A Comparative Analysis of the Implementation and Impact of the New Zealand Environmental Curriculum in Urban and Rural Schools

Abstract

This thesis was designed to examine the implementation and impact of the New Zealand environmental curriculum. This involved three specific objectives: to determine the effect the global debate on sustainability has had on the Secondary School Curriculum; to gain insight and assess the implementation and impact of the curriculum within New Zealand Secondary Schools‘ teaching and student learning; and, to compare any differences in how that curriculum is being implemented in both urban and rural schools. The approach adopted involved an extensive literature review of material on sustainable development, institutional change and education, and a case study involving two Auckland secondary schools and three in Central Otago. Semi-structured interviews were carried out with 19 Senior Managers, Heads of Departments, and teachers in each school. In addition a detailed questionnaire survey was distributed to 175 students in these schools. This field work was completed over the period June-September, 2012. Eighty-five per cent of the students surveyed were found to hold environmental attitudes that support the ―New Ecological Paradigm‖. This provides some support for the contribution of Education for Sustainability in the school curriculum. These composite indicators however mask considerable complexity and the on-going challenge of fully incorporating sustainability within secondary schools. None of the schools examined has introduced sustainability as an integrated subject area and cross-disciplinary links remain weak. As a result there is evidence of an emphasis on a traditional biophysical problem focus rather than provision of a coherent, holistic view that highlights the inherent links between environment, economy and society. Nor is there evidence of any rural/urban divide in environmental perspectives. There is, however, some evidence of an understanding of the link between environmental concerns and human behaviour. Where schools have developed links to community based environmental initiatives, students were enthusiastic in their support and benefitted by increased understanding. There has been progress. This is primarily explained by the strength of leadership exhibited by individual teachers, schools, senior managers, and students. Changes are required at a range of institutional levels to support their efforts and strengthen the alignment of education for sustainability in New Zealand schools with international best practice.