Environmental education content and its integration in primary school curriculum in Tanzania: a case study of Primary school in Temeke municipality

The purpose of this study was to analyze how environmental education (EE) content is integrated in Tanzania primary school curriculum specifically in Temeke Municipality. The research approach was qualitative, where documentary review; interview, focus group discussion, observation and achievement test were used for data collection. The study involved 37 teachers, including 4 head teachers, 33 subject teachers of which 16 were science teachers and 3 environmental teachers. A purposive sampling technique was used to obtain a total number of 200 standard seven pupils which made a total 237 participants. The data collected where analyzed using content analysis. The findings revealed that there was a problem in integrating EE content in Tanzania Primary primary schools. Moreover there were fewer activities for learners that reflect EE contents in teachers` schemes of work and lesson plans. However, objectives were considered to be relevant to primary school pupils but teachers failed to put them into practices for the education for, about, from environment in association with knowledge acquisition, skills and altitude changes, teachers had less skills of incorporating enough EE activities during teaching EE content. It was recommended that Ministry of Education and Vocational Training to implement and evaluate the effectiveness of its long term goals.