Proposed Synergies between Indigenous and Modern Systems of Environmental Education in Addressing Development Planning in Zambia
Authors: Mwanang'ono Mulambwa 
Published: September 2021

The study drew inspiration from the need to counteract the ensuing failures of

modern systems in addressing development challenges especially at local level

despite several efforts by government to invest resources in poverty reduction

and general developmental interventions. The study identified the alienation of

indigenous knowledge systems in the mainstream modern systems of Environmental

Education (EE) and development planning as a compounding problem that accounted

for development stagnation in the communities. This alienation created the gap in

knowledge since modern systems were generally found to be inadequate in addressing

developmental issues, particularly at a local level. The lack of local relevance of most

modern systems justified the call for integration of indigenous systems.

The study focused on the need to establish linkages between the modern and

indigenous systems of environmental education and their influence on development

planning in Zambia. In so doing, the study proposed an approach to remedy the

alienation of indigenous systems in the mainstream processes of EE and development

planning by suggesting a synergy between the two systems. The study involved

an assessment of some inherent policies, strategies, processes, methodologies and

perceptions about EE and development planning. It, therefore, largely dealt with non-

concrete ideas to which the reader is introduced. This point is crucial in appreciating

the main orientation of the study.

Descriptive research design was applied with qualitative approaches. The respondents

were purposively sampled and included government officers and other modern experts,

NGOs, and traditional leaders. A comparative analysis of modern systems was further

made through a global dimension where the Zambian modern system and that of

selected foreign countries, Germany and Montenegro were reviewed.

The study established that the approaches applied in environmental education and

general nature conservation were related to the country’s guiding principles which also

reflected the overall vision, where it existed. Furthermore, a number of environmental

policy instruments were examined and the following were identified as the main

instruments: Direct regulation, Indirect regulation, Self-regulation, and A combination of the above instruments.

Proposed Synergies Between Indigenous and Modern Systems of Environmental Education

From the study results, differences in perceptions of and approaches to environmental

education were evident at both country and individual levels. For instance, while in

Zambia, environmental education was a school subject, in Germany it was not but

its ideals were generally incorporated in the teaching of all subjects. In Montenegro,

too, there was no school subject called environmental education but the concept had

greatly influenced the school curriculum such that emphasis was put on environmental

content in all the subjects, focusing more on human-nature relationships.

The study also showed that direct regulation had been prioritised in Zambia

compared to self-regulation and this had a bearing on public participation in

development decision-making processes which are largely carried out in the planning

cycles. Varying perceptions were also identified at individual level among the modern

experts interviewed both in Zambia and those from other countries. However, existing

opportunities for synergy formulation at all levels were identified and based on these a

synergy was suggested.

Arising from the above observations the study recommended, among other things,

that the modern systems should adopt a broadened approach that promotes direct

contact with nature from a multi-dimensional perspective. This would also call for

curriculum and planning systems review to create an enabling education policy

and planning framework that would provide practical support to such an approach.

The promotion of culture, which was identified as a storage device for indigenous

knowledge, was also recommended to be prioritised.