A Variety Of Environmental Problems Education Essay Example

restore damaged ecosystems, and plan for a sustainable future (Live & Learn, 2007). The focus of environmental education is to help individuals acquire knowledge , skills , values necessary for sustainable development through formal , non-formal , informal instruction .Cambodia's goal is to protect and sustainably use the environment for present and future generations while promoting new technologies, increasing productivity, avoiding environmental disasters, reducing poverty, seizing opportunities, and making informed decisions (ASEAN 2008-2011). In simpler terms, it is crucial to become aware of environmental issues caused by human activities and rapid technological advancements. The combination of modern technology and understanding the consequences of our actions is necessary to address these problems. However, finding simple solutions for these complex and ever-changing issues is unlikely. Managing Cambodia's environment and natural resources plays a vital role in addressing challenges such as water management, infrastructure development, climate change, deforestation, resource extraction grants, and soil degradation resulting from inappropriate agricultural practices (Royal Kingdom of Cambodia 2012). Lack of awareness about the environment contributes to pollution and destruction. Farmers can achieve better agricultural yields by understanding natural processes. When rural Cambodian citizens have knowledge about their local environment, they can live harmoniously with both nature and culture - representing environmental wisdom (Cambodia Research Centre for Development 1999). Although Cambodia has been slower in adopting environmental education due to its troubled history compared to other countries;Since the establishment of the Ministry of Environment in 1993, government policies have integrated principles of environmental education. The Department of Education and Communication and the Inter-Ministerial Steering Committee for environmental instruction have been set up by the Government to focus on formal sectors like primary schools,

secondary schools, and monk instruction (NEEAC & TSEMP, 2006). From 1993 to 1999, various activities were carried out in Cambodia to promote environmental education. These activities included organizing seminars and workshops to enhance understanding of environmental concepts and issues. A national workshop lasting two weeks was held in Sihanoukville with participation from 50 individuals representing the education and environmental sectors. In addition, a manual for primary school teachers regarding environmental instruction was created along with guidelines for incorporating environmental concepts into the school system. Regional workshops were also arranged involving representatives from 113 school clusters across Cambodia. Furthermore, a field test was conducted which involved more than 2,000 instructors from over 700 primary schools. The aim was to distribute the final version of the manual to all primary schools in Cambodia while introducing new programs for secondary school teachers and monk instructors that focused on environmental education (O'Brien, 1999).The Cambodian government's curriculum development policy for 2005-2009 (MoEYS, 2004) aims to ensure that graduating students have a deep understanding of the environment and can sustainably maintain their natural, social, and cultural surroundings. This has been achieved through the efforts of various NGOs. Osmose trained 40 instructors by the end of 2005, while Mlup Baitong trained 32 instructors for extracurricular clubs in Kampong Speu province. Save Cambodia's Wildlife successfully trained over 200 instructors in seven provinces (Kampot, Koh Kong, Pursat, Kratie, Modolkiri, Ratanakiri, and Stung Treng) on environmental awareness.

Mlup Baitong partnered with the Women's Media Centre to broadcast an environmental program and utilized pagodas for environmental education. The Gecko Centre welcomed more than 5000 students for environmental education while training through a manual led to regular attendance

of 16 primary school students.

The Food and Agriculture Organization (FAO) provided training to 20 monks in four pagodas. Mlup Baitong focused on empowering primary and secondary school students to develop environmental understanding and improve their local school environments. They also aimed at enhancing the skills of teachers and school administrators in fostering environmental awareness among their students.This study addresses the lack of environmental education materials in school textbooks, particularly in subjects like science and social studies. It focuses on the integration of environmental issues into subjects taught by the Ministry of Education, Youth and Sport, highlighting that their policies are not as advanced or coordinated as those in other countries. The research is centered on Grade 4-6 teachers in primary schools in Phnom Penh, aiming to understand their knowledge and teaching methods regarding environmental issues. It explores how frequently teachers discuss these topics and investigates the reasons behind their frequency. Additionally, it examines the sources of environmental knowledge for both students and teachers. The research aims to identify the most important environmental issues according to grade 4-6 instructors in Cambodia, determine how often they address these issues in class, and explore the reasons for this frequency.

The Significance of the Study

This study is important as it seeks to examine how education can contribute to addressing Cambodia's current environmental challenges. By conducting this investigation, we hope to identify those responsible for these problems, find solutions to tackle them effectively, and determine which stakeholders should play a major role in resolving such issues.The importance of enhancing the knowledge and skills of primary school teachers in grades 4-6 cannot be overstated, as it is crucial for effectively transmitting

this knowledge to students and ultimately improving the quality of life for present and future generations. Environmental awareness and education are key factors in achieving sustainable development in Cambodia. If the results of this study contribute to advancing environmental education in Cambodia, students will acquire valuable knowledge, skills, attitudes, practical experiences, and motivation essential for understanding and working towards a sustainable future. Additionally, it helps students recognize the interconnectedness and interdependence of natural systems while acknowledging how their actions at school can impact their families and communities. Strengthening environmental education practices among primary school teachers not only enables them to better manage larger classes but also enhances their teaching abilities across all subjects. By focusing on strengthening environmental education, there is an opportunity to improve overall education in Cambodia. This chapter titled "Chapter 2: Literature Review" examines existing literature on environmental instruction within schools both domestically and internationally with a specific focus on primary school teachers in grades 4-6 who prioritize addressing environmental concerns.The review explores the frequency with which teachers engage their students in discussions about environmental issues. To conduct this review, we consulted a variety of reputable sources including Google, Google Scholar, Google Books, MoEYS (Ministry of Education Youth and Sports), MoE (Ministry of Environment), as well as materials from the Hun Sen library. We also gathered firsthand information from visits to organizations such as Mlup Baitong and Live & Learn Environmental Education Organization located in Phnom Penh. Despite our efforts to gather information from social science textbooks used by grades 4-6 students, it appears that there is a lack of content related to environmental issues within them.

This review examines primary school teachers'

capacity to understand environmental matters, how often they incorporate instructional material on these issues into their lessons, and the factors that motivate them to discuss environmental topics in their classrooms. Teachers' knowledge encompasses their awareness, attitudes, skills, teaching methods, training, and methodologies for effectively addressing environmental issues. Effective instruction requires various materials such as guidebooks, school plans, and flipcharts. In this chapter of the literature review, we will divide it into two sections: national and international perspectives. Previously, the focus of environmental education was primarily on teaching students about the environment and raising awareness in the classroom.The text discusses the importance of environmental education and the role of teachers in imparting knowledge, addressing issues, and finding solutions. It states that social science teachers should incorporate environmental concepts into their lessons to raise awareness about environmental issues. While all subjects can integrate environmental education, social science instructors have a specific responsibility to educate students on various problems based on economics, society, and politics. Additionally, instructors not only create a learning environment but also help students acquire knowledge independently. It emphasizes the need for instructors to have a fundamental understanding of environmental education and develop their own teaching materials. Instructors are crucial in developing literate citizenship through environmental education. The government is responsible for developing a curriculum with clear goals and content but must also include teaching and learning tools in educational programs.Kimaryo (2011) emphasizes the significance of instructors' perspectives on environmental issues and their role in transmitting these perceptions to students. Similarly, Vipinder Nagra (2010) stresses the need for instructors to have a comprehensive understanding of environmental issues and solutions in order to effectively teach environmental

education. It is crucial for school instructors to not only be aware of the background of environmental education, but also actively practice and promote environmentally-friendly behaviors.

However, Cutter-Mackenzie and Smith (2010) argue that primary school instructors often lack the necessary skills and knowledge to teach environmental education effectively. To tackle this issue, Live and Learn Environmental Education conducted rapid assessments in Timor-Leste (Live & Learn, 2011) and Eritrea (Live & Learn, 2009), taking into consideration local contexts and conditions. Their objective was to enhance environmental education in primary schools through resource development, teacher training, and student leadership promotion.

Both studies discovered that students and teachers have a strong connection with their physical environment and are concerned about issues such as water quality which directly affect them. According to Live & Learn (2011), their study proposes three phases for the environmental education initiative: resource development, teacher preparation, and student leadership with a focus on grades 4-6 utilizing the Estudo Do Meio curriculum.The study conducted by Live and Learn (2009) in Eritrea focused on the "Rapid Assessment of Perceptions" regarding environmental education in elementary schools. The research aimed to increase awareness among local residents about environmental and educational concerns, with a particular focus on water availability and quality. The results showed that individuals' perspectives on the environment are influenced by their immediate surroundings. The study also found a strong connection between the people of Eritrea and their school communities, as well as a close relationship with their physical environment.

In another study conducted by Arinlade and Raheem (2005) in Nigeria, it was discovered that primary school teachers have knowledge about environmental education in their curriculum and often participate in courses

to enhance their understanding. Environmental education is considered significant at all levels of education. Robinson, Haq, and Young (2011) argue that teachers need support from relevant organizations to improve their comprehension of environmental issues and change their mindset. They propose implementing an in-service teacher training program specifically for grades 4-6 to promote the teaching of Estudo Do Meio (environmental studies).

In Cambodia, there is limited development in environmental education, resulting in scarce research on students' and teachers' attitudes towards the environment.

National Literature Review

My proposed research aims to bridge the gap in environmental education in Cambodia, which has been identified by various studies. The Ministry of Environment (MOE) was established in 1993 with the purpose of preparing for environmental education in the country. A key component of the MOE is the Department of Environmental Education and Communication (DEEC), which plays a crucial role in initiating, coordinating, and collaborating with different organizations to enhance environmental capacity building and awareness (Sith, 2004).

Research conducted by Muth (2012) and Sith (2004) reveals that after the establishment of the Ministry of Education, Youth and Sport (MOEYS) in 1993, an Inter-Ministerial Steering Committee for Environmental Education (IMSCEE) was formed. This committee was responsible for executing environmental education activities within various ministries and Buddhist schools that were funded by UNDP/CEAT.

According to Muth (2012), the primary objective of environmental education in Cambodia is to encourage citizens to understand and appreciate the complexities of the environment while actively participating in its management. However, as highlighted by the Asian Development Bank (2002), there is limited knowledge transfer from teachers to students due to inadequate training programs on environmental issues within formal education systems.The 2004 Rapid Assessment Perceptions

report identified areas where capacity building for teachers could effectively improve the implementation of environmental education. The Asian Development Bank (ADB) acknowledges that instructional materials for the environment may seem effective on paper, but teachers in classrooms are not necessarily utilizing them. Therefore, it is important to enhance teacher capacity through training to ensure effective instruction and widespread implementation. Additionally, incentives should be provided to encourage teachers to practice environmental education after their training. Currently, financial rewards are being offered for teaching environmental education as a separate subject. Live and Learn reports efforts in Cambodia aimed at increasing knowledge about environmental issues throughout society, with a specific focus on the Tonle Sap ecosystem. Education plays a crucial role in developing an understanding of how human activities impact the environment and promoting sustainability. Live and Learn believes that environmental education can contribute to fostering the development of environmental ethics in Cambodia, which will ultimately support sustainable development within the region.The Coastal Zone Management Project for 2002-2007 (2004) has published the "Teacher's Guide for Environmental Education in Primary Schools" to provide comprehensive environmental instruction. The guide aims to raise awareness among instructors about coastal environments and related concepts, equipping them with knowledge to effectively transfer it to their students. It also promotes a love for nature and active participation in its preservation. Asker and Nielsen (2004) emphasize aligning teaching strategies with instructor needs and abilities in environmental education, providing incentives and rewards at both individual and community levels. In 1995, IMSCEE launched a program called "integrating environmental education into primary school level," which included creating educational materials for teachers and students. They invited 50 primary school instructors

to participate, aiming to provide essential resources and gather feedback on the materials. IMSCEE developed a teacher's guide and environmental manual consisting of 10 sections with lessons and practical exercises for primary school teachers.In Chapter 3, titled "Methodology," we will discuss sampling methods, data collection methods, and ethical considerations. The objective of this study is to investigate primary school teachers' knowledge and teaching practices regarding environmental issues in classrooms using a qualitative research approach (Anderson & Taylor, 2009). According to Silverman (2006), quantitative methods are suitable for analyzing voting patterns or conducting social surveys, while qualitative methods are more appropriate for exploring individuals' life histories or daily behavior. Qualitative research methods have their own strengths and limitations. This method is known for its ability to provide in-depth understanding and flexibility (Anderson & Taylor, 2009). Hussain (2001) argues that qualitative research focuses on studying variables in natural settings to accurately describe, interpret, and comprehend the meanings of phenomena occurring within common social contexts. Putney and Green (1999) further explain that qualitative approaches allow for the transcription and analysis of everyday facts, examination of learning processes within events as well as across them, and exploration of the historical aspects of life within a social group's local environment.The use of these approaches provides more detailed, comprehensive, specific, and useful information compared to other methods while promoting a holistic understanding of the phenomena being studied and offering flexibility in data collection. According to Madrigal and McClain (2012), qualitative research offers unique insights into human behavior, emotions, and personality traits that quantitative methods cannot capture. Qualitative data includes a wide range of information such as behaviors, needs, desires, routines, use

cases, and other details. Supporting this viewpoint is the PARK comrade JIPS/ACAPS (2012), which highlights the strengths of qualitative research: it offers extensive and detailed information while considering specific societal and cultural contexts; it also includes a diverse and representative sample for analysis despite limited resources. However, there are challenges in collecting qualitative data as pointed out by Smith (2001). These challenges include addressing outcomes validity, wider implications, and reliability. In the following sections of this text,

Sampling Method

I chose to employ a convenience sampling method for this study.I will discuss the sampling method used in this study as well as the ethical issues that arose during the research process and how they were addressed.I used my knowledge of teachers at Phnom Penh primary school, specifically school principals, to select participants for the study. These participants were easily accessible and willing to take part. It is important to note that convenience sampling has limitations since the small population consisted only of volunteers. Therefore, the findings of this study cannot be generalized to the entire education population (Gay, Mills & Airasian, 2009).

For this case study, a sample of 80 instructors was purposefully chosen from the total population for a questionnaire survey. An additional 80 instructors were also purposefully selected for focus group discussions. A non-probabilistic convenient sampling procedure was used because it is convenient, fast, cost-effective and time-efficient. It is easy to conduct and participants willingly volunteer.

To collect data, primary school instructors from Phnom Penh primary school were targeted. Sixty instructors were individually interviewed using a prepared semi-structured interview schedule to gather their perspectives on environmental education awareness. All interviewees read and signed grant papers, and interviews

were recorded with audio-recording technology.

Questionnaires were also utilized in data collection as they are useful tools for obtaining descriptive and frequency information in surveys.Questionnaires are a convenient and easily analyzable data collection method that can be administered without the researcher's presence. This reduces bias as participants have experience completing questionnaires and eliminates potential influences from verbal or visual cues. However, developing and refining a questionnaire is time-consuming, and the collected data may lack flexibility in responding. The rate of return should also be considered. In addition to questionnaires, individual interviews using audio recordings will be conducted to gain a deeper understanding of participants' feelings. Group interviews with questionnaires will serve as the primary method for gathering information due to their effectiveness in clarifying confusion and uncovering additional details about topics that emerged from questionnaire responses. Gay, Mills, and Airsian (2009) endorse this approach, which has been verified by Creswell (2009) for exploring inquiry lines and uncovering underlying patterns among researchers.