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dc.contributor.authorNgota, Veronica
dc.date.accessioned2019-10-28T08:32:19Z
dc.date.available2019-10-28T08:32:19Z
dc.date.issued2019-04
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/19931
dc.descriptionA Project Report Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Science (Environmental Education) in the School of Environmental Studies of Kenyatta University, Nairobi, Kenya, April, 2019.en_US
dc.description.abstractSustainable development is a critical undertaking that requires the support and commitment of everyone in making it a reality. The role of schools in sustainable development is significant. Being places of teaching and learning, they are eminently suited to help students understand the impact they have on earth. Schools can promote good practices and serve as centres in which young people as well as the local communities learn to appreciate sustainable living and working. This study sought to establish the role of education for sustainable development in enhancing sustainability awareness among secondary school learners in Lang’ata sub county, Nairobi, Kenya. The broad objective of the research was to find out the effectiveness of Education for Sustainable Development (ESD) in enhancing awareness of environmental sustainability among secondary school learners in Lang’ata Sub-County, Nairobi, Kenya. More specifically, the study sought to evaluate the level of ESD implementation in secondary schools; to determine the environmental, social and economic activities among Lang’ata secondary school learners that point to environmental, social and economic sustainability and to find out the factors that hinder effective implementation of ESD programmes in secondary schools in Lang’ata Sub-County. The study adopted descriptive cross-sectional design and employed quantitative method of data collection. It utilized simple random sampling to choose respondents who comprised students from different secondary schools in Lang’ata Sub-County. Structured questionnaires were, therefore, administered to students to obtain quantitative data. Data analysis was conducted using the quantitative program for social and market research alongside the Statistical Packages for Social Sciences (SPSS). The level of significance was set at P ≤0.05. Descriptive statistics was conducted to determine relative frequencies, percentages and means of variables; while measures of central tendency were used to summarize and interpret the research findings. The presentation of quantitative data is done in tables, figures and graphs, while the qualitative data is presented through text. The findings of the study indicated that education for sustainable development was carried out in schools. However, this knowledge was not utilized in environmental sustainability. Students felt that environmental sustainability was important but were indifferent towards activities geared towards the same. Income generating activities carried out to a low extent included poultry keeping, vegetable farming and rabbit keeping since these activities can be done in limited space. Factors cited as hindering effective implementation of ESD programmes included lack of interest among teachers and students, lack of funds, lack of information and busy schools’ schedules. The study recommends a change in the curriculum design to enhance uptake for education for sustainable development. The study also recommends design of environment sustainable programmes that involve both the students and local community. Local environmental leaders should create more awareness by coming up with different environmental programmes and schools should assist students to initiate income generating activities.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleRole of Education for Sustainable Development in Enhancing Sustainability Awareness Among Learners in Secondary Schools in Nairobi County, Kenyaen_US
dc.typeThesisen_US


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