marketing plan

EDA3046 Past paper – Oct/Nov 2012
Question 1
1.1 Holistic Environment (5) - environment is more than just nature. Everything around us is part of our environment. We must decide how important it is for us to conserve it and whether we want to conserve it. The space created by personalities, influences perceptions, attitudes and behaviour in the environment. Aggression, love, helpfulness et cetera influence people’s attitudes towards environment and others.
1.2 Environmental Education (4) – a holistic study of the total environment and creating positive attitudes towards the environment. It is concerned with actions taken or skills learned to prevent environmental problems. Also see the IUCN (1972) definition on p. 7 of Study Guide.
1.3 Sustainable Development (2) – is a relatively new, confusing and controversial concept. If it is to become a reality on a local, national and global scale, new priorities must be set, new decisions made and new programmes and policies created.
1.4 Ecosystem (2) - a biological community of interacting organisms and their physical environment.
1.5 Biodiversity (2) – the variety among living and non-living organisms in our environment.
1.6 Overpopulation (2) – the constant growth of humans that causes environmental stress/strain.
1.7 Urbanisation (2) – many people living rural or simple lifestyles are migrating to the city centres causing an increasing need for further construction of buildings etc.
1.8 Desertification (2) – a result of land degradation where the biological potential of the soil and the ability to support populations is diminished.
1.9 Deforestation (2) – the conversion of forests to non-forests uses such as farming, selective timber cutting.
1.10 Pollution (2) – poisoning of the environment with substances that reduce the ability to support life or poisoning the environment with substances beyond its capacity to handle.

Question 2
2.1. 2
2.2. 1
2.3. 2
2.4. 3
2.5. 2
2.6. 1
2.7. 3
2.8. 2
2.9. 2
2.10. 5

Question 3 (25) this question is the same as question 6 of assignment 2. We must study this question according how we answered it in our assignment. Hopefully we will get a memo for assignment 2.

Question 4 (20)
International Environmental Education in the 20th century
Environmental Education in the international arena: 1990 – 2002.
1992 Earth Summit had a document called ‘Agenda 21’ emphasized the need for wide scale environmental Ed, and the process involving teachers + students. Sustainable development became a major factor.
A Treaty on Environmental Education for Sustainable Societies recognized the central role of education in shaping social action and values. The NGO Forum Principles were formed as a result of this (see pg. 43) These principles had a large social base.
In 1997 a review was done of the progress since the 1992 Rio Earth Summit. It was determined that little had changed and that mainstream educators had not responded well to the environmental crisis. Unesco published a document entitled “education for a sustainable future: a transdisciplinary vision for concerted action’ with the aim of spurring debate and mobilizing action in highlighting the importance of environmental education and public awareness on sustainability.
The growing prominence of “education for sustainability”. Education for Sustainability has started to provide a sense of reorientation and focus for environmental education around the globe. Janse van Rensburg alerts environmental educators to the need for a more reflective view of change processes. She focuses on a responsive process of change. Education has been highlighted for a way to change in social-ecological, political and economic ways.

Environmental Education in the international arena: 1990-2002
1992 – Earth Summit had a document called “Agenda 21’ emphasized the need for wide scale environmental Ed, and the process involving teachers and students.
Sustainable development became a major factor.
A Treaty on Environmental Education for Sustainable Societies recognized the central role of education in shaping social action and values.
The NGO Forum Principles were formed as a result of this.
1997 – A review was done of the progress since the 1992 Rio Earth Summit.
Unesco Published a document entitled “education for a sustainable future: a transdisciplinary vision for concerted action” with the aim of spurring debate and mobilizing action in highlighting the importance of environmental education and public awareness on sustainability.
Pre-1994 developments in South Africa
Conservation was largely found in SA prior to 1994 which was quite basic and just focused on ecology. Slowly it became what is now known has environmental education which is holistic and encompasses many aspects, including social, political, cultural, economic and urban environments. Environmental education was during the 1980’s confused with outdoor education.
In 1982 the first international conference on environmental education was held in SA. This saw the formation of the EEASA (EE Association of SA).
Many NGOs popped up, such as the Wildlife Society of SA and the Umgeni Valley Project. The UVP enjoyed the cooperation of the Natal ED Department and the Natal Parks Board. Two very good EE programmes – Bophuthatswana and the National Environmental Awareness Council.
The ‘White Paper on EE’ was tabled in 1989. It was based on the Tbilisi Principles and emphasized the EE should be talk all through education.
EE was pioneered at North West Uni. Rhodes, UNISA and Stellenbosch both played a major role. Gold Fields, Swedish International Development Agency and Danish International Development Agency all funded development.
Post-1994 developments in South Africa Post 1994 a lot of work was put into a new curriculum. The 1995 ‘White Paper on Education and Training’ set the scene for a focus on EE at all school and tertiary levels. The SA Constitution enshrines the right to a healthy environment, and truly sustainable development has come to the fore in government policies. A clearer African focus for EE is developing and is being found in industry training, public education and communities.

Question 5 (10)
Ecological – harmony with your local environment, organic food from good sources, ‘healthy’ buildings, good waste management, clean and renewable water, renewable, non-toxic energy sources used, technologies used for the common good.
Social – safety and trust, adequate opportunities for communication, sharing, diversity is honoured, personal growth is valued, options for achieving optimal health exist, the flow of resources is balanced.

Spiritual – cultural vitality, creativity and the arts, respect for spirituality, unity and integrity in common life, flexibility to dealing with problems.
Question 6 (8) Environmental learning strategies or approaches
There is a multitude of learning strategies, but some are more appropriate for environmental learning – a hands-on, experiential approach is preferred, where learners are actively engaged and focused on environmental problems and challenges. There is a big overlap between these strategies and they should be used simultaneously, they will be discussed separately.
a) Active learning
Learners should not only learn about the environment but should also be active participants in the learning situation in environmental education. They must be given the opportunity to be critical and creative, as well as be able to discover things on their own.
b) Authentic learning
Because of its nature, learning in environmental education should have an applied focus and should be authentic. This implies learning about real environmental threats and problems, and looking for real solutions to these challenges. It also implies active, hands-on learning.
c) Problem Solving
Problem solving and decision making are critical to ensure meaningful learning experiences (Evans 2002: 5-6) in environmental education. With the correct guidance and support, learners will make a genuine effort to solve problems if they are real and especially if adults have been unable to find a solution.

d) Critical thinking
Critical thinking implies a higher, dimension of thought and requires learners to acquire a lot of information on different perspectives associated with an environmental problem, issue or risk if their critical engagement is to be meaningful. It also requires teachers to have access to the same information in order to avoid a narrow or simplified interpretation of issues.

Question 7 (2)
The United Nations Climate Change Conference, Durban 2011, delivered a breakthrough on the international community's response to climate change.