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.