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Waste is an increasing problem in Small Island States (SIDs) such as Kiribati. In Kiribati the major concern is on the capital island, South Tarawa with more than 6,500 tons of solid waste generated each year. With only a tiny strip of land supporting a large population, it is no wonder it resulted as the highest population density compared to Tokyo. More than half of the Kiribati population lives on the capital, South Tarawa with an estimation of 150 people per/km^2 Education for Sustainable Development (ESD)/Environmental Education (EE) are taught through Social Studies, Science and other disciplinary subjects only in primary up to junior secondary school. The missing link of this ESD/EE can be found at the secondary level. The main aim of this research is to find out ways of incorporating ESD/EE at secondary level in order to help minimise waste issues that are present on urbanised South Tarawa. By formalising education for sustainable development/environmental education into the secondary school syllabus, it will help young citizens of Kiribati prepared as active members of society. As the Ministry of Education (NZ) states "nvironmental education provides a relevant context for identifying, exploring, and developing values and attitudes that can ensure students' active participation in maintaining and improving the quality of the local, national, and global environment."(Education for sustainability). This thesis argues that it is important to include Education for Sustainable Development into secondary school syllabus in order to help minimise the waste issues that have been experienced by the people living on South Tarawa.

The importance of Incorporating Education for Sustainable Development (ESD) into the Secondary Curriculum in Order to Minimise the Problems of Waste on South Tarawa