Indicators to assess a local environmental education program (original) (raw)
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Journal of Education for Sustainable Development, 2013
The 6th World Environmental Education Congress (WEEC) was held in Brisbane, Australia, in July 2011. This article reflects on key features, highlights and success factors, in particular the efforts to host an eco-responsible event and to use social media to build a sense of community before, during and after the Congress. Lessons learnt from hosting an international event of this scale are shared in order to inform potential conference and congress hosts and organisers, as well as the environmental and sustainability education community, about ways in which to improve the eco-responsibility and ongoing delegate engagement of conferences.
Outcome report: Conference on Sustainability and International Education
This is the outcome report of the first Conference on Sustainability and International Education (CSIE) held at EARTH University from March 2 to 4th, 2016. For this conference, we invited representatives of our partner universities and other professionals interested in the topics of sustainability and international education and/or EARTH University’s efforts in these areas. The purpose was threefold: 1. Creating a platform for the exchange of knowledge and best practices in the area of sustainability and international education; 2. Strengthening the relations with our partner universities and developing ideas for new activities to be carried out in the framework of these partnerships; 3. Showcasing how we organize and implement study abroad programs in sustainability at EARTH University. It is my sincere hope that this first CSIE conference enabled the participants to get know each other better, understand one another’s ideas, experiences and interests and that this mutual understanding will enable the further development of a collaborative network. Personally, I feel this conference motivated all of us to deepen and broaden our academic relations. Therefore, I hope and expect that this first CSIE conference will be the beginning of a tradition bringing EARTH´s partner universities to our campus every year. How was this initiative born? EARTH is a founding member of the Consortium for Sustainability, together with a group of 10 U.S. Land-grant universities. Some six years ago, those universities – instead of each of them having their own study abroad program - decided to join forces and offer one joint summer program at EARTH University. We have been offering this program for five years now and have worked with professors from the University of Florida and Michigan State University. We receive students from many different backgrounds and universities, not only in the Consortium Summer program, but also in our other programs: the study abroad semester, the internships on our academic farms, the customized and faculty-led programs. In the past years we noticed that apart from the original consortium partners we have experienced a growing interest of other universities to send their students to EARTH to participate in our study abroad programs. We now have fruitful collaborations with a broad group of universities in various countries and on a diverse of topics. It is my sense that the rapidly growing numbers of students interested in coming to EARTH and being from a very broad variety of academic backgrounds is an indicator for the increased interest of students in studying sustainability abroad. As the topic is so important for our future, it is obvious that education should provide the next generation with the tools to achieve sustainability. The best way to do so is leaving the four walls of the classroom, being exposed to real-life problems in different contexts, and working with people from other countries. This all strongly contributes to profound learning experiences and to building the competencies needed to face the intensely complicated challenges of the future. It is therefore no coincidence that this conference is about Sustainability and International education. Highly interesting ideas and initiatives are emerging at the intersection of these two broad topic areas. It is also no coincidence that this conference is taking place at EARTH University and in Costa Rica. As you will read in the pages of this CSIE outcome report, EARTH University, for 25 years, has been preparing young leaders from all over the world to contribute to sustainable development in their countries, thus having a global impact and contributing to a better world. On campus, we strive to practice what we preach. Participants in the conference have had the opportunity to experience those practices. Costa Rica, as a country, is a global leader in green economic and sustainable development. Unique ecological and social conditions make Costa Rica a wonderful open-air laboratory for the study of sustainability. We would like to thank all participants for their enthusiastic and constructive participation in the workshop and the keynote speakers and presenters for their inspiring and excellent contributions. A special word of appreciation goes to the participants who volunteered to chair the workshop sessions and who acted as reporters. An active role for all participants has made this conference very interactive and dynamic. The strong commitment of all involved made it a very constructive, productive and enjoyable event. I would also like to extend a special thank you to the EARTH leadership, President José Zaglul, Provost Daniel Sherrard and Academic Dean Edgar Alvarado as well as EARTH professors and staff, in particular the staff of the International Academic Relations Office, Pablo Ulloa, Sofía Montero, Maureen Hernandez and Stephanie Morris. We hope you will be enjoying reading this outcome report, which has been written largely and in an excellent way by Kelly Teamey (PhD) for which we are very grateful. We think back with fond memories of a very successful conference. I think we all agree that this conference has definitely been a good opportunity for sharing knowledge and experiences, networking, and for establishing or strengthening partnerships. I hope and expect that we will be working together frequently and will have an annual conference for the global community working in the field of Sustainability and International education at EARTH University. Costa Rica, April 2016 Nico Evers Director International Academic Relations EARTH University
The 5th world environmental education congress, 2009: A research project
Canadian Journal of …, 2011
This paper contextualizes the 5 th World Environmental Education Congress, discusses the theoretical underpinnings of the Congress theme, "Earth our Common Home," and relates this theorizing to the research project that was woven through the Congress. The rationale for this research project was to invite Congress participants to have a say in co-constructing an image of environmental education and a vision for its shared future. The results of the study describe an ever-changing and increasingly complex field. They also suggest converging and diverging pluralities, which can provide critical traction for practitioners who wish to critically reflect on ongoing developments in environmental education.
2015
Since Agenda 21, education and capacity building have been increasingly recognised as critical to help shift societies towards sustainable development. These processes are vital to enhance people’s abilities to find solutions to unsustainable practice. They also help strengthen governance and partnerships which build institutional support for change towards sustainable development. Education for sustainable development (ESD) has crystallised over the past tens years (Fien & Tilbury, 2002). It is being increasingly recognised through the influence of Agenda 21 and the more recent Johannesburg Summit, as more than the dissemination of knowledge or sustainability concepts. It is now understood that sustainability is a process of adaptive management and systems thinking, requiring creativity, flexibility and critical reflection (Tilbury 2003; IUCN 2004). Through team work – stakeholder dialogue and decision making- and working across disciplines, social groups learn from each other as t...
International Review of Education, 2010
In 2004, Mainstreaming Environment and Sustainability in African Universities (MESA) was formally launched by UNEP, UNESCO and the Association of African Universities. This paper sets the stage for a critical analysis of ESD by reviewing historical perspectives of conservation in Africa as a means of appreciating the need for African universities to mainstream both environmental concerns and those relating to sustainability. Two case studies from Chancellor College, University of Malawi are discussed to illustrate that good practice in mainstreaming environment and sustainability requires challenges to be refined and knowledge to be extended on an ongoing basis. To analyse the reorientation of the curriculum for Education for Sustainable Development (ESD), the paper examines the introduction of an Environmental Science Master’s programme at the college and notes how environmental issues are covered. The article also looks at the college’s tree-planting programme in terms of the training, research and outreach involved. Intégrer l’environnement et le développement durable : analyse d’un cours de maîtrise en sciences environnementales et d’un projet d’arboriculture à l’institut Chancellor de l’université du Malawi—L’UNEP, l’UNESCO et l’Association des Universités Africaines ont officiellement lancé en 2004 le MESA (Mainstreaming Environment and Sustainability in African Universities / Intégrer l’environnement et le développement durable dans le cursus des universités africaines). Cet article prépare le terrain pour une analyse critique de l’éducation au développement durable (EDD), en abordant les perspectives historiques de conservation en Afrique en vue d’évaluer le besoin des universités africaines d’intégrer à la fois les préoccupations environnementales et celles relatives au développement durable. L’auteur présente deux études de cas effectuées par l’institut Chancellor de l’université du Malawi, pour démontrer que les bonnes pratiques d’intégration de l’environnement et du développement durable exigent de définir les défis et d’enrichir en continu les connaissances. Dans le but d’analyser la réforme du curriculum en EDD, il examine l’introduction dans cet institut d’un programme de maîtrise en sciences environnementales et relève la manière dont y sont traitées les questions environnementales. Il étudie en outre le programme d’arboriculture de l’institut du point de vue de la formation, de la recherche et de sa diffusion. Mainstreaming von Umwelt und Nachhaltigkeit: Analyse eines Master-Studiengangs Umweltwissenschaften und eines Baumpflanzungsprojekts am Chancellor College der Universität Malawi—Das Programm MESA (Mainstreaming Environment and Sustainability in African Universities) wurde offiziell 2004 von UNEP, UNESCO und der Association of African Universities (Verband der Universitäten Afrikas) gegründet. Dieses Papier schafft die Voraussetzungen für eine kritische Analyse der Bildung für nachhaltige Entwicklung (BNE). Dazu wird der Umweltschutz im historischen Kontext Afrikas betrachtet, um deutlich zu machen, wie wichtig es ist, dass afrikanische Universitäten Umweltschutz und Nachhaltigkeit als Anliegen auf allen Ebenen integrieren. Anhand zweier Fallstudien aus dem Chancellor College der Universität Malawi wird gezeigt, dass die Aufgabenstellungen präzisiert und die Kenntnisse laufend erweitert werden müssen, um ein optimales Mainstreaming von Umwelt und Nachhaltigkeit zu erreichen. Um die Neuausrichtung des Lehrplans unter dem Gesichtspunkt der Bildung für nachhaltige Entwicklung zu analysieren, werden in diesem Aufsatz die Einführung eines Masterprogramms für Umweltwissenschaften und die Thematisierung von Umweltproblemen am College untersucht. In dem Artikel geht es außerdem um Ausbildung und Forschung im Zusammenhang mit dem Baumpflanzungsprogramm des Colleges sowie um dessen Reichweite. Incorporar la perspectiva de medio ambiente y sostenibilidad: Análisis de un curso de Master en Ciencias Ambientales y de un Proyecto de Plantación de Árboles en el Chancellor College, Universidad de Malawi—En 2004 fue lanzado oficialmente por el PNUMA, la UNESCO y la Asociación de Universidades Africanas, el proyecto de Incorporación de la Perspectiva de Medio Ambiente y Sostenibilidad en Universidades Africanas, también denominado MESA (Mainstreaming Environment and Sustainability in African Universities). Este trabajo ofrece el marco para un análisis crítico de EDS, pasando revista a las perspectivas históricas de conservación en África como una forma de apreciar la necesidad de que las universidades africanas incorporen una perspectiva tanto de cuestiones ambientales como de las que se relacionan con la sostenibilidad. Este trabajo se ocupa de dos estudios de caso del Chancellor College de la Universidad de Malawi para ilustrar que las buenas prácticas en la incorporación de la perspectiva de medio ambiente y sostenibilidad necesitan de una redefinición de desafíos y de una ampliación de conocimientos basada en el desarrollo permanente. A efectos de analizar la reorientación del currículo de la Educación para el Desarrollo Sostenible (ESD), examina la introducción de un programa de Master en Ciencias Ambientales en este instituto y toma nota de cómo cubre temas ambientales. Además, este artículo se ocupa del programa de plantación de árboles del instituto en cuanto a entrenamiento, investigación y compromiso social que implica.
Studia Ecologiae et Bioethicae, 2019
The aim of the study was to learn about young people's judgements on sustainable development and environmental protection depending on their school profile and education. The presentation of their opinions was considered important for assessing the state of sustainable development 30 years after the publication of the Bruntland Report. The perception of the phenomenon of "ecological violence" and the opinions regarding the directions of actions to combat it were also identified. In the authors' opinion, this concept should be included in the ethical foundations of human behaviour in the 21st century. The research was conducted in 2017 with students of the Faculties of Biology and Agriculture and of Pedagogy at the University of Rzeszow and students of the Faculty of Management at the Rzeszow University of Technology. In order to achieve the study goals, a diagnostic survey using a questionnaire was used. The results indicate that education in sustainable development is not carried out equally in all university institutions. It is often underestimated, although the media clearly emphasise the need to solve current problems in such a way as to minimise the negative effects of sustainability-related decisions made on the economic, social and ecological dimensions of life. All these dimensions are equally important for the welfare of the human species. The results of the study may indicate the directions of activities necessary in education for the sustainable development in the 21st century. In search of effective educational and implementation activities for broadly defined sustainable development, it is also worth presenting, examining and refining the term "ecological violence". This article touches on the above issue and is a preliminary consideration in this respect. The authors hope that it will lead them and potential readers to a deeper analysis of the possible meaning of the term "violence" also in relation to environmental resources. The presented research results are regarded as preliminary findings for a deeper analysis of this issue in the future.
EDULEARN14 Proceedings, 2014
This paper analyse the organization and development of two different e-learning MSc. programmes regarding to sustainability and protection of natural resources in the frame of the Erasmus multilateral projects. Environment is facing an accelerated climate change as a result of global warming, mainly for human activities, even in remote areas. In the other hand, population has migrated to big cities and consequently has abandoned the rural areas. The promoter of this project, Technical University of Madrid (UPM), among their partners have identified a clear lack of educational provision regarding Climate Change, Degraded Land and Ecotourism, in both educational and non-educational settings. In this context, we have developed two different programmes in order to alleviate these hazards by providing adequate training on Climate Change, Sustainability and Ecological Tourism. The first program: MSc Degree on Management of Sustainable and Ecological Tourism (MEST) is focused in tourism alternatives and natural heritage preservation, trying to combine conservation of nature with socioeconomic development of many local communities. Thus, it establishes a link between local people, tourists and nature. The second program: MSc Programme in Climate Change and Restoration of Degraded Lands (RECLAND) is dedicated to land recover and climate change effects on land and its uses, as well as degradation of soil and vegetation that aggravate the emission of greenhouse gases into the atmosphere. Thus, three subjects were defined: climate change, degraded land and land restoration.
The UNITWIN/UNESCO Chairs Programme, launched in 1992, today forms an extensive network of inter-university cooperation involving more than 700 higher education institutions in 128 countries worldwide. Through knowledge sharing and collaborative research in the priority areas of UNESCO's work in education, the natural and social sciences, culture, communication and information, the Chairs provide a vital contribution to the Organization's mission. The current volume focuses on the activities undertaken by UNESCO Chairs dedicated to the field of Education for Sustainable Development (ESD) within the context of the UN Decade of ESD which culminated in the UNESCO World Conference on ESD, held in Aichi-Nagoya, Japan, 2014. The case studies included, showcase the good practices, applied research and curricula innovations pioneered by the individual UNESCO Chairs, as well as highlighting the challenges and lessons learned both for the new follow-up Global Action Programme (GAP) on ESD and the wider Education 2030 Agenda.
Environmental Education and Education for Sustainable Development
Education, 2005
This special issue entitled 'Environmental Education and Education for Sustainable Development' was organised and edited by Dr Edgar Javier González-Gaudiano who, as his brief biography indicates, works as an advisor for the Secretariat of Public Education, in ...