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Proposed Synergies between Indigenous and Modern Systems of Environmental Education in Addressing Development Planning in Zambia

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.