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Association between Environmental and Educational Policy Documents for Environmental Education Practices in Secondary Schools in Tanzania
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Abstract
This study examines the association between Tanzania's environmental policy documents and education policy documents concerning environmental education practices in secondary schools. The method proposed by Pickering and Byrne was adapted to review online environmental and educational policy documents. Suitable datasets were identified for meta-analysis using Basu’s statistical technique. The findings show that environmental education is not included in any educational legislation. The average integration of environmental legal documents in secondary school curriculum in 26.92% of subjects with environmental education is 32.09%. The high integration rate of 93.95% of environmental education in the geography curriculum at the higher secondary level suggests a focus on environmental education in a single subject. Tanzania should establish a culture of environmental education legislation and integration into the school curriculum to align with UNESCO-UNEP guidelines. Future research should explore the integration of eco-psychology into environmental and education policy documents to promote a holistic approach to environmental education, fostering students' appreciation for nature and sustainable attitudes in line with contemporary understanding.
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