PAGES (Excluding this front page and 3-page article)
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EEE2022 FIRST OPPORTUNITY QUESTION PAPER
NOVEMBER 2022
QUESTION 1: CURRENT ENVIRONMENTAL ISSUES
1.1 Seventy percent of marine species are harvested faster than they can reproduce.
(1)
What is the main reason why the African elephant is expected to be extinct soon?
A. Overfishing of orange roughy fish, Hoplostethus atlanticus
B. Overfishing of pilchards, Sardinops ocellatus
C. Overfishing of the Zambezi and Okavango fish
D. Illegal harvesting of whales?
1.2 Which of these facts about deforestation is not correct?
(1)
A. Trees are cut down ten times faster than they can naturally regrow
B. Trees are harvested at twice the rate that they grow
C. Half of all plant growth is harvested by man each year
D. Clearing of forest for crops like soya and palm oil causes serious
deforestation
1.3 How is climate change likely to change farming in Namibia?
(1)
A. We will be able to convert desert areas into productive cropland
B. Because it will be warmer, we will be able to farm with more tropical fruits
C. Rain-fed crop farming will no longer be possible, cattle and livestock farming
will both shift further north.
D. Winter rainfall in the south will increase, and rain-fed fruit farming will be
possible.
1.4 Name either, one invasive cactus species that causes problems in Windhoek, or the (1)
invasive tree species, that outcompete our camelthorn trees alongside ephemeral
rivers like the Klein Windhoek, Fish and Nossob rivers.
1.5 The class presentation on light pollution called it the "darker side of light".
(1)
Give one impact of this that is clearly happening in Namibia.
1.6 Currently trafficking in wildlife products is the fourth most serious international
(1)
crime. Which mammal is currently the most trafficked animal worldwide?
1.7 By how much does evaporation increase with 1°c increase in air temperature?
(1)
1.8 Which city in Namibia is most vulnerable to sea-level rise?
(1)
1.9 What do we mean by Habitat fragmentation?
(1)
1.10 The Namibia Ocean Trust in Walvis Bay works to rescue entangled marine birds and (1)
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1.11 What is the main cause of sea acidification, and which invertebrate phylum of
{2)
marine animals is the most affected?
1.12 Name three most important things that environmental education should aim to do. (3)
1.13 What do we mean by sustainable living?
(1)
1.14 Give full name of the Namibian environmental education center that truly practices
what they teach.
(17]
QUESTION 2: PRESENTATIONS ON CURRENT 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 4 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, a slide to clearly
explain your environmental issue, then one to show where in Namibia it
occurs and why it is a problem, Slide 4 should give a practical activity Grade 4
learners themselves can do to help them to do help solve the problem and,
finally provide a clear take home message and picture they will remember
8. Prepare a 5-slide presentation for Grade 8 learners at Oshakati combined
school to explain how climate change is causing both extreme floods and
droughts and to relate this clearly to the situation in north central Namibia.
Include a title slide, two slides to clearly explain the physics that makes it
possible for both floods and droughts to be more extreme in north central
Namibia. Then conclude with a slide clearly showing what the leaners
themselves can do to reduce the impacts of climate change and a final slide
with a clear take home message.
2.2 Briefly discuss five scientifically evident climate changes that have been observed
{5)
and measured in Namibia, that confirm that climate change is real.
[17]
QUESTION 3: TRENDS IN ENVIRONMENTAL EDUCATION
3.1 What do we mean by Education for Sustainable living?
{2)
3.2 Name the Namibian Environmental Education facility that leads by example and say {3)
where its centers are located.
Name and discuss the educational approach or theory illustrated in A, in terms of
{5)
3.3 the role of the teacher, the environmental intention and give 2 methods teachers
use when teaching like this.
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3.4 Which educational approach is used by the Giraffe Conservation Fund during their
(5)
Environmental Education outings to Daan Viljoen Game Reserve? Use your own
experience with the GCFEEteam, to motivate your answer?
3.5 Education for Sustainable Development (ESD)teaches us that taking Action is
(5)
important to help improve the environment. What action did you as a class do to
help control an invasive alien plant on our way to NaDEET.Be sure to give both the
scientific and common name of the plant and explain what we did and why.
[20]
QUESTION 4: EFFECTIVECOMMUNICATION, CRITICALTHINKING AND BARRIERS
4.1 Your posture or body language is very important when giving a presentation.
(6)
Describe three common mistakes that you must avoid and why.
4.2 Recall the video, "12 Angry Men", where the main character, the architect, Mr.
(10)
MacArthur, has difficulty persuading the other jury members to critically assessthe
evidence. Name and discuss five, Critical Thinking skills that Mr McArthur has, and
motivate how he uses each to gradually persuade the other jury members that
'reasonable doubt" exists.
[16]
QUESTION 5: ORAL AND WRITTEN COMMUNICATION
5.1 As an employee of IRDNC,you deal with Human/Lion conflicts in the Big 3
(7)
conservancies around the Palmwag concession area. An angry farmer from
Ganamub village, who allowed his cattle to feed in the Hoanib River, has lost two
calves to lions. He has come to talk to you about this at the Anabeb Conservancy
office. Describe how you will handle this face-to-face interview.
5.2 Read the article "Edu/ink Teaching Namibia's far-flung Teachers" published in the·
2019 edition of Conservation and the Environment in Namibia.
5.2.1 Then in your own words, critically assessthe structure of the article: say what
(5)
attracts the reader, what makes it interesting and easy to read, what that message
is, and finally what the benefits of this teaching initiative are.
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5.2.2 Write the reference to the above article correctly in APA Style
(2)
(14]
QUESTION 6: EFFECTIVE MEETINGS
6.1 List five tasks of the Secretary at a meeting
(5)
6.2 What are the Minutes of a meeting?
(1)
6.3 What is the role of an extension worker at such committee meeting?
(1)
(7]
QUESTION 7: WORKING WITH COMMUNITY GROUPS
7.1 Relate the saying, "Give a man a fish and he will eat for a day, teach him to fish and (2)
he willfeed his family all his life", to extension work
7.2 You are working for the Sustainable Forestry Management Project in North-eastern
(6)
Namibia and would like to encourage village women to conserve forest resources,
like firewood by initiating a project to promote the use of solar dishes and ovens.
How would you go about forming such a working group in the village?
7.3 Based on your own group work in class, describe the most effective way to be
(2)
seated for group work. You may draw a sketch to show this.
[10]
QUESTION 8: GROUP EXTENSION METHODS
Indicate which group extension method would be best suited to each situation and
briefly explain why.
8.1 Conservancies near Waterberg have asked you, a researcher at CCF,about how they (2)
can combat bush encroachment while also getting an income from this.
8.2 Farmers in the vicinity of the Etosha National Park, and MEFT rangers need to inspect· (2)
park fences and address the issue of lions escaping from the park and killing livestock.
8.3 Rhino poaching is becoming a serious threat in Namibia. NBC has invited, the Hon
(2)
Pohamba P Shifeta, the Minister of Environment and Tourism, Dr Axel Hartmann,
the chief Vet in Etosha National Park, the head of the anti-poaching unit at Nam Pol,
and Dr Tendai Nzuma, Ecology lecturer at NUST,to explain the seriousness of this
issue to the Namibian public.
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8.4 The Environmental Education centre at NaDEETlets the learners prepare their own
(2)
food using solar dishes and ovens. They want to promote the use of solar cookers to
the wives of the farm workers living on the farms around NamibRand, to stop the
chopping down of the few trees in the ephemeral rivers on the edge of the desert.
8.5 You are a lecturer and NUST lecturing on community-based natural resource
(2)
management {CBNRM) and you want your second year students to see how the
established conservancies such as #Khoadi //Haas and Anabeb have successfully
incorporated community-based tourism and joint-ventures in their activities.
8.6 The National Herbarium wants to train NUST plant studies students how to collect,
{2)
label and correctly mount plant specimens.
8.7 Scientists from all over the world who are working on the impacts of Climate Change (2)
need to meet to discuss their latest findings.
8.8 The Gobabeb Namib Research Centre is having an open day and needs an
{2)
entertaining way to make the visitors more aware of the importance of floods and
how water resources are shared by the trees, wildlife, cattle, and us along the river.
[16]
QUESTION 9: PARTICIPATORY RURAL APPRAISALS
Decide which PRA method to use in each of the following scenarios
and in each case explain what the method allows villagers to show or is used for.
9.1 Where the village gets its water supply and how it is used/shared within the village? (2)
9.2 How the water supply infrastructure has improved in the Cuvelai Basin every
(2)
ten years since 1960?
9.3 As the community campsite manager at Spitskopje you would like to know how
{2)
rainfall, tourism, school holidays, game management and community activities in
the Tsesib Conservancy varies throughout the year so that she can plan better?
9.4 Working with the Purros community you want to assess, the value of different tree
(2)
species along Hoarusib River and in the hills next to it, in terms of fodder, shade,
firewood, perfume, and habitat for birds?
[8]
TOTAL MARKS 125
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Early morning, Etosha National Park. You can smell the cool, humid
tang of night in the savannah still hanging on the air. The twittering of
red-eyed bulbuls wakes a group of francolins, who add their chatter
to the breaking day. Vilho Absalom, a Ministry of Environment and
Tourism warden at the Namutoni Environmental Education Centre, is
already hard at work. He is setting up an outdoor workshop, which he
usually leads as part of a three-day course for schoolchildren visiting
the park. Today, though, is a little different. Instead of children, fellow
environmental educators arrived the previous night, travelling from
government institutions and non-profit organisations in every corner of
the country. These specialist educators hail from places that represent
all the landscapes of Namibia: Namib Desert, Waterberg, Kavango and
Zambezi, Succulent Karoo and the Atlantic Coast. They are here to work
on a new kind of nature education for the nation.
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These specialists were invited by Carris Kaapehi and Maria Johannes
of EduVentures, the National Museum of Namibia's education
programme. Together, they form a new network which is collaborating
to give Namibian teachers a new level of support nationwide. Carris
describes what life can be like for the teachers they are trying to help:
"In a remote school located in a village with only 150 people, their
classroom is under a tree - you cannot even teach some of the practic.
stuff in the textbooks. For example, the books call for a microscope,
but rural teachers have no access to this kind of equipment. So your
classroom, after a while, becomes boring."
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To be sure, excellent conservation curricula do exist. Following
Namibia's independence, the Desert Research Foundation of Namibia
created Enviroteach, focussing on outdoor activities for teachers. The
Enviroteach Toolbox was recognised for its outstanding quality by the
International Union for Conservation of Nature in their "Education
and Sustainability: Responding to the Global Challenge" repo1·t.The
challenge is getting these tools into the remote teachers' hands,
and making sure they have sufficient training to use them once they
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With guidance from the Ministry of Environment and Tourism warden,
Vilho Absalom, educators gain hands-on experiences that help to sharpen
their Education for Sustainable Development skills.
I
as role-playing and arts-based education, smart boards and creative
outdoor learning sessions using everyday materials. By playing
themselves, the teachers learn how to use play with their learners; they
return home with new ideas and practical ways to implement these
ideas. Carris illustrates the process with one activity that the network
developed: "In our 'bucket game' the teacher gets the learners to
take buckets and collect different ecosystem components." He further
explains, "The teachers take many informative booklets and handouts
back with them, which they can refer to when they are back at their
schools." Even more importantly, they are now linked to a group of
teachers who have a common vision for educating young Namibians
about their environment.
do. Environmental education remains profoundly neglected in rural
Namibian schools.
More recently, Namibians have been innovating to reach young people
in new ways. In 2018 the Namib Desert Environmental Education Trust
(NaDEET)won one of three international UNESCO-JapanPrizes for
Education on Sustainable Development, for teaching immersive, hands-
on sustainable living at their education centre in the NamibRand Nature
Reserve. In another initiative the Think Namibia campaign hosts an
online platform for young environmental activists and entrepreneurs.
Since 2014, EduVentures has operated the Ombombo ("Butterfiy")
mobile classroom, a modified truck which travels to schools across the
country, where it opens up into a fully equipped smart classroom that
allows us to offer a five-day, mixed-method conservation programme
with Internet, "bush cinema" and lab equipment.
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The EduVentures mobile classroom proJect struck an even deeper
chord than expected. As one of the teachers said: "We want the same
kind of education. Since I came here as a teacher, I have never really
had an opportunity to revive my knowledge. I am isolated from all the
other teachers - I am located here 1nthe middle of nowhere." Carris at
EduVentures responded to this and similar requests: "Why don't we set
LPa programme that targets the teachers? They spend the most time
with the learners at school, and have the biggest influence."
Teachers and conservancy members learn from Carris Kaapehi from
Edu Ventures in the Ombombo mobile classroom during a 3-day pilot
training session held in the George Mukoya and Muduva Nyangana
Conservancies.
The new EduLink project was thus born in 2018, with support from
Solidaritatsdienst International (SODI) Berlin. Specialists from nine
d
Environmental Education Centres across Namibia were strategically
selected to serve all 14 regions of the country. They now form a
network to tailor conservation curricula for their regions and share
them with hundreds of teachers from various towns and villages. These
centres were already teaching learners on field trips: Why not teach
teachers as well, to take lessons and skills back to their classes, The
network brainstormed the most pressing issues facing Namibia, and
EduVentures helped develop teaching aids that renected these. Not
only does this strengthen bonds and learning among Namibia's distant
These teachers are learning from fine artist and educator, Hangula Werner,
about arts-based environmental education that combines art and the
Environmental Education Centres, 1tconnects rural teachers to the best environment in lessons that are interactive and fun. The workshop was
the system has to offer.
hosted at the Okatjikona Centre in Waterberg National Park.
Through Edulink, teachers can arrive at a participating centre and
experience - many for the first time - cutting-edge methods such
CONSERVATION AND THE ENVIRONMENT IN NAMIBIA 2019 45