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- 2023| Faculty of Islamic E...This study aimed at improving solid waste disposal in schools by using the composting approach. The theory that underpinned this study was Reduce, Reuse, and Recycle (3R) theory, while the necessary data were gathered by using a synthesis and integration approach. The following three research questions were framed to guide the conduct of the study: How important is solid waste management in schools? What pedagogical techniques are most effective for promoting environmental sustainability by teaching composting in schools? What are the challenges involved in the composting process at school? The synthesis and integration approach assisted in integrating concepts from different sources and synthesizing those concepts to create a comprehensive and cogent argument in accordance with emerging themes. It was discovered that solid waste management in schools was particularly crucial since schools produced a lot of rubbish and that waste may affect the environment negatively. Composting is essential to improve school solid waste because it enhances soil health, decreases waste, and encourages sustainable agricultural methods. Three pedagogical techniques that could be utilized to facilitate the teaching and learning of composting in schools have evolved based on the theoretical framework and the literature provided. Project-based learning (PBL), hands-on learning, and inquiry-based learning were some of the new pedagogical strategies. However, some of the challenges with the composting process were identified as follows: difficulty in regulating the moisture level of the compost, keeping the proper balance of carbon and nitrogen in the compost pile, and inability to educate students and staff about the composting process.
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- The purpose of the present study was to understand the efficacy of the reading campaign in improving learners’ competences in reading. The study was conducted in the northern KwaZulu-Natal province, and the researcher chose Uthungulu district as the field of study. The study was conducted in senior phase schools under Mthunzini circuit in Uthungulu district with a sample size of sixty educators. Educators answered a questionnaire with closed and open- ended questions. A questionnaire was administered to educators to solicit (a) their views on the implementation of the ELITS’ reading campaign, (b) their awareness of the campaign and (c) the availability and accessibility of the quality reading collections supplied by ELITS to schools. The findings revealed that majority of the educators are not aware of the ELITS reading campaign, their knowledge of the campaign is limited, and they are not even aware of the objectives and time frame of the project. The implementation of the ELITS campaign was not monitored as a result some schools do not engage leaners in reading activities, and they do not regard it as a skill that must be taught. The distribution of relevant reading material is not made readily available to the majority of schools, the majority of schools do not have libraries and library personnel; as a result, it is hard for learners to access reading materials; thereby impacting negatively on learners’ competences in reading. Based on the findings the researcher realised that the objectives of the ELITS reading campaign were not achieved due to poor planning for the campaign, lack of training for the educators, lack of monitoring and evaluation of the project and time frame for the project was not clearly stated. The study recommends that reading campaigns be planned properly, all stakeholders must know and understand objectives of the campaign, time frame must be clearly stated to all stakeholders, and monitoring and evaluation must be taken into consideration.
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