Pam Zulu, from Kwa-Zulu Natal, Durban, South Africa.
Pam is a part–time student. She is a teacher by profession at Inanda Special School in Durban at Parlock. She coordinates environmental projects and specializes in teaching effective skills based on permaculture principles to her learners.
Her research question is “Is there a place for environmental education in Special Needs Schools; and how can this be implemented?
Soares, Nascimento Alexandre
Dorelle Isaacs, from the Eastern Cape, South Africa.
Dorelle is a part-time student. She is a school teacher and currently teaches English Grade 7 learners at Hillcrest Primary School in Port Elizabeth. She is also part of the School Management Team. She is interested in researching how the epistemological and pedagogical knowledge of teachers impact on teaching sustainability learning and practices.
Dorelle’s provisional research title is “An investigation into how the epistemological and pedagogical competence of teachers impacts the delivery of ESD within curriculum prescriptions and enhances sustainability practices in schools: A case study of two schools in Port Elizabeth”.
Van wyk, Sheraine
Van wyk, Sheraine, from Hermanus, Western Province, South Africa.
Sheraine is a part-time student. She is the eco-learning manager at Whale Coast Conservation (WCC), tasked to create an eco-centre with indoor and outdoor education areas which is a hub for community learning. She works with others to implement the Eco-Schools programme for Overstrand schools, host workshops and courses for youth, adults and educators. The vision of WCC is to inspire the people of the Whale Coast region to be a vibrant, environmentally sustainably community.
Her research interest as a result of the WCC vision is therefore community learning, specifically transformative learning mechanisms. The theoretical frameworks her study hinges on are community of practice theory, Engerstrom's work on transformative learning and Wals & Dillon's work with postnormal education research, which are all relevant to her work context. Sheraine’s provisional research title is “How citizen science projects can enable learning for sustainability using a frog monitoring project as a case study”.
Dzina, Nonkulukeko Rhoda
Burger Margaret, from Durban, KwaZulu-Natal, South Africa.
Margaret is a part-time student, a pre-primary and high school teacher by profession. She has developed a deep interest in socio-ecological issues through her work on the uMngeni Estuary. An extensive period of mentoring a cooperative in restoring an urban green precinct resulted in further study in adult education. The manner in which people relate to public open spaces stimulated an interest in ethics and civic ecology. At present Margaret is engaged in work place learning in alien invasive plant control. ‘Working for Ecosystems’ is a local urban poverty alleviation and climate change mitigation programme for ecosystem resilience in biodiversity hotspots close to existing communities in the eThekwini municipal area.
Margaret’s provisional research title is “Unravelling the praxis of Working for Ecosystems as a local urban biodiversity programme whilst tracking the emergence of green entrepreneurs to operational functioning within the system of an economic national structure”.
Dotwana, Aphiwe-Zona Shammah
Aphiwe-Zona Shammah Dotwana, from the Eastern Cape, South Africa.
Aphiwe-Zona is a full time student. She has been involved in RU GREEN, a Rhodes University student society that has an emphasis on the promotion of sustainability at the university and in the wider community and beyond. Her current research interest is in the conservation, management and research of South Africa's biodiversity and how it can best be managed.
Aphiwe-Zona wants to investigate the skills that are necessary for our biodiversity practitioners, agencies with biodiversity mandates etc. to best manage biodiversity and at what level should these skills be acquired to effectively manage our biodiversity. She is passionate about the enhancement of the biodiversity sector through postgraduate studies in biodiversity related fields. Her provisional research title is “An exploration of the factors that constrain or enable black botany and zoology honour students in transitioning to masters studies in Eastern Cape Universities.”
Treve, Jenkin, from South Africa
Treve is a full-time student. He has a background in environmental science and works freelance in the environmental sustainability sector. His interest in learning is towards improving how people and organisations can respond and adapt to change. This interest connects with his broader interests in sustainability, stewardship and strategic design.
Treve's research focuses on biodiversity stewardship as a potential future for two villages in the Amathole Hills in the Ciskei. His research will explore the 'dynamics of care' between people and place, and between people who share place; historically, and in the present through current governance and land-care practice. The research aims to highlight pathways towards a more collaborative and context-emergent approach to biodiversity stewardship in rural areas.
Antonia Tholakele Mkhabela, from the Kwazulu-Natal, South Africa.
Antonia is a part-time student. She has been involved in Eco-school programme since 2004 as a coordinator at Shea O’Connor Combined School to date in the Midlands area. She is an acting principal and a Life Sciences teacher at the above mentioned school. She has established a committee (Stars of Tomorrow) composed of learners in her school which assist the poor community of Bruntville in Mooi River through Crane Foundation Project.
The community is supported by basic needs like development of food gardens, clothing and reading skills for grade 4 learners. Antonia is passionate about effective teaching and learning of environmental topics in school curriculum. Her provisional research title is “an exploration of teaching strategies used by Life Sciences teachers in grade 10-12 when conducting fieldwork.”
Louine Boothway, from KwaZulu-Natal, South Africa.
Louine is a part-time student. She has been doing environmental education for the last 16 years, mostly in association with WESSA through the Eco-Schools Programme. She is currently working as an Eco-Schools node coordinator in partnership with the Duzi Umngeni Conservation Trust experimenting with ways to effectively engage township high schools in the Eco-Schools Programme.
Louine is interested in the potential of the miniSASS water quality monitoring tool to enable high school youth to participate in the monitoring and management of their local catchments and the social learning processes associated with these environmental education activities.
Ntombekaya Ngxangxeni, from Peddie, South Africa
Malata, Nyameka Marjorie
Nyameka Marjorie Malata, from Kwazulu Natal, South Africa.
Nyameka is a part-time student. She was a coordinator of the Eco-School Programme at Mfulamhle Combined School from 2007-2010. She is currently the deputy chairperson of Amawushe Environment Forum at Umzimkulu in KZN. Her research interest is in what need to be done at Mfulamhle Combined School so that teachers can incorporate School Environmental Education Programme when teaching, in order to equip learners with skills for future use and for the benefit of the community.
Nyameka is also keen about encouraging learners to take advantage of opportunities outside instructional programmes in school thereby enabling them to perform better in school studies. Nyameka’s provisional research title is "How to enhance School Environmental Education Programme at Mfulamhle Combined School to enrich the Curriculum.”
Morakane Madiba, from Johannesburg, Gauteng (South Africa).
Morakane is a full time student. She has worked as a personal assistant for Dr Jack Harington who worked on Tasmanian devil cancer. She worked as the Nature Conservationist and Project Manager in the internship program with South African National Parks (SANParks). Morakane has also worked as Invasive Alien plants Researcher (in the internship program) with South African National Biodiversity Institute (SANBI) in the Early Detection and Rapid Response (EDRR) unit.
In her current masters research, she is interested in scientific, social and educational research that aims at improving the lives [inclusive of health, values, technical, ecological, economic and political development] of the public, especially those who are under capacitated/disadvantaged groups, through empowerment of adequate and relevant skills and knowledge. She is particularly interested in synergies between the youth and decision-makers who are willing to work hard and innovate to better the lives of all. Her provisional research title is “Investigation of the role of training in a 2.5 year incubation model to strengthen full participation in workplace occupations: A case study of GroenSebenza Internship Programme”.
Joy Zambo Mamili, from Caprivi Region, Namibia.
Joy is a part-time student. She occupies the position of an Inspector of Education, a quality assurance officer who monitors ministerial policy implementation in schools, process school needs, assess and monitor the performance of subordinates, assess training needs of subordinates and conduct trainings where needed.
Joy’s research interest is to find out the extent to which the Namibian Government have gone with the Implementation of the Environmental Education Policy in Namibia and to focus on their progress and challenges, as well as make recommendations for effective policy implementation. Her provisional research title is “The Implementation of Environmental Education Policy in Namibia: Progress, Challenges and Recommendations.”
Leanne J Mckrill, from Cape Town, South Africa
Leanne is a full-time student. She is a trained biodiversity and conservation manager and for the past few years she has been involved in wildfire and environmental education, media and awareness. Her interest is in supply and demand of scarce skills to the biodiversity sector and the enabling and constraining factors affecting the supply and demand.
Leanne’s provisional research title is “the investigation of enabling and constraining factors affecting the supply and demand of specific scarce skills in the biodiversity sector”.
Lebona Nkhahle, from South Africa
Lebona Nkhahle is a full-time student. He has worked as a teacher for more than seven years. He taught Natural Sciences, Geography, Life Sciences, Mathematical Literacy, Physical Sciences (Physics & Chemistry) and Life Orientation. His interest is on teacher professional development particularly in the environment sector. He is looking at support mechanisms for in-service teachers to implement the new Curriculum in South Africa called Curriculum and Assessment Policy Statement (CAPS), with the focus on the environment and sustainability content knowledge contained in it.
Lebona’s research study is titled “Continuing teacher professional development in the environment sector: A case study of Fundisa for Change teacher professional development programme.”
Alemayehu Shiferaw Woldeyesus, from Addis Ababa, Ethiopia.
Alemayehu is a full-time student. He has been involved in teaching and school leadership at the Ministry of Education, Ethiopia for 10 years. He has also served as the deputy manager at a local NGO; as school of music coordinator, development work coordinator and also as registrar at a church affiliated college for 11 years. Alemayehu has served all together for 21 years in the education and development sectors in Ethiopia.
In this masters research, Alemayehu is interested in how teaching-learning process improves; how quality of education is ensured; and how social services are rendered equally, effectively and efficiently. His passion is about education quality, resource management and practices that enhance people’s quality of life by addressing equity, equality and social justice. Alemayehu’s provisional research title is “Investigating learning in an Integrated Solid Waste Management of the local municipality of Addis Ababa City, Ethiopia”.
Last Modified: Mon, 03 Aug 2015 09:54:03 SAST