2004 UNESCO/JAPAN Asia Pacific
Environmental Education Research Seminar

CONTENTS
Kaoru Yokosuka
Welcome Speech from President, Miyagi University of Education̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

1̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

2

Hans van Ginkel
Opening Address from Rector, United Nations University ̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

4

Noboru Suzuki
Welcoming Speech from Mayor of Kesennuma City ̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

6

Kazuyuki Mikami
Asian-Pacific Environmental Education Research Seminar 2004̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

7

Mohammad Shafi Sharifi
Country Report: Afghanistan ̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

9

Masudul Hoq Chowdhury
Environmental Education for Sustainability in Bangladesh ̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

18

Roath Sith
Country Report on Environmental Education in Cambodia ̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

25

Gen-cheng Su and Zhi-yong Wei
The Orbit of Environment Education Policy in Chinese Basic Education ̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

42

Amba Jamir
Environmental Education in School System - Overview and Challenges

45

Hiroshi Nagano
Welcome Remarks̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

Hans van Ginkel
Challenges towards Promotion of the Decade of Education for Sustainable Development̖̖̖̖̖̖̖̖̖̖̖̖

56

Tatsuya Ootsuki
The Present Condition and the National Policy of Environmental Education in Japan ̖̖̖̖̖̖̖̖̖̖̖̖̖̖

65

Tomoko Shibao
Asia-Pacific Regional Cooperation through the Development of Teaching/Learning Materials
for Environmental Education ̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

70

Mithong Souvanvixay
Environmental Education in Laos ̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

74

Tengku Adnan Bin Tengku Awang
Principles and Practice of Environmental Education for School Children in Malaysia ̖̖̖̖̖̖̖̖̖̖̖̖̖̖

78

Balaram Timalsina
Asia Pacific Research Seminar on Environmental Education for Sustainable Development ̖̖̖̖̖̖̖̖̖̖̖̖

85

Barry Law
Environmental Education/Education for Sustainability̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖

92

Merle C. Tan
Philippine Response to the United Nations Decade of Education for Sustainable Development ̖̖̖̖̖̖̖̖̖̖ 106
Athapol Anunthavorasakul
Environmental Education in Thailand : Policy and PracticeJennie Lane
Environmental Education in Wisconsin̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖ 113̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖ 119

Nguyen Hoang Tri
Stakeholder Anaysis in Development of Environmental Education (EE) and Educationfor Sustainable Development (ESD) in Schools of Vietnam: New Approaches and Case Studies̖̖̖̖̖̖̖̖̖ 127

Kimiko Kozawa
Issues for Development of Environmental Education for Sustainability and its Teacher Training̖̖̖̖̖̖̖̖̖ 134

Yukihiko Oikawa
Developing and Implementing an Inquiry Based Global Environmental Education Program of Omose Elementary School
through collaboration with community, specialist organization and American School ̖̖̖̖̖̖̖̖̖̖̖̖̖̖ 137
Masahisa Sato, Kazuyuki Mikami, Lucille Gregorio and Kip Kates
UNESCO/ Japan Asia Pacific Environmental Education Research Seminar 2004 ̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖ 145"Waseya Shishiodori"̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖̖ 180

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Welcome Speech from President,
Miyagi University of Education
Kaoru Yokosuka*

Good morning, ladies and gentlemen. I'm very delighted to take part in the opening ceremony of this Asian- Pacific
Environmental Educational Research Seminar. As a representative from one of the sponsoring institutions, I'm glad toextend some words of greetings here.
This seminar is being held in Kesennuma-City, surrounded by plentiful nature, ria-coastline, a saw-rugged coastline
and the mountains. Owing to everyone's cooperation, this seminar can be held here. I want to express my gratitude from thebottom of my heart.
This time, UNESCO has worked as the catalyst. According to the 29 member nations of the Asian-Pacific area, thisseminar is in effect based on this area's education development plan that has been promoted since 1974. As an environmental
educational seminar, it has been held in Tokyo six times. This year, our university has begun to undertake this seminar.
The purpose of this seminar is about the support for school education in the environmental education field. In
particular, teacher training is one of the areas highlighted. We hope to have various activities, promote participants'
information exchange, grasp the present situation and clarify the DESE (the Decade of ESD). This seminar was originally ameeting for specialists at the beginning. As we consider how to make good use of our work in environmental education andshare this information and thinking with the citizens, we decided to open the seminar to the general public for two days fromtoday to tomorrow.
Through this opening seminar and the international environmental education activity in Omose Elementary School,
the citizens could have the chance to get some information about environmental education in different countries. Our mostprecious global environment should be protected. This sponsor, Miyagi University of Education, sincerely hopes that they
can understand the importance of environmental education and develop much deeper symbiotic relations.
Miyagi Prefecture is the Japanese birthplace of the non-governmental UNESCO. This international seminar is being
held in Kesennuma-City, which has proceeded with environmental educational development in cooperation with ouruniversity. Even from this point, it has a big significance.
Finally, I want to say a few words of gratitude to the institutions, which are supporting this seminar and giving us theircooperation with the Ministry of Education, Culture, Sports, Science and Technology, Kesennuma-City, the United Nations
University, the Asia-Pacific Cultural Center for UNESCO, Kesennuma UNESCO Association, Omose Elementary School,
the citizens of Kesennuma. I hope that this seminar will be held successfully. Thank you very much.

* Miyagi Univ. of Education, Japan㧙㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Welcome Remarks

Hiroshi Nagano*

I am very honoured to be here to participate in this seminar, and I want to thank all of you, especially those of you who
have in come great distances for helping to enrich the dialogue about this very important topic.
On behalf of the Japanese National Commission for UNESCO, as well as the Ministry of Education, Culture, Sports,
Science and Technology (MEXT), I am very pleased to extend my warmest welcome to all the participants here for the
opening of this seminar.
This seminar is one of UNESCO's programmes, specifically the Asia and the Pacific Programme of Educational
Innovation for Development, abbreviated as APEID. APEID has been implemented since 1974 to help developing countries
to improve their ability to promote educational innovation of their own needs. Japan has been one of the most active
participating countries of APEID since its inception. In particular, each of the 7 Associated Centres of APEID in Japanannually organizes international seminars on its respective research area, to which it invites experts from Asia and the
Pacufic region.
I understand that the Environmental Education Center of the Miyagi University of Education takes the cental role ininternational cooperation of educational institutions in the community by cooperating APEID as an Associated Centre, andalso promoting exchanges among schools in Japan and the United States within the framework of the Frubright Memorial
Programme. I would like to express my sincere appreciation to the staff members of Miyagi University of Education who
have devoted themselves to the preparation of the workshop,which is its first large event as an Associated Centre.
The main purpose of this seminar on "Environmental Education for a Sustainable Society" is to recognize the current
situation of environmental education in Asia and the Pacific region and to discuss environmental education for the future.
Environmental education is one of the major fields of Education for Sustainable Development and needs to be promoted
further from now on.
As you may know, the World Summit on Sustainable Development in Johannesburg was held in 2002, as ten years had
passed since the United Nations Conference on Environment and Development in Rio de Janeiro. This parhaps the mostrecent large international event concerned with the environment. I accompanied with our Prime Minister Koizumi to attend
the Johannesburg Summit, which reconfirmed that international society should cooperate to solve global scale problems suchas poverty, human rights, peace and environment, and also to realize sustainable development in each country. Moreover,based on a proposal made by Japan at the Johannesburg Summit, the United Nations General Assembly voted to launch the* Ministry of Education, Culture, Sports, Sci. & Tech., Japan㧙㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar"Decade of Education for Sustainable Development" from 2005. Within the General Assenbly's resolution, UNESCO wasdesignated as the lead agency of the Decade.
Nowadays, we often hear the word "Globalization" when economic matters are being discussed. The progress ofglobalization of today's international society blesses a lot of people with the expansion of economic activities and the freemovement of human beings, goods and information. However, on the other hand, we cannot ignore possibilities of serious
ploblems such as gaps between the rich and poor, glowing cultural uniformity and clashes among civilizations. Sustainable
Development hinges on three comcepts, namely, economic development, social development and environmental protection,
and aims for development that meets the needs of the present without compromising the ability of future generations tomeet their own needs. That is to say, it aims to construct a society under which people can have hope for the future.
To contribute towards advancing goal, the General Assembly of the Japanese National Commission for UNESCO
adopted the proposal for UNESCO concerning the contents of the international implementation scheme for that Decade last
July, and sent it to UNESCO. This proposal is based on the philosophy of "Think globally, act locally" and contains several
important aspects, including the responsibilities of developing and industrialized countries and the importance of improving
the quality of education and teachers.
Countries have to discuss how to promote educational activities for sustainable development based on the international
implementation plan of action that will be developed by UNESCO. This seminar is being held in line with such world trends.
I expect that we will get fruitful outcomes since the theme of this seminar is in a very timely manner.
Here today, experts from 12 countries in the Asia-Pacific region, including Japan, have joined this seminar. I hope you
will bring the experiences, methods, and discussions encountered in this seminar back to your respective countries or areas
where you live and share them with the people there. It is also my sincere wish that you will strive to promote not only
the trainig teachers concerned with environmental education and the practice of environmental education in schools, but
education for sustaniable development, too.
Last but not least, I would like to express my sincere appreciation to the City of Kesennuma, the Kesennuma UNESCO
Association and othter related organizations for their supports toward the preparation of this seminar. I hope the seminar
will be a great success.
Thank you very much.

㧙㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Opening Address from Rector,
United Nations University
Hans van Ginkel*

It is my great honour and pleasure to be here in Kesennuma and welcome you at this important Seminar. I heardthat this is the 7th UNESCO-Japan Seminar on Environmental Education in the Asia-Pacific region, but the first one thatis convened by the Miyagi University of Education. It is, indeed, wonderful to come to Kesennuma, one of the smaller,
but highly attractive cities in Japan and to see that the city has developed such excellent educational programmes onenvironmental education, together with Miyagi University of Education and other partners.
Ladies and gentlemen,
To promote education for sustainable development, the United Nations University (UNU) took the lead at the World
Summit on Sustainable Development (WSSD) in 2002 to mobilize 11 major global organizations to work on EfSD and jointly
sign the Ubuntu Declaration, which creates a major global alliance to promote science and technology courses and teaching
throughout educational systems, formal and non-formal, worldwide. I firmly believe that science and technology should playa key role to reorient and strengthen educational curricula for sustainability. Higher education should play an active role
especially in training and re-training of school teachers and developing the curricula and stimulating learning materials.
It is also important to recognize that new ethics need to be established to attain sustainable development, contributing
to changing lifestyles, for instance, on the basis of the guiding principles and perspectives of the Earth Charter.
As many of you are aware, the United Nations General Assembly adopted in December 2002 the resolution to promote
the Decade of Education for Sustainable Development (DESD), from January 2005.
The United Nations University has been undertaking various initiatives on this topic, in particular at the higher
education level; including the Global Virtual University, the Asia Pacific Initiative for Sustainable Development. In 2003, theUnited Nations University started a new programme on education for sustainable development, in which various activities
has been undertaken.
As a spear point activity under this programme, we have proposed to generate Regional Centers of Excellence on
Education for Sustainable Development (RCEs), to promote education for sustainable development at regional/local levels.
At these centers, various potential partners, including school teachers, university professors, researchers, experts inmuseums, representatives of local governments and business communities, will get together, share their information andexperiences, improve their activities and explore possibility for new collaboration. The aim of these centres is to improve* United Nations University㧙㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarthe exchange of information and the cooperation between researchers, educations and media specialists working in different
institutions, at different levels and in different sectors.
In this Seminar, I hope you can share experiences on environmental education and in broader sense education forsustainable development among countries of the Asia-Pacific region, and get ready to start activities for the Decade of
Education for Sustainable Development.
Last but not least, I wish to express my sincere appreciation for the organizers for their significant effort to arrange
this important Seminar, and hope that all the participants have productive and fruitful outcomes at the end of the Seminar.
I thank you very much for your attention.

㧙㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Welcoming Speech from Mayor of Kesennuma City
Noboru Suzuki*

Good morning, ladies and gentlemen. I am Noboru Suzuki, the Mayer of Kesennuma City. I am delighted to be here
today. I would like to express my congratulations on the UNESCO APEID Seminar being held in Kesennuma City. I would
also like to extend my warm welcome to all the guests and visitors to our city that is known as the Sanriku international
fishery city in Japan.
I believe that the environmental issues you are going to discuss at this seminar are very important not only in the areaof school education, but also for the people in general.
Speaking of our city, marine products are in the center of our key industry. It is based and relies greatly on the plentiful
nature we are blessed with. In addition, we enforce various environmental regulations here, and the city has declared itself
a "Slow Food" city earlier than any other cities in Japan. Through these activities, we are trying out best to promote our citywith the basic key word as "food."
Tomorrow, you will visit Omose Elementary School to observe how international environmental education is carriedout in classes. Teaching environment is also a part of our promotion activities.
I hope this seminar will be new driving force to carry out our promotion activities. I also think this is a good
opportunity to let more people know about Kesennuma as a city of food and environment.
I hope you can have very productive research and discussions in the following four days. Please don't forget to enjoy
the delicious sea food and traditional Japanese dishes as well while you are here. I wish you good health and I hope you will
enjoy your stay here during this seminar.

* City of Kessennuma, Japan㧙㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Asian-Pacific Environmental Education
Research Seminar 2004
Kazuyuki Mikami*

Ladies and gentlemen, I'd like to welcome you here today.
Owing to the support from Kesennuma-City's people and the attendance of our guests like the Rector of the United
Nations University, Dr. Hans van Ginkel, the Asian-Pacific Environmental Educational Research Seminar could be held here
today. As the representative of UNESCO APEID Seminar Committee, I'd like to say thank you to everyone.
This seminar is in effect a basic part of the APEID Asian Pacific Environmental Education Development Plan. This planis supported by 29 member nations of Asian Pacific UNESCO with UNESCO having been the catalyst since 1974. This planis also the seventh program cycle (2002-2007) of APEID activities.
Miyagi University of Education (MUE) is the AC (Associate Center) in Japan of UNESCO. This seminar is also a partof the activities of AC. It is sponsored by Japan's UNESCO committee, MUE, and is also supported by Kesennuma-City andAsia Pacific Cultural Center for UNESCO.
This seminar's theme is "Environmental Education for a Sustainable Society: Principles and Practice of Environmental
Education for School Children." We hope to bring together specialists in the field of environmental education to sharedifferent activities to support school education. In particular, this support is of pressing importance in the training ofteachers. The seminar also encourages information exchange among participants, to grasp the present situation and toclarify the theme of DESD (Decade of Education for Sustainable Development).
This year is the year before DESD (2005-2014), which has been adopted by the United Nations in order to play thecentral role of Japanese government. As a result, it's a very important period in the preparation stage. It also has special
significance to the opening of this seminar related to environmental education.
Those working in the field of environmental education in MUE think that the support of schools from institutions
outside school is important. In order to discover an ideal method of support, we convened the International Symposium on
Environmental Education 2002 last year in Sendai. At the conclusion of that meeting, we considered what had taken place
and used experiences at that time to set this current seminar's theme. In short, what we felt to be particularly important wasto collect different activities to support school education by specialists in the field of environmental education, especiallythose involving the training of teachers. This would also involve information exchange among participants in order to grasp
the current situation in this field.
As the Asian Pacific Region is the main area in this seminar, we are glad to invite the specialists from 12 countries
including Afghanistan to take part in this seminar. I'm sure that it will help us to deepen understanding in each of thosecountries and also make us pay attention to details of the different regions and communities. Even within one country,
culture and traditions differ from area to area. As a result, it's important that we communicate with each other in an attempt
to understand each other. In consideration of this point, we finally chose the northeastern city of Kesennuma as our seminar
location.
* Environmental Education Center, Miyagi University of Education, Japan㧙㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

So, among the many cities in the region, why did we chose Kesennuma-City for this seminar? First, it must be said
Kesennuma-City is eager for environmental education. Due to this demand, in the past three years, the Environmental
Education Center in MUE had the chance to support Kesennuma-City's Omose Elementary School for their environmental
education practice. Kesennuma-City is located at the furthest place point from the center of Miyagi Prefecture, the city of
Sendai: it takes two and a half hours to get to reach here from Sendai.
Another significant point involves a particular project in which we are involved with Omose Elementary School. Omose
Elementary School, with the direction and support of a Fulbright Memorial Fund, cooperates with Lincoln Elementary
School in Wisconsin, USA in a program involving international communication revolving around environmental education.
The theme is "the environment of the waterside". We also keep in touch with Professor Paul Williams in University of
Wisconsin and share information about how to support the education in each other's elementary schools.
In order to support international education cooperation, institutions of higher education in different countries andregions work in cooperation to support environmental education activities. This cooperation will give us opportunities to see
if the EE programs we develop based on our own ideas could be suitable even for other countries, while preventing us from
imposing our ideas on the partners in a self righteous way.
This seminar is basically for specialists, but on the first day we will discuss the reports of different nations withsimultaneous translation for the public.
We are very lucky to have been able to invite Dr. Hans van Ginkel, the Rector of the United Nations University, togive us a special lecture. Also, we are very happy to have Mr. Tatsuya Ootsuki (the Section Chief of the Elementary andSecondary Education Bureau curriculum at the Ministry of Education, Culture, Sports, Science and Technology) and Ms.
Tomoko Shibao (the Section Chief of the UNESCO Asia Culture Centre, which is the cosponsor organization of this seminar)
to be our guest speakers.
Tomorrow, the second day of this seminar, we are going to visit Omose Elementary School. First, we will be able to see
the practical results in detail in the school which can be a reference point for the specialists' meeting later. The project inOmose Elementary School is also open to the public, so please enjoy it.
On the third and fourth days of this seminar, specialists' meetings will be held in the Kesennuma Kanyo Hotel. Thesemeetings will include teachers and persons concerned with the Board of Education: as a result, the meetings will becharacterized by a variety of knowledge and expertise. During this seminar we are also going to talk about the coming ten
years, so we are really looking forward to the positive participation of those younger attendees.
To conclude this introduction to the seminar, I would like to say thank you to both the Kesennuma-City Board of
Education for their important cooperation and to Kesennuma UNESCO Association for their strong support for this seminar.
Thank you very much.

㧙㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Country Report: Afghanistan
Mohammad Shafi Sharifi*

1. BackgroundAf g h a n i s t a n i s a n e x t re m e l y p o o r, l a n d l o c ke d c o u n t r y, h i g h l y d e p e n d e n t o n f o re i g n a i d , f a r m i n g
and livestock raising and trade with neighboring countries. The population is around 25 million
people with an estimate following structure.
Under 15 years : 41.8% (male 5,328,000 ; female 5,122,000)
15-64 years : 55.4%( male 7,208,000; female 6,642,000)
65 years and over : 2.8% ( male 360,000 ; female 340,000)
Population growth : 3.38%
Birth rate : 40.63 birth /1000
Death rate :17.15 death/1000
Sex ratio : 1.07 male/female
Within two decades of war and conflict, Afghans society suffered great human and material losses as well as majordemographic modification. “War has killed at least a million people, maimed and disabled many more, created an army oforphans and widows, half population into internally displaced persons and refugees, including six million out side of thecountry “ (UNDP 1993). Eventually in result, almost more than 80% of the governmental institutions and infrastructures
either completely collapsed or disfunctioned.
Education is one of those infrastructures that have been largely affected .Afghanistan's education system is in a stateof near total poor condition and among the worst in the world. War and disruption of the Afghan society during the last two
decades seriously hampered educational development. The education of girls has particularly suffered due to war and thediscriminatory policies of the ruling authorities. The majority of teachers are untrained, under qualified and under-paid.
The textbooks are outdated and scarce in supply There are serious shortages of teaching materials and other educational
facilities. To promote and deliver “Education For All“ national goals and strategies need to be established, human andmaterials resources mobilized, and innovative methods, including the use of new technologies, considered. The quality andrelevance of education and development of shared values, particularly respect for ethnic diversity and a culture of peace, willbe crucial for Afghan children and youth. For a society which for more than two decades experienced ethnic and ideologicalconflict, education and training will be one of the pillars on which to build the future.

* Faculty of Engineering, EE Department, Kabul University, Afghanistan㧙㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

It is sad to say that more than 95% of the total population are illiterate, more than 65% of the children do not haveaccess to basic education, more than 75 %of the population have no access to safe drinking water, more than 80% of the
population are living in a very poor sanitation condition. More than 50% of the students are studying under a tent or indamaged rooms or have no shelter to study in at all. Despite the education system having been destroyed, and almost totallack of resources and teachers salary arrears of over two months in Kabul and more than six months in rural areas, demandfor education is surging. For example, thousands of teachers are registering for classes. Parents are eager to return theirchildren to school, From 4.5 million school age children more than 3 million were encouraged by “Back To School“ campaign
supported by UNICEF to attend to schools.
The return to peace permitted significant achievements in capacity to supply basic inputs. Almost one thousand of newschools constructed, over 2000 schools rehabilitated all over the country since March 2002.
With the restoration of peace and security and establishment of the interim government which followed by thetransitional government once again it was an exceptional opportunity. Education system re-establishes and slowly
strengthens, with the support of UNESCO, UNICEF and Non Governmental Organization, a number of workshops
happened, the curriculum was revised, a number of textbooks developed, specific education polices and guidelines havebeen developed or being developed, which guarantees the ESD. With no doubt I can say that the role of Japan government issignificant, Japanese are assisting Afghan people in education challenges.

2. Education:
2.1 Structure of Education System
Primary education lasts for six years and is compulsory. Student must pass a final examination each year to progressto the next grade. Middle school is at present not compulsory. Students must pass a final examination each year to advanceto the next grade. High school is not compulsory. Education in Afghanistan was free in the past as well as its freenessguaranteed in the new constitution.
Level

Type of school

Length of Program

Age level

Primary

Primary school

6 years

6-12

Middle secondary

Middle school

3 years

13-16

Upper secondaryHigh school

3 years

17-19

For Afghan society that for more than two decades experienced war and conflict and lost its all assets and values,
education is essential. For improving the education system, we faces many challenges which is a head. Happily we are notforgotten more than that. UN agencies (UNESCO, UNICEF ) and international communities are with us. Their commitment
and philosophy are to build the capacities of the war ravaged country related to infrastructure in education. The objectives
are to support the government efforts to achieve Education for All, reduce mass illiteracy, contribute to basic education,
increase access for girls to education, providing employment opportunities to women as paraprofessional teachers andinvolve communities in their own socioeconomic development.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

2.2 Teacher Education and Training
The prewar teacher education system in Afghanistan was based on a network of 14. year teacher training college
in 11 provinces. Late in 1980, six of these colleges were transferred to the ministry of higher education and converted
to pedagogical institutes with 4 years programs of study. By 1984, only three teacher training colleges were functioning
and after six years of the Taliban, two of these institutions still functioning. but only partly; they have suffered physicaldestruction and neither has active staff, although several have applied to accept students in 2002. The issue of teacher
education and training is a difficult one. On the one hand, rapid expansion of the basic education system will require
immediate recruitment and functional training of more than 4,000 new teachers each year; a goal for which the traditional
teacher education system is unsuited and which it is wholly incapable of achieving under current circumstances. Simply put,the education system cannot wait 2 or 4 years for new teachers. More over it is not clear that separate facilities with multiyear programs are the most effective or efficient means of education teachers. The alternatives of incorporating teacher
education into general college or even secondary school programs, coupled with incentive in service training, may be more
effective in both the short and long term. These options need to be explored to avoid making large investments in obsolete
institutions.
On the other hand, Afghan educators have considerable professional and emotional attachment to the former system,
and are strong in favor of rebuilding and restoring the full network of 14 teacher training institutes. MoE will requireassistance to conduct a programmatic of the options and to develop both immediate and long term plans to address theshortage of teachers in an efficient way. In the short term, the urgent need for primary and secondary school teachers
will require flexible and innovative approaches for rapid deployment, training, and support of teachers who lack traditional
qualifications. This is an urgent priority for MoE and external funding agencies to insure that acceptable levels of quality are
maintained in a rapidly expanding education system.
In 2003 the government of Afghanistan upgraded teacher training centers to university level for training as manyteachers as possible to meet the need of education in coming few years.
2.3 Proposing and Implementation of Projects
Since improving of education system was recognized as a key point for sustainability and as well as stability, Ministryof Education, Ministry of Higher Education with other relevant ministries and departments, with the support UN agencies,
USAID, Asian Develop Bank, World Band, Japan government, a number of quick impact projects have been proposed for
improvement of education system in Afghanistan. Many of these projects have already been completed and some is going tofinish. These projects are in the following areas.
2.3.1 Early childhood development:
Project 1. Young Child Play Kits: To develop a culturally relevant sets of play and learning materials for children
between 1-6 years of age growing up in difficult times, and show parents and other caregivers how materials
can be used to stimulate their children’s motor skills, language thinking and creativity.
Project 2. Child Development Communication Strategy: To enhance early child development by supporting
parents in their role as primary caregivers through a series of radio spot and supportive print materials.
㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Project 3 .Mother and Young Child learning centers: To give the intersecting educational needs of young
women especially those whose education was interrupted or never begun-and their young children, anationwide strategy of maternal and young child learning centers is proposed. To provide young children
with stimulating early opportunities while enabling their mothers to participate in a carefully designed basic
nonformal education and life skills program.
2.3.2 Basic Education Projects :Project 1. Education Sector Support Program: To meet the strong demand for education in Afghanistan today(i)strengthening the capacity of Ministry of Education to provide quality primary and secondary education to
Afghan children (ii) by supporting MoE in implementing a large back to school campaign aimed at increasing
access; (iii) providing materials support for teachers and students, teacher training, and basic upgrading of
educational facilities; and (iv) improve the quality of primary and secondary education for all Afghan school
children, with a focus on girls and female teachers.
Project 2. Community based Basic Education Rehabilitation: The objective this project is to provide financial
support for cost-efficient rehabilitation of the 80% of schools estimated to be in urgent need of repair and for
furniture, education supplies, and equipment in these schools.
Project 3. Quality in Service Primary Teacher training: To support the development and immediate
implementation of a coordinated, integrated in-service training program for teachers already in service that
introduces effective learning and teaching strategies focusing on the quality of students learning.
Project 4. Second Chance Education for Out of School Children, Youth, and Hard. to-reach Population:
To develop a framework and coordination mechanism to enable joint action by government andnongovernmental entities to deliver accepted and recognized education to children and youth who have notbeen enrolled in school, or who have suffered significant interruption in their education.
Project 5 . Primary Curriculum and Learning Materials Development: This project supports
MoE’s curriculum review and reforms process including the development of a new national curriculum anddevelopment of textbooks and other learning materials that implement the new curriculum.
2.3.3 Institutional Strengthening of the Ministry of Education.
Project 1. Policy Development through Stake holder Development Dialogue: To develop a new policy
framework, based on social and gender equity, access, and quality, among others.
Project 2. Education Resources Survey: To establish a system and methodology for conducting and analyzing
systematic education resources surveys of educational needs and assets in all communities and to initiate
data collection, especially on children who never attend school.
Project 3. Institutional Strengthening of the Ministry of Education for School Rehabilitation andReconstruction: To build capacity in the central MoE and the provinces to carry out efficient planning,
coordination, management, implementation, and monitoring of cost-efficient school rehabilitation,
construction, and temporary facilities management including provision of school furniture and equipment,
and teacher housing as necessary.
Project 4. Capacity Building of Ministry of Education: To support Ministry of Education in building its㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

institutional and professional capacity at the central, provincial and local levels, with institutional support tocommunities and schools, and possibly NGOs. The capacity building process is meant to support the smoothand effective implementation of the future education policy and its learning process.

3. How Environmental Education Developed in Afghanistan"Environmental education is a learning process that increases people’s knowledge and awareness about the environment andassociated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, andcommitments to make informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978)."
In 1979, Ministry of Education of Afghanistan realized that EE is effective and providing students with opportunities
to construct their own understanding. For the first time introduced EE through a subject “understanding the nature” inprimary schools. At that time it was taught that Environment is only related to nature, wild animals and pollution Thissubject was mostly affected by Russian and its content was based on Marxism theory. Then in 1988 it was revised andreplaced by another subject “ Nature“ which some how close to concept of EE. This time the content was intended to help
students in become aware of hoe they affect their environment and how it affects them.
In December 2002, MoE successfully developed a more comprehensive curriculum with the support of UNICEF,
UNISCO, USAID. Increasing access and raising quality in all sub-sectors of education is taken inconsideration. The
education curriculum and policy particularly emphasizes the initiation of EE .In a apart of the curriculum we read: “Lifeskill is a new subject area in the curriculum, aiming at helping students to get familiar with their social, natural and artificial
environment and to develop important skills for their personnel, social intellectual and emotional development.
In July 2003 Ministry of Education held Work shop on Curriculum and textbook Development with the support of
UNICEF Afghanistan, UNISCO Afghanistan, IBE-UNISCO,DANIDA, Columbia University / Teachers college and French
Ministry for foreign affairs. The workshop focused on: How to upgrade the capacity of curriculum and textbook developers;
to share experiences on selecting and organizing meaningful learning experiences with experts from other countries.;
to draft syllabi several curriculum areas for primary education as models for good practice; to create a basis for a sharedcurriculum culture and vision of meaningful learning experiences among curriculum developers and education stakeholder.
In 2003, MoE of Afghanistan while developed a new curriculum, based on that more attention was attracted to Scienceand Technology Education (STE) and EE. Because EE is effective education and is learner centered, providing students with
opportunities to construct their own understanding through hands. on, minds-on investigation. Students are engaged indirect experiences and are challenged to use higher order thinking skills. EE supports the development of an active learning
community where learners share ideas and expertise. EE recognizes the importance of investigating the environment
within the context of human influence, forming an examination of culture, economics, political structure, social equity andnatural processes and systems. The main objective of EE is to develop an environmentally literate citizenry. Through EE
students or learners:㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar1.

students are engaged in hands. on, active learning that increases their knowledge and awareness about theenvironment.

2.

recognize and explore how experience, feelings, perceptions and attitudes influence environmental issues.

3.

understands human processes and system.

4.

posses the skills necessary for citizenship.

5.

develop a sense of their rights and responsibilities as citizens who are able to weigh varies sides of anenvironmental issues and make responsible decisions as individual and as members of their community.

6.

capable to understand principles and practices of citizenship in a democratic republic.

7.

develop critical things, problem solving, and effective decision making skills.

Based on above goals, objectives and importance of EE, MoE developed a textbook. The subject is called “Science,
Health and Environment“. The teaching of the subject will take place in module schools in the year 2004 from grade 4 to 6.
Then will be reviewed and after that will be introduced to all schools. The content of the book covers the following topics:> For grade 4• Living thinso Man and the five externals senseso Animals (Domestic and Wild)o Plants and their structure• Heat and Luminous• Machines (simple and complicated machines)• The Earth• Food ( Resources , fruit , cereals , fish , malnutrition)• Hygiene (Food hygiene, personnel hygiene, cloth hygiene, and domestic hygiene)• Diseases and prevention• Environmento Aquatic ecosystem, atmosphere, terrestrial ecosystemo The best use of environment> For grade 5• Human body anatomy• Characteristic of living things(movement, nutrition , respiration , growth and sensitivity of living things)• Non-Living thingso Mater and its physical states• The weather and Climate• Solar System• Sound , Magnet, and electricity• Micro-organism and parasites• Drugs and their detrimental㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar> For grade 6• Visceral system of human body
• Mater and the types of mater• Natural resources• Minerals• Energy• Communicable diseases and childhood diseases• Vaccination• Drugs and their detrimental• Science and the society of science
In short words I can summarize the objectives of the courses as:I.

to understand the meaning of the word “Environment”

II. to find how their lives are affected by features and conditions of the various environments.
Addition to that a series of readers and booklets are developed and distributed to teachers and students (e.g. Living and
Nonliving things, Living Together, Health Growth of Children, Values of plants and Animals to Human Beings, Population
Explosions.)
3.1 Strategies:
Ministry of Education of Afghanistan with the cooperation and collaboration of relevant universities and a number ofteacher training institutions are planning to develop:
3.1.1 Guidelines :One of the prerequisites for having a good environmental education system and launching it is to have good andwell designed guideline for the that purpose. So MoE of Afghanistan with having the responsibility as a national
lead agency working on that to develop guidelines to supplement environmental education materials withfollowing specifications:> be accurate and faire in describing environmental issues, problems and conditions.
> be effective and efficient in reflecting the diversity of perspective.
> help the growth and development awareness of the natural environment.
> focus on understanding of environmental conditions and concept.
> care of awareness of attitudes, values, feelings and perceptions at the heart of environmental problems.
> Attention to different scales.
> Insist on skills building which enable learners to prevent environmental problems.
> Emphasis on critical and creative thinking.
> Encourage to apply skills to issues.
> Promote civic responsibilities.
> Encourage learners to use their knowledge and personnel skills as a basis for environmental problem
solving and action.
> Promote learning centered education system.
㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar> Instruct different ways of learning.
> Instruct assessment of environment.
> Expand learning environment.
> Connection to learners’ daily lives.
> Instruct goals and objectives.
> Be well designed and easy to use.
> To be long life and adoptable.
3.1.2 Development of materials
Ministry of Education in conjunction with and support of UNESCO and UNICEF. on the light of mentioned
guidelines is undertaken the compilation and publication of textbooks and magazines for students and teacherswhich will make the word “environment“ more understandable and meaningful. Education materials which
will enable the students to map the various levels of their own environment. Education staff that will promote
the ability of learners to examine how their lives are affected by the features and conditions of the various
environments in which they live. Books in which learners and teachers will find many examples of the humanattempts to change the environment to suit the human needs. The education materials being considered to be
adoptable and applicable according the age and level.
3.1.3 Workshops and Seminars
With development of the texts book MoE plans to conduct a series of workshops and seminars to initiate theinitiate and introduce environmental to all teachers and educators:
1. What Environmental Education is, why it is relevant to our live and how effectively be demonstrated andcommunicated.
2. How human can live compatibly with nature?
3. Why environmental education is important?
4. How the every body lives could be improved by environmental education.
5. The principles and components of environmental education.
6. How to promote and asses environmental education in Afghanistan.
7. How to increase environmental literacy.
8. How to ensure long term effectiveness and sustainability of EE programs.

4. Constraint and challenges
Despite massive attention was paid in the last two years on education by the government, ministry of education andrelevant education institutions, UN agencies, NGOs, we had/have large level of weaknesses and constraints as well. These
constraints contributed to not achieve all the goals and objectives were designed. These challenges and constraints are
outlined as:> Lack of environmental education materials.
> Lack of environmental education guidelines and policies.
> Lack of environmental education resources for educators.
㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar> Lack of necessary expertise and skills to support environmental education.
> Non-Availability of qualified and trained teaching force especially in environmental education was a major
problem identified already. These problems become more acute for the availability of teachers in the rural
areas.
> Non-availability of demonstration materials equipments and tools to arouse students’ interest and to create anunderstanding of environment.
> Financial constraints to implement the designed projects.

5. Recommendations
Keeping in views the importance of environmental education and the role it can play the following recommendations
are proposed:
General Recommendations> The MoE, together with its advisers, and relevant education departments and other education institutions
should develop specific policies and guidelines to govern the environmental education system in Afghanistan
at an early stage of its development to allow all actors in the environmental education system to work towardachieving the same goals and objectives.
> Particular considerations should be paid to improve knowledge and skills that education professionals need inorder to effectively teach about environment and support the goals of sustainable development.
> Environmental education should be a compulsory subject from school to university.
> Integrate environmental education for sustainable development in other subjects.
> Provision of audio/video programs.

References
1. National Education Framework (December 2002)
MoE Islamic State of Afghanistan
2. Education And Afghan Society in 20th Century
Saiforahman Samadi
3. Afghanistan and Education (Country Report on STE workshop)
Sharifi Mohammad Shafi
4. UNESCO and UNICEF Publications
5. Erfans (Monthly Magazine MoE)
6. Science for Sustainable Development (UNESCO)㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Environmental Education for Sustainability
in Bangladesh
Masudul Hoq Chowdhury*

Introduction
Bangladesh is located between 20°34´ and 26°88´north latitude and 80°1´ and 92°41´ east longitudes with an area of
143,998 square kilometers and a population of approximately 113 million. It is bordered on the west, north, and east by India,
in the southeast by Burma and in the south by the Bay of Bengal. Except for the hilly regions in the north east and south
east the whole country consists of low and flat land formed mainly by the great Gunges and Bramaputra River system.
Bangladesh is faced with rampant poverty, high population density, and an increasing population, recurring natural
disasters and dwindling natural resources. It is one of the poorest of the developing countries with a low resource
base, a very low land man ration, which is threatened by both natural hazard and anthropogenic mismanagement andoverexploitation. The vast majority of the population is amongst the poorest in the world and lives almost exclusively on thenatural resource base. However this resource base is under serious threat and environmental planning is necessary to signal
any hope for survival with dignity and sustainability.
Development in a developing country like Bangladesh primarily aims to provide its people with enough food and basic
shelter. Here the quality of life is not envisaged as the improvement of the quality of the environment. A major threat to thenatural environment in Bangladesh originates from its over-use of some of its natural resources for a subsistent livelihood.
Bangladesh is a least developed country which is characterized by• Persistence of poverty at high levels• Proneness of sudden destitution of substantial number of people due to natural hazards• Low level of human capability development• Low per capita income• Increasing and glaring socio-economic inequality• Extreme high un-and under employment• Low-level productivity in agriculture, industry and other sections• Very limited export base
• Very low land-man ratio
Major Environmental Issues in Bangladesh
Population growth and human activities have an impact on natural environment. Industrialization, overexploitationof natural resources, waste disposal, pollution of land, air and water, unplanned development of infrastructure, loss of
biodiversity, all contribute to the deterioration of natural environment and resources in Bangladesh. Most of Bangladesh's
tropical forest and almost all flood plains have been affected by human activities that are particularly detrimental to thenatural resource base.
* United Nations University㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Facts about Environment• The forest habitat is less than 6% of total land area and is declining rapidly.
• Water extraction upstream in Nepal, India, Bhutan and Tibet greatly reduces dry season water flows.
• Rapid expansion of dry season irrigation for rice cultivation has resulted in the loss of over 50% of the dry
season perennial portions of the country. Seasonal drawdown of the water table is also a problem, causing sometube wells to run dry.
• There is lack of effective protection for environmentally critical areas contributing to a reduction in biodiversity.
• There is limited or no participation by local communities in resource use decision making.
• Inadequate information on the status and functioning of critical ecosystem has lead to poor environmental
policies.
• Once natural resources are degraded, there is limited opportunity for alternative income activities.
• Public awareness of environmental issues are limited.
• There is a lack of Skilled personnel trained in sustainable management of renewable natural resource.
• The aquatic and floodplain ecosystem continue to be severely degraded. The (perennial) wetland habitats andecosystem have lost larger water bodies (rivers and canals) due to siltation and landfilling for agriculture andhomestead use.
• Massive deforestation has also taken place, with negative consequences for both diversity and production oftropical forest resources.
• Diversity of fish species and fish catch has decreased, reducing the income of the very poor who depend on fish
for livelihood.
• Reduction of forest biodiversity and production has negatively affected food, fodder, medicine and shelter forpoor people.
Source: www.usaid.gov
Environmental Regulations and Management in Bangladesh
At the official level a Ministry of Environment and Forests and an upgraded Department of Environment (DOF)
have been formed. The Environmental Pollution Control Ordinance of 1977, the Environmental Policy of 1992 andthe Environmental Conservation Act of 1995 are strong moves towards a quality system of Environmental protection.
Bangladesh introduced its first Environmental Policy in May 1992, with the following objectives
1. Maintain ecological balance and the overall development of the country through conservation and improvement of
the environment
2. Protect the country from natural disasters
3. Identify and regulate all activities which pollute and degrade the environment
4. Ensure sustainable, long term and environment-friendly use of all natural resources and5. Remain actively associated with international environmental initiatives to the greatest extent possible.
Environmental Education (EE) in Bangladesh
In order to create awareness of the importance of conservation of the natural environment, action is needed at various
levels and in various modes. Among the different levels, are the national policy makers, community leaders, professionalsof various disciplines; teachers, students and youth groups; women, cooperators, religious leaders and other special groups;㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarpeasants and so on. In terms of the mode of dissemination, the awareness programs may be a part of the formal educational
curriculum; these may also be part of informal programs and delivered through other communication media.
The first environmental policy has the following provisions with regard to education and public awareness.
• Empower people through education by eradicating illiteracy and developing the country• Create mass awareness regarding environmental conservation and improvement, and sustainable, long term andenvironmentally sound utilization of all• Ensure the inclusion and dissemination of environmental knowledge and information in the formal systems ofeducation and media• Induce spontaneous and direct participation of people in all environmental activities and• Incorporate environmental issues into all government and non-government training programs and into training
programs for industrial and commercial workers.
In pursuit to the provisions of the Environmental Policy in the education sector, the Environmental Action Plan
recommended the actions presented in the Table-1.
Sector: Education and Mass AwarenessImplementing Agency

1. The Ministry of Environment and Forest will implement• Ministry of Environment and Forest

a five-year integrated plan for mass awareness of the• Ministry of Education

environment. The Ministries of Information and of• Ministry of Information

Education will provide support and assistance
2. Curricula related to the environment will be included at all• Ministry of Educationlevels of education and in all training programs
3. To create awareness, the participation of Imams (religious• Ministry of Religion

teachers), teachers and leaders of all religious, social and• Islamic Foundation

voluntary organization will be ensured• Ministry of Social Welfare• Ministry of Education

Source: Farooque Mohiuddin and S. Hassan Rizwana. (1996)
Environmental Education in Formal Education
The introduction of EE was started in Bangladesh following the Qudrat -i-Khuda Commission Report of 1974, which
led to the introduction of new curricula and syllabuses for various stages of school education by 1978. In this new syllabus
Environmental Studies was introduced at the primary and secondary stage in place of the earlier science and social studies.
The main principles according to which the syllabus of Environmental Education for the primary stage that was
prepared were the following (Sharafuddin:1991)
1. The pupils should be able to observe and know their immediate environment and develop a scientific attitude
towards solving their everyday problems
2. The study of separate subjects like Biology, Physics, Chemistry, Geography, Geology, History and Social Studies do
not help pupils to learn about the wholeness of the environment, thus an integrated subject would be more usefuland
3. Knowledge about the proper use of environmental resources and a sound understanding of how conservation ofthese resources is essential for the maintenance of human life and civilization.
EE is provided in both formal and non-formal schools. All government and registered non-government schools follow㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

the national curriculum. NGOs working with the government projects and programs in the educational sector also follow thenational curriculum. There are also some NGOs who have their own curriculum.
The subject matter of Environmental Education from Primary to Secondary level of education has the following
sequence:
In Grade 1-2 it is taught orally without any prescribed book (a guide book is followed by teacher in all schools).
Students are taught about the family environment, food, clothes, shelter, domestic animals, and birds of the surroundings
environment. In addition they are also taught about lesson includes living and non-living objects in the local environment,
the need for a neat and clean environment and the relationship between health, hygiene and the environment.
In Grade 3-5, the subjects are divided into two parts, Environmental Studies (Science) and Environmental Studies(Society). Environmental Studies (Science) teaches, rudimentary knowledge of the earth, the solar system and theuniverse, the inanimate and the animate worlds, man and environment, preservation of the environment, food, nutrition andpopulation, agricultural development in Bangladesh, and the various natural resources of Bangladesh. Environmental Studies(Society) teaches about the social environment, region and regional environment, people's lives in different environment,
environment and living conditions, change of environment and people's lives. Similar topics are continued in the secondary
stage of education.
Higher Education
There are public and private Universities and colleges for higher education in Bangladesh. Many colleges teach Botany
and Zoology at the Bachelor level where Ecology is a part of these subjects. Ecology is also included as a topic in a four year
Honours course following Grade 12. All the major universities of the country have included ecology as a topic in botany,
zoology and geography. At the postgraduate level, Ecology is compulsory in Botany and Zoology departments. There are also
courses on Environmental Management and Perception and Resource Management and Environment at the M.Sc. level in
different Universities.
There are a number of research organizations in Bangladesh have developed research capabilities in the field ofenvironment. Among these are:• Bangladesh Agricultural Research Council (BARC),• Bangladesh Agricultural Research Institute (BARI)• Bangladesh Rice Research Institute (BRRI)• Bangladesh Jute Research Institute (BJRI)• Bangladesh Fisheries Research Institute (BFRI)• Bangladesh Institute of Development Studies (BIDS)• Institute of Forestry• Bangladesh Council of Scientific and Industrial Research (BCSIR)• Space Research and Remote Sensing Organization (SPARRSO)
Non-formal Education
In Bangladesh, there are several institutions under the aegis of the government which undertake program for ruraldevelopment. Bangladesh Academy for Rural Development (BARD), Bangladesh Rural Development Board (BRDB), Local
Government Engineering Department (LGED), Department of Cooperatives (DOC), and Rural Development Academy(RDA), are all directly involved in rural development. There are some other important government organizations that are㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

related to rural development these include Bangladesh Small and Cottage Industries (BSCIC), Department of Agricultural
Extension (DAE), Bangladesh Agricultural Development Corporation (BADC), Bangladesh Water Development Board(BWDB), Department of Social Services (DSS), Bangladesh Fisheries Development Corporation (BFDC), Department ofYouth (DY), Bangladesh Forest Industries Development Corporation (BFIDC), amd Bangladesh Sericulture Board (BSB).
These institutions play an important role in sustainable development through which poverty alleviation with environmental
concerns can be achieved.
Non-government Organization
NGO activities in regard to the development of self-reliant organizations within the rural poor also have a catalyticrole to play in achieving sustainable development. The NGOs are encouraged to undertake program on environmental
improvement in various ways. The NGOs have been taking increasing role in creating environmental awareness among
the people and organizing various appropriate training programs for the concerned groups has been increasing. NGOs
raises awareness about health and nutrition, hygiene, safe drinking water, sustainable farming, sanitation, primary healthcare, population control, and family planning through group and community action. There are NGOs who have policies andprograms with a multi-sectoral and holistic approach to human development and their activities include institution building,human resource development, social development, capital resource development, and environmental development. Some
NGOs are also engaged in environmental training and education. NGOs mainly target disadvantaged groups who do nothave access to formal education and training institutions. Other target groups include teachers, trainers and other people
who have an interest or stake in environmental conservation. NGOs conduct EE through group discussion, non-formal
schools, community mobilizations and the mass media. Now a days NGOs are institutions capable of effectively performing
development work at the grassroots level in addition they they can also influence the Government and other institutions.
Civil Society Organizations
Various civil society organizations came up with different activity packages aiming at the protection and conservation ofenvironment. Among these are:• Bangladesh Poribesh Andolon (BAPA) (Environment Movement) aiming to promote public awareness and action
for the prevention of environmental degradation, mitigation of pollution and the safe protection of the environment
in Bangladesh, and influencing protection of the global environment. BAPA launched vigorous campaigns including
demonstrations, rallies and boat processions to protest against pollution of the rivers Buriganga, Turag and Balu;
Gulshan-Baridhara lake, Baragram and Ashulia water bodies. The protests were particularly directed against illegal
encroachment of water bodies and construction work such as filling up ponds, lakes, canal, rivers or wetlands. The
government has started a program to demolish the illegal structure and reduce water pollution (BAPA).
• Bangladesh Environmental Lawyers Association (BELA), whose mission is to ensure sound and sustainableecological order in the country using legal mechanism, proper observation of vast regulatory regime on theenvironment and to make people aware of their environmental rights and duties. BELA conducts its EE activities
through training, workshops, information dissemination on environmental regulation through the media, legislative
advocacy, documentation and publications (BELA).
Mass MediaThe electronic media like Radio Bangladesh and Bangladesh Television and the print media such as news papers,㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

periodicals, and journals are playing a very significant role in environmental education programs. Environmental education
programs are regularly aired by the electronic media. Media provides the information related to natural calamities such as
floods and cyclones, land erosion, water pollution, deforestation, industrial effluent, destruction of wild life, green houseeffects, biodiversity and the like.
People's Traditional Knowledge
Uses of traditional knowledge have been long in practice in agricultural farming in rural Bangladesh. A large number ofpeople in the country have had no access to go through a process of formal education; they have been using their traditional
wisdom to cope with environmental problems. In many parts of the country traditional methods of farming, fishing, healthcare and other technologies based on age old experience have been practiced among the rural farming community. These
kinds of traditional knowledge and technologies are usually based on environment friendly farm practices.
Agricultural farm practices in Bangladesh have for long depended on the basis of versified words of wisdom called
Khonar Bachan (Sayings of Khona, a mythological wise lady. Some consider Khona to be an imaginary person, her sayings
symbolizing folk wisdom based on centuries of farming practices (Newaz). One of Khona's sayings is as follows: Mager mati
heerer kati, Falguner mati shona; Choiteyr mati jemon temon, Baishakher mati mona. It means that, the best time to start
preparation of soil for cultivation is the month of Maghe (mid-January to mid-February); the month of Fulguna (mid-February
to mid-March) is also quite good; Chaitra (mid-March to mid-April) is so so, but the soil is no longer suitable in Baishakh(mid-April to mid-may).
There are many such sayings on the effect of weather on crops. For example, "Diney rode, rate jol / Tatey barey dhannerbol" which means, if there is sunshine during the day and rain at night, it would give a good rice harvest.
There are some other types of folk saying and folk remedies that relate to health care, protection of crops andconservation of natural resources, such as, local Neem trees (Azadirachta indica) that are used for health care. Neem andBiskatali (Polygonum sp.) is used in different parts of the country for protecting food grains from pests during storage.
(Sharafuddin and Rahman: 1994).
It may be useful to compile this kind of folk wisdom and make good use of them to educate the common people about
conservation of nature and the environment.
Conclusion
Though various governmental and non-governmental organizations have been trying to promote and foster
environmental education, the overall achievements have not been satisfactory so far. One of the EE problems in the formal
education system is the lack of supplementary reading materials for the pupils as well as of appropriate Audio-visual aids toteaching. The existing curriculum is book knowledge-based and examination orientated. There is also a lack of vertical andhorizontal integration of curriculum components. School children do not have the opportunity to develop skills to analyseand evaluate local or national environmental problems or issues. It is very often EE is not a priority especially when the
curriculum is overcrowded, even many teachers, students and parents do not perceive it as a priority in the curriculum.
The status of EE that has been performed by the informal sector is not satisfactory either. The print media likenewspapers, journals, and magazines do not have wider circulation because of the high rate of illiteracy and it is also costly
to acquire them on the part of the common people. EE related programs are given inadequate time by the electronic media.
Though the national TV channel does show drama, film show, and documentaries on environmental issues, it has very
limited coverage among the common people as there there is a lack of power supply in many parts of the country and also㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

many people cannot afford to buy a TV.
The mass media with the most potential in Bangladesh is the radio, which sends development messages to every
corner of the country. Most of the people own and listen radios, but the broadcasting programs are not related to EE issues
enough. Moreover there are not any established systems to get feed back on effectiveness of the programs. More effective
program should be developed and sponsored for electronic media.
Lack of coordination amongst respective organization is a very common problem in Bangladesh. Many ministries ordepartments adopt their individual policies and programs to pursue their own mandate without any collective efforts andbecause of this there is duplication or competition between the actors. Unavailability of data and information on EE related
issues also hamper the activities of environmental educators and facilitators.
Though the existing EE programs do not seem to be good enough, but the future looks promising. The awareness ofthe environmental problems grew in the country at all levels and in all sectors. Bangladesh observed 1990 as the "year ofenvironment" and the decade of 1991-1999 had been observed as the "Decade of the Environment". Bangladesh has also
signed various International Conventions and Protocols concerning the environment and adopted policies for environmental
conservations, protection, and enhancement. The government banned the export of frog legs as well as killing of all
kinds of wild birds and animals as a step towards the preservation of the natural environment and ecological balance. The
Government has also recently banned on the production, marketing and use of polythene shopping bags throughout thecountry. Recognizing the air pollution in Dhaka city, Two Stroke Engine Vehicles (TSEV) and old and defective vehicles has
been withdrawn from the city street. These are some of the indications of the positive interest of the government and thepeople in environmental protection and development. It is hoped that these steps will bring desirable results in the future insustaining precious natural resources of Bangladesh.
References
Ahmed Salehuddin (1996): Environment and Development, Rural Development in Bangladesh, Strategies andExperiences, Bangladesh Academy for Rural Development (BARD), Kotbari, Comilla, Bangladesh
Bangladesh Poribesh Andolon (BAPA), http://www.bapa.info/conten/
Bangladesh Environmental Lawyers Association (BELA), http://www.sdnpbd.org/sia/partners_profile/bela
Farooque Mohiuddin and Hasan Rizwana S. (1996). Laws Regulating Environment in Bangladesh
IGES (2002), Regional Strategy on Environmental Education in the Asia-Pacific, Environmental Education Project,
Institute of Global Environmental Strategies, Kanagawa, Japan
Sharafuddin M.A. (1991), Towards Sustainable Development Environmental Awareness and Education in Bangladesh.
Ministry of Environment and Forest and IUCN. Bangladesh
Sarkar Sanwar Hossain (2001): Status Reports, Bangladesh, Environmental Education in the Asia-Pacific Region,
Institute for Global Environmental Strategies (IGES), Kanagawa, Japan
Sharafiuddin A.M. and A. Atiq Rahman (1994), Environmental Education and Awareness, Environment andDevelopment in Bangladesh, (Part-1) University Press Limited, Dhaka, Bangladesh㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Country Report on
Environmental Education in Cambodia
Roath Sith*

1 Executive Summary
Since 1993, environmental education in Cambodia has been slowly permeating the formal education sector at the
primary, secondary and tertiary levels, including formal monk education, the training of government officials of Ministry ofEnvironment, and sporadically the mass media and non-formal education sector.
There is currently no single long-term strategic plan for environmental education (EE) currently in place within
Cambodia. Consequently the approach to EE is carried out in a fairly random manner. NGO's and IO's working in the EE
field produce and apply their own educational material for their own projects without consultation, for the most part, with
the Ministry of Environment (MOE). If this ad-hoc approach remains unchecked the Government will continue to have lackcontrol or quality assurance mechanisms for EE.
In addition, the Ministry of Environment has identified that little knowledge exists of what environmental education(EE) materials/initiatives/capacity currently exists in Cambodia as a whole making it difficult to clearly identify andaddress national EE needs. Hence it is considered essential to formulate a national strategic plan to ensure the long-term
effectiveness of EE in Cambodia and for the Government of Cambodia to regain control of its EE system and that Cambodia's
EE needs are properly identified and addressed.

2 Background
2.1 General issues
The Kingdom of Cambodia seriously suffered from more than two decades of civil war and international isolation fromthe mid 1970's to the early 1990's. After the worst events were over, the United Nations supported the general elections
in Cambodia in 1993 which ushered in a new era of peace. However due to a number of factors environmental degradationin Cambodia is apparent. This has been brought about by the prolonged war/conflict, the lack of capacity and knowledge on
environmental issues, inadequate agriculture, business and industrial practices, imperfect infrastructure, unequal accessto land tenure, lack of environmentally sound technologies and management, and a desire for rapid economic growthand poverty reduction. The links between poverty and environmental degradation are strong and need to be taken into
consideration while planning or implementing environmental legislations and policies.
The major environmental issues facing Cambodia include inappropriate forest exploitation, soil erosion, sedimentation,
coastal zone degradation, air and water pollution, depletion of the fishery stock, degradation of the Tonle Sap ecosystem, loss
* Environmental Education and Training Office, Department of Environmental Education and Communication, Ministry of Environment, Cambodia㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarof biodiversity, urban environmental degradation, and high population growth.
Environmental education (EE) is of fundamental importance in addressing these issues as it provides the necessary
knowledge/awareness, values and skills needed by students, the general public and decision makers to understand thecomplexities of the environment. The primary aim of EE is to enable Cambodian citizens to be aware of and appreciate thecomplex nature of the environment, as well as the role played by a properly managed environment, in social and economic
development.
However, the field of education was one of the most seriously disrupted by the prolonged civil war and conflict. Not
only were schools demolished, education suspended, literature and schoolbooks destroyed; the majority of schoolteachers
did not survive the atrocities. A moderate reconstruction of the educational system began in 1979 but after the 1993
elections a revitalized education system was considered as critical to broad-based development, and improved education as amajor contributor to overall nation-building, democratization and economic liberalization.
The Royal Government of Cambodia is committed to position its education system in order to optimize its contribution
to social and economic development and considers environmental education one of the top priorities for the country. It
recognizes that EE strategies are needed to mobilize all the elements that constitute the formalized methods of education
within Cambodian society including formal schooling education (secular and non-secular systems), non-formal education,
mass media, and socio-cultural elements like religious networks, and professional and occupational training. Each element
must take on the responsibility of delivering EE as a legitimate aspect of its activities and must accept EE as fundamental toaccomplishing the objective of a better environment.
2.2 Brief background to Cambodian Education System
The Cambodian education system can essentially be placed into three categories: formal secular, formal non-secular(monk education) and non-formal education. Formal education is undertaken in educational institutions such as schools anduniversities and non-formal education comprises education to the community outside of the formal schooling system andcan include vocational training etc.
The formal secular education system during the decade of the 1980s comprised 5+3+3 respectively for primaryschool, lower secondary school, and upper secondary school. The tertiary school was set for 4-7 years for technical andengineer training. In the 1990s the Cambodian education system was upgraded to 6+3+3 for primary, lower secondary andupper secondary schools respectively.
The tertiary level remained unchanged until 2000 when tertiary education was privatized so courses now vary in length
depending on the type of qualification. Vocational and technical education and training are also conducted from 1 year to 3-5
years. Non-formal education also contributes to the training of citizens. (See Appendix 1: Education system flow chart)
The formal non-secular education system is designed for Buddhist monk students. There are two parts to teachingmaterials: one is about literature and science subjects and the other is on Buddhism principles. The education system㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarfor this sector is designed similarly to the formal secular education system which comprises 6+3+3 for primary, lower
secondary and upper secondary schools respectively.
The National Constitution provides for free primary and lower secondary education (up to grade 9) in public schools.
However, private contributions are allowed to make up for the lack of public resources. In view of the scarcity of available
resources pre-school education has not been a major focus. About 94 percent of children aged between 3 to 5 years old do
not attend pre-school. Approximately 55 per cent of all primary schools offer six grades. Net enrolment rates are still low at
all levels. Most children who start school bear the consequences of the internal inefficiency of a system that is characterizedby high repetition and drop out rates.
The rather uniform centralised curriculum for primary schools is not always perceived as very motivating and relevantto the children and their parents. Teachers are often unable to provide an active learning environment as a short Textbook
Orientation Training alone is insufficient for encouraging the teachers to make a shift from the tradition of teacher centred
teaching to child centred teaching methods.
Another area of major concern is the low primary school attendance rate, particularly for the very youngest of schoolaged children and especially girls. According to the 1998 census only 20 percent of six year olds, and around 40 and 50
percent respectively of all the seven and eight years old children were attending school.
At all levels of education, students from the poorest families are under-served and under-represented. Cambodia isfaced with a clear gender gap for most of the access and quality indicators. The gender gap for net primary enrolment stands
at 6.2 percentage points for the academic year 2000-2001. The percentage of female students at pre-school level are 50, forprimary 46, for lower-secondary 37 and for upper-secondary levels 32. Boys and girls at early primary level appear to haveinitially almost equal schooling opportunities. However, around the age of eleven, girls start lagging behind boys (CARE,
1998). At the same time, girls have higher labour force participation rates than boys during their teenage years suggestingthat financial factors outweigh attitudinal ones in explaining the gender gap. Number of school girls drop down to about 33%
at lower and upper secondary schools. (See Appendix 2: Number of schools, classes, students and staff). Again, numbers ofgirls studying at tertiary schools become marginalized.

3 Environmental Education in Cambodia 1993-1998
3.1 Establishment of the Ministry of Environment and Department of Environmental Education andCommunication
In late 1993 the Ministry of Environment (MOE) was established to undertake environmentally sound management
and the preparations for environmental education in Cambodia also began. The Ministry was (and still is) made up of six
main technical departments with one being the Department of Environmental Education and Communication (DEEC) (SeeAppendix 3: Organizational Structure of the MOE). The DEEC role and function is to initiate, coordinate and cooperatewith relevant governmental institutions, national and international agencies, as well as business sectors, religious, and local
communities to work together for improving environmental capacity building and awareness.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The main functions of the DEEC are to:• Build up national capacity and capability.
• Collaborate with line technical departments for organizing training courses on environmental issues.
• Collect, collate, develop and publicize environmental education materials.
• Cooperate with other International Organizations, Non-Governmental Organizations, and voluntary organizations forthe implementation and dissemination environmental education activities.
• Develop and distribute environmental educational materials to be used by all sectors in the society.
• Develop environmental education programs and concepts to be integrated into curriculums of primary, secondary andhigher education.
• Develop non-formal educational planning, i.e. environmental campaigns.
• Develop office strategic direction and action plans.
• Disseminate environmental awareness to officials, military officers, and general public.
• Liaise with relevant Ministries, institutions, NGOs, IOs and donor agencies concerned with environmental issues tocoordinate activities and provide technical guidance and direction as necessary.
• Organize capacity building training courses for government officers.
• Organize competition campaigns on environmental awareness.
• Prepare program of action based on the National Environmental Action Plan as well as national and international
policy.
3.2 Establishment of Inter-Ministerial Steering Committee for Environmental Education
Shortly after the MOE's establishment in 1993 an Inter-Ministerial Steering Committee for Environmental Education(IMSCEE) was established by the MOE, Ministry of Education, Youth and Sport (MOEYS), and Ministry of Cult and Religion
Affairs (MOCRA) to carryout all EE activities. The main role of IMSCEE was responsibility for all environmental education
programs in formal education for primary, secondary, and tertiary schools (secular) and monk schools (non-secular). The
IMSCEE was provided with technical and financial support by UNDP/CEAT.
The Committee members comprised representatives from the three Ministries. Three Sub-Committees for Primary,Secondary and Monk Education were also established to undertake technical work for these levels of education. In addition
an IMSCEE Secretariat was established to facilitate/support the technical and administrative work of IMSCEE and its subcommittees.
Shortly after the establishment of the IMSCEE, the MOE and IMSCEE, in cooperation with UNDP's Cambodian
Environmental Advisory Team (CEAT), outlined the first general framework for the integration of EE at all levels of
Cambodian society. The framework of EE in Cambodia stated the following issues as priorities: health, pollution, sustainable
use of natural resources, conservation of biodiversity and the relation between nature and culture.
In late 1995 another program was launched involving the IMSCEE, which focused on the integrated environmental
education into both secular and non-secular (monk) education systems and the Buddhist Association became a member of
the IMSCEE (See Appendix 4: Organizational structure of the IMSCEE).
㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The responsibility of the IMSCEE members was as follows:• MOE/DEEC was responsible for overall EE programs,• MOEYS was responsible for any EE initiatives in the public education system by focusing on environmental
education issues within secular education system.
• MOCRA and BA were responsible for EE for the monk education system by focusing on environmental education
issues within non-secular education system.
Technical and financial assistance for this program was provided by UNDP/ETAP. The duration of this program wasover a three year period. Activities began in late 1995 and ended in December 1998. The main outcomes are given in section
3.3.1 below.
The IMSCEE was suspended in 1998 due to financial constraints and has not been reconvened since.
3.3 Formal Education Initiatives
3.3.1 Inter-Ministerial Steering Committee for Environmental Education
The IMSCEE developed integrated systems for EE into schooling education systems. There are two main
integrated target areas: secular schooling system (primary, secondary and high school levels) and non-secular(religious) schooling system (primary and secondary school levels).
In order to introduce the concepts, rational and goals of environmental education, and to discuss a model for the
integration (interdisciplinary/multidisciplinary) of EE in primary and secondary schools, a First National Seminaron Environmental Education in Primary and Secondary Schools was held in August 1993 by the IMSCEE withtechnical and financial assistance provided by UNDP/CEAT. Participants to this seminar were officials from the
MOE and MOEYS, primary and secondary school teachers' supervisors from both the central and provincial
sectors. It was agreed that the EE should be integrated by changing the content of the broad learning areas(interdisciplinary approach). This meant that EE was to be integrated within the broad learning disciplines forprimary school level. To begin with, EE was first to be integrated into primary school teaching and later on into
lower and upper secondary school and tertiary school levels.
3.3.1.1 Secular primary school initiatives
In 1995 the IMSCEE successfully launched a program called "integrated EE into primary school level". This
program began with the development of environmental education materials for both teachers and students
followed by a three-week national workshop1. The main objective of this workshop was to introduce EE materials
and collect feedback, comments and recommendations from participants for improving those materials. There
were 48 participants who attended the workshop. After review of the EE materials by using workshop feedback,
IMSCEE published the first draft of a teachers guide and environmental manual for primary school teachers.
This material was then introduced at six regional workshops2, each of which was attended by about 50 participants
invited mostly from the MOEYS (primary school's teachers) throughout the country, and several were invited1

The National Workshop was held in Sihanoukville from 27th May-14th June 1996.
The Six Regional Workshops were held at Kandal, Takeo, Stung Treng, Battambang, and Siem Reap Provinces, and Sihanoukville Municipality from May to June
1997.
2

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarfrom MOE line provincial departments who carried out the EE program at both provincial and municipality levels.
Feedback, comments and recommendations from participants were used to review, correct, update and enhance
the quality of the books.
The teaching manual consisted of ten modules each comprising one lesson and several practical exercises. Thosemodules are:
• Module 1: What is the Environment?
• Module 2: Environment and Socio-Cultural,• Module 3: Green plant is sources of food,• Module 4: Water is life,• Module 5: the Sun,
• Module 6: Wildlife,• Module 7: Forestry,• Module 8: Natural Resources,• Module 9: Environmental Pollution and• Module 10: Quality of life.
In addition activity-based exercises were added to the modules. Exercises were divided into three main gradelevels: lower level for grade 1-2, middle level for grade 3-4, and upper level for grade 5-6. These included
classroom and outside classroom activities, and story telling.
Unfortunately, the final documents were unable to reach final publication due to the shortage of financial support(resulting from the international fund suspended for Cambodia in late 1997).
3.3.1.2 Secular secondary school initiatives
The initiative for the secondary school education program was planned to begin in 1997 for materials development
and environmental education training program in cooperation with UNESCO-Bangkok's Asia-Pacific Center of
Educational Innovation for Development (ACEID) with expected additional funding from Japanese Trust Funds.
Unlike the primary education program, where IMSCEE drafted a new EE classroom manual for teachers, thesecondary program focused on the professional development of teacher educators using the UNESCO-ACEID
training modules. However in 1998 the IMSCEE initiatives to launch integrated EE programs into secondary
school (secular area) level collapsed because of technical problems and financial constraints.
3.3.1.3 Non-secular primary and secondary school initiatives
Environmental education for the formal non-secular education sector was administered through IMSCEE's monk
education sub-committee. It was designed to be responsible for both the primary and secondary monk educations. A
Sub-Committee Working Group for Monk Education was established to prepare/develop the materials for Buddhist
primary and secondary school teachers with technical and financial support provided through IMSCEE's Secretariat.
MOCRA decided to use the draft Primary School Teacher's Manual (see section 3.3.1.1 above) as a model for a similar
manual for monk educators. The draft manual consists of a teacher's guide and ten modules. Each module comprises
lessons, exercises including written tests, storytelling, experiments, and outside classroom activities. The IMSCEE㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminaralso launched an additional program for the primary Buddhist monk education system. This program began with thedevelopment of EE materials for integration into primary monk education level.
The IMSCEE had planned to organize a national workshop on environmental education for monk education in late1998, to be followed by six regional workshops across the country in which the draft manual was to be introduced.
Participants of the national workshop were to comprise 50 department heads/representatives of MOCRA, MOE,
and MOEYS. The majority of participants were to be from MOCRA which is responsible for Buddhist education.
For the regional workshops, the participants would be head and/or lead teachers of the approximately 300 existing
Buddhist primary schools for monks.
The first draft of these materials was prepared but not published and introduced to the National Workshop forcomment and other input. Unfortunately this program was also suspended at the end of 1998 due to the shortageof financial support.
The draft manual (produced in both Khmer and English) aimed to deliver EE to Buddhist monk's students with
Buddhist principles and concepts in regards to the environment and human attitudes of high importance. The
draft manual comprised 10 modules as follows:• Module 1: What is the Environment?
• Module 2: Buddhist and the Environment,• Module 3: Wataram (Pagoda) and the Environment,• Module 4: Buddhist Education and the Environment,• Module 5: The Buddha and Forest,• Module 6: Khmer Cultural Environment,• Module 7: Pollution and the Hygiene of the Environment,• Module 8: Natural Recourse and People's Need,• Module 9: Element for Life and• Module 10: Environmental Morality.
The coordination of formal environmental education for monks in Cambodia has been suspended since December
1998 because of lack financial support.
3.3.2 Tertiary Education
The tertiary education system was controlled by the government through its line technical Ministries up until
the Year 2000. The Ministry of Education, Youth and Sport (MOEYS) had overall responsibility for most of
the tertiary schools and established national policies and curriculum guidelines for them. Also some tertiary
institutions and vocational and technical colleagues were under the governance of other technical Ministries(Ministry of Agriculture, Forestry and Fishery, Ministry of Health, Ministry of Commerce, etc). Courses onenvironmental issues were very limited if they occurred at all.
3.4 Non-formal Education Initiatives
3.4.1 Department of Environmental Education and Communication
The EE program in the MOE was first developed in 1994, soon after the MOE was established by the Royal㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Government of Cambodia in late 1993. The initial EE program was primarily focused on the capacity buildingof the MOE staff and other governmental officers rather than providing environmental awareness to students,
farmers and the general public.
In 1994 with technical and financial support by international organizations (in collaboration with UNDP/CEAT,
IDRC, UNESCO, and IUCN), the Department of Environmental Education and Communication (DEEC) within the
MOE prepared and conducted a series of lecture programs on general environmental issues for MOE staff, called"Environmental Skills Training Course". Five training courses (four-week training course length) were organized
and conducted with the following objectives:• To ensure the MOE staff understood and supported the mission and goals of the Ministry;• To ensure the staff knew the functions of each department and office of the Ministry,• To increase the competence of the staff of the MOE with exposure to the full range of issues, sciences, andtechnology related to the environment.
This training course was planned to take place once a year to upgrade the knowledge of MOE officials working in
the field of environment and was to become a regular part of MOE's program.
The holding of the first three training courses was supported by UNDP, UNESCO, IUCN and IDRC with bothtechnical and financial assistance. There were about 300 personnel who attended these courses, the majority was
MOE staff working in various fields throughout the country and the rest were invited from relevant governmental
institutions. The final two training courses were organized by the DEEC in collaboration with UNDP, UNESCO,CARERE, IDRC, CEMP and other NGOs. Participants who attended these courses numbered about 200 andwere invited from MOE line Provincial / Municipal Environmental Departments and also other participants wereinvited from relevant governmental institutions.
The short training courses were suspended early in 1996 due to a lack of technical and financial support andfinancial support provided by the government is generally inadequate.
DEEC had also been in cooperation with local non-governmental organizations to disseminate environmental
awareness to the public. Implementation was via different types of education means such as short training
courses, workshops, meetings and the mass media.
3.4.2 Non-Secular Education Initiatives
The non-formal education system for non-secular education (non-formal monk education) program was conducted
through local NGOs covering Phnom Penh and 15 provinces. It should be noted that this program was undertechnical and financial assistance provided by from UNDP/ETAP and NORAD. An NGO Working group for acommunity based environmental training program for monks in the individual Wat (pagoda) community wasestablished in December 1997 which comprised 11 NGOs. The working group was split into two task teams,
one devoted to materials development (print and tape), and the other to training curriculum development. The㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

early material produced by the working group was a book called "A Cry from the Forest". This material was thendistributed to pagoda and monk master trainers in 1999.

4 Enviromental Education in Cambodia 1998-Present
4.1 Formal Education
4.1.1 Secular Primary School
There is currently no government formal printed environmental education material available to be used in secular
primary schools. However, the final "Teacher Guide Manual for primary school teachers" that was developed by
IMSCEE in 1998 (but not published) has recently been put on a website for schools to use.
In addition, a group of 4-NGOs developed a primary school teaching aid called "Guideline for Environmental
Educators" which comprises 42 lessons. Each lesson contains environmental issue explanation and exercise
parts. This material was adopted by the MOEYS and then published and distributed in 2003.
4.1.2 Secular Secondary School
After the IMSCEE was suspended in December 1998, the MOEYS in collaboration with UNSECO developed a text
book of materials related to environmental science for lower and upper secondary schools. This text book was called"Earth Science" and there are variety topics associated with environmental issues in general which focus on threedifferent environmental fields: the green, blue and brown issues. Currently, this book is used in secondary schools.
4.1.3 Secular Tertiary
At the end of the 1990s, privatization of the education system at the tertiary level was encouraged. As a result,tertiary schools were dramatically growing while other levels of the schooling system remained controlled by thegovernment. All kinds of private schools at the tertiary level are allowed to operate according to the curriculum
development approved by the Ministry of Education, Youth and Sport.
A secular tertiary education program on environment was officially established in 2000 by the Royal Universityof Phnom Penh3 (RUPP) with financial support provided by UNESCO and DANIDA (Danish International
Development Agency). This program was designed to provide an undergraduate degree, which is a four-year
academic study with 23 subjects. Students that enroll in this program are required to take 71 credits core
courses; 39 credits of basic requirement; 33 credits of general education, and 10 credits group-research in the lastsemester. There are about 30 undergraduate students who take this course each year. The first environmental
graduation students will complete their study in the 2004 academic year.
Materials for this graduate course have been developed with technical assistance provided by the Asian Instituteof Technology (AIT), based in Bangkok, Thailand. Developed materials were introduced to many workshops forcomments and feedback in order to improve the quality of materials as well as to fit it into the Cambodia situation.
3

Royal University of phnom Penh (RUPP) is a specialized university under direct supervision by the Ministry of Education, Youth and Sport. The university
mostly offers courses for professional teaching in various fields of education. Graduate students, after completing their courses in this university will generally
become teachers.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

4.1.4 Non-secular Primary and Secondary Schools
Due to ETAP ending in December 1998, the initiative for integrated environmental education into non-secular
education system for both primary and secondary school levels was suspended and no further activities havetaken place due to limited financial support. EE in this sector needs to be reactivated.
4.2 Non-formal Education
4.2.1 Ministry of Environment
Since 1998 non-formal education carried out by the Department of Environmental Education and Communication(DEEC) within the MOE has been limited. This is because it has not been a priority task for DEEC due to limited
capacity of the staff, uncertain policy, and financial constraints. It is essential to reactivate a program in orderto provide and strengthen the capacity of officials on environmental issues. This capacity building needs to befocused on various target groups, i.e. general officials, decision-makers and policy makers. A clear strategic planfor this development needs to be made.
4.2.2 Non-Government Organisations EE work
Since 1998 there has been quite a lot of activity in the non-formal sector which has been undertaken by Local andinternational Non-Governmental Organizations (NGOs), Associations, and Religious Groups. Similar to the formal
education system, non-formal education has been implemented in both the secular and non-secular education sectors.
Non-formal education carried out by the Non-Governmental Organizations is more active because thoseorganizations have clear work plans, enough funding to undertake such works, and their scope of work is generally
small scale (focusing on one or a few provinces or districts or communes). To date we know that there are about
30 national and international NGOs working in the environmental field in Cambodia (See Appendix 5: List of
National and International NGOs in Cambodia). Such organizations mainly focus their work on environmental
protection and conservation, environmental pollution, and only slightly concentrate on environmental education.
Only a few NGOs are concentrating more on environmental education, namely the Cultural and Environmental
Protection Agency (CEPA), Save Cambodia Wildlife (SCW), and Mlup Baitong (Green Shade) for example. Theirmain activities cover various fields including EE material development, EE training programs for local villagers,
advocacy, radio broadcasting, campaigns, etc.
However, most of the NGOs EE activities are lacking coordination/cooperation links either with the MOE nor
MOEYS, and vise versa. They work by collaboration mostly with local authorities only. Such lack of cooperation
with the central authority results in inadequate information for nationwide planning. Consequently, it isconsidered that some areas may have many environmental NGOs working in them, while others have none.
4.2.3 Public awareness raising of EE
Environmental awareness still tends to be very limited and is particularly low among people in rural areas and inareas of high bio-diversity. This lack of environmental awareness is a contributing factor to the destruction and/or
degradation of the natural environment i.e. soil erosion, deforestation, declining fish stock etc.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

In order to promote public awareness about current environmental issues, it is necessary to develop non-formal
education programs where people can learn about environmental issues through mass media, campaigns and/or
listening to advice from the monks.
The raising of public awareness in most provinces relies mostly on the print media, television, and radio
broadcasting. However, to ensure effective high quality news coverage and information campaigns on theenvironment, journalists with specialized education in environmental issue are necessary. There is a lack of welltrained journalists in Cambodia.
Cambodia has more than 20 newspapers, four of which are published in foreign languages. The non-Khmer papers
are well known among foreigners but have very low circulation among Cambodian people. Most newspapers
in Khmer circulate well in Phnom Penh and Siem Reap municipalities, but have poor distribution in the otherprovinces. Environmental issues are not often covered by either the local or foreigner's newspapers.
Radio is a cost effective and influential medium with a vast reach into rural areas. The lack of an electrical network
in most rural areas does not obstruct the distribution of information by radio, as batteries are commonly used inthese areas. The size of radio audience in Cambodia is unknown but radio ownership is high. Radio programs will
therefore reach a large section of the public and it seems to be an opportune time to introduce programs relating
to environmental issues. Some regular radio broadcasting of environmental issues has been introduced recently
by MOE and some NGOs i.e. Mlup Baitong and it is carried by the National Radio. There are about 10 radio
stations in operation but only two stations are regularly broadcasting environmental programs/news twice time aweek (the National Radio and Radio FM-103MHz).
Television (transmitting and cable TV) is becoming more widespread in large cities such as Phnom Penh, Siem
Reap, Sihanoukville, and Battambang. Soon after the formulation of the framework for environmental educationin July 1993, the MOE in collaboration with UNTAC and CEAT produced four short-term video bites for TV
broadcasting. The videos were targeted at the general public and aimed to inform the people on the importanceof Cambodia's forests. Then, in 1995 with support provided by UNDP/ETAP, the MOE/DEEC initiated andlaunched a TV Quiz Show on environmental issues. These shows were produced quarterly and broadcast 2 times
a week. Such productions have decreased since 1998 due to inadequate resources. Currently, only two TV QuizShows a year are produced and broadcast. General environmental information programs are however shown quite
regularly by 7 local TV operators.
Environmental campaigns also contribute to raise public awareness on the environment particularly on brown
issues. Such campaigns are carried out by the MOE and are undertaken for many events including National
Environmental Day, World Environmental Day, Clean up the World, Clean up Cambodian Beaches and Keep
Phnom Penh City Clean. Again, financial support for such campaigns is inadequate and as usual what finance thereis has been provided by private enterprises, local and international NGOs and embassies. Students, governmental
officers and local people generally volunteer to participate in these events.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

5 Challenges in Environmental Education
There is currently no single long-term strategic plan for environmental education (EE) currently in place within
Cambodia. Consequently the approach to EE is carried out in a fairly random manner. NGO's and IO's working in the EE
field produce and apply their own educational material for their own projects without consultation, for the most part, with
the Ministry of Environment (MOE). If this ad-hoc approach remains unchecked the Government will continue to have lackcontrol or quality assurance mechanisms for EE.
In addition, the Ministry of Environment has identified that little knowledge exists of what environmental education(EE) materials/initiatives/capacity currently exists in Cambodia as a whole making it difficult to clearly identify and addressnational EE needs. It also believes that there is little coordination of current EE initiatives which may be resulting in
duplication of efforts and inconsistencies in approach. Indeed from discussions with a number of organizations involved in
EE this view appears to be supported.
It is considered that the implementation of environmental education in Cambodia faces many obstacles including:• Limited cooperation and coordination/networking between governmental institutions, NGOs, and the private sector,• Limited environmental legislation, regulations and enforcement tools for managing its resources,• High percentage of illiteracy among Cambodian people,• Limited public knowledge on environment, so that their participation and commitment in environmental
activities is still limited,• Limited capacity on environmental education,• Limited materials and facilitation equipment for EE.
• Limited financial support.
• Inadequate strategic planning for EE.

6 Strategy to overcome the problems
MOE/DEEC is developing a Strategic Direction on EE, the vision of which is that "All Cambodians have environmental
awareness ensuring a sustainable future". The mission is "To achieve a coordinated and consistent approach to Environmental
Education (EE) in Cambodia to better enable the conservation and protection of the environment to the benefit of all people's
livelihoods, particularly the poor and disadvantaged." This is to be achieved by reaching four main goals:• Development and implementation of a National EE Strategic Plan to identify and address EE need withintegration of the ASEAN Environmental Education Action Plan (AEEAP).
• Development of a Sub-decree on Public Participation and Access to Information.
• Development of information tools for EE (website/newsletter/ CDs/Video, etc.)• Development and mobilization of human resources for EE.
The major part of the strategic direction is to develop and implement a National Environmental Education Strategic
Plan (NEESP) with integration of the ASEAN Environmental Education Action Plan (AEEAP)4. As a first stage to thedevelopment of the Plan a research project (known as the National Environmental Education Research Project or NEERP),
is proposed to be undertaken. The NEERP will provide a picture of what EE materials/initiatives/capacity exist in Cambodia
and a database developed with the information obtained to assist government and non-government institutions to better㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

identify the EE need of the Cambodian people at all levels of education (primary, secondary, tertiary, non formal and monk
education) and help improve environmental awareness at these levels.
EETO has already commenced the NEERP with preliminary discussions with government institutions and NGOs about
the project. However due to a level of financial constraint within the MOE donor funding is required for the NEERP to be
substantially continued and completed (approximately US$30,000). Once funding is secured it is estimated that the research
stage will take around twelve months to complete.
Once the NEERP is completed the material on the database would then be evaluated (as a further separately funded
project) to identify the need for what further measures are to be undertaken to ensure EE is occurring at some level in allparts of the Country. Following the evaluation the strategic plan would then be formulated to address the needs identified.
In the formulation of the strategic plan it is proposed that the equivalent of the IMSCEE be created to act as a steeringcommittee for the plan's development with all relevant stakeholders being represented. The NEESP would then be
implemented. The completion of the NEESP as a whole is expected to take 2 years (subject to availability of funding). The
NEESP's implementation is anticipated to take between 3-7 years, possibly more (again subject to funding).
In addition it is recognized that in the interests of good governance it is important that the Ministry gains knowledge ofwhat EE materials/initiatives/ capacity exists so it can establish a lead coordinating role for EE initiatives and also identify
the need for future EE initiatives in Cambodia. Such measures would also be in line with the important regional initiative of
the ASEAN Environmental Education Action Plan 2000-2005 (AEEAP).

7 Conclusion
Since 1993, environmental education in Cambodia has been slowly permeating the formal education sector at the
primary, secondary and tertiary levels, including formal monk education, the training of government officials of Ministry ofEnvironment, and sporadically the mass media and non-formal education sector. Between 1993 and 1998 much of the EE
activity in Cambodia occurred at the Government level, particularly in the MOE and MOEYS. Since then EE activity has
been limited within the MOE though the MOEYS has been integrating EE into the secular primary and secondary school
curriculums. The Environmental Science degree at the RUPP has also been recently developed. There has also beenvarying levels of environmental education work undertaken by NGO's over more recent years with the majority of the work
occurring in the non-formal education sector.
However the MOE considers that the approach to EE is carried out in a fairly random manner. NGO's and IO's working
in the EE field produce and apply their own educational material for their own projects without consultation, for the mostpart, with the Ministry of Environment. In addition it is recognized that little knowledge exists of what EE materials/
initiatives/capacity currently exists in Cambodia as a whole making it difficult to clearly identify and address national EE
needs. It is therefore essential that a national strategic plan to ensure the long-term effectiveness of EE in Cambodia isdeveloped in order for the Government of Cambodia to regain control of its EE system and that Cambodia's EE needs areproperly identified and addressed.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

8 Appendixes:
8.1 Appendix 1: Education system flow chart

Source: Expended basic education program 2002-2005, Ministry of Education, Youth and Sport, Cambodia, 2002
8.2 Appendix 2: Schools, classes, student and staff

Source: Education Statistics and Indicators, EMIS Center, Department of Planning, MoEYS, 1999

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

8.3 Appendix 3: Organizational Structure of the Ministry of Environment㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

8.4 Appendix 4: Organizational Structure of the IMSCEE㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

8.5 Appendix 5: List of National and International NGOs in Cambodia㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The Orbit of Environment Education Policy
in Chinese Basic Education
Gen-cheng Su* and Zhi-yong Wei*
Gen-cheng Su

Abstract: Firstly, this paper introduces the concept of environment policy. Environment policy setted by a party ora state in a special period in order to achieve some environment educational goals, such as sustainable development andenvironment protect, is a directional administerial ways, and action guide line that can restrict, show and harmonize ideas
and action of the objects of environment education.
This paper includes four parts.
The first part introduces the background under witch Chinese environment education policy came to being anddeveloped. This paper thinks that Chinese environment educational policy is result of international background and Chinese
special situation.
After society entering into industry society, Human rob nature resources more fearfully. The destroy to environment
turns to dangers to Human being finally. United Nations hold the first world environment meeting in Stockholm of Sweden
1972. After this meeting, Chinese environment protecting strided forward difficultly. In the same time, under international
background instituting of environment educational policy and work of environment education started difficultly in China.
Chinese theories instructing and policy instituting of environment education was impacted by International
Environment Education Proseminar hold in Belgrade 1975 and Intergovernmental Environment Education Meeting hold in
Fore-Soviet Russia Debilsi 1977. These meeting's pneuma turned to basic guideline that China advances the development ofenvironment education.
Chinese farther development of environment education was influenced by "Uited Nations Environment andDevelopment" meeting hold in 1992. This meeting bringed forward the conception of Human being having to go along withsustainable development definitely. The conception put forward new goals and assignments for environment education.
then, Chinese environment education policy consummates step by step, environment education of basic education unfolds
comprehensively.
The second part compartmentalizes the orbit of Environment Education in Chinese Basic Education. According
researching files of Chinese Environment Education, this paper thinks that goals choosing, content, characters, and waysof environment education change phase by phase, then compartmentalizes the orbit as four phases that link up each other:startup phase, development phase, redirection phase, deepen and enlarged phase.
The third part introduces environment education character of different phases of environment education policy inChinese basic education. Along with the orbit developing, this paper thinks that the practice of environment education in
Chinese basic education develops continually also, and shows different characters.
In the startup phase, macroscopical policy instruction is main. This phase can be disparted into two phases by year
1978. In the front phase, the scope of environment education in Chinese basic education was narrow, the objects and ways
were simplex, the influence is limited. After 1978, Chinese middle schools and elementary schools increased content* Inner Mongolia Nomal University, China㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarof environment protection. From 1979 to 1983, the first, second and third meeting of Education committee of Chinese
environment science academy put forward idiographic request about environment education of Chinese middle schools andelementary schools, and this promoted development of environment education of Chinese basic education.
Development phase mainly showed policy layout in macroscopical-level, middle-level and microcosmic-level. After
1978, Chinese middle schools and elementary schools emphasized energy sources, environment protection, zoology andso on in teaching, infiltrated content of environment education into relative subjects and extracurricular activities, trainedteachers in the same time. In 1990, Chinese education committee requested that high school should have elective classes
about environment protection. In November 1992, Chinese education committee and environment protection bureau holdthe first "National Environment Education Workmeeting", put forward a guideline?Education is principal to environment
protection. This promoted Chinese environment education to a flourishing situation.
In the redirection phase, macroscopical-level policy leaded environment education to the core of sustainable
development. In this phase, the idea of sustainable development infiltrated into basic education step by step, so environment
education of basic education come into prevalence commendably, school pay more attention to importance of environment
education, both quantity and quality of teachers that took part in environment education upgraded.
In deepen and enlarged phase, the content of environment education was deepen and enlarged. In this period, thelevel of environment education of basic education in China improved obviously. Based on popularizing knowledge ofenvironment protection, the work of environment education emphasized students' virtue of environment much more. Theintercommunion that environment education of Chinese basic education did with others states boosted omnidirectional
development of environment education. The content of the policy changed from "whether should we unfold environment
education" to "how should we unfold environment education", "how should we insure unfolding of environment education"and such core problems.
The third part analyses the problems that environment education policy in Chinese basic education is facing and should
to result. Passing through more than thirty years' development, this paper thinks, environment education policy in Chinese
basic education has gotten notable achievement indubitably, has been acting important function that instructs and promotes
environment education in Chinese basic education. but comparing with western developed countries' system of policy ofenvironment education, the existing policy of environment education in china is being in a primary development phase.
Basing situation of Chinese environment education, there are some problems in environment education of basic educationthat the policy have to result.
(1) The main body of environment education is not clear.
In the long time, Chinese basic education is affected by traditional examination-oriented education. Though our state
has instituted macroscopical policy of environment education goals, different ranks education administrant departments do
not pay enough attention to environment education. So this results to The main body of environment education is not clear.
(2) The strength of monitoring environment education is not sufficient
Presently, not only implementing the policy is not enough, but also monitoring environment education has too muchlimitation. It is necessary to exert administration monitoring, to enforce monitoring, inspecting and appraising for education
administrant departments, environment protection departments and judicature departments, so that they can insure that allkinds of policies and measures can be brought into effect.
(3) It is necessary to change from emphasizing teaching environment knowledge to heightening environment diathesis
Environment education in Chinese basic education emphasizes environment knowledge and consciousness profoundly.
But education conception has changed from knowledge first to comprehensive development. So environment education㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarrequire that not only to teach the students knowledge and craftsmanship, but also to enhance the students' environment
consciousness, feeling, attitude and values.
(4) Research and instruction of environment education theory are not enoughSuccessful progressing of environment education relies on instruction of science theory. But, another problem existingin many schools unfolding environment education is research and instruction of environment education theory being lacking,this make environment education be not able to empolder new realm, have no innovation, lack backup force, and make thestudents and teachers' interesting decrease step by step. So environment education can not make progress.
Key words: policy of environment education; basic education; China㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Environmental Education in School
System - Overview and Challenges
Amba Jamir*

Introduction:
Since the 1972 Stockholm Conference, it has been realized that the responsibility of protection and conservation of theenvironment and educating people for it does not lie in governments alone. Everyone is a stakeholder to our plant Earthand hence individuals, citizens groups, institutions and the various governmental and non-governmental organisations havea direct role to play. Environmental Education (EE) is therefore, critical to any comprehensive environment management
strategy and must be a continuing process in all areas of education - be it formal, informal or non-formal. It is therefore, all
the more critical in school education and hence EE must be accorded a critical place in the school education system.
India is home to 17% of the world's total population in just 2.4% of the world's total area. It is also estimated that there
are about 325 languages that are effectively used in India and thousands of other local dialects that change in India almost
after every 8-10 Kms. Given such a challenging situation, the educational development in India has attained much - both inquantitative and qualitative terms.
Historically, Indian tradition has upheld the need for sustainable lifestyles. The Upanishadsi more than 2800 years ago
spoke of the need for restraint in resource use in order to protect the interests of future generations. People in India, overthe centuries have had a fascination and respect for their natural heritage. This has also been expressed in the Ishopanishad
as: "All in this manifested world, consisting of moving and non-moving, are covered by the Lord. Use its resources withrestraint. Do not grab the property of others - distant and yet to come."
India is one of the very few countries in the world where a commitment to environmental protection and improvement
is enshrined in the constitution. The Constitution of India endorses the concept of sustainability in its concern for theconservation of environment and enjoins the state and citizens to protect biodiversity. Article 51-A (g) expects every citizen
of India to "protect and improve the natural environment including forests, lakes, rivers and wildlife and to have compassion
for living creatures." Such concerns have been further emphasized following the 1972 Stockholm Conference on Human
Environment through numerous legislations, policies and programmes.
The presence and activism of the Supreme Court of India - the highest court of appeal in the land - as further
strengthened India's commitment towards achieving a sustainable and green world. The provision for public interest
litigation specially empowers citizens to fulfil their constitutional obligations to protect the environment.
This preliminary report/presentation is by no means comprehensive or exhaustive. It is in fact a blend of the author's
experience of working with both the formal and non-formal education systems and the review of numerous books, articles
and reports got from various sources and institutions - both government and non-government.

* The Missing Link, Society for Environment and Communication, India㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

A Historical Perspective
The movement of Basic Education launched by Mahatma Gandhi in 1937, was perhaps the first serious attempt at
relating education in schools to local environmental needs. The essential elements of the Basic Education movement being:
1. productive activity in education;
2. correlation of the curriculum with productive activity and the social environment; and3. intimate contact between the school and the local community.
The best of the issues raised in the Basic Education were incorporated in the Report of the Education Commission(1964-66) so as to relate it to the life, needs and aspirations of the nation. In 1967, the Study Groups constituted by the
National Council for Education, Research and Training (NCERT) incorporated critical environmentally-relevant components
in the experimental editions of biology textbooks and teachers guides for the middle and secondary levels.
The need for Environment Education was further underlined after the documents "Curriculum for the Ten-Year
School: An Approach Paper (1975)" and "Curriculum for the Ten-Year School: A Framework". According to these documents,
environment education needed to cut across the entire school education curriculum through relevant subject disciplines.
The NCERT then in 1974-77 developed syllabi, textbooks and other instructional materials and many states in India haveover the years incorporated this environmental orientation in their efforts.
The National Policy on Education, 1986 states, "There is paramount need to create a consciousness of theEnvironment. It must permeate all ages and all sections of society, beginning with the child. Environmental consciousness
should inform teaching in schools and colleges. This aspect will be integrated in the entire educational process"
The National Curriculum Framework for school, 2000 too recognizes the importance of EE and addresses issues,
including minimum levels of learning, the use of information and communication technology, and the management andaccountability of the system.
Judicial activism for the cause of the environment, especially for environment education is very significant. The
Supreme Court of India in response to a public interest litigation in November 22, 1991 passed an Order directing thatamongst others:"We accept on principle that through the medium of education awareness of the environment and its problems related
to pollution should be taught as a compulsory subject. Learned Attorney General pointed to us that the Central
Government is associated with education at the higher levels and the university Grants Commission can monitor
only the under graduate and post graduate studies. The rest of it, according to him, is a state subject. He has agreed
that University Grants Commission will take appropriate steps immediately to give effect to what we have said, i.e.,requiring the Universities to prescribe a course on environment. They would consider the feasibility of making thisa compulsory subject at every level in college education. So far as education up to the college level is concerned, wewould require every State Government and every education Board concerned with education up to the matriculation ofstage even intermediate college to immediately take steps to enforce compulsory education on environment in a gradedway. This should be so done that in the next academic year there would be compliance of this requirement."㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Overview of Educational System in India
There are about 888 thousands educational institutions in the country with an enrolment of about 179 millions.
Elementary Education System in India is the second largest in the World with 149.4 millions children of 6-14 years enrolled
and 2.9 million teachers. This is about 82% of the children in the age group.
In 1976, a Constitutional Amendment (42nd) brought education on to the Concurrent List otherwise it was always
a State subject. Since then education in India is the joint responsibility of the government at the Centre and the Stateswith each having their own role and responsibility. The Central Government however, maintains an overall responsibility
regarding the quality and character of education. On the other hand, decisions with regard to the organization and structureof education are largely the responsibility of the states. While the department of Education in the Ministry of Human
Resource Development (MHRD) shares with the states, the task of educational planning, school education in India isbasically under the direct control of the respective states.
The constitutional amendment in 1993 on Panchayat Raj (local bodies) prescribes for the decentralization of planningand administration of school and teacher education and this is now being implemented in a number of states in the country.
Another constitutional amendment initiated in 2001 now makes primary education a fundamental right to all children in
India.
This amendment further empowered the National Policy on Education (1986) which had advocated for free andcompulsory education up to all children up to the age of 14 years. A significant trend in the school education system is also
the move away from simple enrolment to retention and achievement. This therefore, not only provides admission to children
but also ensures their progress and continued education.

Environmental Education in India
The National Policy of Education visualizes a national curricular framework, which contains a common core including
several elements having direct bearing on the natural and social environment of the pupils. These core areas are expected tooccupy a place of prominence not only in instructional materials but also in classroom and out-of school activities.
Environment Education is education that is intimately connected with the environment. EE being education not merely
through the typical books, lectures or talk and chalk method but education through direct exposure to the environment, it ishands-on learning, exploring and problem solving. Issues about how environmental education is being implemented in the
country remains to be debated but nevertheless, the efforts and achievement of India in propagating environment educationin all stages and sectors of education cannot be ignored. Both government and non government players have either jointly orin their own way continue to contribute to the growth and give direction to environment education in India.
On the governmental side, the Ministry of Environment and Forests (MoEF) and the Ministry of Human Resource
Development (MHRD) of the Government of India, has made major contributions to environmental education at various
levels. While the MHRD works towards greening of the formal curriculum, the MoEF focuses on non-formal educational
programmes and strategies to reach the larger community that includes children, youth, urban and rural communities,
industry, decision makers etc. many of the programmes and schemes of the government are implemented with the active
participation and support of NGOs.
In addition to the efforts of the government a large number of voluntary organizations are also involved in promoting㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

EE in both formal institutions and non-formal settings.
The main sources of the educational institutions and NGOs for EE activities are the government (Central and States),
independent trust, donor agencies, etc.

Integrating EE into curriculum: The Big Questions"Should there be a separate discipline called 'environment' or should environmental concerns be infused in the
curriculum through other subjects?""Should 'environment' be taught as an alternative to the basic disciplines or be taught through them or be taught as anadditional subject?"With growing awareness and continued pressure from various sectors, including the judiciary environment education is
not only being adopted as an out-of-class extra-curricular activity but a growing number of schools have begun to introduced
it as a compulsory academic subject. Some state level education boards like in the state of Maharashtra have madeenvironment education
compulsory while national boards like the CISCE and CBSE have introduced it as an optional subject, in theircurriculums.
EE in the formal school system
EE in the formal educational system in India is usually handled at three levels. At the primary school level it is acomposite subject called Environment, at the middle and secondary school level it is infused into environment in regularschool subjects, and is a separate subject at the college level.
A number of specialized institutions like the Centre for Environment Education (CEE), India quite rightly advocatethat all three functions need to be done simultaneously rather than sequentially. There is therefore a strong move for the
introduction of an environmental studies programme at all levels of education.
The proposed model is for the integration of all three approaches of infusion approach, additional subject approach andthe non-formal activity approach. These three separate learning approaches have to supplement and reinforce learnings fromeach other.
Bharati Vidyapeeth Institute of Environment Education and Research (BVIEER), an NGO in Pune, Maharashtra, did a
two-year content analysis of more than 1,800 textbooks from all over the country, studying their handling of environmental
subjects. After two-years research to identify gaps and anomalies in environmental education in India the study has
brought much light to the whole issue of how green school curriculums are and how they should be rectified. Today about
800 schools now have a new and improved syllabus that promotes an understanding of environmental issues. More than
100 schools in the state of Maharashtra, and 700 more around India, now have a syllabus that aims to improve children's
understanding and knowledge of the environment. This change stems from a World Bank-aided study, undertaken by the
Indian government since 1999, with the objectives of strengthening environment education in the formal school system. A
number of states have been selected for the pilot implementation of this project and much progress is already being madetowards greening of the school text-books.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Who delivers EE?
• Sate and local governments• Local communities• Non-governmental organizations• Universities, colleges, schools and technical training institutes• Central government• Business, industry, and the media• Foundations and funding/doner agencies

Policy and programs(Excerpts from Greening Formal Education: Preliminary Report by CEE for MoEF, Government of India, 1998)
The two very important ministries of Ministry of Environment and Forests (MoEF) and the Ministry of Human
Resource Development (MHRD) of the Government of India champion environment education in India. An overview of theirpolicies and programmes are highlighted below:
Ministry of Human Resource Development (MHRD)• National Council for Education , Research and Training (NCERT)
Since the 80's, the NCERT has not only developed textbooks and teacher's guides but has also prepared guidelines
for various textbook boards to develop textbooks related to EE. Emphasis on the new textbooks is now more on
making teaching and learning more environment-oriented and socially-relevant.
During the last 10 years, the NCERT has facilitated a network of curriculum development centres both in the stateand voluntary sectors. These projects mainly assisted by UNICEF are:o Science Education Programmeo Primary Teacher Curriculum Renewal Project (PECR)o Comprehensive Access to Primary Education (CAPE)o Nutrition and Health Education and Environmental Sanitation (NHEES)o Development Activities in Community Education and Participation (DACEP)o Children's Media Library (CML)o Early Childhood Education (ECE)
Under these projects, almost all state governments in India have been engaged in developing instructional materials
for experimental schools and in organizing in-service training programmes for elementary school teachers.
• National Policy on Education
The National Policy on Education, 1986 states that 'Protection of the Environment' is a value, which along withcertain other values must form an integral part of the curriculum.
The Policy visualizes a national curriculum framework that contains a common core including several elements
having direct bearing on the natural and social environment of the pupils. Such core areas are expected to be central
not only in the instructional materials, but also in the classroom and out-of-school activities.
The popularly known Socially Useful Productive Work (SPW) is also being reorganized to introduce systematic㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

gradation in the programme with the provision of direct participation of children in environment related field
programmes, like planting and nurturing of trees, environmental sanitation, etc.
• NCERT and the NPE
The National Council for Education, Research and Training's model syllabi for schools strongly recommends the
adoption of innovative teaching and learning techniques. For example, for grades I to V, the strategies recommendedare:o Learning about the environment;o Learning through the environment; ando Learning for environment.
Facilitating EE in school curriculum
Grades I to II: The child is introduced to the environment as a whole without making any distinction between thenatural, physical, social and cultural aspects of the environment.
Grades III to V: While retaining the environmental factor, the social and scientific aspects of the environmental are
introduced as two separate curricular areas: Environmental Studies I and Environmental Studies II.
The NCERT's new curriculum guidelines in the subject areas of geography and civics indicate a significant orientation
to environmental problems and issues.
Greening Formal Education: Concerns, Efforts and Future Directions
CEE-India, 1998
• Environmental Orientation to School Education (EOSE)
This is a scheme supported by the Ministry of Human Resources Development based on the concept that a compact
area having the uniform ecosystem should have similar environmental concerns. Therefore, such a compact area canform the unit for designing one set of programmes for implementation in the schools and the community in that area.
Such compact area would then constitute a project for the purpose of the scheme.
The overall aim of the scheme being to promote experimentation and innovation and to complement in diverse
ways the schemes being implemented by the state governments for the achievement of goals spelled out in the
National Policy on Education for promoting environmental consciousness amongst students. The scheme provides
financial assistance to suitable voluntary organisations for development of locale specific teaching-learning materials,
undertaking action-research, training etc.
Ministry of Environment and Forests (MoEF)
The Ministry of Environment and Forests (MoEF) interacts with the University Grants Commission (UGC), theNCERT and the MHRD for introducing and expanding environmental concepts and issues in the curricula of schools
and colleges. While the MoEF also have a number of schemes and programmes, a lot of their interventions are in
the awareness and non-formal EE sectors. The MoEF's Centres of Excellence have been extensively working in this
sector as well as with the formal sector.
The MoEF accords priority for the promotion of non-formal EE and awareness among all sections of the society
through diverse activities using traditional and modern media of communication. Some of the MoEF's activities in this㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminardirection are:
• The National Environmental Awareness Campaign (NEAC)
Initiated in 1986, the NEAC's basic objective is to create awareness in all sections of society. Under this schemea large number of NGOs, educational institutes, community groups and even the army from all over the country
are financial assistance for organising environmental awareness activities. Since its inception, nationwide school
programmes have been organised by the MoEF's Centres of Excellence.
• Eco-Clubs in Schools
To facilitate environment education in schools and to encourage the participation of school children in conservation
activities, the MoEF provides financial assistance for setting-up Eco-Clubs in government schools. Each club has
about 20-30 members belonging to Classes VI to X. Usually a group of 20 to 50 Eco-Clubs are then facilitated by acoordinating agency, which may be an NGO, professional body or even an educational institute.
Example of a national EE program
To support the many government policies and programmes, the role of the non-governmental sector in expounding
and implementing environment education in India both at the formal and non-formal education systems is significant. A
major initiative aimed at building networks and developing synergies between various organizations is a programme called
National Environmental Education Programme in School (NEEPS). NEEPS is a national network of NGOs, schools and theState Departments of Education, facilitated by National and Regional institutions. Both the Ministry of Environmental andForests and Ministry of Human Resource Development partially support this initiative.
How does NEEPS work?
• The MoEF provides financial support to institutions like Centre for Environment Education (CEE);• Schools are grouped into clusters and networked with trainings, materials and monetary support;• Each cluster is an autonomous unit comprising of an NGOs with 20-25 schools in an area;• The capacity of the facilitating NGOs on EE approaches and methodologies are provided for by CEE;
• The trained NGOs then train and support teachers to incorporate EE into classrooms and other school activities;• Besides being in constant contact with their respective clusters, some NGOs also facilitate the development of localespecific programmes and materials.
• The NEEPS model has the advantage of decentralization where the responsibility is shared by a number of
institutions and also in achieving a multiplier effect to reach greater numbers of teachers.
Today the NEEPS network includes over 50 NGOs and 1500 schools across the country. Several other NGOs such as
World Wide Fund for India (WWF-India), CPR Environmental Education Centre, BVEERI have been organizing teacher
orientation programmes for many years.
Adapted from Status of EE in India - Mamata Pandya, CEE
The other national programs being undertaken in schools across the country is the National Social Service (NSS)
scheme where students are exposed to some issues and elements of the environment through field activities like plantation
programmes.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Non-governmental organizations
Like in many other fields, even in environment education, the non-governmental organizations (NGOs) have beenleaders in environmental education initiatives both in the formal and non-formal sector. Some educational activities are
directed more toward the solution of specific environmental challenges or increasing awareness about national or global
issues such as deforestation or habitat loss. A number of the national NGOs and even smaller local NGOs and CBO are now
involved in research, curriculum development, teacher training, and evaluation.
School curriculum and environment education: The challenges
In 1991, a landmark order of the Supreme Court of India in response to public interest litigation ruled "through themedium of education awareness of the environment and its problems related to pollution should be taught as a compulsory
subject." The court directed the University Grants Commission to prescribe a course on environment in the graduation andpost-graduation level and consider feasibility of making this a compulsory subject at every level in college education.
The court further directed all state governments and every education Board concerned with education up to thematriculation or even intermediate college to immediately take steps to enforce compulsory education on environment in a
graded way by the next academic year 1992-1993.
While a number of state education boards and universities did make amends to introduce environment as a subject,many fail to do so even today. The Supreme Court therefore again intervened in September 2003 and slapped monetaryfines on 10 States for their failure to respond to the court notice to implement an earlier order directing the introduction of"environment" as a subject in school and college curriculum.

Issues and Challenges
The various policies of the government coupled with the judicial activism has of course generated much ecoenthusiasm but the question still lies as to how is EE or for that matter 'environment' as a subject effectively being
integrated into classroom curriculums? The responses vary - while one school of thought opines that in spite of widespreadwater scarcity, deforestation, chaotic cities, pollution and global warming becoming everyday realities, environment
education in schools and colleges across the country is limited in its content and reach.
A very important matter is that despite all the hustle and bustle of EE, it still does not seem to be a priority in the
country. Funding is still lacking and even in educational institutes it remains a low priority.
The preparedness of the educational boards, school administration and teachers is another issue that must be
addressed simultaneously if EE is to be effectively taught. The sudden information overload and varied activities around the'environment' has left most well intentioned school managements perplexed and confused. Though most urban schools have
jumped on the green bandwagon, introducing environment education as an academic subject or an extra-curricular activity,
there is widespread dispute about its contours and content.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

EE within the school system:
Constraints:

Opportunities:• Curriculum load

• Importance of EE being recognized by all concerned• Shortage of time

• Environmental concerns are already a part of curricula
and textbooks• Pressure of examination system• Co-curricula activities such as eco-clubs and nature• Large classroom sizes

camps are becoming increasingly popular• Lack of relevant teaching learning materials• Limited access to reference materials and teaching

CEE Indiaaids• Lack of support of school management and parents• Overloaded teachers

There also is a strong need for more locale specific teaching and learning materials both for teachers and for students.
There are of course a number of good resources developed by NGOs like the Center for Environment Education or the
Bharati Vidyapeeth Institute for Environment Education and Research. A number of state education boards have also being
not only developing educational materials but making them available in various local dialects. In some states, the StateCouncil for Education, Research and Training (SCERT) has also been active in developing EE materials and programs. The
lack of a comprehensive inventory of such materials is also not helping the matter.
Environmental issues must be intimately connected with the social, political and economic policies of the nation. It
cannot be taught in isolation only as a 'science' subject. On the other hand, it must enable the creation of consciousness ofthe environment across all sections of the society. It must be linked to real issues that enable one to such as the relation
between poverty and natural resources. The contents of EE materials must therefore, be developed in such a way so as toinculcate appropriate knowledge, skills and attitudes.
EE must be linked to the 'roots' of the respective societies and their well-being. It cannot just be about primary species
or recycling of plastics or planting trees. It must reach out to bridge the urban-rural divide through a spectrum of issues
supported by multidisciplinary inputs. For this a consultative process of all stakeholders is important and their involvement
encouraged.
For environment education to be made holistic, it must move away from the 'nature' focus to other areas ofdevelopment and social issues of environmental conservation. For this, it is important that practitioners, educators, locals
and students network and learn together.
The process and methodologies of infusion of environment education into the school curriculum needs to bestrengthened by building synergies between the various approaches and setting respective learning goals.
There need to be special programs that support and look at teacher training for effective environment education.
The use of non-formal methods must be further explored and infused into the normal school teaching methodologies.
NGOs and other non-formal institutions and organisations are way ahead in this sector and both the government andeducational institutions should capitalise on it by building healthy relations and networks.
The greening of school curriculum should adopt strategies that highlight environmental concepts, information andissues that are of importance to the region or area where the text-books are to be used. The examples, case-studies andactivities together with action plans must be locale specific otherwise there is a danger that these green books become㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarjust another set of books that are used to grade students knowledge and memory. The contents must in a way be able toinculcate an ecologically conscious way of thinking and living amongst the learners.
The approach to thinking or defining environment education must also be revisited so that EE is about a systematic
approach that responses to manage rather than react to solve.
EE must also bring about the whole issue of social equity that facilitates mainstreaming by realising the linking of
the non-formal and the formal systems. This therefore would require a form of systems thinking that brings hope, creates
options and identifies the elements of the system be it bottle-necks or opportunities to development.
While it is important to have green policies and text-books, it is even more important that the institutions andorganised in these complex process have consistent funding sources and an enabling environment. Teachers, for example,
should be constantly supported through a series of orientation trainings, pre-service trainings, in-service trainings,
evaluations, refreshers courses etc.
Despite many exemplary efforts in environment education, the lack of long-term consistent support and commitment
at different levels has created a field that is often fragmented, inefficient, and duplicative. Much work still needs to be doneat national, state, and local levels to institutionalize environmental education.
In many regions, the responsibility for environmental education rests mainly with nonprofit organizations, community
educational institutions, and motivated educators scattered throughout the country. The government must supply theamount of funding needed to support the field or leverage support from various other sources.
While environment education in schools is being pursued with much zeal, we must not forget that there is a larger
audience outside who probably need EE as much or more than the children. These could be adults, low-income or otherdeprived groups.
There needs to be a national accreditation panel to evaluate environment education programs and determine theireffectiveness. This will not only help maintain the quality of the programs but also help in improving the content, quality anddesign of the materials, training programs and even projects.
There is a dearth of baseline data on the subject matter of environment education or on skills that may be required.
This must be supported with research on materials, outcomes or effectiveness and more importantly skill competencies of
the teacher/trainer.
Conclusion
EE is as complex and complicated as the term 'environment' itself. It cuts across many disciplines, sectors, realms,
eco-systems and spheres and hence EE needs to be planned and implemented systematically. There are a large number ofinnovative practices and lessons already available. These need to be identified and replicated or adapted for similar regions.
Despite numerous definitional and implementation flaws, the contribution of the environment NGOs and activists need
to be recognized for creating a nation-wide awareness on issues of environment and development. This has been one of the
major elements that has pushed environment education in India where it is today. Quality structured formal and non-formal
environment education syllabuses are urgently required so that these can be smoothly assimilated in to existing education
systems. That should n A society cannot survive if its natural resources are rendered unfit for use by its people. The only
hope of salvaging this grave situation is by making the young aware that they need to proactively begin to protect theenvironment they will inherit.
㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Education should not be thought of packing ill assorted and unwanted information into the heads of the students. It
should not become a dead weight crushing all originality in them and turning them into mere automata as Mahatma Gandhi
has put it.

References
Summiya Yasmeen. Effective Environment Education. India Together(http://www.indiatogether.org/2003/aug/edu-envteach.htm)
Centre for Environmental Education, Greening Formal Education: Concerns, Efforts and Future Directions, Preliminary
Report, Ahmedabad, India 1998.
UNESCO. Learning: The treasure within. Report of the International Commission on Education in Twenty-first Century. J.S.
Rajput. 1996
Shilpa Shet. Environmental education finally finds a place in India's school textbooks. InfoChange News & Features, August
2003
CEE-Central, Pune. National Biodiversity Strategy and Action Plan (NBSAP): Formal Education Systems - School
Education. The draft Education, Awareness and Training Strategy and Action Plan of NBSAP
Caroline Dyer. Teacher education and social inclusion in India: the role of teacher educators. Enabline Education Network
http://www.eenet.org.uk/newsletters/news7/page3.shtml
Center for Environmental Education, Environmental Education in India, A Report, Ahmedabad, 1998
SASEANEE. Workshop Recommendations 10-12 February 1993
M. J. Ravindranath, Environmental Education in Teacher Education, a paper, 1999 Center for Environmental Education.
Department of Education, Government of India website.
http://www.education.nic.in/htmlweb/edusta.htm㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Challenges towards Promotion of the Decade of
Education for Sustainable Development
Hans van Ginkel*

Changing Role of Education in the Globalizing WorldWe are living in a time of profound change; in an increasingly interlinked world. The rapid development of improved
systems of communication and transport has changed our world from a complex and sometimes chaotic blanket of territories
and borders to a hierarchical system of nodes and channels. The frequency and volume of the exchange of goods and themobility of people, money and ideas have created a situation in which no one can allow him or her to live in isolation. Ourworld is becoming ever more globalized and knowledge-based. Our society is getting more complex and heterogeneous,consisting of individuals characterized by intriguing sets of multiple identities. Together we are set on an unsustainable
course, using so much of our planet's natural resources, that the future of younger generations is jeopardized.
These changes are for both the better and the worse. All that can be positive can also be negative. When international
terrorism can strike from a great distance, this also means that good can be done over great distance. Together, we can makethis choice to contribute to " a better life and a safer world for all .... also our grandchildren and their children." When we ourselves - live in an affluent society we cannot ignore poverty; neither in our own affluent society, nor in poverty-stricken
countries. We can no longer ignore the interlinkages between globalization-trade-poverty -development and environment.
That is what sustainable development is all about: to understand the whole, complex reality and to act in adequate, informed
ways. That is where education comes in: to learn to know, to do, to understand, to be (Commission Delors: Learning theTreasure from Within); also to be aware of our individual responsibilities to contribute, to make responsible choices, torespect other people, nature, diversity.
Quite some thought has been given over the last decade to the question of how to ensure that globalization will
benefit all of humankind and help sustain the future. What has become clear in this process is that the line between thebeneficiaries of globalization and those who are currently on the losing end is not easily drawn. Of course, "big" business- often headquartered in industrialized countries - that thrives on the globalization of trade and labour markets, is readily
identified as occupying the driver's seat in the globalization process. At the other end, there are the farmers and labourers
in developing countries who, due to a lack of access to education, information and technology and to the imbalances ofinternational markets, are severely limited in their bargaining power for the prices of their labour and produce. But, is it all
North versus South, industrialized versus developing countries? Certainly not. What about the developing country-based
NGO that, through the Internet, has become able to link up with like-minded groups around the world and, by broadening its
basis of information and building on the experiences of others, is in a much better position to further its cause than before?
On the other hand, there are people in industrialized countries, sometimes out of work as rationalization has made their* Rector, United Nations University㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

specific skills obsolete, to whom the global circles of communication and collaboration are the most remote of realities.
Without attempting to downplay the differences that continue to exist between the opportunities of developing
and industrialized countries to participate in the global economy and information networks, one point becomes clear
when contemplating the complex realities of globalization in its current form (we all know that globalization is not a newphenomenon): that is whether or not one can benefit from globalization much depends on the skills one possesses - skills to
obtain and analyze information, to make independent judgments, and to communicate across social and cultural boundaries rather than just being a function of location. And this is, obviously, where education comes in.
Education, understood broadly as an ongoing process including both formal and informal modes of teaching andlearning, plays a crucial role in preparing people for their future in a highly connected, interlinked, globalized world. Higher
education, in particular, occupies a central position in shaping the way in which future generations learn to cope with thecomplexities of globalization-trade-poverty-development and environment . Higher education prepares an important
portion of the population for their entry into the labour market, including in most cases, the teachers that are responsible
for education at the primary and secondary levels. Here, universities are called upon to teach not only the skills required toadvance successfully in a globalized world, but also to nourish in their students, faculty and staff a positive attitude towards
environmental issues and cultural diversity, to help them understand how a richness of both nature and cultures can benefit
the peoples, and can contribute to a better life in a safer world for all. To instill in young people the desire to contribute totheir society and its environment; in short to sustainability of their way of life and quality of living.

A Copernican Revolution- Position of Universities
Apart from the fact that increasingly global labour markets require universities to adjust the way in which they
approach education, globalization affects universities in yet another way: the frames of reference for the quality and positionof each university have broadened considerably; it is no longer just to their neighboring cities or countries that universities
look for institutions with which to cooperate or to which to compare themselves. Rather, the global network the university
belongs to will become increasingly important. It will contribute directly to the identity and awareness of the university
and its international position. It is, indeed, possible that international networks may form the basis of the university of
the future, or at least will help it function properly. In fact, it will not be long before the stronger universities will establish
new branches abroad. We can already detect this in a number of cases, where, in particular, universities from the UnitedStates or the United Kingdom establish such branch universities in other countries. The university will become, under the
influence of this process, bigger, stronger, more competitive. It will behave increasingly like an international business: withshrinking distances, larger institutions, competition, selection and hierarchization.
In spite of this, I believe, globalization will lead to greater unity in the long run. This unity will not, however, be theunity envisaged, for instance, by Napoleon two centuries ago, with the same laws and the same straight roads stretchingright across Europe. It might be, and ought to be, a unity in diversity, based on the principle of subsidiarity. This applies,in particular, to universities. They have a tradition of diversity stretching back to their origins - in China, the Arab World,
Europe. Universities will become increasingly interlinked and bound to one another, while also identifying themselves as
distinct from each other. Each within their own region and country, their own tradition, with their specific sets of disciplines,㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarprogrammes and people. Here again, the key for the universities will be to have as the guiding principle in their processesof internationalization - the acceptance and appreciation of diversity.
A Copernican Revolution is taking place with regard to the position of universities in their own country and worldwide.
In the interlinked, globalized world, the "Network Society" as defined by Manuel Castells, universities no longer can regard
themselves only as a part of a national system, protected by national laws and regulations. In their strive to excellence, in amuch more competitive world in which they must maintain constructive and supportive relations with all their stakeholders,
universities must more and more take care of themselves individually. As a consequence, they must rethink their modesof governance, their financing, their internal structures and external relations. They must rely more and more on theconsiderable capabilities and creativity of their own people, not just to teach and do research, but also to run and develop
the university as an organization; as an enterprise though, in general, not for profit; as a public good though managed inenergetic, entrepreneurial ways. For this to happen, universities must mobilize talent from within. And they must network,
develop relations with all kinds of institutions and show in their actions to take their social responsibilities seriously.
It is for this reason that the UNU with UNESCO and the Polytechnic University of Catalunya have started the "Global
University Network for Innovation (GUNI)." We strongly believe that real innovation of universities must come from within.
Such innovation will be created and supported by all people working and learning in the institutions for higher learning,rather than by top-down regulation, changes in the governance structure or financial regulations. We also believe thatfor universities to learn from each other by working together, it is important that the global network is based on regional
networks, as the conditions under which universities must work are very different from country to country, from region toregion. Only strong, responsible and responsive universities can fulfill properly their crucial role in developing education forsustainable development, in providing guidance and leadership in all education with regard to curriculum-development andteacher training, in introducing and disseminating "state-of-the-art" knowledge.

Mobilizing for Sustainable Development
Since the Earth Summit, sustainable development has been high on the political agenda. However, the role ofeducation was not very well articulated. Neither was education defined as one of the major stakeholder groups. There
were nine major stakeholder groups identified, under which trade unions, youth, science, business were included, but noteducation. In the World Conference on Higher Education in1998, a thematic debate was organized (by the UNU at therequest of UNESCO) on "Sustainable (human) development," which brought fourteen different organizations together.
During the World Summit on Sustainable Development (WSSD) in Johannesburg in 2002, the Global Higher
Education for Sustainability Partnership (GHESP) was launched as a Type II Partnership (IAU, ULSF, Copernicus Campus,
UNESCO). The Global Virtual University on Environment Issues was presented by the Norwegian Government,
Norwegian universities, UNEP- GRID Arendal and UNU. The Japanese as well as Swedish Governments chose education
for sustainable development as a spear point for its contributions. The UNU Institute for Advanced Studies (UNU/IAS)
took the lead in bringing together the Ubuntu Declaration Group for the signature of the Ubuntu Declaration. Based on the
proposal of, among others, Japan, and Sweden, the United Nations General Assembly adopted a resolution on the Decade of
Education for Sustainable Development (DESD), starting from January 2005 for 10 years. UNESCO was designated to be㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarthe lead agency for the Decade.
At the WSSD, the following eleven world's foremost educational and scientific organizations signed the Ubuntu
Declaration, which brought together for the first time, science, technology and education for sustainable development.
The Declaration strives to ensure that through ministry policies and practices, as well as the research and publicationof researchers in all relevant sciences and technologies, all the educators and learners from primary through higher
education as well as the media, are aware of the imperatives of sustainable development. Through the focused work of thisnetwork of networks it is anticipated that more people worldwide will be informed on the basis of the best knowledge andinsights created in all sciences and technology and will practice, in their work and life habits, the values and principles ofsustainability.
• African Academy of Science (AAS);• Copernicus-Campus;• Global Higher Education for Sustainability Partnership (GHESP);• International Association of Universities (IAU);• International Council for Science (ICSU);• Science Council of Asia (SCA);• Third World Academy of Sciences (TWAS);• United Nations Educational, Scientific and Cultural Organization (UNESCO);• United Nations University (UNU);• University Leaders for a Sustainable Future (ULSF) and,• World Federation of Engineering Organizations (WFEO)

Major Problems to be Tackled
Lasting solutions for sustainable development depend on the effective integration of science (in the broadest sense!)
and technology. Education is critical in galvanizing the approach to such integrated solutions for sustainable development.
Higher education particularly could and should play an indispensable role in informing and supporting all levels of educators
to address the critical challenges of sustainable development.
The signatories of the Ubuntu Declaration consider that there remain significant needs for:(i) Closer communication between scientific and technological communities and educational communities to integrate
the latest scientific and technological information and knowledge into education curricula and ensure appropriate
education for sustainable development.
(ii) Closer linkage between primary, secondary education and higher education, so that the concept of sustainable
development is integrated into all levels of education as appropriate.
(iii) Bridging the knowledge gaps between the nations of the world through a fundamental strengthening of education
for sustainability worldwide.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

They committed to work jointly towards:• strengthening the role of educators in the CSD process as one of the major stakeholders;• promoting communication and collaboration among scientific, technological and educational organizations;• facilitating the review and revision process of educational programmes and curricula at all levels of education
for integrating the latest scientific and technological knowledge for sustainable development into educational
programmes and curricula,• developing mechanisms to continuously inform teachers and update programmes;• promoting efforts to attract young people to the teacher profession;• emphasizing the importance of ethical issues in education for building a sustainable and peaceful global society in the
21st century;• promoting knowledge transfers in innovative ways to speed up the process of bridging gaps and inequalities inknowledge; and• working towards a new global learning space on education and sustainability that promotes cooperation and exchange
between education at all levels and among all sectors of society.

Key Issues for the Success of the DESD
Education for Sustainable Development does mean what it says: it is not just environmental education nor evensustainable development education, but "education for sustainable development (EfSD)." It is not a topic that can be taught
in a few weeks just at a certain age, but should rather be given attention in all sectors and at all levels in relation to relevant,already existing subjects in an integrated manner. In this way EfSD gives orientation and meaning to "education for all (EFA)."
EFA and EfSD are two sides of the same medal. To develop the curricula and courseware needed - and regularly updatethese - and to inform teacher training and re-training in effective ways we need an inclusive and flexible process, mobilizing
all who have something to contribute in primary, secondary and tertiary (including higher) education. Specific attention will
be given to online learning and contributions of the media. The Johannesburg Plan of Implementation gives guidance withregard to the issues to focus on in particular, such as: water, energy, health, agriculture and biodiversity (WEHAB) and ofcourse the Millennium Development Goals. The Earth Charter, too, gives important perspectives and concepts to build upon
while constructing curricula and training teachers. The GHESP-toolkit will provide, increasingly, good teaching materials to
introduce concepts, to sharpen insight and overall improve knowledge.
Some specific recommendations were made at the International Conference on A Sustainable Future, 24-26 October2003 in Tokyo, organized by the Global Environmental Action (GEA) as the key issues for the success of the DESD. They
include, among others,(i) One of the most important key issues for the success of the DESD is to develop an enabling environment
mobilizing as many stakeholders as possible towards partnership for education for SD.
(ii) It is important to develop a new global learning space on education and sustainability that promotes cooperationand exchange between education at all levels and among all sectors of society. It is especially important to promotelocally-based activities, taking account of social, cultural and environmental diversities.
㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar(iii) There is a need to strengthen communication and collaboration among scientific, technological and educationalorganizations and facilitate the processes for integrating the latest scientific and technological knowledge for SD
into educational programmes and curricula.
(iv) Higher education could and should play an important role in promoting education for SD to integrate the concept of
SD into all levels of education as appropriate. It should be recognized that, among others, higher education would
play a key role for basic and secondary education through teacher training and retraining.
(v) It may be clearly emphasized that education for SD is important not only for developing countries but also indeveloped countries. Some topics such as sustainable production and consumption and lifestyles are more relevant
to developed countries.
(vi) It should be clearly recognized that the governments are invited to integrate education for SD into their national
education strategies and action plans at all appropriate levels by 2005 by UNGA Resolution.

UNU's Activities to Promote the DESD
To promote the DESD the United Nations University is considering a two-step approach, namely:(i) To improve quality of education by integrating state-of-the-art knowledge in all types of science and technology onsustainability into educational curricula and practices in all levels and all sectors; and(ii) To sufficiently raise awareness of public at large and policy and decision makers in particular so that the state-ofthe-art knowledge on sustainability will be duly reflected in the national development planning and processes.
The following activities, among others, will be undertaken during the coming two, three years:• Development and implementation of the International Implementation Scheme for the DESD;• Awareness raising among public and policy makers in particular;• Promotion of regional centers of excellence on education for sustainable development both in Japan and in the world;• Support to and active participation in GHESP Toolkit project;• Promotion of distant on-line learning through ICT (Global Virtual University, the Asia Pacific Initiative etc.).

Regional Centers of Excellence
The process of the Decade must be inclusive and flexible, the framework challenging and enabling, not limiting andharnessing. The challenge that might mobilize many and serve to give focus to their contributions might be the following:" to create jointly a global learning space for sustainability, based on regional centers/clusters of excellence..."Regions are seen here - as in common language - as parts of countries like Tohoku or Catalunya. The regional centers/
clusters of excellence on education for sustainable development (RCEs) should include institutions of primary, secondary
and tertiary education, research institutions, the media, (science) museums, non-formal education, zoos/parks, etc. As it isimportant to mobilize many, initially, prizes could be awarded for innovative, joint projects of two or more institutions from㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminardifferent sectors. The RCEs might be identified in a comparable way as the monuments on UNESCO's cultural heritage
list. This would have the advantage that local/regional conditions can be fully taken into account. The DESD would in thisway have as a visible output, a global network of such RCEs. In the process, it would be possible to mobilize many, learn
from their creative ideas, build on diversity and promote international cooperation in education for sustainable development.
The RCEs together and their mutual relations would form the global learning space for sustainable development; the major
outcome of the DESD. The Earth Charter would provide the philosophy and guidelines for their work. The GHESP-toolkit
could serve as a good-practice portal from which all partners can use good learning material and customize these according
to their local/regional conditions.
There have been significant experiences in Japan to integrate sustainability components, particularly environmental
aspects into educational programmes and community-based activities. For instance, the City of Sendai is famous for its
environmentally friendly activities. And the City of Kesennuma has been implementing excellent environmental education atelementary school level. Some of such attempts may be considered as RCE activities or may be considered so if modified as
appropriate. (Sendai and its surrounding areas may be a good candidate for RCE activities.) We would like to work together
and support such activities to promote RCEs in Japan to share their experiences as good practices with other parts of theworld.
The UNU is also planning to undertake a few demonstration projects on RCEs in the Asia-Pacific region as the firststep to promote RCEs and their networking at the global level. RCE's around the world, cooperating together, learning fromeach other, would together create the Global Learning Space for Sustainability (EfSD), which would be essential outcome of
the DESD.
Thank you.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research SeminarUBUNTU DECLARATION
On Education and Science and Technology
for Sustainable Development
In an effort to make integrated solutions work for sustainable development and to mobilize the education sector to contribute tosustainable development;
We, the education and scientific organizations of the world,
United Nations University United Nations Educational, Scientific and Cultural Organization African Academy of
Science International Council for Science International Association of Universities Copernicus-Campus Global Higher
Education for Sustainability Partnership Science Council of Asia Third World Academy of Sciences University Leaders
for a Sustainable Future, and World Federation of Engineering Organizations,
Call for an initiative to strengthen science and technology education for sustainable development.
Cognizant that integrated solutions for sustainable development depend on the continued and effective applicationof science and technology, and that education is critical in galvanizing the approach to the challenges of sustainable
development.
Endorsing the Earth Charter as the inspiring, fundamental and balanced set of principles and guidelines for building
a just, sustainable and peaceful global society in the 21st century, which should permeate all levels and sectors ofeducation.
Noting that science is all science - natural, social and human.
Recognizing the necessity to bridge the knowledge gap between the nations of the world through a fundamental
redress of the distribution of education for sustainability.
Acknowledging that the ultimate goal of education in all its forms is to impart knowledge, skills and values to empower
people to bring about changes.
Concerned that education has not been utilized as a vehicle for attaining sustainable development.
Reaffirming the indispensable role of education in achieving sustainable development, and the important role education
plays in the mobilization of science and technology for sustainability as contained in Chapter 36 of Agenda 21.
Recalling the Luneburg Declaration on Higher Education for Sustainable Development of 10 October 2001, and its
emphasis on the indispensable role of higher education informing and supporting all education in addressing the criticalchallenges of sustainable development.
And recognizing that the Scientific and Technological community, as represented by the International Council for
Science, Third World Academy of Sciences, and World Federation of Engineering Organizations in the WSSD process
has called for a new social contract between science and technology and society for sustainable development.
Determined to work towards the goals contained in the Millennium Declaration, Monterrey Consensus and the Doha
Development Declaration.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Call on Governments of the World Summit for Sustainable Development and the Post-Summit agenda to:
Designate educators as the tenth stakeholder group in the WSSD process.
Call on educators, Government and all relevant stakeholders to:
Review the programmes and curricula of schools and universities, in order to better address the challenges andopportunities of sustainable development, with a focus on:
o Plans at the local, regional and national country levels;o Creating learning modules which bring skills, knowledge, reflections, ethics and values together in a balancedway;
o Problem-based education at primary and secondary levels in order to develop integrated and non-instrumental
approaches to problem solving at an early stage in the education cycle;o Problem-based scientific research in tertiary education, both as a pedagogical approach and as a research function;
Promote efforts to attract young people to the teacher profession both to meet the Millennium Development goals of
universal access to primary education as well as to further strengthen primary, secondary and tertiary education. In
developed countries the major challenge in the coming years will be to offset the high outflows of experienced teachers
reaching retirement age or taking up other challenges.
Develop mechanisms to continuously inform teachers and update programmes on major progress in scientific andtechnological knowledge relevant for sustainable development.
Promote knowledge transfers in innovative ways in order to speed up the process of bridging gaps and inequalities inknowledge. This is the shared responsibility of teachers, schools, research and education institutions and governments.
To achieve these challenges and objectives, we are resolved to work towards a new global learning space on educationand sustainability that promotes cooperation and exchange between institutions at all levels and in all sectors ofeducation around the world. This space must be developed on the basis of international networks of institutions and thecreation of regional centers of excellence, which bring together universities, polytechnics, and institutions of secondary
education and primary schools. We invite all other responsible stakeholders to join us in this endeavour.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The Present Condition and the National Policy
of Environmental Education in Japan
Tatsuya Ootsuki*

Thank you for your introduction. My name is Ootsuki. It is my very great pleasure to have this opportunity of
speaking to you at the 2004 UNESCO Japan Asia Pacific Environmental Education Research Seminar. I would like toexpress my appreciation to Miyagi University of Education as well as the co-organizers - the Asia Pacific Culture Center for
UNESCO and Kesennuma City. More than 10 years ago, I was a staff member in Miyagi Prefecture, dealing with education,
so I am very pleased to have this opportunity to visit the Kesennuma region again. About 20 years ago, I was based in the
APEID secretariat within in the UNESCO office in Bangkok. Therefore, I hope that you have a very successful seminar
here in Kesennuma.
Environmental problems are very urgent and crucial issues for the existence and prosperity of humankind in the future.
We should make a transition from the mass consumption, mass production, and mass wasting society of the 20th century,and shift to a recycle-based sustainable society or eco-friendly society in the 21st century.
As Dr. Ginkel has mentioned, many things have been going on recently in the global environment area. For example,
the WSSD (World Summit on Sustainable Development) was held in Johannesburg in 2002, and the United Nations has
adopted the resolution on the Decade of Education for Sustainable Development, which will start in 2005. Also, in Japan,
we have had several activities to focus on these issues. In particular, the Kyoto Protocol was ratified by the Governmentof Japan in 1995. Our Government has adopted the outlined policy to address global warning, and new laws and regulations
have been adopted, too. In particular, in July, 2003, both legislative bodies of Japan approved the law for the promotionof environmental education and to promote the will for environmental conservation. The laws of the respective bodies
were clarified in the government-outlined policy which determined actions needed for ensuring global environmental
preservation. Each individual human being has deepened his/her understanding and awareness of the relationship between
the environment, and people should be able to live, caring for the environment. We should make efforts to convert society
and human behavior into something environmentally sustainable. Therefore, environmental education has drawn a lot of
attention and has been emphasized. The development of human resources that have sensitivity and knowledge for theenvironment has been emphasized. We at the Ministry of Education, Culture, Sports, Science and Technology have thefollowing philosophies in regard to this issue.

We humans should have knowledge about and interest in environmental

issues as well as the ability to make decisions and judgments with responsibility about the environment. We should also
while participate in creating a better environment and nurturing an attitude enabling us to take responsible action andbehavior concerned with the environment.
Now let's look at environmental education in the schools. Our schools have various subjects such as social studies,science, PE, and health where matters related to the environment are taught. In the mid 1960s, considerable attention was
drawn to the issue of pollution. In 1969, there was a revision in the course of study for the lower secondary education to* Ministry of Education, Culture, Sports, Sci. & Tech., Japan㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarallow introduction of subject classes related to issues of pollution and health issues in physical and health education. Not
only pollution studies but also all the other aspects of the environment have been introduced in formal education.
In 1988, the course of study was revised again, so currently education is being promoted on the basis of the newrevised course of study which has been offering much more in regard to environmental studies. In particular, integrated
studies have been introduced to deal with environmental education. Today, many of the participants here are teachers whoteach integrated studies under the revised course of study. Students themselves find themes, issues and topics to think
about the problems by themselves and act on them by themselves with the objective of solving the problems. They should
actively pursue and explore problems, and also think about how to live better. The knowledge and skills the students
acquire from this subject and separate subjects should be interrelated and linked to each other to give them comprehensive
abilities for making decisions. This illustrates just some of the topics to be taught in the integrated studies, in respects
to the specific contents. The course of study merely gives examples of things that are encouraged to be taught. In 2002,
environmental issues were introduced into integrated studies in 56 percent of Japanese elementary schools and 40 percent
of lower secondary schools.
I would like to show you some of the examples of this approach. Individual schools are conducting integrated studies
in environmental education. This is a primary school in Osaka. In social studies and science classes and the period of
integrated studies, the school has been developing a curriculum and teaching materials to introduce the topics of energy
and the environment. Specifically, the students learn about electric power, thermal energy, hydroelectric power generation,and they are made to notice problems related to the possible depletion of natural resources and fossil fuels. Moreover learn
how the strength of electric current varies depending on the number of electromagnetic lead wires wound. They actuallylearn about the circulation of the electric currents of copper wires. Moreover, they get to experience generating electricity
in both the thermal way and hydraulic way by using manual power generators.

They learn as well about the energy

conversion efficiency of hydraulic power generation and how low thermal power generation requires fossil fuels. They dosome experiments where they use natural and renewable energy such as solar and wind power, so learn, too, about thelower conversion efficiency and the insufficient light intensity.
Furthermore children at this school themselves make a hybrid power generator whose electronic buzz will go oneven though the lights have been shut off in the generators they produced. So in this way, the children learn how they canconserve energy, natural resources and sources of energy. Environmental issues tend to cause some denial of humankind or
denial of science if they are not properly taught. So, the students learn how to do tests and experiments where they take amore positive approach and try to have positive views of humankind and science. The teachers of these integrated studies
let children learn that they can resolve environmental problems - by means of science. We must encourage them to solve
the environmental issues.
Next this is an example of a lower secondary school. "Globe", an approach that was encouraged by the United Statesin 1994, is an international program for environmental science and environmental education. This is being practiced in alower secondary school in Akita Prefecture. That school uses elective science studies some of the time and at other times
integrated studies for children to make observations of changes and environmental parameters such as water quality andacid rainfall, so as to encourage them to think actively about their own environment and develop an attitude that is morefriendly to the environment. Thus in these integrated studies, the contents for students to learn about the environment are
based on independent problem-solving activities where they tackle various issues of their own choosing.
In the first year of lower secondary school, they, for example, look at what to do about waste and the recycling of㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarmaterials and waste. In the second year, they take a look at their prefecture, local communities and the nation and learn
about ocean pollution, forest protection, and electric consumption. In the third year, they pick up the theme of acid rain,
animals and wild life on the verge of extinction, deforestation and world heritage. Observing their own community'senvironment and areas beyond their community is the first step in environmental learning. There are no natural boundaries
to air and water pollution. The students conduct their own observations by themselves to learn the importance ofconservation.
What abilities are to be nurtured through the opportunities of environmental education? I have categorized thosecapabilities into several areas. One is a problem-solving capability: by working positively on environmental issues, students
can identify the problems, make forecasts and investigate natural phenomena. So they implement such exercises andexamine the results, which they apply to a new set of problems. Research and task-based investigations are very popular for
raising the level of the problem solving ability.
Second is the methodological capability to quantify the environmental phenomena and to grasp matters in quantifiable
and statistical ways by collecting, classifying and analyzing data through investigation. These skills are very important intackling environmental problems objectively and logically.
Third is the ability to use information through experimentation and the investigative application of multimedia,
including computers. Students learn how to collect, select and process important information, and streamline allthat information in an appropriate way. Fourth is the ability to communicate, this means the capacity to be aware ofenvironmental problems, to become interested in them, and for students to develop their own ideas and opinions, andexpress their opinions orally or in writing or by using the media.
Fifth is the ability to evaluate the environment. This ability means that the students will be able to observe theenvironment and notice changes in environmental conditions, and come to notice what changes occurred or the status of theenvironmental changes or the possible impact the changes in natural phenomena have on the environment. They also learn
to project future possible changes in an environment, and to investigate and observe environmental events before and after
the event in a multifaceted and comprehensive way.
Next is the development of attitudes toward environmental education. The basis for such an attitude should lie in theaffection and emotions the students have. The attitude should be such that they are interested in the effects of household
garbage and waste-water on the living environment. They should want to resolve these problems in a rather enthusiastic
way, and also to learn and judge what lifestyle they should have to preserve their environment and to implement thenecessary actions.
The second is the attitude of thinking and judging by themselves, without a selfish viewpoint concerning nature andhuman beings. Students should develop the attitude of grasping natural and social phenomena in a multi-faceted way andrespecting the fact.
Fourth is a tolerance for the beliefs and opinions of other people. Therefore, without having only fixed concepts, theirattitude should be open to different ways of identifying the causes and lifestyles related to environmental problems, andthey ought to be tolerant of the positions held by other people and also different value structures, based on the facts andobjective ways of thinking.
What viewpoint should be borne in mind when implementing environmental education? There are six points. The firstone is that environmental education should be clearly defined within the school's guidance plan and implemented in all theschool's educational activities.
㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The environment should be included in each subject within the courses of study and be offered in every school andevery classroom. How should we deal with such classes and what should be the developmental activities and guidance
methods? The schools of each community and their students are in different situations, so each school will have to decide
how to implement its environmental education according to its own conditions. Each school ought to clarify its own
objectives in environmental education for the school and transmit the contents, and conduct related activities to check andinvestigate the environment on a continuous basis.
The second point is to develop guidance that can relate environmental content within subjects in an integrated way.
Environmental education in schools should of course be embedded in each subject. How to deal with events related to theenvironment ought to be related to the character and objectives of each discipline. In the hour for Integrated Study, thebasic knowledge taught in each subject should be mobilized in an integrated way for problem-solving. It is expected thatthe students will take advantage of what they learn in each individual subject and also what they learn from the Integrated
Studies will be applied to the study of each subject in school.
Third, the education should be tailored to the real and actual conditions of the community and the children. It will not
be enough just to recognize what problems lie ahead in the future. Actually the natural and social environments have theirown environmental concerns. There is a need for teaching materials that cultivate problem-solving attitudes and capabilities
among the children and that practice environmental education. It's very important to identify and characterize the statusquo of the environment of the particular region where the children live. The teaching materials should be selected properly,
and the guidance method also chosen to meet children's educational wants and needs in the best way.
Fourth, enriching learning through hands-on experience depends upon the children's particular stage of development.
To repeat what I have already mentioned, problem-solving and hands-on learning depend on what stages their children
are in. The relevance of the environment to human beings should be deepened. Fifth, environmental education should beproperly positioned within the entire educational activities of a school to deepen common understanding among the teachers
and to raise the level of awareness toward the problem in order to have effective education. Toward that purpose, theteaching staff should be fully aware of environmental problems and ought to reach a common understanding on the teachingmaterials and guidance methods. The awareness level of the teachers toward the environment should be constantly high,and teachers should have time for research and training in teaching materials and improving their qualities as teachers.
Sixth, good linkage among school, households and community: environmental education should not be completed
simply within the school setting alone. In order to foster very sensible attitudes toward the environment among children
and get them to participate environmental preservation, close collaboration is needed among the school, the homes andthe region to handle environmental education, along with non-profit organizations dealing with environmental preservation.
These activities should be done in collaboration.
What are the policies of our ministry? We designate model projects where environmental education is being carriedout in each municipality, and globe-model schools. Moreover, an environmental learning fair is an event sponsored by
the Ministry to conduct reach-out environmental educational practices. In Ehime Prefecture in 2004, we will hold theEnvironmental Learning Fair, and we will continue with such projects. We have additional new projects planned as well
for reach-out extension. One such project is to be done in collaboration with the Ministry of the Environment to raise thecapacities of teaching staff and arrange the information infrastructure for environmental education. We want to utilize thembest in schools and have basic courses for leaders, including teachers,on environmental education, environmental learningand school facilities. The development of eco-school is another attempt to promote environmental education. In order toimplement hands-on experiences with nature and integrated studies involving the environment, in the next fiscal year, we㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

will be developing new teaching materials for primary schools, and we have allotted a budget - totaling 500 billion yen for
promoting environmental education.
In concluding my report, I would like to note that the objective of environmental education is to develop thecapacity to be interested in the environment and environmental problems for a sustainable society, and to understand the
responsibilities and the roles of people toward the environment, so that they can get involved by themselves in the creationof a better environment and environmental preservation. For this purpose, environmental education should be conducted atevery level and every place including schools, households and the community, and it ought to be targeted at all age groups
from young children to the elderly and carried out in a systematic way depending upon the level of awareness. Life-longlearning also has to be continued in addition to formal education.
Well, environmental education should really depend on the conditions of the each region. Environmental problems
stem from conditions ranging from urban pollution, to the destruction of natural environment. The character of the problems
in each community varies. The contents of environmental education should be geared to the needs of the characteristicsof the regional problems. It should start with nearby activities. As Dr. Ginkel mentioned, we should emphasize "thinkglobally, act locally." What we do locally will ultimately lead to a better global environment. We should develop sufficientcapabilities and attitudes as well as the ability to act and to get interested in solving global environmental problems. Bychanging people's awareness, we can develop environmentally-minded people, and that'll be a step to the further realizationof sustainable societies.
With this belief, I would like to complete my speech. The Ministry will make its best efforts to promote environmental
education. And to teaching staff and all the participants, I will say that I really hope that you will further your efforts topractice environmental education in your own communities. With that plea, I would like to finish my presentation. Thankyou very much.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Asia-Pacific Regional Cooperation throughthe Development of Teaching/Learning Materials
for Environmental Education
Tomoko Shibao*
Part I: Organizational background
The Asia/Pacific Cultural Centre for UNESCO, which many people call ACCU, is a non-profit organization establishedin Tokyo in 1971. It was founded by the joint efforts of the public sector, especially the Japanese National Commission for
UNESCO and the private sector. ACCU has since then been implementing, in line with the principles of UNESCO, various
regional cooperative programmes in the fields of culture, education and personnel exchange in close collaboration with
UNESCO and its Member States in Asia and the Pacific.
In the fields of culture, education and personnel exchange, we have programmes for materials production, training andnetworking activities.
In the personnel exchange programmes, ACCU has been organizing various activities in the field of environmental
education. These activities are organized in cooperation with the Japanese National Commission for UNESCO and theUnited Nations University, linking various organizations and networks such as:- 3rd World Water Forum, Kyoto, March 2003
- UNEP International Environmental Technology Centre in Osaka, December 2003
- CITYNET: The Regional Network of Local Authorities for the Management of Human Settlements- ASP Net (UNESCO Associated School Project)- Universities- Schools
The unique feature of ACCU materials development programmes is that they are done through the Joint Production
Scheme with the close cooperation and full participation of UNESCO member countries - from the planning stage toimplementation, and to distribution and evaluation. This scheme is based on the idea of mutual consent and mutualadvancement.
The following is how the Joint Production Scheme works, in the case of producing of books for children.
First stakeholders and experts get together and decide on the themes to be taken up.
Then, based on this decision, text and illustrations are prepared by writers and illustrators in each country. They aresent to ACCU for final editing, and the prototype version is published in English. The prototype English versions are sent
to the participating countries to be translated and adapted into the local/national languages for wide distribution to children
throughout the country. The whole process then will be evaluated for further improvement* Asia/Pasific Cultural Centre for UNESCO, Japan㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

PART 2: Teaching/Learning Materials for Environmental Education produced through theAsia-Pacific Regional Cooperation
Let me first review, very briefly, the objectives of environmental education.
1. Awareness: Environmental education is to help social groups and individuals acquire awareness of, and sensitivity
to, the complete environment and its associated problems.
2. Knowledge: Environmental education is to help social groups and individuals gain a variety of experiences in, andacquire a basic understanding of, the environment and its associated problems.
3. Attitude: Environmental Education is to help them acquire a set of values and feelings of concern for theenvironment, and the motivation to actively participate in environmental improvement and protection.
4. Skills: Environmental Education is to help them acquire the skills for identifying and solving environmental
problems.
5. Participation: Environmental education is to provide them with an opportunity to become actively involved at alllevels in working towards resolving environmental problems.
This set of objectives is from the very comprehensive work in "Environmental Education in the Asia-Pacific Region"edited by Dr. Bhandari and Prof. Abe and published by the Institute for Global Environmental Strategies.
1. Books for Children (ACP)The first set of materials that ACCU has been producing through Asia-Pacific cooperation is the Ecology series of ACP.
ACP stands for Asia/Pacific Copublication Programme, and it was started in order (1) to encourage and support
Member States in supplying attractive, low-priced and high-quality books and (2) to foster mutual appreciation of the various
cultural values in the Asia-Pacific region by providing common reading materials for children.
So far 29 titles have been published and more than 4 million copies distributed in and outside of the region.
These are four titles in the ACP ecology series: "Trees", "Water", "The Sun" and "The Earth".
The characteristic of these books is that they try to share the wonders of nature not only from an ecological, butalso from the cultural point of view. Together with the environmental problems, our age-old proverbs and folktales are
introduced.
The examples of national versions of "Trees" in different languages: include Sinhalese from Sri Lanka, Mandarin from
China, Malay language from Malaysia, Filipino from the Philippines, Divehi language of Maldives, Japanese, Hindi version
from India, in Korean from Republic of Korea, Vietnamese, in Kannada from India, and in Thai.
2. PLANET (Package Learning Materials on Environment)
The second series of materials which has been produced through Asia-Pacific regional cooperation is PLANET:
Package Learning Materials on Environment.
Why it is a package? It has a set of components on the same theme so that learning will be more flexible, effective andenjoyable.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The main components of PLANET are:
- Animation video- Poster- Cartoon book (booklet)- Guide for users/facilitator's guide
The PLANET series is produced in order to raise awareness on various environmental issues and to promote
behavioral changes for a better environment.
It has been used for children in schools, learners in Community Learning Centres, in community development
programmes and in TV broadcasting in 20 Asia-Pacific countries.
It has been produced through the Joint Production Scheme in the same way as the books for children.
The narrative of the PLANET series takes place in an imaginary Asian village. The main character is a woman called
Mina. She used to be illiterate but through learning in a literacy class, she acquired not only literacy skills but also selfconfidence and self-esteem. Mina and her husband, Jai, and their five children, are main characters of the PLANET story.
PLANET 1, Mina's Village and the River takes up the problem of water pollution. PLANET 2, Mina's Village and theForest deals with the issue of forest conservation.
Here are, again, some examples of the local versions of PLANET 2: from Bangladesh, Cambodia, India and thePhilippines.
The production of PLANET 3 is presently underway with the cooperation of experts in the region. PLANET 3 is
on waste management, focusing on the importance of co-operation for better waste management to create a cleaner andhealthier environment. It is expected to be completed in July this year and will be disseminated to the UNESCO Member
States. ACCU is soon to invite proposals from Member States for effective utilization of PLANET 3 in each country.
3. Materials for neo-literates (AJP)
The third type of materials that I would like to introduce here are the educational materials for literacy education
for neo-literate people. Neo-literates are those who have acquired the basic reading and writing skills. Without adequate
reading materials, however, they easily relapse into illiteracy. As environmental education has to be provided for manydifferent target groups, environment-related issues are important themes in this series of materials for literacy education.
The AJP materials are especially intended to reach out to disadvantaged people. Unlike the books for children, which
are designed as common reading materials in Asia and the Pacific, in the materials for literacy education, ADAPTATION in
language, illustration, contents, format, etc, is very important. This is because for the literacy learners it is essential thatthe materials are very relevant to their needs and everyday life, and the learners have to feel very close to the contents ofthe materials.
These are some examples of national versions of "Better Crops from Healthy Soil with Compost." We are only looking
at the cover page illustration, but you would notice that in some cases, the method of compost-making itself is different from㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarother cases - as a result of adaptation.

Part 3: Towards the UN Decade of Education for Sustainable Development: an approachof ACCUAs we all heard from the very comprehensive and insightful special lecture of Prof. Dr. Ginkel of the United Nations
University, next year is the first year of the United Nations Decade of Education for Sustainable Development.
Sustainable development is built on three interdependent and mutually reinforcing pillars: (1) economic development,(2) social development, and (3) environmental protection. Sustainable development is stated in "Our Common Future" by
the World Commission on Environment and Development of 1987 to be "Development that meets the needs of the present
without compromising the ability of future generations to meet their own needs."
The UN Decade of Education for Sustainable Development, for which UNESCO is the lead agency, aims
(1) to promote education as a basis for a more sustainable human society,(2) to integrate sustainable development into the education system at all levels and in all its forms (FE and NFE) for
people of all ages.
(3) To strengthen international cooperation toward the development and sharing of innovative ESD programmes,
practices, and policies.
Throughout this decade, education is geared to foster a better understanding of the world in which we live and thecomplexity and interrelationships of problems that threaten our future. The list of "problems" is a long one and each isinterrelated.
It is not an easy task. Full co-operation among government, NGOs, international organizations, etc, will be necessary
for us to see fruitful results at the end of the Decade in eleven years, but ACCU would like to continue to be a part of thisimportant international movement.
ACCU's approach for the UN Decade of Education for Sustainable Development is to strengthen our existing scheme ofmaterials development, training, and networking/information sharing so that they reinforce each other for multiple effect.
We would like to keep working for the ongoing United Nations Literacy Decade (2003-2012), and also for theforthcoming UN Decade of Education for Sustainable Development, keeping the principles of our Activities:
They are:(1) Materials development as concrete and practical process for a behavioral change,(2) Emphasizing the process of joint planning and joint advancement,(3) Facilitation of partnership/networking within a country and in Asia-Pacific Region, and(4) Contribution to mutual understanding.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Environmental Education in Laos

Mithong Souvanvixay*

Introduction
The government of Lao PDR has been trying to improve the quality of life for all its people. The government
recognizes that education is essential for the development of the country. Education is important for breaking the cycle ofpoverty.
Lao's current education system is provided at five levels: Primary 5 years (compulsory), Lower secondary 3 years,
Upper secondary 3 years, Post-secondary 1-2 years and Tertiary education 3-7 years,
The educational objectives are provided the all round education covering five educational dimensions: moral,
intellectual, labor, physical and aesthetic education. New curriculum and instructional materials for primary, secondary andteacher education have been developed in the 1990s. The environmental education is very important part of the contents
and activities of curriculum and instructional materials.

Environmental education in curriculum system
The first National Environmental Action plan was adopted in 1994. Since that time there were many changed,
concerning environmental conditions and priolities in the country.
National Environmental Action plan identifies the the need for a number of approaches to raising environmental
awareness among the people including the integration of environmental subjects into public and private school curriculum,
public awareness activities involving mass organizations, community based natural resource consultation and the provisionof specific training programmes.
At the present time the preparation of a framework of national strategies on environmental education and awarenessis going on. The goal of it to equip the citizens by environmental basic of knowledge, skills and attitude on environment
issues and the citizens should acknowledge the values of environmental and encouraging the wise use and natural resources
sustainable, and to help foster positive and responsible attitudes towards the environment.
In the primary school level to secondary education level, efforts have been made by the National Research Institutefor Educational Sciences to integrate information about the environment into the curriculum. Student's book at the primary* Acting Director National Research Institute For Educational Sciences ( NRIES ), Ministry of Education, Lao P.D.R.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarlevel that is in "World Around Us" subject and in the secondary level gain environmental knowledge through general naturalsciences and biology subject.
At the University level teaching of environment related subjects occurs at both the diploma and Bachelor of Sciencelevel. Besides, such activities have place also at non-formal and informal education and among mass organization at village
and district level.

EE in the Teacher education
Teachers play an important part in the environmental education of primary, secondary and higher education. Teachers
who add environmental knowledge in their relevant courses as well as instructors in change and skill, and the ability toteach environmental knowledge of teachers definitively influence the environment quality and effects. At present time in
Laos is lack of teacher education and professional development in environmental education is a major matter.
In the Teacher Training Colleges and pilot school we are promoted of teaching environmental education to familiarize
teachers and educational administrators with the different aspects and problems of the environment and to make them aware
the impact of deforestation and pollution the quality of life and to enable them a basis to incorporate environmental education
effectively into their respective teaching and learning activities.
The scope of environment teaching and learning are:
- Recruitment of consultant in environment education.
- Carrying out environment education training needs.
- Developing of training packages.
- Development and revision of the existing curriculum and textbooks on environment education in teacher
education.
- Training of core team at provincial and Teacher Training Colleges levels.
- Training of teacher trainers, educational administrators on environmental education.
- Training of teachers in pilot and practicum schools.

Waste - Econ Project
Since the establishment of Lao PDR, the Government has given the importance to the integrated waste management
and has recognized that there is the negative effect to the human health, culture and Environment. On the contrary, if we canwell address this issue, it will create the favorable condition for the promoting the natural beauty, the cleanliness of the cityand community as well as the whole economy and society. So far, In addition to the mobilization of the public to deal with thewaste management based on their capacity and conditions, the Vientiane Capital has received the technical assistance fromJapanese Government in order to make the study on the waste disposal and management.
Actually the Vientiane Capital is in the process of implementing the integrated waste management project in the urban
area. The dumping area at Kilometer 18 has been rehabilitated and finished in 1997. and then in 2000, under the assistance㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarof NORAD through UNDP we have initiated the waste management project in 4 secondary towns namely: Luang-Prabang,
Thakhek, Savannakhet and Pakse such project has the following objectives:- Develop the strategy for the waste management in 4 towns in a sustainable way.
- Increase the knowledge and understanding of the local community on legal aspects of waste management andappropriate implementing mechanism.
- Institutional and human resource capacity building on waste management.
- Implementation of waste disposal and incineration in an effective manner.
- Study on the possibility of reuse, recycle of waste production of organic fertilizers.
The project activities have been well implemented in various places such as:- There was the survey of the dumping areas according to the hygiene principles and not harmful to theenvironment of 4 towns.
- Creation of Landfill in each town according to the minimum technical standard.
In addition to the public relation activity has also initiated in order to promote the well understanding for the local
community and institutions for the active participation to the waste disposal, management and recycle. The environmental
protection law has been disseminated at the community level. In the future there is a need to deal with the Environmental
Audit which is also an important issue that need to be addressed.
According to the needs for solving the problems as far as the waste management recycle and legal aspects areconcerned, we can say that we are at the initial stage, a lot of things need to be done, the understanding of waste
management at the community legal still low and many areas waste problems still exist and can not be solved.
The waste - Econ Project has the objectives for the training of staff on the awareness for using waste as an economy,
the separation of wastes for reuse, recycle and making compost. In fact we can create jobs and can contribute for the poverty
alleviation.

The Waste-Econ project
Lao PDR Waste-Econ project presents a lot of importance for promoting the environmental protection and sustainable
development. The project activities are:• Training course on Waste-Econ• News letter and publication• Teacher training workshop• Teacher training manuals• Special workshop for curriculum development• Master degree study(02 persons)• And pilot project implementation such as:
Title: "Waste separation and making compost of organic waste"• Making compost of organic waste : By using EM technology, By using BE solution, As usual, Soil analysis and㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Market survey.
• Waste separation: Survey of waste component (wet season and dry season), Interview of venders such as venders offresh vegetable and meat venders, And other people who are living near the market.

Conclusion
In view of the well implementation of the project, and promote the public awareness on waste economy we need to bevery active and need to exchange of views and experiences in a fruitful manner and open way.
If we can solve the waste issue in the future we shall also address for enhancing the beautiful public parks, clean roads,
as well being of all people which are the goals we want to achieve.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Principles and Practice of Environmental Educationfor School Children in Malaysia
Tengku Adnan Bin Tengku Awang*

1.0 INTRODUCTION
Malaysia has a total land area of 303, 752 sq. km consisting of Peninsular Malaysia with an area of 127, 560 sq. km(42%) and East Malaysia in West Borneo with an area of 176, 192 sq. km (58%). It has a total population of about 23 million.
The topography consists of about one-third of hill land in the central region. The climate is hot and humid with a high solar
radiation. The mean monthly temperature is 27°C and the yearly rainfall exceeds 200 cm.
About 65% of Malaysia is covered by tropical rainforests of highland, low and mangrove forests. There are nearly 30
different types of natural habitats which house a very large number of different flora and fauna species.

2.0 ENVIRONMENTAL EDUCATION PROGRAMME
Environmental Education (EE) is an educational process about, for and through the environment to upgrade theliving standards of the people. The environment consists of all the physical, social, economic and political factors which
are interrelated and affect the well-being of the people. It aims at improving the quality of life people and the quality of theenvironment with importance placed on sustainable development
through an understanding and wise management of all the natural resources.
2.1 Aim
The aim of environmental education is to create a society that is sensitive and cares about environmental
issues and at the same time is knowledgeable, skilled and committed to act as individuals or as a group to solve
environmental problems.
2.2 Objectives
Environmental Education enables students to:
2.2.1 gain experience, knowledge and basic understanding about the environment and its problems.
2.2.2 be sensitive, aware and caring about the environment and problems related to it.
2.2.3 have a positive attitude, value and love the environment and be motivated to be actively involved in
the preservation and conservation of the environment.
2.2.4 understand that national development should only be undertaken with careful planning.
2.2.5 acquire skills needed to identify and solve environmental problems.
* Curriculum Development Centre, Ministry of Education, Malaysia㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

2.2.6 be given the opportunity to be actively involved in solving environmental problems.
2.3 The Status of Envoronmental Education
Environmental Education is not taught as a subject but elements of environmental education are infused
across all subjects in both primary and secondary schools.
2.4 Environmental Education Content
The elements of environmental education asross the primary and secondary school curriculum are as
follows:
2.4.1 God is the Creator of the Universe and All Living Things
2.4.2 Earth and the Universe.
2.4.3 Non-Living Things and Natural Resources.
2.4.4 Living Things and Their Environmental.
2.4.5 Interaction between Man, Animals dan Plants.
2.4.6 Management of the Environment.
• Renewable and Non-Renewable resources.
• Human activities and their effects on the environment.
• Environmental issues, problems and solutions.
• Population and related environmental problems.
• Importance of conserving the environment.

3.0 IMPLEMENTATION STRATEGY
3.1 Among the strategies adopted by the Ministry of Education are the following:
3.1.1 EE is infused across the school curriculum.
3.1.2 Advocation of spiritual, moral and student-centred approaches in the teaching and learning of EE
using environmental education learning stations that can easily be set up. Schools are encouraged to
set up EE learning stations in the school compound and also in the surrounding areas. These stations
are set up for the purpose of practical work and hands-on activities. For example, at the Stationof Plants, student compare and contrast leaf shapes and bark texture for identification, ect. The
learning stations that can easily be set up in the school compound include:• Station on Various Types of Pollution• Station on Plants• Stations on Animals• Station on the Uses of Various Types of Energy• Station on the Recycling of Waste Materials.
3.1.3 Teaching and learning methods that are student-centred, fun and interesting and these include
practical work, investigations, experiments, projects, study visits, games, demonstrations, discussion,
etc.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

3.1.4 Evaluation and monitoring to ensure the success of the environmental programmes carried out in theschools.
3.1.5 Preparation of EE materials to be used in primary and secondary schools such as:• Teacher's Guide Books on the Infusion of Environmental Educations Element Across the Primary and theSecondary School Curriculum.
• Marine Education Kit (in collaboration with Deparment of Fisheries).
• Greening of Schools (in collaboration with World Wild Fund for Nature Malaysia).
• Translated version of Mobius Curriculum : Understanding the Waste Cycle (in collaboration with United Motor
Works Malaysia).
3.1.6 In-service teacher-training courses on EE for resource teachers EE is a compulsory subject to betaken by trainees in teacher-training colleges).

4.0 SUPPORT PROGRAMMES AND ACTIVITIESIn the Malaysian Development Plans, all the organizations in the public sector are required to give emphasis
on EE and on sustainable development which has to be taken into account is also encouraged to follow suit.
Various agencies both from the govermental and non-governmental sectors as well as inter-governmental
cooperation have come in support of the EE in Malaysian schools.

4.1 Government Agencies
4.1.1 Department of Environment (DOE), Ministry of Science, Technology and the Environment.
a)Environmental Awareness Camp• This is an on-going activity for school children

14 - 16 years of age.

• DOE's modules cover seven ecosystem of forest, highland, riverine, marine, organic farming, plantations
and urbanization.
• 3,200 students have participated in 80 camps held all over Malaysia.
b)

WIRA ALAM project• Emphasize on the involvement of school children in protecting and preserving the environment.
• This project is divided into three categories that is:(i) WIRA ALAM DIRI ( Knowledge and self awareness)(ii) WIRA ALAM KOMUNITI (Community Activities)(iii) WIRA ALAM (Nature Activities)c)

PRIAS (Scrap Book Competition)• Emphasizes environmental issues.

d)River Watch Programme• To educate and instill awareness among school children on the importance of rivers.
• Participating schools have to submit report of analysis on water quality of selected river twice a month toDOE. Based on the results. DOE will identify rivers that are clean, half-polluted or polluted.

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminare)Environmental Cadets / Brigade• A uniform group established in school to create environmental awareness on the significance ofconservation.

f)Environmental Themed Competition• Novel-writing Competition• Environmental Poetry Writing Competition• Inter-Varsity Environmental Debate• ASEAN Inter-Varsity Environmental Debateg)Environmental Materials• Production of Animation Series• Video clips• Documentaries• CDs on environmental songs• Era Hijau (Quarterly magazine distributed to all schools)• Posters• Pamphlets• Bookletsh)Training Programme• Environmental Awareness Workshop for selected teachers from each state. Teachers will then conduct
environmental champs at school level funded by DOE.

4.1.2 Department of Fisheries, Ministry of Agriculture
The Department of Fisheries give more emphasis on educating public awareness on conservation andprotection of marine resources in marine parks.
Marine Education Kit• With collaboration of the Hong Kong Bank Bhd. (HSBC) and WWF Malaysia, the Marine Education Kit
was produced to highlight the importance of Malaysia's rich marine heritage. This kit is a teaching aid
focusing on four marine habitats that are mangroves, seashores, coral reefs and oceans and seas.
4.1.3 Department of Wildlife and National Parks (PERHILITAN)• Nature conservation courses were conducted at all the three Nature Study Centres: Nature Study Centre
at Bukit Rengit, Lanchang, Pahang and Nature Study Centre at Kuala Atok, Taman Negara , Pahang.
• The main aim of these courses is to instill awarenss among the younger generation on the importance of
nature conservation.
4.1.4 National Institute of Public Administration (INTAN)• A workshop on "Managing Malaysia's Natural Heritage - Investing In Our Future" was conducted in April
2001. Students from selected secondary schools and undergraduated from the local universities attended
the workshop.
• In 2002, a workshop on Career Options in Biodiversity will be held for secondary school teachers.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

4.1.5 Dep rtment of Local Government, Ministry of Housing and Local Government.
• Book and Video on Rubbish and Your Life.
• Song on Recycling in three different languages (Malay, Chinese and Indian).
4.2 Non-governmental Agencies
4.2.1 World Wide Fund for Nature Malaysia (WWF Malaysia)• WWF sponsored 12 teachers to attend an environmental teaching course in United Kingdom, after which
the teachers assembled a handbook and resource kit to meet the urgent need for interesting teachingmaterial.
• WWF has provided technical support in establishing a model field center for environmental education.
• WWF has also conducted pre-service and in-service courses for teachers.
• Production of Resource Kits:(i) Marine Education Kit
In collaboration with HSBC and the Department of Fisheries.
(ii) Posters : Water Bird Migration, Greening of School, Green House Effect, Ozone Depletion.
(iii) Mobile Education Unit
The unit will visit a school daily by bringing the forest into the classroom through interesting slide
shows, films, videos and fun quizzes.
(iv) Fraser's Hill Nature Education Centre (FHNEC)This center was set up with the objective of inculcating a better understanding of highland forests,
their importance and the need to conserve them. The center provides visitors with information andprogrammers to enjoy the highlands of Malaysia.
4.2.2 Malaysian Nature Society (MNS Malaysia)
The educational initiatives of MNS can be outlined as:a)

Ex-situ approach - through outreach programmes such as schools' nature club, seminars andlectures, exhibitions, etc.

b)In-situ approach - through the establishmet of Nature and Research Centres in Forest ResearchInstitute of Malaysia (FRIM), Cameron Highland, Endau Rompin and Rimba Ilmu Environmental
Education Programme in University of Malaya.

4.2.3 Wetlands International - Malaysia Programme• Organised an intensive training course for Putrajaya Wetland Nature Guides a constructed wetland at
Putrajaya.
• Began developing of a wetland Education Camp Activity Pack Consisting of education modules for wetland
camps at the Tasek Bera as the first Ramsar site in Malaysia. Topics covered include general ecology, theconcept of sustainability, threats to the natural wetland ecosystem, water supply and wetland statistics.
• Wetland Education Kit
Distributed to primary schools in Bera District, Pahang Darul Makmur.
• Wetland Wonders
In collaboration with Hongkong Bank and the News Straits Times, publish a four-page supplement Wetland
Wonders on the last Sunday of each month.
㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

4.2.4 Hong Kong Bank Corporation (HSBC)HSBC Bank Malaysia Berhad's on-giong partnership with the Department of Fisheries Malaysia. Wetlands
International - Asia Pacific and other non-gonvernmental organisation such as WWF Malaysia enables the bank
to continue supporting various initiatives to protect Malaysia's marine environment for the benefit of present andfuture generations.
4.2.5 United Motor Works Corporation Sdn. Bhd. (UMW Corporation).
• In 1995 and 1996, UMW sponsored a workshop on 3R using 'The MOBIUS(r) Curriculum: Understanding
the Waste Cycle'.
• In 1997, 'The MOBIUS(r) Curriculum: Understanding the Waste Cycle' was translated into the national
language Bahasa Melayu and distributed to all secondary school.
4.2.6 Malaysia Newsprint Industries (MNI)
Malaysia Newsprint Industries Sdn. Bhd. supply world-class, premium grade newsprint based on recycling
old newspapers and magazines. MNI helps the environment by:• Organizing The Most Seccessful Paper Recycling Schools Competition. Most of the schools involved havesuccessfully collected more than 50 tonnes of newspapers.
• Recycling Programme in schools, offices, hotels, charity organization and local community.
• In collaboration with MNS, organized a teacher's Environmental Camp to demonstrate the significance ofpreserving nature.
4.2.7 British Petroleum Malaysia (BP Malaysia)
In collaboration with INTAN, Nature Education Course focussing on Biodiversity was conducted and funded
for school children in 2001. The main aim of this course was to instill awareness among the younger school
children in preservation and conservation of Malaysian Biodiversity. In 2002 Workshop on Career Option in
Biodiversity will be held for secondary school teachers.
4.2.8 Southern Waste Management Sdn. Bhd.
• A solid waste management company established in 1997 and currently based in Johore, the education
unit frequently give exhibitions and talks on recycling solid wastes to school children from 5 - 18 years,
undergraduates and to the local community.

5.0 International Cooperation
5.1. Danish Cooperation for Environment and Development (DANCED)
Bilateral relationship between the Danish and Malaysian Government was formalized through a signing ofa Memorandum of Understanding (MOU) between the Danish's Ministry of Environment and Energy and the
Malaysian's Ministry of Science, Technology and the Environment in 1994.
Project Proposal : Strengthening of Environmental Education in Primary and Secondary Schools in Malaysia.
The Pilot Project:• The pilot project will take place in two states involving 20 schools and three teachers from each school.
• The teachers will be provided with comprehensive training during the 3 years project period.
㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar• The training will be organized in monthly cluster session where new methods are introduced. The
teachers will then plan learning session and reflect on the outcome during the following cluster session
where additional competence is added.

6.0 LESSONS LEARNED
Since the implementation of EE infused across the curriculum and not as a subject, the support from various
sectors have been of great help in making EE interesting , exciting, fun and assist in making students aware of theneed to conserve the environment.
The cooperation has brought closer ties between both the government and non-governmental sectors intheir common goal to address the environmental issues in line with the aspirations of the Malaysian government.
Implemetation of EE especially in the co-curricular activities bears a high cost and the involvement of nongovernmental sectors help alleviate the financial conctrains. This has enabled EE to have a wider and better
coverage and higher participation of school children in Malaysia.
In terms of training and exposure to EE the assistance from experts in the environmental discipline havebeen a tremendous help in assisting teachers keep abreast with the current and latest environmental informationand issues.
Without doubt, conservation of the environment is a paramount importance for every nation in the world.
Therefore it makes sense for government and non-govermental agencies to work in tandem in these issues so as
to conserve and safeguard its natural heritage for its future generation.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Asia Pacific Research Seminar on Environmental
Education for Sustainable Development
Balaram Timalsina*

Nepal is a land locked mountains country located along the southern slope of the Himalayas. It is a small country withan area of 147181 square kilometers (14.7 million hectares) lying between 80°.4'-88°.12' east and 26°.22'-30°.27' north. It
ranges 100 meters in the south to 8848 meters in the north from the sea level.
A standard physiological division of this country is based mainly on an altitudinal variation. Nepal consists of one thirdof the entire length of the Himalayas where the Mount Everest (8,848 m), the highest peak in the world lies. According
to the census of 2001 Nepal has a population of 2,31,51,423 consisting of people of diverse social, cultural and ethnic
backgrounds. The census noted 102 social groups, recorded 92 languages out of which more than a dozen including thenational language Nepali are in active use among a significant size of the population section. The official language is Nepali.
The country is politically divided into 5 development regions 14 zones, 75 administrative districts. The local level
political body is municipality or village development committee. The smallest political unit is known as ward.

Formal Education System
The Nepalese education system comprises five years of primary education (grade 1-5 for 6-10 age groups) three yearsof lower secondary education (6-8 for 11-13 age groups) two years of secondary education (9-10 for 14- 15 age groups)
and two years of higher secondary education (grades 11-12). The structure of tertiary education consists of three years ofbachelor degree followed by two years of master degree program.

Educational development and present status
Over the five decades, the educational system in Nepal has successfully concentrated on increasing the access toschool level education although the quality of education is also government's prime concern. The following table shows thegrowth and present status of education in Nepal.

* Nepal National Commission for UNESCO, Ministry of Education and Sports, Nepal㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Note: A school running grades 1-10 is listed three times: as primary (grades 1-5) school, as lower secondary (grades 6-8) school and as secondary (grades9-10) school. That is why total school does not match with the sum total of primary lower secondary and secondary school.

Sustainable Development and Environmental Education
The United Nations general assembly proclaimed the ten year period from 2005 to 2014 as the United Nation's Decadeof Education for Sustainable Development. Governments around the world are invited to use the decade to integrate
education for sustainable development into their national educational strategies and action plans at all appropriate levels.
The government of Nepal has prepared and approved the Sustainable Development Agenda for Nepal. This agenda
aims to guide and influence national level planning and policies up to 2017 and the government is committed to translate
the ethos and the letters contained in the agenda. This document presents the sustainable development as "national resolve
to pursue happy, healthy and secure lives as citizens who lead a life of honor and dignity in a tolerant, just and democraticnation".

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The government set out some goals related to environmental education in the agenda for sustainable development.
They are as below:• Most of the nation's energy is generated from domestic renewable source, including hydro, solar, wind, as well assustainable harvested and cleanly burned bio-fuel.
• Land use is planned and managed at the local and national level such that resource bases and ecosystem are
improved with complementarity between high and low lands that forest biomass grows, that agricultural and forests
lands are protected from urban sprawl, and that biodiversity is conserved at the landscape level recognizing threats
from habitat fragmentation and loss of forest cover.
• A system of protected areas (including national parks and conservation areas) is maintained and further developed
to safeguard the nation's rich biodiversity. Local communities near protected are involved in both management andeconomic benefit sharing of the area. Domestic scientific expertise on global and regional environmental threats,
including climate change is developed to closely inform Nepal's foreign and domestic policy on those as well as tohelp adequately prepare form adverse consequences.
• Every citizen has adequate availability of forest products to meet his/her basic needs and also has the opportunity toenjoy aesthetic and spiritual experience in nature.
Sustainable Development Agenda for Nepal stresses a major departure from the current education system to ensure
happy and healthy society that leads towards a sustainable society.
Sustainable development is still a debated doctrine in spite of its being explained and defined in various international
forums including the earth summit. It may mean different things to different people. However, a common understanding
underlying the notion is that "humanity must take no more than nature can replenish". Nepali society and their culture havea long tradition of respecting this notion, especially in the harvesting of forest resources.
However the disparity among people and their relations in terms of economic development, consumption patterns,
and environmental pollution hinders sustainable development of non-industrialized countries. Widespread poverty, hunger,
diseases and illiteracy among people have contributed to cause environmental degradation and the loss of the earth's
biological diversity. The threshold to sustainable development is better to be sought in the process of educating the society
and imparting knowledge and awareness to the present generation. The type of education to address the problem ofsustainable development would need to integrate three main components; environment, society and economy.
Environment as resource for development would need effective conservation efforts.
Nepal has set aside over 18 % of its territory as protected area to conserve rare and threatened biodiversity.
Empowerment of people through community forestry program has illustrated environmental revivals of degraded area.
Economy of 80% people largly depends upon agriculture.
The Nepal Biodiversity Strategy 2002 and the Agricultural Prospective Plan 1995 seek to follow a developmental
model that is sustainable. But the path of educational development has not yet taken a course to contribute towards
sustainable development. The national conservation Strategy implementation Project (1989-1996) under the aegis of
the National Planning Commission and the World Conservation Union-IUCN for the first time identified "environment
education" as a priority area to support the goals and objectives of the national Conservation Strategy.
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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Environmental Education in School Education
Environmental problems can not be confined within a country but spill across its border even develop into a problem
affecting the region and the entire earth. Nepal is no exception to the environmental problems like greenhouse effect,
deforestation, soil degradation and desertification, atmospheric pollution, reduction in genetic diversity etc. The problem ismore serious in Nepal because of the high population growth rate and the worsening situation of poverty.
The environmental education recognizes the values and clarifies the concepts in order to develop skills and attitudes
necessary to understand and appreciate the interrelatedness among human his/her culture and biological surroundings.
Environmental education also entails practice in decision making and self formulation of code of behavior about issues
concerning environmental quality.
The goal of environmental education is to develop a citizen aware of concerned about total environment and its
associated problems and man should have the knowledge, attitude, motivation, commitment and skills to work together
or individually towards the problems. To solve the environmental problems, it is imperative that appreciation, respect andunderstanding of the delicate sun-soil water air organism complex be foster at the grass root level.
Bearing these facts His Majesty's Government has introduced incorporated environmental education in social studies
in an integrated way in primary level. There is compulsory subject in lower secondary and secondary level education as
well.

Environment related various topics and issues are integrated with other subjects like Nepali language, Social studies,

Health education and General Science etc.
Basic issues like pollution and contamination of land, water and air, conversation of biological diversity, degradation ofland and forest resources, natural hazards associated with the monsoon and mountain ecosystem, and global environmental
concerns like ozone depletion, global warming and climate change are the themes for the environmental education. Besides
it also deals upon population pressure and heritage conservation.
School children are given opportunity to deepen their understanding of the environment and energy issue and develop
respect for the environment. They are encouraged to develop practical skills and abilities to take actions voluntarily on
the conservation of the environment and make it better. Thus, great emphasis is placed on problem solving and hands-on
learning approaches.
Similarly, non-formal education packages are prepared for various training program in agriculture, forestry, tourism
and so on. Public awareness, programs are also conducted with various partners and non-governmental Organizations. The
informal environmental education programs to general public has been started by various Non-Governmental Organizationsand Government Organizations through various means such as the radio, television, exhibitions, seminars, study tours,
training camps, posters, magazines, newspapers etc.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

A Good Practice in School
School based environmental education program has been implemented in 16 different districts through the formation of
Eco Club in the country since 1994. There are currently 228 Clubs throughout the country. The objectives of Eco club are:• to raise conservation awareness among the students, teachers and youths• to encourage them to participate in the conservation of natural and cultural environment at local and national levels• to mobilize those students, teachers and youths to raise conservation awareness in the communities• to encourage students to share their knowledge, concepts, skills among their peers in the country and abroad and• to enhance students networking for the cause of environmental conservation, peace and harmony.
The Eco Club members carry out various curricular and extra curricular activities to enhance their knowledge on
environment and its conservation namely study tour, plantation, clean up campaigns, awareness campaign in the locality,
recycling and reuse of waste materials, various competitions like essay, quiz, poetry, sports, songs, etc.
Various environmental awareness programs like community mobile education and extension, audio/visual program,campaigns, board with conservation messages and street dramas are organized at local level to create awareness onconservation issues among the local communities.
On one hand, the school based eco clubs have been instrumental in disseminating strong message of Conservation on
the International Trade in Endangered Species of Wild Fauna and Flora (CITES) and species conservation across the country
and aboard. The clubs have become a good medium of peer learning and knowing each other at the participant level. The
clubs have created synergy among for enhanced cooperation for conservation.

Teacher Training Program
Before the change in school level curriculum some years ago, there was no existence of environmental education
as a separate subject. Therefore, most of the school level teachers who have been teaching in primary lower secondaryand secondary level had not studied environment education. To provide them content knowledge and teaching learning
methodology on environmental education, teacher training is the most appropriate way.
In order to improve the teaching learning situation in the country, teacher training programs have been given
prominence. Although, the government has had some success in setting up a national teacher training scheme, a large
portion of the teacher population is still untrained. With a view to catering for school teachers and addressing theirneeds, some teacher training schemes have been launched through which teachers are being trained. National Center for
Educational Development (NCED) is the apex institution for teacher training. Under its guidance and program following
institutions conduct the teacher training program.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

There are two modes of training program in the country:• Face to face mode and• Distance mode
DEC broadcasts its training program through radio. On the other hand there are nine PTTCs throughout the country
and the trainee teachers go there to receive training from various districts of the country. Both the institutions assess thetrainee through exam at the end of the program and announce them pass or fail. The teachers who succeed are considered
trained. And other remaining institutions provide short term refreshment training. The NCED co-ordinates these training
programs.
All these training institutions have been running training for primary lower secondary and secondary level teachersin which environmental education is also included. Mainly in training packages environmental issues such as population
growth, pollution, environmental degradation, conservation of biodiversity are included and knowledge skills and attitude onthese important aspects to teacher are given in the training.

Community Participation in Environment Education
Social and human development should go along with economic development and sustainable environment. This meanssocial development, economic development and environmental management should go ahead in an integrated approach. For
this, community involvement is an inevitable. Following activities are being done with the involvement of local community:• Conducting health and sanitation awareness programme, and toilet construction• Running non-formal adult literacy class, often focused on women in the community and usually linked withpractical training• Construction of irrigation ponds to retain water from monsoon for the dry season• Green enterprise development, such as commercial plantations to produce bamboo, grass, valuable cash cropsthat also serve to protect vulnerable micro-watersheds• Formation of forest user groups and providing them responsibility to preserve their own forest• Classes on environmental education in the community level• School management Committee (SMC) and Parents Teachers Association (PTA) are also involved inpreservation and protection of environment in their surroundings.

Challenges for Education for Sustainable Development
Sustainability is not easy concept to follow. It involves economic, social, cultural and environmental issues. The㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminargovernment, various INGOs NGOs, and Civic Organizations are doing a lot in environmental issues in the country. However,on the path of sustainable development there may be so many challenges which should be faced. They can be summarized as
below:• Teachers lack adequate knowledge and skills on conservation and sustainable development. To train teacher
in formal sector and local communities in non-formal sector requires more time as the term "sustainable
development" is not common and well-understood by the communities. Some aspect of environment is provided
in the national curriculum, but the approach is not coherent and does not cover the wider range of sustainable
development.
• Education for Sustainable Development has not been clearly reflected in the formal education system. Local
efforts and initiatives in isolated areas may require more time and resources for promotion in school.
• Most schools lack the sufficient resources and materials on conservation and sustainable development• School in local levels do not have sufficient budget to carry out desired activities• Developing local capacities and demonstrate sustainable development principles in action through an integrated
approach, incorporating gender sensitive social, economic and environment linkages is also a challenge.
• Poverty is one of the serious threats to the environment.
• People are less aware of conserving the environment of their surrounding.
• Insufficient reward system to the people who works in the field of environment education

Conclusion
Environment as the resource for development would need effective conservation efforts. Development becomessustainable when people develop the sense of ownership and fulfill their needs without destroying the resource base.
Development that meets the needs of the present without compromising the ability of future generations to meet their own
needs is the motto of developmental policy of the government of Nepal.
The need of education to improve agricultural productivity, to improve sustainable harvest of forest and vegetationseasons, to reduce population growth rate, to enhance environmental protection, to reduce ecological hazards and to raise
the standard of living is widely acknowledged in Nepal. Environmental education is one of the important subjects which is
being run in formal and non-formal education sector in the country to make the people aware of nature and skillful to use thenatural products.
Although, government has formulated and implemented so many policies and programs, there are various challenges
on the way of achieving the goals of sustainable development. On this difficult path slowly and steady Nepal will win therace.
Thank you!

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Environmental Education/Education for
Sustainability
Barry Law*

Section A: Describe the national policy of environmental education/ education forsustainable development
In New Zealand education for sustainable development has been addressed through the concept of environmental
education and learning and education for sustainability and is identified as a policy strategy in many national and local
government, business, and private sector documents.
Sustainable development in New Zealand is viewed as "a process rather than an end result" (Ministry for theEnvironment briefing papers). This view is also grounded in ecological sustainability and "aims for efficient use of resources,
environmental preservation and a just and equitable social order all at the same time" (Ministry for the Environment briefing
papers). Currently a Strategic Policy Group within the Ministry for the Environment is providing a scoping paper to explore
the key elements that are necessary for sustainable development to be made operational in public policy. However, there
still remains some confusion in New Zealand regarding the role of education, and in particular environmental education inteacher education, as an effective strategy for meeting some of the aims of sustainable development.
There are three major initiatives that promote education as an effective strategy for sustainable development.
These have occurred at the Central Government level through the formation of a cross sector environmental education
coordinating group 1999-2001 (Ministry for the Environment), the Ministry of Education environmental education
professional development contract June 2000 - June 2003 and the environmental education coordination contract with School
Support Services 2003-2005. These three initiatives have established a framework to assist with the effective coordinationof education activities across all sector groups (local government, formal education, community groups, NGOs etc.).
1a

The role of education in the national strategic plan for sustainable development
The Ministry for the Environment, Ministry of Education and Ministry for Local Government accept thatenvironmental education (EE) is a key strategy within the broad framework of sustainable development. All three Ministries
have become more proactive in this area over the last six years. Consequently, they have begun to address environmental
education (education for sustainable development) in policy documents and in some aspects of practice. However, while acommon approach to environmental education between the three Ministries has begun to influence the direction of policy
documents related to sustainable development there is still an urgent need to put many EE strategies into practice.

* Experimental and Environmental Education, Christchurch College of Education, New Zealand㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The Ministry for the Environment released the Government's strategy for the environment in 1995. 'Environment
2010' provides New Zealand with a management strategy for addressing environmental concerns. The document outlines a
six-part management agenda to "help achieve the vision of a clean, healthy and unique environment, sustaining nature andpeople's needs and aspirations."
The six parts of the management agenda are:1.

Integrate environment, economic and social policy

2.

Establish a coherent framework of law

3.

Sharpen the policy tools

4.

Build up the information base5.

Promote education for the environment

6.

Involve people in decision-making

Part five 'Promote education for the environment' outlines four proposals for action:• National approach• Guidelines for schools• Tertiary education programmes• Community education policies and action plans that acknowledge their roles.
Three of the above four proposals for action have been addressed in the last six years. A National strategy forenvironmental education was written by the Ministry for the Environment in 1998. This document Learning to Care for
Our Environment: A National Policy on Environmental Education clarifies an understanding of EE for all sector groups. The
main aim of EE is "to encourage environmentally responsible behaviour and informed participation in decision-making bypromoting environmental education throughout the community" Environment 2010 Strategy p.57.
National approach
The Ministry for Education launched the Guidelines for Environmental Education in New Zealand Schools in August
1999. This document identifies EE as an investment for the future. The EE Guidelines highlight essential skills, increased
understanding of the environment, effective decision making and social action as critical tools to establish a sustainable
future.
"Education for sustainability is a new focus for education. It is a way of helping individuals and societies to resolve
fundamental issues relating to the current and future use of the world's resources. However, simply raisingawareness of these issues is insufficient to bring about change. Environmental education must strongly promote
the need for personal initiatives and social participation to achieve sustainability." EE Guidelines p. 8.
Guidelines for Schools
The EE guidelines for NZ schools support the national policy "Learning to Care for our Environment." The four
key concepts that underlie EE in New Zealand are: interdependence, sustainability, biodiversity and personal and social
responsibility for action. The concept of sustainability in New Zealand also recognises the special relationship of the Crown㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarwith Maori through the treaty of Waitangi and therefore the notions of hauora (total well-being and balance with nature),rahui tapu (conservation) and kaitiakitanga (guardianship) are key aspects of sustainable development. The EE guidelines forschools provides a framework and direction for schools and the assumption is that teacher education providers will address
this document within their pre-service programmes. The Guideline document clearly outlines that "the NZ curriculum
provides a context for developing teaching and learning programmes for environmental education. Schools will also have arange of policies and practices through which the aims of environmental education can be met. Such policies and practices
can be used to establish appropriate organisation, operational and curriculum objectives that promote a whole school
approach to a sustainable environment." (EE Guidelines, p.15). However, the 1999 EE Guidelines for NZ schools is only a
set of guidelines and doesn't carry the status of a formal prescribed syllabus. Currently there is no compulsion for schools to
adopt any of the ideas outlined in the guideline document. However, the science curriculum has the mandated achievement
aim: "In their study of planet earth and beyond, students will use their developing scientific knowledge, skills and attitudes
to investigate how people's decisions and activities change planet earth's physical environment, and a responsibility for theguardianship of planet and its resources" (SiNZC, p.106)
Over the past decade there have been major changes to the curriculum framework in NZ schools and a stream of new
requirements associated with assessment, funding, staffing, monitoring and reporting performance. This has placed pressure
on teachers, managers and administration staff as they constantly dealt with a raft of educational changes. Consequently,
environmental education has maintained its status on the very fringe of curriculum delivery in many schools. However,this is slowly changing as new initiatives are implemented. In June 2000 the Ministry of Education established a national
professional development programme for environmental education. This programme trained 75 national facilitators working
in 17 regional teams who facilitated over 40 two-day courses around New Zealand based on the Environmental Education
Guidelines for NZ Schools. This equated to approximately 380 schools and 700 teachers. However, this is a small number
given the total number of schools (2700) and total number of teachers (40,000).
More recent changes to the curriculum framework based on the curriculum stocktake (2001-2003) has seen theemergence of 'Education for Sustainable Development' as a new focus theme to be delivered across all learning areas/
disciplines. At this point in time ESD/EE learning outcomes tend to be addressed in isolation within separate disciplines.
This limitation makes it difficult for individuals or groups to gain the full picture of any issue and pursue any form of action
for the environment that considers skills, knowledge and attitudes and values in a holistic manner.
However, the national environmental education professional development programme and the environmental education
coordination contract has recently supported and promoted the development of courses that address "Sustainable Futures"at the senior (yrs 11-13). Currently 64 secondary schools are either delivering or writing courses (to implement at the startof 2005) that focus on education for sustainability.
Community education
The Ministry for the Environment supported local government initiatives in 1998 by allocating sustainable
management funding to write an Environmental Education strategy document for local Government and non-Governmentorganisations (NGO's) Environmental Education: A guide for programme providers. This initiative provided direction forcommunity education policies and action plans and acknowledged the role of local government in educating New Zealanders㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarfor a sustainable future. Local government in New Zealand has already established a number of key initiatives in education
for sustainability and they provide education programmes for schools, small business and community groups. Some of these
initiatives involve cooperative working relationships with other sector groups and this includes formal education providers.
Specific examples of these initiatives are outlined in Section B.
Tertiary education
While many universities provide environment related papers, the focus of these papers is often on knowledge
acquisition and awareness. Tertiary education providers have been slow to offer programmes that comprehensively address
ESD/EE in formal qualifications. Consequently, there are limited qualifications in the tertiary sector that specifically addresseducation for sustainability by linking biophysical, economic, cultural, social and political aspects together in a coherent
programme of study. Victoria University in Wellington is currently developing a programme that specifically addresses
education for sustainability.
In the late 1990's Massey University took the initiative to convene a series of meetings for tertiary institutions to
explore education for sustainability in relation to core programmes of study, organizational structures and operational
practices and while several tertiary institutions have adopted a more sustainable approach towards their operational
practices many have not followed through on the initial support this initiative provided.
There have been several attempts within teacher education to address the inclusion of core or optional papers inenvironmental education. However, numerous obstacles such as; the over crowded curriculum, funding constraints andtraditional practice have been cited as major limitations in establishing EE strongly within the current system of preservice delivery in teacher education in NZ. Opportunities for pre-service teacher education courses in environmental
education exist at Auckland College of Education (ACE), Massey University, Christchurch College of Education and Waikato
University's School of Education. In-service courses in environmental education are offered through the School Support
Services at Team Solutions ACE, Waikato University's School of Education, Massey University, Wellington College of
Education/Victoria University, Christchurch College of Education and Dunedin College of Education.
Massey University provides a Post-graduate Diploma in Environmental Education. The Christchurch College of
Education offers a joint Masters Degree in Environmental Education with Griffith University (Brisbane).
Significant influences on Policy in Learning and Education for Sustainability.
• Parliamentary Commissioners Office
The Parliamentary Commissioner for the environment (PCE) released his report "See Change: Learning and Educationfor Sustainability" (January 2004) that explores "how societies can learn to live in sustainable ways" (p.12). The document
highlights the critical importance of education in its broadest sense and the need for re-design in education across all sector
groups in New Zealand to bring about a fundamental change in thinking to achieve a sustainable future.
The purpose of the report "is to raise the level of debate about education for sustainability and to stimulate effective㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminaraction so that New Zealanders can learn to live in sustainable ways" (PCE, p.130). The document addresses the need for new
thinking and a shift in how we view issues/problems in order to implement action that brings about situation improvement.
A clear distinction is made in the document between learning and education.
Learning is viewed as: "a psychological phenomenon. It is a process in which people develop ways to see and interact
with the world around them" (PCE, p.13). Education is described as "a sociological phenomenon. It is more focused on what
educators (such as parents and teachers) do to facilitate learning in others".
The report clarifies the environmental dimensions of sustainability as:• "The life supporting process (ecological systems) that provide people with good quality air, water, soil marine life, anda viable climate. This is essential for sustaining a world that humans and other species can survive and flourish in" (PCE, p.14).
• "Other environmental factors that contribute to people's quality of life. What people value about the environment isalways changing, but most people in New Zealand today enjoy living in a good quality environment" (PCE, p.14).
Thus, Education for sustainability is viewed as:
Education that is not simply about sustainability but "education that empowers people of all ages and different
backgrounds to contribute to a better future" (PCE, p.15). Thus, education for sustainability is characterized by such things
as: encouraging people to ask questions, challenging underlying assumptions, critical thinking, individual and systemicchange, redesigning systems and is grounded in a transformative process (PCE p.15).
The PCE's document covered seven major topics
1.

Introduction to education for sustainability

2.

People, places and pressures on sustainability

3.

Explaining education for sustainability

4.

Educating people for tomorrow today

5.

Further shapers in society

6.

Waste not, want not.

7.

Future directions

Significant areas of focus included in the PCE's document are:• Quality of Life
• Keeping an eye on the bigger picture• Developing capacity• Learning across society• Pursuing social marketing for sustainability• Being positive to cultural diversity
The Commissioners report is a brave document that is wide ranging and deals with many contentious issues related
to learning and education for sustainability. This document has the potential to influence our thinking and shape future
decision-making in a wide range of government and local body policy over the next few years.
㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Section B - Examples of 'Best Practices' in School Education
1. Ministry of Education.
a. Environmental Education Professional Development
The Christchurch College of Education was the successful tender for the national EE professional development
contract in 2000. This contract is a Ministry of Education contract that started in June 2000 and finished in June 2003.
The professional development programme involved three key initiatives. Firstly, it provided funding for the training of 75
national facilitators in seventeen different regions throughout NZ. A special Maori EE training progamme added another
18 Maori facilitators. The second initiative involved the national facilitators delivering regional training programmes toteachers. The regional training programmes provided a detailed exploration of the EE Guidelines for NZ Schools. The
professional development approach encouraged teachers to use innovative ways to address ESD/EE within their current
school programmes and it also challenged participants to consider alternative ways of designing new school programmesthat focus on ESD/EE. The third initiative identified teachers and schools that were committed to ESD/EE and provided
additional support and assistance for the school to become a pilot school. The focus of the pilot schools was to establish a
number of regional 'enviro schools' or 'model schools' that could demonstrate a balanced curriculum approach to achieving
education for a sustainable future. Many of the national pilot schools are now part of a national "Enviro-Schools programme"(see description of the enviro-schools programme below).
b. Environmental Education National Coordination - School Support Services
In January 2003 a national environmental education coordination team was set up throughout New Zealand to support
the professional development programme 2000-2003. Eleven full-time positions where allocated to the six School Support
Service providers. One national coordinator was established (.5) based at the Christchurch College of Education. The
remaining positions were allocated to the regional School Support Services providers. Currently we have 4 fulltime positionsat Team Solutions (ACE), 2 positions at Waikato University's School of Education, 1.2 positions at Massey University, 1.2
positions at Wellington College of Education/Victoria University, 1.5 positions at Christchurch College of Education and .6of a position at Dunedin College of Education. The regional coordinators are responsible for providing support for teachersand schools working in environmental education. The whole team meets twice a year to share new thinking and plan
new directions. This year the team is split into four working groups addressing research in EE, developing new teaching
and learning strategies for EE, developing NCEA achievement standards for education for sustainability and identifying
appropriate structures for disseminating resources. The team reports once a year to a national reference group to gain
feedback and provide guidance to the Ministry of Education..
2. Enviro-schools programme - Learning for a sustainable future
Creating a sustainable school
Enviroschools is a whole school approach to environmental education where students participate in creating asustainable school with support from their communities. Schools form an Envirogroup, create a Vision Map and undertake
environmental action projects that integrate the formal curriculum. The process is student-centred, allowing individuals
and groups to learn through exploring their environment, making decisions, designing, implementing and maintaining㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarsustainability projects.
An enviroschool becomes a model for sustainability, reinforcing the environmental education curriculum and providing
ongoing opportunities for student learning and action. Four key areas of school life are enhanced through this process:• Physical Surroundings - Ecological and participatory design of grounds and buildings.
• Operational Practices - Sustainable conservation practices in the day-to-day running of the school.
• Organisational Principles - Participatory and democratic school management.
• A Living Curriculum - An integrated formal curriculum that enriches school and community life.
A partnership approach
Enviroschools development is an ongoing process of participation and partnerships at all levels. The Enviroschools
Programme began as a Council/community initiative and is now governed by The Enviroschools Foundation which provides
facilitator training, educational resources, sharing opportunities and a strong governance and networking structure. Funding
for the national office comes mainly from grants and at the regional level from Councils and local Trusts.
At a national level the Enviroschools Foundation has a key partnership with the Environmental Education Guidelines
Professional Development Programme, currently managed by the Christchurch College of Education. This partnership is
crucial for the strategic direction of EE in schools nationally and for coordinating action to support schools in the regions.
Links are also being strengthened with the Department of Conservation, sustainable business networks and other agencies
to provide the cross-sectoral support that is imperative for sustainability education.
At a regional level facilitators and support people are mainly funded by Councils and some independent Trusts.
Schools are supported through either the three-year facilitated Enviroschools Programme or the Enviroschools Awards
Scheme, depending on the level of support in each region.
Further development needed
Sustainable schools have the potential to contribute to wide-ranging community benefits such as health and wellbeing, conservation, efficient urban infrastructure and increased community participation in local issues. Much has alreadybeen achieved to create this future. However, a secure funding base has yet to be established to enable the Enviroschools
Foundation to further strengthen networks and provide increasing support to regions. A number of components are in needof immediate development, including:• School facilitation of Maori perspectives of the environment,• sustainability educational materials in te Reo Maori,• facilitation of community mentor schemes,• increasing the momentum of the national Enviroschools Awards scheme, and• further support for the national Enviroschools reflection-evaluation process.
3. Local and regional government programmes that support school initiatives
A large number of community educators and local government organisations provide in-service programmes inenvironmental education for teachers and these include: Hamilton City Council (started Enviro-schools NZ), WWF-NZ, New㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Zealand Association for Environmental Education, Northland Regional Council, Auckland Regional Council, Environment
Waikato, Hawkes Bay Regional Council, Horizons Manawatu, Wellington Regional Council, Environment Canterbruy andSouthland Regional Council.
The Enviro-schools awards scheme developed by the Auckland Regional Council in conjunction with Enviro-Schools
New Zealand (Hamilton) and supported by the National EE professional development facilitators is an example of a
successful schools based awards programme. This programme provides an "incentive scheme for schools to become actively
involved in environmental education" that assists students and teachers to "undertake initiatives that make a real difference
to their communities" (Auckland Regional Council, p.2).
The purpose of the scheme is to encourage schools towards becoming a sustainable community incorporating
best environmental practices that will carry over in to home/everyday life. The guiding principles include sustainability,
environmental education, children's participation, respect for the diversity of people and cultures and Maori perspectives
and knowledge on the environment.
The award offers schools• an opportunity to make environmental education a central part of school life
• enriched and integrated educational experiences• an opportunity to develop young people's decision making skills• potential for financial savings• a chance to share ideas with other schools• access to a network of support agencies• a national award• an opportunity to become part of a global movement.
What it requires from the school• the support and commitment from the principal and Board of Trustees• a willingness to involve young people in planning decision-making and action• active involvement from teachers, parents and the wider school community• a willingness to take action and to commit to long-term change• a commitment to document the process towards creating a sustainable school environment• a commitment to explore the integration of curriculum objectives with school organizational principles, operational
practices and school ground management that reflects a sustainable future.
The award is based on meeting established criteria in four key areas of school life curriculum:• Organizational Management• Operational Practices• Physical Surroundings• Living Curriculum㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

There are three levels of attainment:
BronzeSilver andGreen-Gold
Criteria are established at each level covering the four key areas. At the bronze and silver level the award is school
monitored and documented prior to submitting to the council as evidence for checking and feedback. The green-gold award
is more prestigious and involves a school monitoring visit by a small group of assessors to make sure that the school has
embraced the principles of a sustainable school environment.
The Auckland Regional council also provides environmental education through their "Learning through Experience"programme for school within the Auckland region. The programme supports curriculum achievement objectives and is
supported by the Ministry of Education.
4. Collaboration and cooperation through a regional Environmental consortium.
Environmental educators in the Canterbury region of New Zealand have established a number of environmental
initiatives by working together in a consortium and sharing their knowledge experience and resources to develop
opportunities for schools. The consortium involves: Environment Canterbury, Christchurch City Council, Department ofConservation, WWF- NZ and Christchurch College of Education and the Canterbury Environmental Education Trust.
A school-based Road show for teachers outlines the opportunities, services and resources offered by each of theconsortium partners individually or collectively.
Specific programmes that involve collaboration include:•Coast to the High Country - A multi-day programme to gain first-hand experience of current environmental andsustainability issues facing the Canterbury Region. The environmental educator that facilitates this experience works withteachers, local government educators and DOC staff to customize each programme to suits the needs of both students andteachers.
•Learning through Action - Is an environmental education initiative that has twenty different programmes using
natural and municipal sites around Christchurch. The environmental facilitators work with teachers to design a programmethat best suits student's needs. Programmes focus on five key areas:• Streams, rivers and wetlands• Coastal programmes• Biodiversity and Geology• Water and Waste• Heritage and History㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar•Department of Conservation Super Sites programme - Department of Conservation educators provide resources andstaff to help teachers and students better understand conservation goals at the super sites that identify specific issues orhighlight effective conservation practices.
The Coast to the High Country programme often uses both "Super Site" and "Learning through Action" sites, including
local government educators to support the programme. This is an effective collaboration that provides a cooperative andsupportive educational programme. The Consortium meets on a regular basis and its members are also key members of the
New Zealand Association for Environmental Education.
5. Sustainable Business Partnerships with Education
Sustainable business interests are involved in supporting enviro-schools New Zealand by way of grants foradministration and staffing. "Untouched World Foundation" associated to the Snowy Peaks Group in Christchurch provides
funding support for the Blumine Island conservation project in the Marlborough Sounds. The Blumine Island project is a joint
venture between Untouched World Foundation, Department of Conservation (National Biodiversity), Christchurch Collegeof Education (Teacher Education for a Sustainable future) and South Island secondary schools (Practical experience throughstudent-centred learning). The programme is designed to provide practical field trip experience for selected students andteachers to draw together conservation, education and sustainable business practices. The students and teachers involved in
the field trips have supported enviro-groups back in their schools. As a result of the Blumine programme two of the schools
involved now have head students who hold environmental leadership roles and have responsibilities for informing the schoolon issues related to sustainability.
Summary of key strengths in environmental education in New Zealand include:1.

The development of effective partnerships between formal education, local govt, Community educators andsustainable business that provide new ideas and new thinking about educating for a sustainable future.

2.

An action based and student-centred approach to environmental education.

3.

A small shift in curriculum thinking that identifies education for a sustainable future as a new focus theme in the
recent curriculum stocktake (Ministry of Education).

4.

The development of NCEA courses at the senior secondary level that focus on sustainable futures (currently 64
secondary schools developing courses in this area of study).

5.

A strong national coordination team (11 fulltime positions) that facilitate regional in-service courses for teachers inenvironmental education across New Zealand.

6.

An innovative Enviro-schools Foundation and awards scheme that supports the concept of sustainable schools.
This programme supports the notion of sustainable schools where school grounds, operational, management andcurriculum are all part of the sustainability process.

7.

A strong national environmental education association (NZAEE) that provides networking, an organizational
structure, political support and conference opportunities for environmental educators.

8.

Research has been strong component of the EE professional development programmes in NZ. The NZ Council for
Education Research and the University of Waikato have completed an independent evaluation of environmental
education in New Zealand schools.
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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Section C - Challenges (Constraints and problems) faced in implementing current EE
programmes both at school and other levels of education
1.

An urgent need to re-examine the nature and structure of schooling in a more critical way to address environmental
education/education for a sustainable future in its broadest context ie, school organizational principles, operational
practices, school ground management and curriculum content. We are faced with a paradox, is education the
problem or the solution towards a sustainable future. At our current levels of un-sustainable practice and overconsumption it could be concluded that education is part of the problem. If education is the solution then it requiresa deeper critique and a broader vision for the future. Thus, a whole system re-design needs to be considered tochallenge existing frameworks and shift our thinking beyond current practice and towards a sustainable future.

2.

Teaching and learning in environmental education needs to move beyond a mechanisitic/transmissive approachto learning and adopt a more transformational process. Mechanisitic systems, processes and assessments are theproblem. Transformative systems, processes and assessments are a solution (Sterling 2001).
For example student decision-making needs to be a critical part of the education process (transformative)
rather than teacher directed decision-making (mechanistic/transmissive). The emphasis on learning should be
an integrative approach that has teachers as learners and learners as teachers rather than total focus on adults
teaching. Teachers and students should operate as a critical community of reflective thinkers rather than asfunctional learners'. Meaning and understanding needs to be constructed and emergent rather than given andlearning needs or be active rather then passive. Consequently the national environmental education coordinators
are currently developing materials that explore appropriate teaching and learning strategies for environmental
education.

3.

Assessment Issues. There are currently no achievement standards that specifically address cross curriculum
achievement standards for environmental education/education for a sustainable future. However the national
environmental education coordinators are currently addressing this issue.

4.

Lack of time in the current schooling system to implement action based projects that relate to issues ofsustainability. Many school-based activities don't go past thinking about identifying possible actions.

5.

The lack of status and support in schools for developing environmental education/education for sustainability
programmes makes it extremely difficult for interested teachers to get things started. The National Environmental
Education Guidelines for NZ Schools states that "the extent to which environmental education is incorporated
within the curriculum will continue to be determined by the board of trustees of each school" (Ministry of
Education/Learning media, p.5). Thus, environmental education is not viewed as a core component or essential
requirement of schooling, it is left up to the school community to determine to what extent they will incorporate
environmental education in to the school programme.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

6.

The delivery of environmental education (education for sustainable development) in New Zealand is still
constrained in both formal school education and in the wider community by the lack of a broad vision thatencourages collaboration and cooperation among all educators.

7.

The emphasis on literacy and numeracy in our education system continues without any acknowledgement of thecontribution of environmental literacy or integration between numeracy and education for sustainability. EE/EFS
provides a ideal context for teaching the 'mechanical' skills of literacy and numeracy.

8.

There are no ESD/EE requirements or specific outcomes identified for teacher education by central government
and therefore, very few teacher education providers have developed courses or acknowledged ESD/EE
components within pre-service or in-service programmes. The failure of many teacher education institutions
to re-orientate their programmes has been due to four key factors. Firstly, the widespread and rapid changes inthe education system over a relatively short period of time. Secondly, the autonomy held by teacher education
institutions over their own programmes of study. Teacher Education providers are not accountable to anyone otherthan market forces. Thirdly, the perceived role of some institutions in delivering only what schools want (training)rather than assimilating training with education programmes that challenge and re-orientate content and practicewithin schools. The fourth factor is a lack of commitment by managers in some institutions to support areas ofstudy that are not mandatory or part of the core curriculum.
The role of teacher education in ESD/EE is under review. Teacher education is identified in the current
agenda of the NZ sustainable development group as a key target area for change.

9.

Although indigenous perspectives of the environment are recognized as a crucial component of environmental
education and sustainability there is a lack of structure within many organizations and institutions to provide
support for this. More Maori educators and environmental education resources in te reo Maori are neededfor Maori students and teachers in schools. However, it is also essential to have people who can bring Maori
perspectives into mainstream education - widespread awareness and acceptance is necessary in order to bringabout the inter-cultural understanding necessary for sustainability.

Presently, there is an attempt to address some of these issues but, they tend to be further constrained by the lack ofan organisational and operational framework that outlines how specific outcomes will be achieved for each sector group
working in environmental education/education for sustainability in New Zealand. There is also no formal monitoring procedure
to check on whether specific outcomes for EE/EFS are being met in formal, local government or community education.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Section D - Country plans for the contribution of EE for the UN DESD
The National Commission for UNESCO-NZ's new education committee meets for the first time on February 3 2004 to
discuss plans for the contribution of EE for the UN DESD. Several initiatives have been identified but no formal discussions
have taken place to establish these in any official plan for the decade.
Current initiatives include:• Continuing to develop a research community in EE/EFS in NZ• Establishing a working group to explore effective teaching and learning strategies for EE/EFS• Developing NCEA assessment standards for EE/EFS in NZ• Continuing to develop partnership opportunities to model a cooperative and collaborative approach to EE/EFS• Developing stronger links between educators involved in EE/EFS and sustainable business.
• Linking with the IUCN CEC EE network on supporting the Decade of ESD 2005-2015.
There are many positive initiatives in New Zealand and a willingness by interested educators to collaborate to achieve
positive outcomes for a sustainable future. However, the biggest limitation is the lack of recognition for EE/EFS by someeducational managers/principal's in our current unsustainable schooling system.
This limitation is compounded by the notion that EFS is the responsibility of the formal education system - making
cross-sectoral collaboration very difficult.
Dr Barry law
Christchurch College of Education
PO Box 31065
Ilam
Christchurch
New ZealandPh 0064 3 3482059 ext 8369
Email barry.law@cce.ac.nz
Reference group
Heidi Mardon - Enviroschools Foundation
Chris Arcus - Ministry of Education
Pam Williams - Immediate Past President of NZAEE
Raiha Boyes - Hoaka Pounamu & Whakapiki i te Reo Maori CCE.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

References
Auckland Regional Council. 2002. Enviroschools Awards Scheme. Auckland: ARC
Enviroschools Foundation NZ. 2003. Strategic Plan. Hamilton: Enviroschools
Ministry of Education. 1999. Guidelines for environmental education in New Zealand Schools. Wellington: Learning
Media.
Ministry for the Environment. 2000. Briefing papers.
Ministry for the Environment. 1995. Environment 2010. Wellington: MFE
Ministry for the Environment. 1998. Learning to care for our Environment: A National Policy on Environmental
Education. Wellington. MFE.
Parliamentary Commission for the Environment (PCE). 2004. See Change: Learning and education for sustainability.
Wellington: PCE.
Sterling, S. 2001. Sustainable Education: re-visioning learning and change. Totnes, Devon: Green Books

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Philippine Response to the United Nations Decadeof Education for Sustainable Development
Merle C. Tan*

The quality of the environment and the quality of life are directly related. Human beings have the power to control
the quality of the environment. Too frequently the use of this power has a negative impact on the environment often to thepoint of irreversibility. Thus, the defense and improvement of the environment for intergenerational use and enjoyment has
become an imperative goal for all.
Society prepares its citizens to carry out their responsibilities through its education system. Education helps citizens
develop an awareness and sensitivity to the environment and its problems, acquire the knowledge and skills to perform
in society effectively, and foster positive attitudes and proper conduct towards the environment. This is the role ofenvironmental education (EE). All sectors of society are expected to contribute towards the attainment of the goals of EE.
It relies on partnership and cooperation of all stakeholders at the local, national and international levels.
This paper deals mainly with environmental education (EE) programs and activities for basic education and teacher
training

National & School Policies and Support on Environmental Education for ESD
In the late 60s, popular books such as Silent Spring by Rachel Carson, Closing Circle by Barry Commoner and Limits
to Growth by Donella Meadows aroused the environmental consciousness of middle class professionals and college students.
Soon after, Eugene Odum's Ecology became widely used in college biology and ecology courses. It was during these times
that agricultural production for self-sufficiency was the major thrusts of the government but was not sustained due tofertility reduction and soil erosion. Likewise, the effects of increasing deforestation were beginning to be felt as flash floods
and sedimentation of dams and reservoirs became more serious (ADB Philippines EE Report, 1992).
The National Pollution Control Commission was established also in the late 60s to monitor vehicular emissions andpollutive industries. Environmental awareness grew further with the creation of the National Environmental Protection
Council (NEPC) and the Natural Resources Management Center. In 1977, the Philippine Environmental Code waspromulgated directing the Department of Education (formerly DECS now referred to as DepED) to integrate environmental
education in the school curricula at all educational levels and for NEPC to conduct continuing educational campaign andtraining for the improvement of the environment.
With the creation of government agencies, schools also began offering environmental science and management* National Institute for Science and Mathematics Education Development, University of the Philippines, Philippines㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarcourses. Years later, the Environmental Management Bureau (EMB) was created out of the merger of the NPCC andNEPC. Its Environmental Education and Information Division (EEID) fully undertook the planning and implementation ofenvironmental education activities.
The Philippine Strategy for Sustainable Development was formulated in 1989 and EE was one of its 10-pronged
strategies.
A review of the state of EE in the country was done in 1991 to determine the existing infrastructure that supports EE,
policy formulation process, implementation arrangements, the role of government agencies particularly the DepED andthe Department of Environment and Natural Resources (DENR), coordination mechanisms, qualification of key staff, andadequacy of funding. The study also assessed the extent of coverage of environmental issues in the curricula at all levels
and in all subjects both in the syllabus and examinations as well as the extent to which these issues are effectively taught.
The scope and quality of textbooks and supplementary instructional materials including visual aids were also reviewed.
Furthermore, the study evaluated the capacity of DECS and DENR personnel to produce appropriate pupil learningmaterials and teacher resource materials as well as the readiness of teachers to provide instruction in basic education.
Finally, the review identified innovative activities at the basic education and teacher training level.
The results of the study enabled the researchers to identify major issues and concerns and made recommendations
concerning policy reforms, institutional capacity building, curriculum, staff qualification and materials development. Thus,
the National EE Action Plan (NEEAP 1992-2002) was designed. The Plan laid down a ten-year program for the systematic
dissemination of EE concepts and skills through the formal and nonformal education systems. This plan also operationalized
the EE strategy in the PSSD as well as the stipulations of EE embodied in the Philippine Environmental Code.
It major components are: curriculum and materials development, training, information and social advocacy, research,
institutional capacity building, and policy development and reforms.
Five years after the release of the NEEAP, pilot projects were implemented. One of the outputs is an EE Curriculum
Framework. This document describes the four dimensions of EE: objectives, learning strategies, experiences/activities forstudents and assessment and evaluation. Based on this framework, exemplar lessons plans, posters and comics with EEorientation were also prepared for different subject areas. In addition, four video materials on different titles were developedfor use in formal as well as nonformal EE activities.
A series of training programs on how to use the EE curriculum framework followed. The training was intensive in1999 to 2001 for basic education and higher education and was expanded to cover technical/vocation education in 2002.
EE promotion became more active in 1995 with the establishment of the network of 380 universities and colleges
nationwide called the Philippine Association of Tertiary Level Environmental Planning and Management or PATLEPAM.
Programs and activities of the association were based on the Philippine Agenda 21. Their activities also included in service
training of teachers at the basic education level.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Current EE Programs and Its Contribution to National Development
Current EE related programs are based on NEEAP 1992 to 2002. Some of these programs have been sustained.
Curriculum and Materials Development
EE is integrated into the formal curriculum of classroom learning and the organizational and operating proceduresof the school through its environmental management (or its informal curriculum). Science, Social Studies, Mathematics,
Communication Arts and Technology and Livelihood Education are taught with an environmental orientation. Textbooks andsupplementary materials have been developed and used in schools using environmental situations as context for concept
understanding or as applications of concepts in real life.
DENR provides updated information about the environment to different agencies, schools, and universities through its
publication of the State of the Philippine Environment as well easy to read materials on different environmental concerns
which could be used in schools. Video materials for specific environmental concerns like solid wastes, safe water, forest
conservation, and coastal zone management are also available.
The Commission of Higher Education (CHED) has revised its general education curriculum especially for teacher
education to include an EE-oriented subject. The National Institute for Science and Mathematics Education Developmentof the University of the Philippines (UP NISMED), the national center for science and mathematics education, develops
curriculum materials for students and resource materials for teachers. From the private sector, Miriam College Foundation
develops modules for use by member schools of the Catholic Education Association of the Philippines. There are manyother institutions doing similar activities.
Training
Inservice training programs of teachers include updating of their knowledge about environmental related issues andways of integrating these issues into the curriculum. Environmental integration is done not just to help teachers makeclassroom interaction more relevant and interesting but give them opportunities to develop higher order thinking so thatthey can pass on the skills to their students.
Recently concluded training conducted by UP NISMED, in cooperation with EMB DENR, focused on how to use theBreath Clean Air module series in secondary schools.
Other programs focus on technical training such as monitoring pollutants in bodies of water, air pollutant emissions ofvehicles, level of acid rain, and many others.
Training programs for teachers are organized not just by government institutions but also by professional teachersorganizations, business groups, and NGOs.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Information and Social Advocacy
The EMB-DENR takes the lead in producing advocacy materials. TV and radio plugs about air pollution, waterpollution, solid waste management, toxic and hazardous chemical waste management, unleaded gasoline, and theenvironmental crisis in general are regularly broadcasted. Posters about global warming, climate change, air pollution, waterpollution, endangered species, garbage, trees, and waste segregation are distributed as calendars. Popular competitions
aimed at increasing awareness and education of the public on general environmental related matters have been conducted.
These include photography contest on citizen participation in environmental protection, painting contest on global
warming, cross-stitch design contests on humankind in harmony with nature, television spot contest and poster making on
environmentally-sound development and the role of youth in the care of the environment in the new millenium. In addition,
T-shirt designing, Green Schools competition, environmental quiz, recycled products contest, and making scale models on
sustainable development have also been organized.
The local government units all over the country, organize yearly the Search for Cleanest Barangay (the smallest
political unit in the Philippines), to highlight the need for proper waste management and implement the Ecological Waste
Management program of the government as well as the Philippine Clean Air Act.

Challenges Faced in Implementing Current EE Programs at School and Other Levels of
Education
Interest in EE across the country is growing but good practice is not widespread. There are many activities goingon but these are not cohesive and unidirectional. Most initiatives still tend to favor nature conservation rather than themultidisciplinary concept of sustainable development and the holistic imperatives of a sustainable future. EE activities
are initiated by the DENR not by the DepED. The focus is on information and awareness-raising campaigns directed at
individual behavioral change rather than broader educational or sustainability goals. The lack of interest of DepED explains
why EE is often not a priority, especially as the curriculum is overcrowded. Moreover, EE concepts are usually not included
as examination subjects. The interactive and experiential teaching strategies of EE are in conflict with the traditionalclassroom practices that emphasize recall of content and examination performance rather than development of problem
solving and other higher-order thinking skills.
Instructional materials on different environmental problems/issues are available but in limited circulation. Oftentimes,
critics question the accuracy and bias of the information received by young people about environmental issues. Given the
scarcity of EE-related textbooks and support materials, children and the community get information (often sensationalized)
from inaccurate sources.
Many teachers attempt to integrate EE objectives and topics into their subject areas. However, the information
overload, coupled with the complex and continuously developing state of environmental knowledge makes it difficult forteachers to present a coherent and balanced picture of the nature of an environmental problem, especially if they are notadequately trained. Teachers need training in carrying out discussions on issue-based topics.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Local studies also reveal that the problems stated are intensified by the lack of support for EE by policy makers, school
administrators and teacher educators. Professional teacher organizations and nongovernmental organizations (NGOs) havenot been maximized in conducting in-service training on EE strategies. Media support as well as school and community
linkage are limited. Researches related to EE methodologies are lacking. EE programs are not sustained especially whenfunds are not made available
Moreover, the holistic and sometimes philosophical nature of EE, the variety of environmental problems/issues to bedebated on, and the different educational background of environmental educators make EE promotion sometimes difficultand challenging.
To address this concern, the use of core messages as unifying themes when doing EE in schools and communities is
encouraged. The core messages help learners recognize the connection between environmental quality and quality of life..
The core messages help develop environmental values applicable to any environmental problem or ecosystem - anytime,
anywhere. The interrelated unifying themes and the core messages (in italics) are summarized as follows:• Interconnectedness - Everything on Earth is connected to everything else.
What one does affects others, directly or indirectly.
• Biodiversity and Stability - The more diverse the ecosystem is, the more resilient is that ecosystem to change.
All life forms are important.
• Change - Changes continuously occur. There are changes that improve the quality of the environment; other changes
degrade it.
We have to avoid or prevent those changes that degrade the environment.
• Balance of Nature - Nature has it own laws to maintain and/or cleanse itself.
Nature is beautiful.
• Finiteness of Resources - Most natural resources are finite. Even those that are renewable are difficult to obtain or
they take hundreds of years to grow or develop.
Resources have to be used prudently and wisely so that future generations can also enjoy them.
• Population Growth and Carrying Capacity - A given ecosystem can only support a specific number of individuals at agiven time.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Population growth has to be controlled• Materials Cycle - Materials are neither created nor destroyed. They are only converted from one form to another.
Pollution occurs if the volume of the materials in one place is too much that the ecosystem's quality and usefulness
are reduced.
Recycling is following nature's conservation law.
• Stewardship and Cooperation - Humans are part of nature. They are not masters but caretakers of God's gift tohumankind.
Each person should practice responsible environmental behavior.
When the principles and core messages are internalized, these will lead to sustainable development.

Country Plans: Contribution of EE for the UN DESD
Late in 2003, the EMB-DENR organized a consultative workshop on the updating of the NEEAP in the light of relevant
national and international challenges, particularly the declaration by the United Nations, of 2005 to 2014 as the Decadeof Education for Sustainable Development. The new Plan "envisions an environmentally literate and proactive citizenry,
imbued with a sense of responsibility to care, protect and enhance environmental quality that is conducive to their well being
and supportive of the national economic development and unified in its pursuit of peace, social justices and equity in the useof natural resources".
For its mission, the new Plan aims to• improve the institutional systems, making them more relevant towards delivery of EE to all segments ofsociety;• mobilize resources and encourage more private and public investments and partnerships in supporting
programs for EE;• establish a critical mass pf committed environmental educators and practitioners who will spearhead the EE
movement; and• promote environmental ethics which will instill the right values and attitudes as a way of life among Filipinos.
For basic education and teacher training, priority targets for action, based on key issues in EE were identified:• To recommend the designation of a focal point in DepED and DENR and their regional counterparts tocoordinate the implementation, monitoring and evaluation of EE.
• To conduct an inventory of existing curriculum materials and related resources for basic education• To provide teachers with community-based lesson guides, tools and learning materials geared towards SD.
• To establish linkages with relevant institutions that could help in the acquisition of appropriate technologies andfacilities that will enhance EE.
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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar• To develop a monitoring and evaluation system for the implementation of the new NEEAP.
For tertiary education, the aims are• To improve the institutional systems, making them more efficient and effective in the delivery of EE at all levels• To mobilize resources and encourage public and private investments in supporting the programs forenvironmental education• To train a critical mass of competent policy makers, teachers, environment specialists and field workers whowill spearhead the EE movement• To promote an environmental ethic which will inculcate the right values and attitudes among the citizenry withrespect to environment
On policy, higher education institutions (HEIs) plan topush for relevant policies in the institutionalization and smooth implementation of key themes in education forsustainable development. On research and development, HEIs plan to i
dentify EE and SD methodologies and strategies in the curriculum as well as evaluate the effectiveness of EE
programs.
The proposed NEEAP (2004-2013) is a work in progress. As part of the consultation, the following questions are being
discussed:
1.

What do you need to help you expand education for sustainable development?

2.

From among the items mentioned in 1, what will you or your sector commit to do?

2.

What else will you or your sector commit to do?

The new NEEAP will make sustainable consumption and production issues central themes of environmental education.
"Education is humanity's best hope and most effective means in the quest to achieve sustainable development" (UNESCO,1997).
For more information on the Philippines NEEAP 2004 to 2013,
visit http://www.emb.gov.ph/eeid/neeapoutput

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Environmental Education in Thailand :Policy and Practice
Athapol Anunthavorasakul*

The Development of Environmental Education Curriculum in Thailand
Environmental Education is one of the new born fields in Thai education. It was included in the Thailand National
Curriculum for the first time in B.E. 2521 (A.D. 1978) in primary and lower secondary school curriculums. Three years later(A.D. 2524, B.E. 1981) it was put in the higher secondary school curriculum.
Environmental Education appeared in the curriculum not as a single subject, but as an integrative part in some core
subjects. In the two secondary school curriculums, Environmental Education was integrated with the content of scienceand social studies. In the primary school curriculum, it was a part of the life experiences which combined science andsocial studies together. The content of Environmental Education included natural system, environmental problems, andenvironmental protection.
In B.E. 2533 (A.D. 1990), when there was a revision of the national curriculum for all levels, the role of Environmental
Education in the curriculums changed as well. In the secondary school level, Environmental Education appeared as oneof the elective subjects in the science and social studies groups. The subjects that are considered a part of Environmental
Education are Environmental Education, Energy and Environment, and Environmental Science. In addition, Environmental
Education was integrated into geography courses in Grade 7-9 and Grade 11.

In the primary school curriculum,

Environmental
Education was a part of the life experiences. The content of Environmental Education that appeared in the primaryschool curriculum was as follows: (below)* Instructor and Environmental Educator, Faculty of Education, Chulalongkorn University, Thailand㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The national curriculum was revised again in B.E. 2544 (A.D. 2001) after the Educational Act was passed in B.E.
2542 (A.D. 1999). Content integration was the theme of the instructional practice in this curriculum. In this, the subject
matters are woven into

8 content subjects including Sciences; Mathematics; Social Studies, Religions and Culture;Thai; Foreign languages; Arts, Music, and Traditional dancing; and Health and Physical Education. In this curriculum,
Environmental Education was not included in any particular content subject; it was required to be integrated into all
subjects, especially in Sciences, Social Studies, Religions and Culture, and Health Education.
The integration of Environmental Education into the content subjects is accommodated well in the new curriculum.
Schools are required to use the subjects in the core curriculum as curriculum framework for developing their own school
curriculum. With this freedom, the schools can develop subjects related to their local environment, environmental problems,and local wisdom. In creating the school curriculum, the schools have opportunities to build learning networks and develop
the Environmental Education curriculum with local communities. This relationship between schools and community is
consistent with the community-based education approach practiced in several countries around the world.

The Government Policy and Support
The public sectors that play an important role in supporting Environmental Education in Thailand are theDepartment of Environmental Quality Promotion (DEQP), under The Ministry of Natural Resources and Environment; andthe Office of the Basic Education Commission (OBEC, under The Ministry of Education. The Office of the Basic Education
Commission has supported the integration of Environmental Education into the National Curriculum. DEQP has helped
support the connection among schools, institutions, public sectors, local community, and NGOs. Moreover, DEQP has helped
produce visual and audio media and printed materials as well as arrange educational training for teachers in the network.
During B.E. 2540-2544 (A.D. 1997-2001), the Department of Environmental Quality Promotion set the following
policies in regard to Environmental Education in their national plan. The policies targeted schools, educational institutions,public sectors, private sectors, and NGOs. These policies included the following: (DEQP,1997)(1) Administration and management of Environmental Education(2) Building an environmental information network for education(3) Education and training of Environmental Education(4) Developing Environmental Education instruction and activities(5) Non-formal Education in Environmental Education(6) Promoting the roles of mass communication and NGOs in Environmental Education(7) Developing physical environments of local communities(8) Doing research in Environmental Education(9) Producing and collecting Environmental Education materials(10) International collaboration for Environmental Education
The implementation of the policies created many projects that promote Environmental Education in all kindsof educational forums: formal, non-formal, and informal. One successful project that promoted the development ofEnvironmental Education was the establishment of the official Provincial Environment Education Centre (PEEC) in
provincial level. This project is a collaboration between the Department of Environmental Quality Promotion (DEQP) andthe Ministry of Education. The school that is selected to be the PEEC is the coordinating school for all the schools andother public and private sector groups in its province. The DEQP supports the centre with training, materials, and financial
㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarassistance. The Ministry of Education has a supervisory unit that helps the centre in each province develop the curriculum
for the schools in its network. To date there are 59 PEEC schools in Thailand. (Srisuk,2004)
Starting in B.E. 2545 (A.D.2002), the DEQP began making annual plans instead of four-year plans. At present the
department is in the process of making a long-term plan that will match the Thai government's commitment to the UN
Decade of Education for Sustainable Development (DESD).

Roles of NGOs and Collaborated Projects to Strengthen Environmental Education
NGOs have played an important role in developing Environmental Education in Thailand. With their efficientmanagement system, NGOs have built networks for collaboration amongst themselves, both domestically and internationally,
as well as between themselves and government. This has helped many Environmental Education projects succeed.
Examples of some successful projects include:(1) Magic Eyes Chao Phraya Barge Program (1992-present), Thailand Environment and Community Development
Association: TECDA (or Magic Eyes)
This program's primary aim is to provide unique and fulfilling experiential environmental education opportunities tostudents. It uses various activities and techniques to increase awareness and understanding between environment andhuman relationships within the Chao Phraya watershed. The main activities include a barge trip, land-based trip, and schooloutreach trip. Most activities focus on (1) Natural history and ecosystem studies (2) Thai culture and history (3) Natural
Resources (4) Environmental awareness & understanding. Each year approximately 9,000 people and over 65 schools andorganizations join this program. Past corporate sponsors of this program include: Caltex , Shell, and BP Oil, Toshiba andThai Plastic Chemical. (Retrieved January 30, 2004, from Magic Eyes Chao Phraya Barge Program Magic Eyes Chao Phraya
Barge Program Web Site: http://www.magiceyesbarge.org)
Apart from the barge program, Magic Eyes has another interesting project named "Dawn Project (Phase 2)" which is a
two-year (2002-2004) national energy conservation project funded by the Office of Energy Policy and Planning and supportedby the Ministry of Energy and the Ministry of Education. For Phase Two, 125 schools are encouraged to participate inenergy and environmental conservation school activities that reach out to the community. Magic Eyes is responsible fordeveloping a series of seven energy education activity handbooks designed with input from teachers. The handbooks assist
teachers and schools to integrate energy education and energy conservation practices into their curriculum; management
systems in turn provide them the tools to reach out to the community. (The Dawn Project phase 2. Retrieved January
30, 2004, from Thailand Environment and Community Development Association Thailand Environment and Community
Development Association Web Site: http://www.magiceyes.or.th)(2) The River and Stream Investigation Project for Youth : RSPY, Green World Foundation (1999-2002)
With funding provided by the Danish Cooperation for Environment and Development (DANCED) Denmark, this project
aims to enhance environmental education among participating teachers and students with special focus on monitoring thequality of stream water, while coordinating activities with local communities and raising their responsible attitude towards
their communities. In collaboration with 51 schools in the Ping River catchment area in Chiang Mai and Lumphun provinces,the main outputs of the project are (1) Co-ordination of a teacher and student network in the River Ping catchment area;(2) Production of the stream investigation package; (3) Investigation of issues related to local stream health by secondary
school teachers and students; (4) Sharing information among local communities; and (5) Dissemination of information
to the public and interested parties. (RSPY. Retrieved January 28, 2004, from Green World Foundation Web Site : http://
www.greenworld.or.th)㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar(3) The "Developing EE activities with community forestry participatory case study" project (1992 - 1996)
This project was a collaboration between the Ministry of Education and Regional Community Forestry Training Center
for Asia and the Pacific (RECOFTC). Its aims were to integrate the content of forestry-community management into school
curriculums. Eight primary and secondary schools in Chieng Rai and Lamphun, 65 teachers, administrators, and researchers
were involved. The main activities were training teachers (focusing on case study methods, using Participatory Rural
Appraisal :PRA) and networking schools, communities, and local GOs (such as supervisory units at the provincial level).
Since the project finished in 1996, school networks, which was the main outcome of the project, are still active and are
expanding to other schools in nearby areas. Forestry conservation is an interesting impact on communities that is occurring(Chuchart, Anunthavorasakul and Trinate, 2003)(4) Strengthening Environmental Education in Thailand Program: SEET project (2001-2004)
SEET is a collaboration project of MOE, DANIDA (Denmark), and five NGOs who actively work with the local
communities and schools in five provinces. These organizations are: Green World Foundation (GWF) in Chieng Mai;
Population and Community Development Association (PDA) in Khon Khaen; Thai Education Foundation (TEF) in
Chachoengsao; World Wide Fund for Nature (WWF) in Uthai Tani; and Good Governance for Social Development and theEnvironment Institute (GSEI) in Krabi. In each province,

7 primary schools and 2 secondary schools were selected toparticipate in the project, making a total of 45 schools. The targeted groups are all the teachers in the 35 primary schools
anda maximum of 20 teachers from each of the 10 secondary schools.
SEET's main activities are (1) In-service training on EE concepts and methods, targeting MOE central staff as wellas provincial and district supervisors, school administrators (heads) and teachers; (2) Development of an EE-related
database; (3) Development of a system for action research and formative evaluation of EE experiences; (4) Development
and dissemination of resource materials for supervisors, administrators and teachers; (5) National, regional and international
conferences for exchange of experiences in EE; and (6) Development of EE initiatives in individual schools and with otherorganizations and stakeholders. SEET will run until October 9, 2004. (SEET, 1999)
EE Networking for Sustainability: From schools to communities
According to the above policies and practices, the achievement of EE programs in Thailand depends on many key
factors (see Figure 1).

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The successful EE programs have four elements:(1) Cooperation among schools, NGOs, and local Local Public Sectors
Building a network of schools, NGOs, and local public sectors can significantly result in successful EE programs.
Schools' operational programs alone mostly face unsustainable achievement. On the other hand, schools which link to local
public sectors and NGOs have more chances to develop their programs. Most NGOs implement new ideas and innovations
that help develop an EE program. Local public sectors are influential in supporting or facilitating schools' work withsurrounding communities including other schools nearby.
(2) Community support
In many projects, we found that community links strongly strengthen the EE program, especially in communities whichhave worked together with their schools for a long time. Schools or EE projects that can help community agents understandEE and involve them to participate in developing and operating the projects will have a better chance of sustaining their EE
programs or projects.
(3) Roles and linkages between DEQP and OBEC
As previously stated, the cooperation between DEQP and OBEC to establish the Provincial Environmental Education
Centre (PEEC) is significant. At present, PEEC plays an important role to build an EE network at the provincial level
between schools, their local communities and DEQP. This network is used to communicate information, share experience,
and widely promote EE innovation to the 59 PEEC schools. At the same time, OBEC uses this network to support theeducational reform process that emphasizes Integrated Learning and collaboration within a local community. It can changea teacher's attitude about EE, that "EE program in schools is an extra workload for them", to be more positive. The schoolsthat closely participate with PEEC have more opportunity to create successful EE programs.
(4) Involvement of Teacher Education Institutes and Educational Institutes
At the project operation level, the involvement of teacher education institutes and educational institutes is very
important because of their staff expertise. The staffs in these institutes are expert in the education field. They can help
develop a training curriculum, produce teaching manuals and materials, implement innovation and ideas, and monitor andassist in the development of EE projects. This collaboration certainly strengthens the EE process.
In developing EE in Thailand, some constraints, obstacles, and problems should be considered. These include:(1) Lack of EE central organization
Even though DEQP and OBEC are both government organizations with the responsibility to promote and to support
the development of EE, they are under two different administrative systems. DEQP is under the Ministry of Natural
Resources and Environment, and OBEC is under the Ministry of Education. This causes problems.
To build a stronger, more efficient network, it is necessary to have a central organization manage the EE programs.
(2) The continuum of administrators in organizations and schools
For the simple reason that most schools are government organizations, they have continuously faced the problem ofadministrator rotation. Therefore, EE projects face the difficulty of losing knowledgeable people who are in charge. It takes
time for the new administrators to learn about the program. This rotation interferes with project development. If departing
administrators or staff can train their replacements, this inefficiency can be lessened.
(3) Lack of learning the experiences from one EE program/project to each otherSome schools participate 2-3 EE project from NGOs, PEEC, and MOE, but they can't link learning experience from
one to each other. For example; school A used to join in the Dawn Project phase 1 and then it involved to RSPY, they have㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarenough experiences and should play role as a leader in a new project but they still started over with new theme (which the
project focus on) and new approach. There are many workshops in each project, but the impact to some schools is possibly
same level of the achievement.
(4) Confusion about EE practices
One of the most important problems is the misunderstanding about EE instruction that some teachers, administrators,
educators, as well as EE project managers have such as; an integration approach, whole schools approach, community-basedlearning, utilizing of learning resource in nature and community, and etc.
(5)Too narrow a focus on formal education
Most EE projects only concentrate on schools or other formal education institutes. The EE network should be
expanded to cover other non-formal and informal education units.
The Challenging Mission
The Challenging Mission for EE in Thailand is "Action without a coordinated center". Even though building an EE
network between the public sectors and NGOs has occurred, it just lightly influence to strengthen EE or to broaden targets
involved in progress of Education for a Sustainable Development.

References
Chuchart Alisara ,Anunthavorasakul Athapol and Trinate Lawan (2003). Lesson Leraned from EE Avtivities in the
Ministry of Education: A stusy undertaken within the SEET Project
DEQP : Department of Environmental Quality Promotion> (1997). Environmental Education Mater Plan and Action
Plan (1997-2000). The Ministry of Science Technology and Environment
Sugree Lawan and Homsanit Thepwanee. (1998). Teacher Education for Environmental Development. Faculty of
Education Chulalongkorn University
The Educational Act 1999. (1999). The Ministry of Education.
Magic Eyes Chao Phraya Barge Program.(2003). Environmental Education Teaching Manual for Chao Phraya
Watershed. Thailand Environmental and community Development Association Strengthening Environmental
Education in Thailand Program (SEET) (2002). Project Summary. The Danish Ministry of Foreign Affairs,
Denmark and The Ministry of Education, Thailand㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Environmental Education in Wisconsin
Jennie Lane*

I. Introduction
Thank you for the opportunity to visit your beautiful country. You are such a great nation. I am very excited about
visiting with your people and learning about environmental education in your country. There is so much in Japan to see andlearn about.
In the United States (U.S.), I work in the Wisconsin Center for Environmental Education located at UWSP in theCollege of Natural Resources is one of the oldest university natural resources programs in the U.S.A. It is over 100 years
old. Presently, 2000 students have major areas of study in ecology, wildlife, forestry, soils, water resources, land use
planning, and environmental education. I have been with the WCEE since it began in 1990, I have a Master's degree in
Environmental Education, and I direct a program within the Wisconsin Center for Environmental Education, called KEEP or
the Wisconsin K-12 Energy Education Program.
In this paper, I will provide an overview of the Wisconsin Center for Environmental Education and how, through our
teacher education approach, we see to improve and increase the environmental literacy of Wisconsin citizens. The Wisconsin
program is considered to be one of the more advanced statewide environmental education programs in the U.S.A.

II. History or Rationale for Establishing Environmental Education
The history or evolution of environmental education in Wisconsin is similar to other states and the U.S.A. as anation. In the 1600-1900s, most education or activity related to the environment was directed at developing, harvesting, or
extracting natural resources from the environment for human use. Natural resources were viewed as abundant and evenendless in supply. Our agriculture practices did not consider how soil fertility could be depleted. We harvested wildlife andfish with no concern for the ability of these species to reproduce. We dumped waste into the air, on to the lands, and into ourlakes rivers, and streams without knowing these wastes would degrade the environment, kill other species, and ultimately,
have a negative impact on human health and the quality of life.
In the late 1800's and on to today, we began to see the impact of past approaches to resource use. Species of wildlife andfish were disappearing. Air and water resources were identified as polluted or unfit for humans or other species. One major
crisis, which swept across the U.S. in the 1930s, was the massive erosion of our fertile soils by wind and water as a resultof poor agricultural practices. Farmers were losing soil - the natural resources that provided them with the basic needs to* Wisconsin Center for Environmental Education, The University of Wisconsin-Stevens Point, U.S.A㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarsustain their lives. This period of massive erosion is now identified in our history books as the Dust Bowl Era. In addition to
depleting our soils, we had over harvested many of our forests. People were depleting the wealth of the land.
The general public was less aware of the large picture related to our declining natural resource base, but there werescientists, politicians, and business people who had the foresight to understand that this abuse of our natural environment
could not continue because it would lead to a decline or even collapse of our economic system. They understood that natural
resources or the environment is the basis of any country's economic prosperity and it contributes directly to the physicaland spiritual health of a nation.
A noted early U.S. philosopher was John Muir (late 1800s), who taught that the environment was part of our
spiritual well being. He ultimately founded the Sierra Club, which is very influential citizen environmental organizationin the U.S. Theodore Roosevelt, one of our early presidents (1901-1909) is credited with establishing a national policy of"Environmental Conservation" meaning we must use our resources "wisely" or conserve them so that present and future
generations will have them to support their quality of life.
Another influential scientist/philosopher/teacher in the mid 1900s was Aldo Leopold, a former professor at the
University of Wisconsin, Madison. He proposed and taught a concept called the "Land Ethic," which stressed the fact thatpeople are part of the environment and not separate from it. The following is a famous quote from Leopold.
The question is, does the educated citizen know he is only a cog in an ecological mechanism? That if he will workwith that mechanism his mental wealth and his material wealth can expand indefinitely? But that if he refuses
to work with it, it will ultimately grind him to dust? If education does not teach us these things, then what is
education for? (p. 210)
The teachings and policy positions of these historical leaders and others like them ultimately led to the acceptance by
the public of the environment as an important part of public policy. In the 1970s, the U.S. experienced the passage, by ourgovernment, of many environmental laws and educational programs aimed at protecting the environment. The passage ofthis environmental legislation is now recognized in our history books as a major social movement. Today the debate does
not question the need for protecting the environment, but rather to what degree do we protect it. Sustainability has become
the goal of environmental protection today in the U.S.A. That is, developing social systems that function while minimizing
negative impact on the environment and protecting it for the long term. By sustaining quality of the natural environment, we
will contribute to the long-term sustainability of our economy.

III. Development of EE in Wisconsin
Environmental education (EE) in Wisconsin's schools clearly was established as a response to the growing awarenessof environmental problems. It grew out of and ultimately includes three earlier education efforts or movements. The first
approach in the schools to EE was nature study (1500-present). This focused on studying the natural history of plants andanimals out of interest appreciation and to determine utility for human use. The next contributor to EE is "Conservation
Education" which developed in the early 1900s. Classes in Wisconsin schools were developed to educate students about wise㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

natural resource management practices; for example, agriculture practices that minimize erosion of soil by wind and water.
Conservation was taught mostly in specific courses for students that might be interested in fields like agriculture or forestry.
In the 1950s to present, ecology became an important area of study within our science classrooms. Ecology is the study of
how energy flows through and matter cycles within natural systems or ecosystems. In other words, how ecosystems work.
The process of environmental education evolved to include the concepts of nature study, conservation education, andecology. However, it places an additional emphasis on involvement of each citizen in preventing and solving environmental
issues. Wisconsin's definition of environmental education is as follows:"A lifelong learning process that leads to an informed and involved citizenry having the creative problem-solving
skills, scientific and social literacy, ethical awareness and sensitivity for the relationship between humans andthe environment, and commitment to engage in responsible individual and cooperative actions. By these actions,environmentally literate citizens will help ensure an ecologically and economically sustainable environment."

IV. The Implementation of Environmental Education in Wisconsin Schools
Environmental education was formally established in Wisconsin through two pieces of legislation passed by the state
government in 1985.
One piece of legislation or law requires that students studying to be teachers must receive formal university course
work in environmental education. The other piece of legislation requires that all 400 school districts in Wisconsin develop
curriculum for students that addresses environmental education. Each of these laws is more fully explained below.

Teacher Training Requirement
To become a teacher in Wisconsin, a person must attend and graduate from a four-year university teacher education
program. After successful completion of the university program, they are then certified to teach in Wisconsin's schools.
Certification may involve teaching one or two age groups. A teacher can be certified to teach 5-year old-13 year old students.
This is called "elementary school certification." These elementary teachers teach multiple subjects such as reading, math,
English, and social studies. The second area of certification is for teachers teaching 13-year-old students to 18-yearold students. This is called "secondary certification." Secondary certification involves teaching in specialty areas. At thesecondary level, teachers become specialists in teaching only math or only science and usually do not teach in multiple areas
as the elementary teachers do.
The 1985 law required that all elementary teachers and secondary teachers in the areas of agriculture, science,
economics, civics/government, and social studies receive university course work in the following environmental areas.
a.

Natural resources and their conservation;b.

Ecological principles;㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarc.

Energy in both biological and physical systems;d.

People-environment interactions, including;• a historical/philosophical review of such interactions,• implications of human population growth,• natural resource management,• the impact of technology on the environment,• the impact of the environment on physical and mental health;e.

The use of affective education methods to teach about the environment; andf.

The use of cognitive education methods to teach about the environment; andg.

Methods of teaching citizen participation skills.

The above areas were collectively called environmental education training.
Wisconsin has thirty-one university and college teacher certification programs. All of these programs are reviewed
on a five-year cycle to confirm that these environmental education concepts are being covered in their teacher certification
programs. If they are not covered, the particular college or university in violation could lose its clearance to have a teacher
certification program.
School District Curriculum Requirement
The second piece of legislation or law that established environmental education in Wisconsin schools required school
districts to develop curriculum or educational plans for implementing environmental education in the classrooms. The
requirement reads as follows:• Every school district must develop and implement a written, sequential curriculum plan incorporating instruction inenvironmental education into all subject area curriculum plans, with the greatest emphasis in plans for art, health,science, and social studies education.
There are 2,000 schools making up 400 school districts in Wisconsin. These districts are associated with particularurban or rural communities. There may be a few too many elementary and secondary school buildings within a district. Allof the school buildings within a district follow the district's classroom education or curriculum plan. The Wisconsin State
Department of Education provides guidelines, which strongly suggest what should be included in the more detailed district
educational plans. These state guidelines are called "Standards." For example, there are standards for mathematics, reading,science, and all the other subject areas taught in schools. Environmental education also has a set of standards (Wisconsin's
Model Academic Standards for Environmental Education, 1998). If a school district does not follow the suggested standards,
they could potentially lose their state funding, which supports about 60 % of their operation. The other 40% comes fromlocal/community taxes.
There are too many standards to list here and I refer you to Wisconsin Model Academic Standards for Environmental
Education, 1998 listed in the reference section of this paper. In general, the standards call for environmental education to be㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

integrated into the elementary and secondary level within the areas of science, agriculture, economics, civics, language arts,and social studies. All the standards can be summarized into the following categories.
A. Awareness & Investigation of Environmental Issues
B. Ecological Knowledge and Knowledge of Resource Management Practices Leading to a Sustainable Society
C. Knowledge of how citizens can participate in the prevention and resolution of environmental issues.

V. Support for Building Environmental Education in the Schools
Legislators/politicians did not feel that requiring environmental education in teacher certification programs and in
district curriculum planning was enough to establish or nurture the long-term development of environmental education in
Wisconsin. In 1990, the state government passed what might be called the Environmental Education Support Act. With thislaw, two statewide resources were established to help build environmental education programs in the schools. A Wisconsin
Center for Environmental Education was established along with a statewide coordinating body called the Wisconsin
Environmental Education Board. The structure and functions of each of these institutions is explained below.
Wisconsin Center for Environmental Education
The Wisconsin Center for Environmental Education (www.uwsp.edu/keep) was established to directly assist teachers
in the development of environmental education, and it was placed within the state University System.
The goals of the Wisconsin Center for Environmental Education are as follows:• To develop, offer and evaluate graduate and undergraduate credit courses in environmental education.
• To collaborate and develop partnerships with agencies, organizations and institutions on the development,
implementation, evaluation and recognition of environmental education programs to benefit the state of Wisconsin.
• To develop and conduct environmental education needs assessments and program evaluations.
• To develop and conduct environmental literacy assessments of Wisconsin's students and teachers.
• To maintain an environmental education resources center or library for use by educators.
To meet these goals, the WCEE has a staff of eleven full-time faculty/staff and 15 part-time faculty/staff. A brief
overview of programs that help meet the goals of the WCEE is provided below.
• An EE Masters Degree in Environmental Education Leadership for Teachers. This involves two years of advanced
study beyond the four years required for teacher certification.
• An EE Resources Library was established for teachers. It contains hundreds of EE curriculum and activity guides,
children's books, reference books, videos and other information that assist teachers in developing their classroom
activities. It is one of the largest EE curriculum collections in the nation.
• Enrichment EE courses are offered around the state for certified teachers. Over 80 courses are offered and about 1,200
teachers participate each year. Teachers in Wisconsin are particularly interested in taking university courses because㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

they must have an additional 125 hours of university instruction every five years to maintain their certification.
• On an annual basis, the WCEE facilitates a high school conference on the environment. Up to 300 high school
students (16-18 year olds) meet at a central location to discuss and present papers on environmental topics.
• Special Topic Programs are another area addressed by the WCEE. Programs in energy, wildlife, waters resources,
and forestry are available or are being developed. Generally, these curricula follow a similar structure. They containactivities that can be taught by elementary and secondary teachers. Activities relate to four areas: human need forthe natural resource, developing the resource, effects of developing the resource, and managing the developmentof the natural resource in a sustainable way. The energy program, the Wisconsin K-12 Energy Education Program(KEEP) started in 1995 and is described further below. A K-12 forestry education program (LEAF - Learning
Experiences and Activities in Forestry) started in 2001 and is modeled after KEEP.
Wisconsin K-12 Energy Education Program
The Wisconsin K-12 Energy Education Program (KEEP) is a comprehensive teacher education program that aims toincrease and improve energy literacy in Wisconsin. It accomplishes these objectives by helping teachers integrate handson, standards-based, energy education into classrooms. The cohesive KEEP package-Conceptual Guide, Activity Guide, andinservice course-takes teachers from "What is energy?" to "How can we manage today's energy use for tomorrow?" Nearly
1,800 K-12 teachers have participated in the KEEP inservice. In addition, KEEP provides networking, student involvement,
and funding opportunities. KEEP is funded through Focus on Energy and administered through the Wisconsin Center for
Environmental Education.
KEEP offers professional development opportunities, such as our introductory energy education course and an online
course that covers fundamental energy concepts. KEEP is developing follow up courses that focus on specific topics such as
renewable energy and school energy efficiency. KEEP provides teachers with resources, including the KEEP Activity Guideand energy education trunks will be available to teachers soon. Through the website (www.uwsp.edu/keep) and newsletter,teachers receive updates on energy happenings and events. KEEP is partnering with the Wisconsin Environmental
Education Board to offer nearly $200,000 in energy education grants. Finally, KEEP involves students in energy education
through a CFL fundraiser and works with the Midwest Renewable Energy Association (www.the-mrea.org) to coordinate
statewide events for students.

VI. Other Environmental Education Efforts in Wisconsin
Several Organizations have contributed to the development of environmental education in Wisconsin. These are the
Wisconsin Association for Environmental Education and the Wisconsin Department of Natural Resources.
The Wisconsin Environmental Education Board was established in the 1990 legislation as the second major support
mechanism for coordinating the development of EE in Wisconsin. Members of the Board represent various sectors of
Wisconsin's society. The Board has two primary activities it pursues to address its goals. It facilitates a $450,000 annual
grants program, and it has developed a statewide strategic plan for advancing environmental education in all community
sectors across the state. The second major pursuit of the WEEB is the development of a Statewide Strategic EE Plan.
㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

This strategic plan consists of a series of recommendations for improving EE in all sectors of Wisconsin's society. The
WEEB disseminates these recommendations and then uses its grant program as an incentive to encourage pursuit of therecommendations by various education programs in the state.
The Wisconsin Association for Environmental Education (WAEE) is described as a nonprofit professional organization
set up and run by the volunteer efforts of its membership. Membership dues or payments serve as the primary funding base.
The organization develops its own board of directors from its membership. Members include professional environmental
educators, agency personnel, schoolteachers and nature center educators. The goal of the Wisconsin Association forEnvironmental Education is to provide networking/sharing opportunities for environmental education professionals. The
WCEE sponsors annual statewide conferences for environmental educators where papers are presented on ways to develop
and improve EE in the state. Often WAEE leaders sit on other influential boards such as the Wisconsin Environmental
Education Board. Also, members of this organization are sometimes effective at influencing government and public policy.
This organization was, in large part, responsible for promoting the legislation that created the Wisconsin Environmental
Education Board and the Wisconsin Center for Environmental Education.
The Wisconsin Department of Natural Resources is the state governmental organization responsible for managing
natural resources and enforcing environmental laws in Wisconsin. They have a Division of Information and Education, whichplaces educators at natural areas and parks around the state. They are a primary source for information or publications
about the status or quality of Wisconsin's natural environmental. The Wisconsin Department of Natural Resources often
cooperates on various EE efforts with the Wisconsin Center for Environmental Education, Wisconsin Environmental
Education Board, and the Wisconsin Association for Environmental Education.
The Global Environmental Management (GEM) Education Center at UW - Stevens Point is a unifying concept,
program, and facility at the College of Natural Resources (CNR). GEM provides intercontinental learning bridges to build
a sustainable future. It will serve as an international model for training leaders who think globally and act locally to makea world of difference in communities in America and abroad in the 21st century. The Education Center intersects CNR'steaching, outreach, and research components. GEM programs focus on many critical environmental issues including
watershed management, smart growth land use planning, sustainable forestry, and sustainable energy systems. For more
information visit the GEM website at http://gem.uwsp.edu.

VII. Evaluation of Environmental Education and Summary
The Wisconsin Department of Education cooperates with the Wisconsin Environmental Education Board to periodicallyevaluate the level of environmental literacy of the state's students. This is done by testing student's knowledge about theenvironment and their attitude towards it. The Environmental Education Academic Standards are used as a guide for thedevelopment of test questions. In general, student environmental test scores have improved and the feeling across the stateis that all the efforts to improve EE are resulting in a more environmentally concerned public. The hope is that the public
will continue to build this concern for the environment into their day-to-day lifestyles.

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Summary
Environmental education in Wisconsin has developed in response to the awareness that the natural environment was
and is being degraded and polluted by human activities. Yet, humans are dependent upon the natural environment for astrong economy and for their quality of life. Wisconsin requires environmental education in teacher training programs andin school curriculum or educational plans. These requirements have been in place for close to fifteen years in Wisconsin.
To support the required EE in the schools, the state has provided resources in the form of a Wisconsin Center for
Environmental Education, a Wisconsin Environmental Education Board, and its environmental grants program.
As a result of these laws and resources, environmental education is becoming a basic part of Wisconsin's educational
system. The students' environmental literacy is increasing and we hope this will result in improved environmental
conditions for the short and long term. The goal of a sustainable society is becoming more and more a part of public policy.
Bibliography
EE 2005 A Plan for Advancing Environmental Education in Wisconsin. 2001, Wisconsin Environmental Education
Board, University of Wisconsin-Stevens Point, Stevens Point, WI 54481. Phone 715-346-3805
A Guide to Curriculum Planning in Environmental Education. 1994, Wisconsin Department of Public Instruction,
Publication Sales, Drawer 179, Milwaukee, WI 53293-0179. Telephone 1-800-243-8782.
National EE Standards. For Information on the following resources contact: NAAEE Publications Office, 410 TarvinRoad, Rock Spring, GA 30379 USA

Telephone: 706-764-2926 Fax: 706-764-2094 Web site: http://

www.naaee.org/html/pubintro.htm
Environmental Education Materials: Guidelines for Excellence.
The Environmental Education Collection: A Review of Resources for Educators, Vol. 1, 2, & 3.
Excellence in Environmental Education-Guidelines for Learning (K-12) Executive Summary & Self Assessment Tool
Excellence in Environmental Education: Guidelines for Learning (K-12)
Promoting Environmental Education--An Action Handbook for Strengthening EE in Your State and Community. 1994.
National Association of Conservation Districts, P. O. Box 855, League City, Texas 77574-0855
The Quiet Crisis and the Next Generation. 1988. Gibbs Smith, Publisher, P.O. Box 667, Layton, Utah 84041. Presents
an overview of the history of the environmental movement in the United States.
A Sand County Almanac. Aldo Leopold. 1966. Oxford University Press, U.S.A.
The State of the Natural Resources 2000. Wisconsin Department of Natural Resources, 101 S. Webster Street, Box7921, Madison, WI 53707-7921.
Wisconsin's Model Academic Standards for Environmental Education. Wisconsin Department of Public Instruction,
1998. ISBN 1-57337-067-3. Telephone 1-800-243-8782.
㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Stakeholder Anaysis in Developmentof Environmental Education (EE) and Education for
Sustainable Development (ESD) in Schoolsof Vietnam: New Approaches and Case Studies
Nguyen Hoang Tri*

Vietnam, like so many other countries in the world has adopted Agenda 21 and adapted it to the local reality ina National Agenda 21 with its 10 years strategy for social economic development (2001-2010) and poverty reduction
program. A set of Sustainable Development Indicators (SDI) is being constructed, in which the education development is
as vital indicator for SD of the country. There are some activities to link the implementation of the resolution establishinga UN Decade of Education for Sustainable Development (DESD) from 2005 . 2015, which commences 1 January 2005 and
UNESCO initiative of the decade of ESD through the development of EE national policies on school curriculum and /orteacher education programmes (MOET, 2003).
A new Government of Vietnam Project ‘Introducing Environmental Protection into the National Education System’ hasbeen implemented during 2000-2005. The National EE project was developed by four Ministries . MOET, MOSTE, MPI and
MOF . in response to Decree 36 (1998) of the Vietnamese Communist Party in relation to EE. Implementation of the projectapplies to all sections of the formal education system in Vietnam, from kindergarten to university and post graduate and it
covers areas like curriculum development, training and the development of materials with responsibility of the Departmentof Science and Technology within MOET (MOET/MOSTE, 2000).
The ESD is based on the idea that communities and educational system within communities need to dovetail theirsustainability efforts (McKeown and others, 2002). As community development goals, local educational systems can modify
existing curriculum to reinforce those goals. However, it is not easy to modify the conservative system, an initiative to
integrate the EE with more involvement of local environment into current curriculum and activities is encouraged (Tri N.H
and others 2002). In this paper, the case of mangroves in coastal zones is presented as ‘best practices’ for achieving the SD
at local level and national perspectives as a whole.

Pressure-Change-Response in education system of the transition economy
As one of developing countries having the highest rate of economic growth in Southeast Asia, Vietnam has a
growth rate of 5 . 7 % during the last decade. However it faces a combination of environmental problems and sustainable
development. It is also associated with economic and population growth, accelerating industrialisation and urbanisation,
trade liberation and rising real incomes. A long with economic development, there are a lot of problems rising from social
issues, changes of values, culture and tradition.
Requirements from economic development, keeping and remaining traditional values and combating social issues,poverty reduction are pressing on the education system. There are at least three times ‘Educational Reforms’ during last
five decades. The on-going reform is facing a big challenge in both philosophy and practice. Increased number of subjects is* Center for Environmental Research and Education(CERE), Hanoi University of Education, Vietnam

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarburdening school children with hard works and time.
Regarding the environmental problems and sustainable development, Vietnam’s forest cover has fallen from 43 % of
the total land area in 1943 to 30 % in 2000 for un-appropriate changes of land-use and patterns, especially mangrove forestsof 400,00 ha in 1943 dropping 150,000 ha in present days because of shrimp farm development. In urban areas, only 23 % of
the population is served by water-born sewerage waters. The general level of environmental awareness remains low and it
also contributing the degradation of the environment, especially young generations, they are decision makers in the future.
The EE in the schools of Vietnam was developed late 1995. This was fundamentally a knowledge-base environmental
study . simply building understanding about the environment and its problems. The UNDP-DANIDA EE project (1997-2004)
and National EE project (2000-2005) are beyond this, to addressing the fundamental causes of this problems rooted inhuman value and behaviour . politics, economics, culture, tradition, history and the physical environment- the exploration
and resolution of environmental issues in order to promote lifestyles that are compatible with the sustainable and equitable
uses of resources the basic requirement for sustainable development.
Among these, EE, training and awareness are most important in providing people with about and changing their
behaviour toward the environment. The development of environmental studies in Vietnam began in early 1980s, including
the elaboration of curricula, textbook development, trial teaching and teacher training. By 1991 the Vietnam National
Plan for Environment and SD was able to conclude that ‘various aspects of the basic environmental sciences are alreadyincorporated in the traditional education curricula in schools and colleges’.
A National Policy Statement on EE and National Implementation Strategy for EE were developed to provide anational framework and engender consensus for EE. The development process involved wide consultation nationally andinternationally and the participation of a range of national cross-sectoral interests. Practical involvement in EE by providing
students with opportunities for hand-on action through a ‘School Greening’ Program is producing immediate and highlightvisible results for students, teachers and community. A national campaign ‘Together for Green’ ‘World Environment Day’ isaimed at raising general environmental awareness in schools.
EE for the ecosystem approach which is rather than simple about environment includes institutionalisation, capacity
building and participatory educational methodologies to form the basis for ESD. They are practical and appropriate to theeducational reality at all levels in Vietnam.

Environmental Education in Schools
We accept that the introduction of EE into the conservative system of formal education is not easy because of involving
the recognition, changes of curriculum, materials, training courses and monitoring processes. The EE can be sustainable
when it is integrated into both formal system of education and community awareness. The stakeholder analysis is a tool
for looking at ‘who is who’ in a logical framework and implementation plan, especially decision making process relating the
introduction of EE into the educational system.
In the management sciences, a stakeholder is a person, organization or group with an interest in a decision. Stakeholder
analysis is a system for collecting information about groups or individuals who are affected by decisions, categorizing that
information and explaining the possible conflicts that may exist between important groups and areas where trade-offs may
be possible. By iterating the analysis over time, stakeholders may move from one category to another and vary in the degreeof influence and important they have. Thus, the stakeholder analysis may be a tool to monitor the changes and related
community-base education (see Table 1).
㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Table 1: Possession and importance of stakeholders in the integration of EE into educational system

Stakeholders

Degree of stakeholders' possession
Power

Decision makers ofnational policy andstrategy
School textbook
developers
Material developers
National /Provincial EE
supervisors

Legitimacy

Alwayshigh
Alwayshigh
IncreasingHigh

School principals

Increasing

Teachers

AlwaysExtremehigh

School students
Local associations
Education groups
Local communities
FamilyMass Media
Equipment supply

UrgencyMediumRelative important andinfluence to decisions
Influence Important
ExtremehighExtremehigh

Very highVery highVery high

High

High

High

Extremehigh
High

Extreme
high
High

High

Very highIncreasing
Increasing

High
High
Increasing Medium
Increasing Medium
AlwaysVery highIncreasing
MediumMediumMediumMediumHigh
Very highLow

During the implementation of the EE in schools project (1997-2004), it comprised interlinked interventions at threelevels within education system.
At national/provincial level, to assist the Government in developing a national policy and implementation strategy for EE inthe country as whole: The National Policy and Strategy document, Policy and EE action plan program for schools: 2001-2010 toprovide the guidelines for all EE initiatives approved by MOET. A system of 38 pilot provinces covering 8 geographical regions,
three EE Resources Developing Centres and National EE Certificate Courses for Teachers (6 courses with 126 teachers) havebeen developed for assisting the idea. A team of Provincial EE supervisors representing DOET, DOSTE and the Youth Union has
been established in each of the 61 provinces and training teachers, school greening and EE campaigns.
In formal education system, at the intermediate level, especially within the teacher education sector, it develops theEE guideline and materials and building capacity for EE within teacher training institutions throughout the country. Building
capacity in EE has been focussed in the teacher training sector, including EE Guidelines for Teacher Trainers and Users’
Guides (Patterns for Integrating EE Modules into the General Education System) for training teachers at the Primary,Lower and Upper-Secondary levels in several subjects.
A training VCDs based on the Teaching Modules for Chemistry, Geography, Biology, Nature and Society, Moral
Education, a team of Teacher Training EE Supervisors, a project Training Support Unit (TSU) of key facilitators, a systemof 9 Teacher Training ‘Nodes’ ( each with their ‘cluster’ of Teacher Training Institutions to support) and a comprehensive
Project Training Strategy have been developed to build the EE capacity of the education system including School Textbook
Developers, Material Developers, Training Provincial EE Supervisors, Education Decision makers, School Principals andteachers as long-term activities.
At the grassroots level, school and community greening programs together with the EE campaigns to promote practicalexperiences to students and teachers in improving local environments in every province in the country. Two School Greening
Guides for Teachers, a book of photo from Environmental Photographic Competition, 12 issues of Newsletter and a Training DVD
on the use of practical activities in EE . drama, pantomime, folksong and music for school activities and a network of 3,145 pilot㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarschools at grassroots levels have been developed to link indoor and outdoor EE activities. Besides there are annual EE campaigns
for schools for World Environmental Day (5th June) with variety themes: ‘Together for Green’ ‘Summer Thunder’ ‘Green Rain’ ‘To
live economically’ ‘Sharing and Saving’ to raise environmental awareness for people.
There are some issues during the implementation of the project. It should be given supplements on different regions
and habitat of the country to give teachers to assess to materials which relate more specifically to their local environment (i.e.
mountain, coastal, urban and other typical environments) and the importance of school principals to the effectiveness of EE
in schools should be focussed during the implementation.

Education for Sustainable Development
The ESD carries with the inherent idea of implementing program that is locally relevant and culturally appropriate.
All SD programs including ESD must take into consideration the local environment, economic and societal conditions. As aresult, ESD will take many forms around the world.
In our projects, the ESD idea is to promote the SD and management of resources, through influencing people’s values,
attitudes and behaviours toward the environment leading ultimately to greater environmental protection. This will bedone by means of engaging the formal education system at all levels to deliver a comprehensive, learner-centred, problem
solving, cross curricular and practical program of ESD as an integral part of all activities, to children in every primary andsecondary schools in the country.
At school and community levels, the ESD strengthen and expand school greening, develop materials to promote asustainable management and development agenda locally link to the implementation of outdoor EE activities at all schoollevels and in the community by the provincial EE action plans. This is done through the curriculum, extra-curricular
activities and school/community links. All educational institutions are mobilised to follow the lead of the schools in this area.
The example of selected subjects for integration EE into the current lectures at primary schools in coastal zones ofmangroves is showing a ‘Best Practices’ in school education and the link between school and local community, especiallyinvolving community stakeholders. The current EE programme and its contribution to national and local development is
promoting the ESD approach by widening the existing EE agenda to intensify the SD content.
Table 2: Selected subjects for integration EE into the current lectures at primary schools in coastal zones

Local
environment

Nature &Maths
Society

Selected subjects for integration
Vietnamese
Art &History
languagedrawing

Mangroveidentification
Mangrove area
& distribution
Direct values ofmangroves
Indirect valuesof mangroves
Root causes ofmangrovedegradation
Mangroveplantation andconservation㧙 㧙

Moral
education

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

For achieving the effectiveness, the EE should promotes and expands the professional development in ESD at all levels
within the formal education system through training programs for education professionals (Education department staff,
University teachers, teacher trainers, provincial EE supervisors, school principals) through an expanded network of National
EE/ESD courses, and through intensive programs of pre-service and in-service training for classroom teachers throughout
the country.
Lessons learned from practices shows that intensification of institutionalisation and capacity building of whole theformal education system taking on the responsibility of delivering EE/ESD as a normal part of its activities to achieve thesustainability is critical. This includes EE/ESD in curriculum development, text book development, national examination
system and the use of e-learning technology in developing a network of region-characterised EE/ESD Resource
Development Centres.
Otherwise, linking EE/ESD contributes the achievement of National Agenda 21 strategy for social development andpoverty reduction through contributing to changing the social context and it will enable SD can take place. The activity
engages the formal education system at three levels in integrated processes of awareness raising, consensus building,institutionalisation, capacity building and practical activities. ESD component should be fully infused into the curriculum
and textbooks of all subject areas at primary, secondary, high school and teacher training levels and the implementation ofcurrent EE programmes both at school and other levels of education for the UN DESD.

Conclusion
The relationship between education and sustainable development is complex. The education can improve agricultural
productivity, enhance the status of women, reduce population growth rates, enhance environmental protection and generally
raise the standard of living. The EE/ESD will contribute the reality of the expectation. It requires almost stakeholders to
involve the activity, especially decision making process. The stakeholder analysis is tools for implementing effectively theidea by providing prioritization in relation with responsibility and needs for every people in the SD required.
The achievement of Education for Sustainable Development (ESD) contributes the realization of a sustainable society,
it is an urgent subject for people all over the world, and it has been recognized that this cannot be achieved without ESD in
the long term. During a decade the country has been evolving, first with the introduction of environmental education (EE)in schools and then it should continue to focus in the promotion of EE to achieve ESD in order to enjoy the achievement of asustainable world and to overcome new challenges and problems taking place.

References
McKeown R, C.A Hopkins, R. Rizzi and M. Chrystalbridge, 2002. Education for Sustainable Development Toolkit,
Version 2, July 2002. WMREI, available on
http://www.esdtoolkit.org
MOET, 2003. The National Policy and Strategy document, Policy and EE action plan program for schools: 2001-2010. In
Vietnamese
MOET/MOSTE, 2000. National Project Document 1363 ‘Introducing Environmental Protection into the National
Education System’ in Vietnamese.
Tri N.H and others 2002, EE Guidelines for Teacher Trainers and Users’ Guides (Patterns for Integrating EE Modules㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

into the General Education System) for training teachers at the Primary, Lower and Upper-Secondary levels in several
subjects, VIE/98/018. In Vietnamese.

Annex 1: Abbreviations /Acronyms
DANIDA:

Danish Government Department Agency

DOSTE:

Department of Science, Technology and Environment

DOET:

Department of Education and Training

DESD:

Decade of Education for Sustainable Development

EE:

Environmental Education

ESD:

Education for Sustainable Development

MOET:

Ministry of Education and Training

MOSTE:

Ministry of Science, Technology and Environment

MPI:

Ministry of Planning and Investment

MOF:

Ministry of Finance

TSU:

Training Support Unit

UN:

United Nations

UNESCO:

United Nations Educational, Scientific and Cultural Organisation

UNDP:

United Nations Development Program㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Fig 1: School children in mangrove areasof Can Gio, Ho Chi Minh City, Vietnam

Fig 2: School students attending the'World Environmental Day' in Hoa Binh
Province

Fig 3: School students enjoying thewatersupply coming to their village in Lai
Chau Province

Fig 4: Living with mangroves andenjoying the forests after schooling㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Issues for Development of Environmental Educationfor Sustainability and its Teacher Training
Kimiko Kozawa*

Environmental Education is at the stage where it is regarded as education for sustainability at the international
level. While there exist several trends in Japan, the Environment Agency (2000) states that Environmental Education andenvironmental learning in the 21st century should be regarded as "education and learning for the realization of sustainable
society" rather than as "education and learning for the environment".
How does man associates with the environment is the root problems. This problem also deeply relates to the ideal
way, consideration, and the sense of values of the lifestyle, and is a problem of the civilization from which the quality of life
originates. It is said now that the maintenance of the terrestrial environment is a key to continuing human race and the earth
to tomorrow.

Therefore, the conversion or the revolution of the lifestyle begins to be called out. It becomes important

problem for environmental education to search for the method the sustainable society by cooperating. For the achievement,
it is important to understand the existence of the different culture and variety and to promote the attitude of the acceptancethat enables coexistence with others as declared in the final report of Thessaloniki. Environmental education should solve
the problems on human rights, the different culture or the way of coexistence with nature again now.
As it is clear from the discussion, the concept of environmental education has been historically and socially constructed.
Given this fact, it is crucial that we engage in discussions that carve and polish concepts, and realities of environmental
education, through critical examination.
The following issues are given for further development of environmental education and its teacher training in Japan.
1)

Many of the teachers recognize the need for environmental education, however, actual class practices are different by
persons. The reason is the difference in cognition, information and knowledge.

In other words, teachers divide into

two poles.
Therefore, we need to consider correspondence to the two different groups. Firstly we have to cope with the teachers
who have already been doing practices of environmental education and want to better environment
for practices. And secondly, we have to cope with the teachers who think they should practice environmental education
but they do not know how to do it and want to get some help from their first step.
Connection between teaching experience and environmental education practice was found.
teachers to make up own curriculum.

* Tokyo Gakugei Univ, Japan㧙 㧙

Ability is needed for2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar2)

Since "environment" is cited as one of the contents in "Period of Integrated Studies," the "Period of Integrated Studies"
will play an important role in promoting environmental education.

More fruitful learning activities will be done if

teachers make teaching plans with connections between "Period of Integrated Studies" and other subjects. Also inservice training is needed for teachers who have low interest and low knowledge about environmental education to
improve their awareness.
3)

Environmental education is practiced in class and then outside of the class.

As the result of learning, some children

send their message to their community, or some children make actions to improve their surrounding environment.
When we look at successful practices in some schools, not only children but also adults in the community change andthe schools become "opened school for community." In other words, to build "opened school for community", making
curriculum from the view of learning, not from the view of learning, is very important. That is why improving teacher'sability to make curriculum is a key factor.
4)

It is not usual in the problem based learning that the learning leader like teacher has the obvious and correct answer
for problem, because learner often chooses the problem that isn't shown as an example in the text or guide book.
However, even if learner decides the theme in problem-based learning, leader has the great role when learners step
up next problem. Leader of environmental education has to understand the goal of environmental education, consider
the learning situation in class or course, and examine approach to gain the goal. We must understand not only what islearner's request in the next study but also what is necessary for learning goal for environment.

5)

The results of the policy on environmental education in 1990's were that many education leaders have understood thenecessity of environmental education, and environmental education has been recognized as one of the present-day
issues of education. The promotion of environmental education training for teachers has a big role in the expansion ofenvironmental education in the schools in 1990's.

6)

Some training courses held by organizations other than Monbusho and boards of education have problem that there is
not much teacher participation. Unless they have the special support of educational board such as the encouragement
to participate in training courses other than those held by education board, the teachers have to participate in courses
by using vacation days and without financial support.
Otherwise, the members of non-governmental organizations also have the international relationship in term of practiceof education, so they have good methods and materials. It is desirable that the ability and influence of universities andNGOs is introduced into the teacher training of environmental education.

7)

The analysis on teacher training course showed the following issues. One of them is the necessity of the reexaminationof concepts on environmental education, since the environmental education has strengthened the relation to sustainable
society. Second, it is necessary that the training course offers the program to understand the concept of problem-basedlearning and the comprehensive idea of environmental education based on the experience learning, workshop, fieldwork
and inquiry process. Third is infusion of environmental education into the subjects.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

8)

In Japan, professional development exists in other or organizations. They are: the national and local workshops orconferences held by teachers unions; the national and local workshops by teachers association of each subject; theworkshops for education leaders by NGOs; the advice by supervisors in school class; and participation of pilot projects
for environmental education. The chance for the professional development for environmental education has expanded.
The dissemination of information about various professional developments is necessary.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Developing and Implementing an Inquiry Based Global Environmental
Education Program of Omose Elementary School
through collaboration with community, specialist organization andAmerican School

Yukihiko Oikawa*
Good afternoon. I am delighted to have the opportunity to share my activities and perspectives with many specialists
from Asian /Pacific countries and Japanese educators today.

I would like to thank Miyagi University of Education, Fulbright

Memorial Fund, United Nation University and other institutions for the collaboration to hold this conference.
Kesennuma Omose Elementary School aims to design a global inquiry-based environmental education program. Omose
Elementary School researched and developed an international collaborative environmental education program with Lincoln
Elementary School in Madison WI USA, linking with Miyagi University of Education and other institutions to draw on
expertise from environmental and educational specialists.
Today, I will focus and discuss the significance of this program and these linkages, the steps in forming our network,and how we developed and carried out our Master Teacher Program project thanks to these linkages.
Introduction:

Schools need to link with outside organizations such as universities.
School education in Japan is undergoing huge reforms. In keeping up with a changing society, the government
has recognized the need to train children to be rich in heart and able to contribute to society, acquire the basic skills foreducating themselves, and cultivate their "zest for living." The New Course of Study, in effect April 2002, addresses theseneeds by implementing a complete five-day school week and requiring schools to set aside time for integrated studies.
In order for schools to realize and reap the benefits of these reforms, it is essential that teachers go beyond school
walls, establish links with community and specialist organizations and institutions, and promote educational activities
with the support of a broad partnership framework. In particular, with integrated studies programs such as environmental
education and international understanding, schools devise and implement their own original learning programs, creating andrealizing distinct, unique educational activities. By involving universities and other specialist organizations in this process,teachers can apply the latest expert knowledge, techniques, data, information, and research findings to their teaching andcurriculum in pursuit of more in-depth and comprehensive learning programs.
When all parties form linkages, collaborate to create and implement learning programs, and cultivate these
relationships, we realize learning programs tailored to the individual learning styles and educational needs of each child,
expanding possibilities and opening doors for our students and education. Building this new education networks meets theneeds of the future.

* Kesennuma Omose Elementary School, Japan㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Section 1 Developing and Implementing a Global Environmental Education Program Supported by Linkages
with Specialist Organizations: Omose's Linkages with Miyagi University of Education, other organization andcommunity through the M.T.P.
1. Outline of the Omose Elementary and Miyagi University of Education Connection
In 2002, with the complete implementation of the New Course of Study for schools in Japan, public elementary andjunior high schools were required to establish Integrated Studies periods based on their own creative initiative.
Also in 2002, Omose Elementary School participated in the Fulbright Memorial Fund Master Teacher Program (MTP)and carried out environmental education projects.
At Omose Elementary, we centered our Integrated Studies Period on the development and implementation of ourinternational E.E. projects. We expanded the curriculum and the MTP project to incorporate environmental education,
previous international understanding and information education curricula. We aim to build a comprehensive Global Inquiry
Environmental Education program, that embraces the environmental education project, international understanding
activities and information education.
To realize our learning program, we established linkages with environmental and education specialists, beginning with
Miyagi University of Education, to support our new program.
Starting this project, Kesennuma City Board of Education and Miyagi University of Education formally promote thedevelopment and growth of the linkage between Miyagi University of Education Environmental Education Center (EEC)and Omose Elementary School.
From 2002 to now 2004, Omose Elementary School formed a partnership with Lincoln Elementary School in Madison,
WI with the aid of the Fulbright Memorial Fund, Japan-U.S. Educational Commission. Under the Master Teacher Program,
Omose and Lincoln engaged in joint environmental projects. We based our collaboration on U.S. (Wisconsin) and Japan(Miyagi) water environments and their effect on human life. Each grade level decided on a theme for their project, createda pair project, interacted via the Internet and engaged in joint learning activities.
In order to launch this project, we had instructors from the Miyagi University of Education Environmental Education
Center, Sendai-City Science Museum, Shizugawa Nature Center participate in each project. We also had many volunteers
from city office, industrial company, nature school, and volunteer party in community cooperate on our project. They offeredadvice and support from their respective fields of expertise. They support us in all aspects of tour projects, providing us
information and technology support and giving us access to a wide range of resources, information, and materials. Their
resources in turn help Omose Elementary engage in sophisticated and effective research and learning in our Inquiry Based
Global Environmental Education Project.
Furthermore, through our MTP pair projects with Lincoln Elementary School and Miyagi University's International
Environmental Education Symposium, we came to develop a linkage with Lincoln Elementary School's supporting institute,
the University of Wisconsin㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

2. Promoting the Omose Elementary Connection with Miyagi University of Education and other specialist
institutions through the Master Teacher Program
The collaboration with Miyagi University of Education through MTP project is as follows.
1)

Experts guided and advised us on the development of our MTP project and environmental learning program.

2)

Omose sought instructors to teach and facilitate

3)

University instructors taught as guest teachers in Omose classrooms.

4)

Experts provided advice and guidance on the use of information technology such as Cyber Maps and Web Pages inenvironmental education.

5)

Professors shared research with Omose to serve as a reference and example.

6)

Omose and Miyagi University of Education presented the MTP project and linkages to the public at someconferences and symposium.

3. Lincoln Elementary School and University of Wisconsin-Madison Connection.
In December 2002, we invited Dr. Paul Williams, Director of the Center of Biology Education for the Universityof Wisconsin-Stevens and Professor Jennie Lane from the University of Wisconsin-Steavens Point Wisconsin Center
for Environmental Education to take part in Miyagi University of Education's "International Environmental Education
Symposium", co-sponsored by FMF. Through establishing a linkage between the University of Wisconsin-Madison, Lincoln
Elementary School, Miyagi University of Education, and Omose Elementary School, we created an international connection
between universities and schools. In doing this, we lay the path to a real "Global Knowledge Creating Web."

Section 2 Developing and Implementing our Pair Projects with Support from Outside Institutions: Linkages for1. Developing Pair Project with Lincoln Elementary School
Omose is the perfect place to learn about nature and the environment.

Omose Elementary's home, Kesennuma City,is situated on a rias or saw-toothed coastline area within the National Park. Rivers flow from the green Mountains throughthe city to Bay. Forests, rivers and ocean surround us, all interconnected by water.
Our partner, Lincoln Elementary School, located the northern Midwestern U.S., is in a similar location.

AlthoughMadison is far from the nearest large body of water, Lake Michigan, the city is surrounded by two lakes. The area is known
for its many "potholes" or glacially carved lakes.
Omose is on the ocean and Madison is surrounded by lakes. So we agreed to center our environmental learningon water. Through interactions based on our learning, we compare the similarities and differences between our twoenvironments.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Our pair project is based on the common:(1) Theme
Water Environments and Human Life: The Interactions and Effect(2) Goal
Through hands-on, experience-based inquiry learning, students hunger for knowledge and discovery.
Through web-based interactions, students develop a mutual understanding about each other's environments.
This in turn develops their understanding of the earth's systems and opens up their eyes to the global world.
(3) Outline and support of grade level projects
Our pair project is an all school effort, incorporated at all grade levels. In developing our projects for eachlevel, we carefully consider student developmental stages and circumstances and targeted abilities andperspectives. We select level-appropriate topics for each grade and develop and implement projects with thehelp of specialist institutions.
2. Summary of our Main Project Design(1) Environmental Cyber Map, 3rd Grade
Students created cyber maps based on observations of living thing around Omose River such as insects, birds,
fishes and so on. And they are going to share and compare information via the Internet.
(2) Omose Sanctuary Center Project, 4th Grade
Through gathering, observing, and cultivating Omose River aquatic life, students learned the connections between
living things and understood the conditions necessary to preserve an abundant environment.
Students created " Miniature aquarium" and "Sanctuary center".
(3) Sea and Lake Museum Project, 5th Grade
Through observing and experiencing shoreline marine life, students learned the connections between living things
and the ecosystem.

From now on, they compared their observations with Lincoln Elementary School students'

observations of a pothole, freshwater life. Also, they considered the connections between human life and theocean environment and planning to make "Sea and Lake Museum".
(4) Waterfront Future City Project, 6th Grade
Students thought about how Kesennuma's city, forest, river, and ocean can best co-exist with nature and planned afuture Kesennuma City. The sixth grade students applied what they learned in previous years and contributed theirindividual ideas to planning a waterfront city of the future. The students made a diorama of their waterfront futurecity.

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar(5) Integrated Studies Project٤ Children Global Environmental Forum
Omose and Lincoln connected via an online video conference. U.S. and Japan elementary students held an online
forum on the global environment.

3. Forming the Links and program(2002-2004)
We linked our linkage with Miyagi University of Education, other institutions and community over the course of
several years, meetings, and events.
June 21, 2002

Project Meeting for "Designing the Project 2002"
We held this meeting at Omose Elementary School and invited professors from theEnvironmental Education Center and experts from the Shizugawa Nature Center tooffer advice on developing our environmental education projects.

July 4, 2002

"Environmental Education in Wisconsin"
Rebecca Rosenberg, teacher at Omose MTP partner Lincoln Elementary School, gave
a talk at Miyagi University of Education. Teachers from the University Environmental
Education Center and Omose Elementary attended.

July 11, 2002

Visit to the President of Miyagi University of Education
Representatives from the Environmental Education Center, Kesennuma City Boardof Education, Omose Elementary School and Lincoln Elementary School visited thepresident to formally request Miyagi University of Education's cooperation with ourlinkage.

August 20, 2002

Study Group on the MTP Project and Linkage Consultation
Omose Elementary consulted with Miyagi University of Education Environmental
Education Center.

August 22, 2002

Computers in the MTP Project
Professor Ugawa from Miyagi University of Education Environmental Education Center
facilitated this study group at Omose Elementary School

October 18, 2002

Future City Project Study Group
Professor Koganezawa of the Miyagi University Environmental Education Center guest
taught Omose Elementary students.

October 22, 2002

Fish Living in the Omose River
Sendai City Science Museum Curator Takatori guest taught this class for Omose
Elementary Students.

October 29, 2002

Omose River's Micro biotic World and Food Chain
Professor Mikami of the Miyagi University of Education Environmental Education
Center guest taught this class for Omose students.

December 4, 2002

International Environmental Education Symposium, Miyagi University of
Education
We presented Omose Elementary School's project and linkage at this international
symposium.

January 24, 2003

Education Reform Forum, Miyagi Prefecture and Sendai City Boards ofEducation
We presented Omose Elementary School's project and linkage to local education
administration, schools and organizations.

February 7, 2003

Public Presentation on International Education of Environment 2003
Omose and Lincoln shared the results of their pair projects.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

March 22, 2003

FMF Japan-U.S. Teacher Conference (Washington DC)
Paper Presentation :Yukihiko Oikawa (Omose Elementary School)Panel-discussion
panelist :Kazuyuki Mikami (Miyagi University of E.)Becky Rosenberg (Lincoln
Elementary School)

March 23-31,2003

Omose Elementary School & Miyagi University of Education Group's Joint
Study Trip to Madison Wisconsin
Omose: Yukihiko Oikawa, Keiko Chiba, Rie Sugawara University: Kazuyuki Mikami,
Takaaki Koganezawa

April 23, 2003

Visit to the President of Miyagi University of Education and round-table
Meeting with Environmental Education Center for the cooperation of Omose's
Project
University: Yokosuka Kaoru (President), Kazuyuki Mikami(Drector) Takaaki
Kanazawa(Professor), Jinichi Matsumoto(Chief) Omose:Toshiro Kikuchi (principal),Yukihiko Oikawa

June 24, 2003

Project Meeting for "Designing the Project 2003"
We held this meeting at Omose Elementary School and invited professors from theEnvironmental Education Center and experts from the Sendai Science Museum andother institutions to offer advice on developing our environmental education projects.

July 4, 2003

Symposium of EEC in Miyagi University of Education"International collaboration and environmental-education practice - in elementary
schools" - Example of Kesennuma Omose Elementary School and Lincoln Elementary
School in United States -July 7, 2003

Ocean Project in Shizugawa Nature Center(5th grade)
Students researched living things on the seashore and made seaweed craft. They also
learned food chain in the ocean receiving lecture of Dr.Yokohama who is director of
Nature Center.

August 1, 2003

Special Lecture at Omose Elementary School"How we organize the lessons that foster children's awareness for nature.
Dr. Kenichi Tabata (Miyagi University of Education)

Lecturer :September 1,2003&
December 1,2003

BUGS Project (3rd grade) " Research Dragonflies in Omose River and Ponds
and making BUGS map"
Dr. Yoshihiro Ugawa and Koji Mizota (Miyagi University of Education)

September 3-4, 2003

Ocean Project in Ichinoseki Nature Center (5th grade)
Students researched the relationship between Ocean and Forest through the water with
Dr. Hirabuki Yosihiko (Miyagi University of Education)

September 11, 2003

Future City Project(6th grade)"Research of Water Quality of Omose River" with Dr. Takashi Muramatsu (Miyagi
University of Education)

September 22, 2003

Fish Living in the Omose River(4th grade)
Sendai City Science Museum Curator Takatori guest taught this class in Omose River
for Omose Elementary Students.

October 14, 2003& December
3, 2003

Nature & Festival Project at Omose School(1st and 2nd grade)
Miyagi University of education Dr. Masaaki Oka guest taught "Vegitable Cultivation" forOmose students.

October 21, 2003

Omose River's Micro biotic World and Food Chain(4th grade)
Professor Mikami of the Environmental Education Center guest taught aquatic livingsand food chain for Omose students.

October 21, 2003

Future City Project Study Group(6th grade)
Professor Koganezawa of the Miyagi University Environmental Education Center guest
taught the concept of Future City.

October 21, 2003

Meeting for Promoting collaboration of Omose's Project
Members discussed possibilities of project and collaboration㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

November 3-5, 2003

International Symposium on Environmental Endocrine Disrupters sponsoredby Ministry of Environment"Perspectives on Chemical Substances Fostered via Environmental Education -ThroughInquiry Based Global Environmental Education Program" Lecturer: Yukihiko Oikawa(Omose Elementary School)

February 11-14, 2004

UNESCO/Asian-Pacific Environmental Educational Research Seminar, 2004,
sponsored by Japanese National Commission for UNESCO, Miyagi University of
Education

February 12, 2004

Public Presentation on International Education of Environment 2004Sponsoredby Omose Elementary School.
This conference was held under the joint auspices of UNESCO Seminar

Conclusion Possibilities and Directions for our Omose's Inquiry Based Global
Environmental Learning Program
1. Master Teacher program and Omose's international EE project make effective global inquiry based learning
possible.
First of all, Master Teacher Program brought Omose Elementary and Lincoln Elementary students and teachers
together to collaborate face-to-face. Despite being in different countries, we worked close together to learn about the global
environment and international understanding. Although interactions were international, they were still personal, helping
students realize that national boundaries and distance do not limit learning or collaboration.
Secondly, this project provided very real environmental learning opportunities. It introduced the U.S.'s progressive
methods of teaching about the environment to Omose Elementary. Our learning program requires teachers and students toutilize live and local subjects, information technology, and hands-on experiences in the learning process. This helps to makeOmose Elementary's environmental education more real.
Thirdly, our new challenge opened children's eyes to the world, allowing for connections with diverse people andenvironments on the other side of the globe. Through this, children will develop the ability to think about matters froma variety of perspectives and make decisions from many angles. Namely, they will acquire the true capacity to be global
citizens and the strength to discover the future direction for our environment.
Lastly, our new project helped Omose to collaborate internationally on our environmental learning program andglobal linkage.

We bring that network to life by using it in the classroom, using it in environmental education, and sharing

knowledge and resources from all over the world with our students. This international linkage and collaboration open doors
for amazing possibilities in environmental education.
2. We emphasize shared experience on global scale through Inquiry Based Global Environmental Education
A few years ago at University of U.S, I had an opportunity to talk with U.S. teachers about the problems today's schools
and teachers face. Both U.S. and Japanese teachers brought up same problems children have, such as the increase in lack㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarof motivation or interest for learning, and class disruption. Children in both countries also lack respects for others and theirlife.
I suggested that these problems all result from "a lack of experience." In both countries, children live in a virtual world.
They are engrossed in video games, cartoon animation, and the Internet. Children are not in touch with the outside world.
Years go by while they do not gain the natural and social experiences crucial in their growth and development. Without the
chance to explore nature using all five senses, they do not develop inquiring minds or keen senses. Without meaningfulinteractions in the home, children do not learn love or discipline. Without personal friendships and interactions in society,children do not develop social skills. As a result, we see children become young adults without acquiring basic life skills.
Our children determine the future. By raising children who do not understand their natural and social environment, theworld risks the danger of further damage to the environment and humanity.
To avoid this, we, as teachers, must give children experiences that foster inquiring minds and respect for life throughschool education. Omose's Inquiry Based Global Environmental Learning Program is very important and significant. The
pair project with Lincoln School and our learning program require children to learn about their local environment firsthandand then use information technology to share what they have learned with peers in the U.S. This puts children in touchwith the mysteries of nature and takes them outside to observe nature. In sharing their experiences, children exercise boththeir minds and souls through meaningful personal and intellectual interactions. They develop a mutual understanding withchildren in the U.S.
We believe Omose's Inquiry Based Global Environmental Education Program realizes the slogan, "Think globally, Act
locally". Our project centers learning on experiences in children's local environment and then has children synthesize andexpress what their new knowledge on a global scale.
As Rachael Carson once said, this process fosters a "Sense of Wonder" in each individual child. Children in the U.S. andJapan share their "Sense of Wonder" and come to understand each other across national boundaries – what a "wonder-full"opportunity!

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

UNESCO/ Japan Asia Pacific
Environmental Education Research Seminar 2004
Report of the Expert Workshop
Masahisa Sato*, Kazuyuki Mikami**, Lucille Gregorio***, and Kip Kates****Masahisa Sato

Lucille Gregorio

Kip Kates

I. Introduction
The Seventh UNESCO/ Japan Asia Pacific Environmental Education Seminar was held in Kesennuma, Japan, on 11
to 14 February 2004. It was organized by the Miyagi University of Education and the Japanese National Commission for
UNESCO, within the framework of the 7th Programming Cycle (2002 - 2007) of the Asia Pacific Programme of Educational
Innovation for Development (APEID), Asia and Pacific Regional Bureau for Education, UNESCO Bangkok, and incollaboration with Kesennuma City and the Asia / Pacific Cultural Centre for UNESCO (ACCU). An open forum held on 11
February 2004, had international participants as speakers, and the audience composed of local people and their governmentand school leaders. The participants had a chance to visit the Omose Elementary School, a model school for "Education for
Sustainable Development" on 12 February 2004. The Expert's workshops and roundtables were organized on 13 and 14
February 2004. The deliberations were focused on the in-service teacher training in Environmental Education and somesuggested actions for the celebration of the International Decade for Education for Sustainable Development (IDESD,
2005-2015).
There were 40 participants from 13 countries, namely, Afghanistan, Cambodia, China, India, Japan, Laos, Malaysia,
Nepal, New Zealand, Philippines, Thailand, Vietnam, and USA. Some international organizations were also represented,
namely: United Nations University (UNU), UNU-Institute for Advanced Studies (UNU-IAS), Institute for Global
Environmental Strategies (IGES), and Asia / Pacific Cultural Centre for UNESCO (ACCU), and UNESCO APEID, Bangkok.
The expert workshops consisted of two parts. Part I was focused on in-service teacher training for the implementationof Environmental Education in the Asia Pacific Region, while Part II discussed and prioritized the actions and means for the
implementation of Environmental Education for the DESD.

* Institute for Global Environmental Strategies (IGES), Japan** Miyagi University of Education, Japan*** UNESCO Bangkok, Thailand**** Tottori University, Japan㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The discussion on in-service teacher training in the field of Environmental Education was preceded by presentations
for direction setting and case studies, presented by resource persons and selected participants. The roundtables wereorganized as face to face and interactive workshops conducted to actively involve the participants in sharing and exchanging
their views on in-service teacher training and some actions to be implemented in preparation for the celebration of theInternational Decade on ESD.

II. Objectives of the Expert Workshop
The main objectives of the Workshop were:
1. to analyze current situation of in-service teacher training for Environmental Education in the region, and
2. to discuss and prioritize actions for the implementation of the IDESD.
Specifically, the workshop was organized to share and analyse the current status of in-service teacher training in thefield of Environmental Education and come up with an analytical framework; and to discuss and prioritize the actions forEnvironmental Education as one of the preparatory work for the implementation of the IDESD.
The Workshop provided the opportunities for information sharing and discussion on a common concern - the effective
implementation of in-service teacher training for Environmental Education, and to facilitate the building of a stronger
network among environmental educators and policy makers in the Asia Pacific Region.

III. Agenda of the Expert Workshop
The agenda of the workshop were as follows:
1. Opening Ceremony
2. Direction Setting Presentations
3. Case Study Presentations
4. Analysis of current status of In-service Teacher Training in the field of Environmental Education:
Constraints and Countermeasures of In-service Teacher Education or the Implementation of Environmental
Education and Recommended Actions of In-service Teacher Education for the Implementation of Environmental
Education
5. Prioritized actions and means of implementation of Environmental Education for the International Decade of ESD
6. School Visit
7. Closing
The annotated agenda and detailed schedule of work is in Annex 1.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

IV. Presentations for Direction Setting and Case Studies(1) Presentations for Direction-Setting
Four presentations set the tone of the meeting. One, on the APEID actions on Environment Education and Educationfor Sustainable Development by Mrs. Lucille Gregorio Programme Specialist; two, on the Japanese current teacher training
activities for environmental education by Prof. Kimiko Kozawa of Tokyo Gakugei University, an Associated Centre of
APEID; three, on the research findings of the study on Environmental Education at the tertiary level in the Asia-PacificRegion by Dr. Masahisa Sato of the Institute for Global Environmental Strategies (IGES); and four, on lessons learnt fromthe past UNESCO/Japan Seminars on Environmental Education by Prof. Eiichiro Harako, the coordinator of the seminars
organized by Tokyo Gakugei University.
Paper 1: APEID actions on Environment Education and Education for Sustainable Development
by Mrs. Lucille Gregorio Programme Specialist, APEID, UNESCO Bangkok
The paper provided the experts meeting with the background, short history and institutional framework andmanagement of UNESCO-APEID. The programme areas in the 7th APEID Programme Cycle (2002 - 2007) were alsomentioned. Some future actions were proposed based on experiences learned from implementing previous activities. For
the implementation of the International Decade of ESD, some key lessons from past UNESCO activities were enumerated
as follows: (1) ESD as an emerging but dynamic concept; (2) basic education providing the foundation for all future education
endeavours; (3) the need to refocus many existing education policies, and practices to build the concepts, skills, motivationand commitment needed for sustainable development; (4) education as the key to rural transformation which is essential
to ensuring the economic, cultural and ecological vitality of rural areas and communities; (5) life long learning, appropriatetechnical and vocational education, higher education and teacher education as vital ingredients of capacity building for asustainable future. As action agenda, the importance of inter-linkages (policy linkages, governance to improve coordination
between implementation bodies), individual capacity building (teachers who are the key to learning and promoting qualityof education), institutional capacity building (professional development process, planning & strategies, management,
networking and decision making) were proposed The presentation also stressed that to respond to the challenges,
UNESCO-APEID have given priority to community empowerment, teacher training and material development projects in
its Main Line of Action - considering that UNESCO is not a funding agency, but could provide catalytic and advisory role ineducational innovation for development, especially through APEID.
Paper 2: Japanese Current Teacher Training Activities for Environmental Education
by Prof. Kimiko Kozawa, Tokyo Gakugei University, Japan
Issues were presented on Environmental Education for sustainability and its implication to teacher training. Basedon lessons learnt from the Japanese experiences, one statement of the Japanese government was cited, which stressedthat Environmental Education in the 21st century should be regarded as "education and learning for the realization of thesustainable society" rather than as "education and learning for the environment". The presentation also mentioned that it
is important to understand the different cultures of societies, and to promote attitudes which are acceptable based on the㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarcontext of particular situations. After the current status of Environmental Education in Japan was presented, and somepoints to be considered for further development of Environmental Education and teacher training were proposed: (1)connection between teachers' teaching experiences and Environmental Education practices; (2) in-service teacher training
for developing environmental knowledge and skills, and the planning and implementation skills; (3) development of "openschool for community" which enables teachers to be more active, the curriculum locally oriented, and communities more
involved; (4) understanding the goal and concepts of Environmental Education as well as identifying learners' interest
and needs; (5) consideration of policy influences for the promotion of Environmental Education; (6) special support by theeducational board by taking part in in-service teacher training courses; (7) infusion of Environmental Education into all
subjects, and (8) provision of opportunities for the professional development of in-service teachers and educators.
Paper 3: Research Findings of the study on Environmental Education at the tertiary level in the

Asia-Pacific Region

by Dr. Masahisa Sato, Research Associate, Institute for Global Environmental Strategies (IGES)
Presented were some research findings from the study on 'Environmental Education at the Tertiary Level and Teacher
Education in the Asia-Pacific Region. The research elucidates the sub-regional diversity in terms of the introduction ofEnvironmental Education programmes in higher education, curriculum topics and inter-institutional co-operation. Trow's
theory (1974) was found to explain the diversity of educational targets, delivery styles, and inter-institutional co-operationand networking among Environmental Education Centres and Environmental Information Centres. There are some
exceptions found in the delivery styles and institutional networking at the elite phase. These findings indicate that it isimportant to consider sub-regionality and higher education development phases in producing region-wide policies.
Paper 4: Lessons Learnt from the past UNESCO/Japan Seminars on Environmental Education by Prof. Eiichiro Harako,
Associate Professor, Tokyo Gakugei University.
The presentation pointed out the necessity to consider carefully the real problems and constraints, of countries in theregion and how these problems can be solved for the effective implementation of in-service teacher education, and otheractivities. Some of the problems are related to policies, while others are related to programmes. The Asia Pacific region isvery diverse - yet there are commonalities in developing environmental education, for a strengthened regional networking
and cooperation.
(2) Case-study Presentations
Four case studies were presented. One, by Prof. Takaaki Koganezawa from a Japanese experience of implementing
environmental education in a primary school; two, Ms. Jennie Lane from the USA, presenting an analytical review of current
environmental education for in-service teacher training; three, Mr. Athapol Anunthavorasakul from Thailand presenting
a case on pre-service and in-service teacher training for Environmental Education in the University setting, and four, Mr.
Amba Jamir from India, giving the NGO perspective on teacher training in environmental education.
Case Study 1: Prof. Takaaki Koganezawa, Professor of Miyagi University of Education (Japan), presented some teacher
training activities on environmental education in Miyagi prefecture. These included features of Environmental Education㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarin Omose Primary School, the subjects of teacher training in Environmental Education, the ways of resolving the subjects,
support systems for teachers provided by the Miyagi University of Education, and other supports provided by the university.
The importance of involving local people and local stakeholders (local NGOs, media, locally-based companies, local
governments, museums, universities) and organizing teamwork were stressed. It was also suggested that higher education
institutions should take active roles in providing information, sending experts, jointly developing educational materials,
developing network, and providing opportunities for the re-training for teachers.
Case Study 2: Ms. Jennie Lane, Director of the Wisconsin Centre for Environmental Education, University of
Wisconsin School of Steven Point (UWSP), presented an analytical view of current Environmental Education in the UnitedStates, and some cases on in-service teacher training. She talked about environmental education projects such as: Learning,Experience and Activities in Forestry (LEAF), Wisconsin K-12 Energy Education Programme (KEEP). Specifically, KEEP
was introduced as one of professional development programmes which includes energy courses (face to face, on-line, somespecial topics), workshops and conferences - Energy Fair. In addition, in-service training programme by the University of
Wisconsin for qualified teacher / educators and / or resource managers was also mentioned. The course logistics included:
implementing the UWSP extension/ credit outreach; providing one credit course; setting 16 hours of contact time;
supporting by tuition waiver and stipend; and marketing and evaluation. The delivery approaches employed the activity
guide developed with teachers / educators and were provided to in-service teachers / educators via the extension course.
Case Study 3: Mr. Athapol Anunthavorasakul, Lecturer at Chulalongkorn University, Thailand, presented some
programmes and activities on pre-service and in-service teacher training for Environmental Education in his institution. It
was introduced in the undergraduate pre-service programmes and related activities have been implemented in the areas ofhumanities, social science, and science. In-service teacher training have been organized by the university, in cooperation
with the Ministry of Education, Department of Environmental Quality Promotion (DEQP), Teacher Education Institutes andother Educational Institutes, with special attention to the storyline approach, community based learning, and whole school
approach.
Case Study 4: Mr. Amba Jamir, Director of an NGO, "the Missing Link, Society for Environment and Communication"
in India , stressed the importance of identification of appropriate "teachers", before discussing the issues. They maybe
university graduates, committed practitioners, job-seeking individuals; or responsible leaders who are shaping the futureof the nation. The presentation also stressed that individuals promoting non-formal education as well as teachers in formal
education need to be highly recognized as facilitative teachers. There are issues to be considered: (1) linking lessons learnt
from social experiences such as livelihood and food security, market impact and globalization; and (2) linking global issues tolocal issues such as deforestation and biodiversity, cultural heritage and traditions, indigenous knowledge and ownership ofresources, as key points when promoting in-service teacher training for ESD.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

V. Roundtables for Active Interaction
Roundtable 1: Analysis of In-service Teacher Training for the implementation of Environmental Education
Framework
The participants were divided into five groups based on the sub-region they represent. Each group discussed
constraints and countermeasures for the implementation of in-service teacher training in Environmental Education.
Recommendations for further improvement of in-service teacher training were also identified. The analytical frameworkwith four components proposed include: (a) support systems; (b) institutional capacities; (c) in-service teachers' capacities;and (d) programme / curriculum contents. Figure 1 shows the analytical framework and the components for each component.

Figure 1: Analytical Framework on In-service Teacher Education
The main items covered by the presentation on in-service teacher training for Environmental Education were based on
above figure. The group reports are attached as Annex 3.
Constraints
The constraints of in-service teacher training for Environmental Education, common to the countries of the region are:㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar(1) Support systems•

lack of adequate policies•

lack of facilities•

lack of financial resources•lack of information & material resources•lack and/or weak network of educators•lack of trainers of environmental education teachers(2) Institutional Capacities•

unclear institutional vision and mission•

lack of incentives and recognition•

unsystematic/lack of monitoring and evaluation•

faulty or lack of decision making process,•weak institutional culture•

weak or lack of inter-linkages(3) In-service Teachers' Capacities•

Conventional/traditional teaching methodologies(4) Programme / Curriculum Contents•

lack of scope and formation•

limited programme content•

lack of examples of practical programmes,•

irrelevance to "real life"•

unsystematic programming,•lack of priorities

The above-mentioned constraints are very similar to the general in-service teacher training in many countries of theregion. In the area of "programme / curriculum contents", the irrelevance to real life could be explained by the countries'importing' Environmental Education materials and approaches following programmes from western countries.
Roundtable 2:Prioritized actions of Environmental Education for the International Decade on ESD
The participants were again divided into four groups to discuss the designated topics. The main items covering theimplementation of Environmental Education were: (1) overarching efforts; (2) project implementation process; (3) national
level recommendations; (4) institutional efforts; (5) approach based recommendations; and (6) topic based recommendations.
After the discussion of the designated topic in each of the four groups, a representative from each group reported back thegroup outputs in the plenary session. In order to synthesize points recommended, group reports were integrated into one
table by each item. The highlights of presentation are as shown in Annex 4 A (Regional Recommendations) and Annex 4 B(Recommendations for National Implementation).
㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Regional Level Priority Actions•

Institutional coordination,•

Organization of a series of workshops•

Information and experience exchange•

Setting / linking regional centres of excellence,•

Mobilization of technical & financial resources,•

Partnership between government & donor Agencies•

Partnership between different agencies & practitioners and networking

National Level Priority Actions•

Formulation of national action plans and political negotiations•

Institutionalization, development if innovative curriculum, teaching and learning materials, and strategies

It is also shown in Annex 4 that further actions for DESD is needed at the regional, national, local and institutional
efforts following project management cycle, e.g. designing stage, planning stage, implementation stage, evaluation stage,
and the approaches to be employed for the implementation, e.g. open communication structure, collective decision making,inter-linkages, participation, joint implementation and dialogue. In considering the actions for DESD, the approaches needs
to be carefully considered as a tool of knowledge and skill acquisition (not as the transformation), the behaviour change,
reformation of learning style and decision making, and social structure reformation, rather than the topics which might notimportant as the nature of environmental issues are so inter-related.

VI. Recommendations
1. General Recommendations for Regional Actions•

Institutional coordination to avoid overlapping efforts•

Organize a series of regular seminars / workshop for exchange of experiences•

Creation of an on-line exchange of information and experiences•

Setting / Linking Regional Centres of Excellence, by promote regional centres of excellence, developing links
with existing educational institutes / centres of excellence, and the regional clearinghouse•

Mobilization of Technical & Financial Resources•

Partnership between government and donors in implementing national action plans•

Co-ordinating activities between different agencies and practitioners•

Creating an effective mechanism for setting-up new networks or maintaining and strengthening existing
networks for,a.

sharing ideas and innovations in EE / ESD throughout the decade 2005/2015b.

educational institutes, schools and communities through EE (focused on㧙 㧙

community-based learning and2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

research)c.

multi-level forum including educators, teachers, community representatives, NGOs and government
representatives.

2. Recommendations for the Project Implementation Process
Category 1: Design and Planning Stage(1) Concept and Approach for ESD•

Emphasize the International Decade for ESD as a "Peoples Decade" not just a "UN/UNESCO Decade"•

Clarify the distinction between EE and ESD•

Avoid SD jargon and message fatigue•

Identify organic "on the ground" ESD initiatives which "capture the representation of diverse•

Find the "missing link" in the planning stage•

Envision uncertainties•

Revisit histories and learn from the past•

Arouse the "refilling" of the Decade•

Establish a focus at the regional & country level to co-ordinate Programmes on ESD•

Learn from what already exists (stock taking)•Stock taking activities should include not only EE but also ESD•

Build capacity for Member countries•"Meet people where they are" to understand and build relationships

audiences"(2) Needs Assessment•

Each sub-regional, regional and country level about ESD implementation. How can we help each other?

•

Country / community consultations•

Consult widely to build partnerships(3) Marketing•

Identity possible key agents to implement DESD•

Review the current capacity / situation•

Assess the strengths and weaknesses of ESD(4) Regional Strategy and Implementation Plans•

Formulate Regional and Sub-Regional strategies•

Conduct Country / community consultations•

Develop and set a common agenda & strategies for ESD at the regional level(5) Research•

What research is available in EE / ESD that identifies teaching & learning for change?
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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Category 2: Implementation and Follow-up Stage(1) Capacity Building, Education & Literacy Promotion•

Promote distant on-line learning through the Global Virtual University (GVU)•

Promote Type II Initiatives, Asia-Pacific Initiatives•

Establish a good knowledge base through the Toolkit project(2) Literacy promotion and Material Production•

Regional book production on certain topics.

(3) Accumulation of Lessons from Experiences•

Use grassroots successes to advance systemic changes•

Need to develop a strong network of sharing ideas & innovations in EE / ESD•

Through-out the decade 2005/2015, identify 'best practices' and lessons learnt(4) Public Relations and Outreach•Popularize DESD•

Publicity and awareness campaign for DESD•

Spread the ESD message as widely as possible•

Need for acceptance at the public level. There is a need for a public forum(5) Evaluation and Assessment•

Develop and share examples of evaluation and assessment

3. Recommendations for National Implementation•

Development of National Action Plans•

Conduct political negotiations by sensitizing politicians and policy makers to the vitality of ESD (to muster theirsupport)•Institutionalization, by making Education for Sustainable Development a foundation course in all teacher
training programmes, and organization of short courses and materials on ESD for the reorientation of teacher
educators in colleges and universities, and promote ESD as a course of education•

Identify teaching and learning strategies, methods and programmes that focus on change
If education is to be the agent of change, then we need to adopt teaching andlearning strategies that focus on change, help learners, and reflect our altitudes
and values•

Curriculum and Materials Development - reviewing the present curriculum, making ESD as an overarching㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

theme, developing Curriculum tools for ESD especially during the decade, sensitizing curriculum developers
how to integrate ESD into learning curricula at different levels, and providing toolkits for different target
groups
4. Recommendations for Institutional Efforts(1) Ways of Implementation•

Setting-up a Coordinating Body, national level (meeting 2/3 times per year), and regional level (meeting once
per year), membership comprising representatives of schools, communities and NGOs. Core groups could be
set-up, and regular consultations conducted•

Opening Communication Structure, to evaluate and discuss issues and promoting ESD messages and models
that work•

Organizing public relations and outreach activities•

National commitment to maintain the network•

Setting - up national/sub-regional networks or centers for ESD and linking to other networks, also
strengthening existing networks•

Promoting regional centres of excellence•

Setting up a monitoring system to monitor progress of ESD projects, to identify obstacles and characteristics of
success(2) Research•

On ESD / EE teaching and learning, networking and coordination•

Action and Documentary research•

Project Implementation: Pilot projects (focusing on ESD); Strengthening of networks and partnerships;
Regional launch, country launch, local launch of the Decade, and donor-supported projects(3) Information Exchange by On-line Basis•

Setting up on-line exchanges at educational institutes(4) Database•

Sharing practices that work

(5) Partnership•

Promoting bilateral / multilateral national efforts for co-operative activities•

Bringing together different ESD partners to transfer ideas and activities to countries where ESD initiatives are
not working(6) Regular Regional Workshops and Seminars•

Holding regional / sub-regional workshops & seminars for needs assessment and sharing ideas•

Collecting and sharing feedbacks on the network by regular seminars / workshops for a step-wise approach㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar•

Holding workshops and training in for different venues, especially in countries with effective models or
examples for the promotion of ESD•

Inviting representatives to share information and develop networks on ESD(7) Regional Planning Workshops for scenario building and planning for uncertainties(8) Regular evaluation workshops(9) Regional Media Workshops, to identify and utilize media tools, promote media awareness information andinvolvement of stakeholders
5. Recommendations for Topic-Oriented Efforts(1) Book and Material Production•

Development of different materials and guides for different audiences (policy, private, NGO, community, etc.)•

Preparation of low-cost / low technology awareness materials•

Provision of basic tools (materials, guidebooks…) for developing countries (to create a knowledge base)(2) Curriculum Development•(3)•

Regional workshop on development and matrix for incorporating EE into existing curricula / teacher training
Regional Training Workshop
Regional workshops on teacher training for adapting curriculum and materials to local needs㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Annex 1: Annotated Agenda and Schedule of the Expert Workshop
1. Opening Ceremony
2. Direction-setting Presentations•

An Orientation to APEID and ESD by Ms. Lucille C. Gregorio, UNESCO BKK•Challenges for Future Environmental Education & Its Teacher Training. by Prof. Kimiko Kozawa, Tokyo
Gakugei University•

Environmental Education at the Tertiary Level in the Asia-Pacific Region, with a focus on Teacher Training. by
Dr. Masahisa Sato (IGES)•

Revisiting 'Teacher education which promotes Environmental Education - What should it be like' by Prof.
Eiichiro Harako, Tokyo Gakugei University(1) Case-study Presentations•

Teacher Training in Environment Education: Case Study of Omose Elementary School by Prof. Takaaki
Koganezawa, Miyagi University of Education•

Environmental Education in Wisconsin: A Teacher Education Approach by Ms. Jennie Lane, University of
Wisconsin, USA•

Teacher training for EE and ESD in Thailand: Pre-service and In-service, by Athapol Anunthavorasakul,
Chulalongkorn University, Bangkok•

Learning Together: Teaching" for a Sustainable Future" by Mr. Amba Jamir , NGO representative, The Missing
Link, Society for Environment and Communication, India(2) Roundtable 1: Analysis of Current Status of In-service Teacher Training in t Environmental Education•

Group Work: Constraints and Countermeasures of In-service Teacher Education for the Implementation ofEnvironmental Education•

Group Work: Recommended Actions of In-service Teacher Education for the Implementation of Environmental
Education(3) Roundtable 2: Prioritized Actions and Means of Implementation of Environmental Education for the International
Decade of ESD•

Group Work: Prioritized Actions and Means of Implementation of Environmental Education for the International
Decade of ESD

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar㧙 㧙

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar㧙 㧙

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

1. Theme
Environmental Education for a Sustainable Society: Principles and Practice of Environmental Education for School Children

2. Purpose of this seminar
The establishment of sustainable societies, which cannot be achieved without various long-term educational efforts, is apressing subject common to human beings.
The purpose of this seminar is to bring together different activities on supporting school education by specialists in the fieldof environmental education, especially the training of teachers which is of pressing importance. Further goals are to urge
information exchange among participants, to grasp the present situation, and, in view of DESD, to clarify the objectives of
the Asian area to be achieved within the next ten years.

3. SponsorshipJapanese National Commission for UNESCO, Miyagi University of Education

4. Joint auspices
Kesennuma-City, Asia/Pacific Cultural Centre for UNESCO

5. Dates
11 - 14 February, 2004
11 February
12 February

Open session: Keynote lecture and reports on environmental education in foreign countries
Study of the inspection of educational activities of a school with the support of Miyagi University of
Education: Participating in an open study group of Kesennuma municipal Omose elementary school

13 February

Conference of specialists (about 60 participants, at a hotel in Kesennuma city)

14 February

Conference of specialists (about 60 participants, at a hotel in Kesennuma city)

6. Venue
Kesennuma-City (Kesennuma-city central public hall, Omose elementary school and Kesennuma Hotel Kanyo)

7. Expected Participants
A total of 16 persons are planning to attend; one each from China, Fiji, India, Indonesia, Malaysia, Nepal, New Zealand,
Philippines, South Korea, Thailand, Afghanistan, Mongolian, Laos, Vietnam, Cambodia and UNESCO.
In addition, about 15 Japanese related to this seminar and some 20 Japanese and non-Japanese general participants would be
expected to join.

8. Organization
Chief Officer
Kaoru Yokosuka (President of Miyagi University of Education)
UNESCO APEID Seminar Committee
ChairmanKazuyuki Mikami (Director of Environmental Education Center,Miyagi University of Education)㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Committee Members
Kosei Izawa, Masaharu Yasue, Yoshihiro Ugawa, Chiemi Saito, Takashi Muramatsu, Takao Watanabe,
Takaaki Koganezawa, Toshio Kawamura, Yoshihiko Hirabuki, Kiyoshi Saijo, Masaaki Oka, Makio Taira,
Yoshiharu Ito, Naoya Komatsu, Koji Mizota, Yoshinori Sato (Environmental Education Center),Hidenori Sugawara (Manager of the General Affairs Division), Toshihiko Ota (Manager of the Finance Division),
Jinichi Matsumoto (Manager of the Academic Affairs Division)
Outside committee
Eiichiro Harako (Professor of Tokyo Gakugei University)
ObserverTakamori Hongo (Member of International Exchange Committee,Miyagi University of Education)
Executive Office of Committee
Noriko Memezawa, Keiko Fukui, Kumiko Suganami
Cooperating professors at Miyagi University of Education
Masako Sato (The headmistress of Kindergarten affiliated to Miyagi University of Education)
Morihiro Aoki (The principal of School for Mentally Retarded Children affiliated to Miyagi University of Education)
Cooperating committee members outside of Miyagi University of Education
Katsunori Suzuki (The United Nation University/ Institute of Advanced Studies)
Masahisa Sato (IGES)

9. Special Cooperating institutes
UNU, Kesennuma UNESCO, IGES, FMF
Kessennuma Omose elementary school

10. Supporting institutes
Miyagi-prefecture, Sendai-city, Miyagi-prefecture Board of Education,
Sendai-city Board of Education, newspaper companies, Broadcasting companies (under arrangement)

11. Expenses
Concerning the invited guests from abroad, the sponsor is to cover return airfares and expenses for the stay during theseminar. The total amount of expenses is decided by the sponsor.
Concerning the invited Japanese guests, the sponsor is to cover transportation fees and part of the expenses during theseminar.
The coverage of part of the expenses related to the open conference by Kessennuma city is under consideration.

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar"Waseya Shishiodori""Waseya Shishiodori" is traditional deer dance and the dancehas been performed for a long time in Iwate-prefecture and Miyagiprefecture. "Waseya Shishiodori is said to have been introduced to
Iwate-prefecture about 170 years ago. It is also said that the dance
was originally made in Miyagi-prefecture.
"Waseya Shishiodori" has a legend. The legend goes like this.
Once upon a time, there was a deer hunter. His son didn'tlike him killing innocent deer and wanted him to stop. One day theson wore deer skin and got shot by the hunter who had no idea thatthe deer was his son. Eight deer came toward the dead son who
sacrificed himself in order to save deer. Those eight deer were very
thankful for the son and walked around him as if they were dancing toconsole his soul.
The hunter saw the scene and got enlightenment. He stopped
killing animals and created deer dance to console his son's soul.
Now "Shishiodori" is performed to console ancestors' souls and also to protect people from all sorts of diseases. The
trousers-like costume of deer dance has patterns of waves on them and the pattern might show the connection between thedance and ocean. There is a possibility that "Shishiodori" was transferred from seaside areas to mountainous places through"Salt Road" which was made in order to transfer salt to inlands. In a way, deer dance was created by the cultural exchange
between seaside culture and mountain culture.
The performers of "Waseya Shishiodori" dance and sing playing drums and their movement is not only dynamic but also
very graceful.

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Snapshot㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar㧙 㧙

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Attendants

Chida,Yoshi

Hayasaka,Yukio

Chowdhury,Masudul,Hoq

Hino,Yutaka

Abe,Hiroyasu

Daniel,J,Babikwa

Hirabuki,Yoshihiko

Abe,Katsuei

Derek,Elias

Hirono,Kiyoko

Abe,Masahito

Ebina,Hiroto

Hiyane,Tetsu

Abe,Shizuko

Edamatsu,Yoshie

Hongo,Takamori

Abe,Takashi

Endo,Keiko

Horigome,Chiharu

Abe,Tomoaki

Endo,Tamiko

Horigome,Fuyumi

Abe,Yoko

Endo,Yukio

Igarashi,Sumika

Abe,Yukihiro

Fujii,Katsuo

Inomata,Kazuhiro

Akama,Fumiya

Fujimura,Kazushi

Ishii,Makiko

Akiyama,Zenjiro

Fujimura,Seijiro

Isikawa,Kiyoshi

Amba,JAMIR

Fujino,Seiko

Ito,Masashi

Aoki,Morihiro

Fujita,Akiko

Ito,Tatsuko

Aoyagi,Yukimasa

Fujita,Kayo

Ito,Yuichi

Araki,Hideo

Fujiwara,Koshi

Iwabuchi,Kimiyoshi

Asakura,Mari

Fukui,Keiko

Iwata,Atsuko

Asakura,Mari

Fukuoka,Kohei

Iwatsuki,Kazuhiko

Asano,Ryo

Fukuzawa,Hayato

Jennie,Lane

Ashikaga,Sachiko

Furusawa,Yasuo

Jones,Kyoko

Athapol, Anunthavorasakul

Fusimi,Marika

Kadowaki,Toshiko

Atsumi,FumikoGoto,Chihoko

Kajiwara,Emi

Ayukai,FumikoHaga,Satoko

Kajiwara,Yoshimaro

Ayukai,Makiko

Hamada,Fumie

Kamata,HitoshiBaba,Fumio

Hans,Van,Ginkel

Kameya,Kyoko

Bao,Yu,HaiHarako,Eiichiro

Kamii,Shizuka

Barry,Law

Hasegawa,Takumi

Kanno,Chie

Bhandari,Bishunu

Hashikai,Fumiko

Kanno,Hiroaki

Chiba,EikoHashimoto,Keiji

Kanno,Toshiko

Chiba,Haruko

Hatakeyama,Ekumi

Kanno,Toshio

Chiba,Katsunobu

Hatakeyama,Masahiro

Kasuga,Hiromi

Chiba,KazuhikoHatakeyama,Naoshi

Kasuya,Akihiro

Chiba,Keiko

Hatakeyama,Shintaro

Katayama,Eiji

Chiba,Keiko

Hatakeyama,Takuya

Kato,Mayumi

Chiba,Kiyoto

Hatakeyama,Tomiko

Kato,Mikiko

Chiba,Michihiro

Hatakeyama,Yoshihiko

Kato,Satoshi

Chiba,Miyuki

Hatakeyama,Yoshiko

Kato,Takanobu

Chiba,Norio

Hatakeyama,Yuichi

Kato,Yuko

Chiba,Tsutomu

Hayasaka,Tetsuo

Katsuyama,Shigeari

Chiba,Yoko

Hayasaka,Toshi

Kawagone,Kiyoshi㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Kawai,KeikoKudo,Masaaki

Miura,Kaoru

Kawakami,Chiharu

Kudo,Takahiro

Miura,Katsuyuki

Kawamura,Akira

Kumade,Ayumi

Miura,Reiko

Kawamura,Satoshi

Kumagai,Ikuro

Miura,Shuichi

Kawamura,Shin

Kumagai,Junichi

Miura,Zen

Kawamura,Toshio

Kumagai,Kazutaka

Miyabayashi,Yasuhiko

Kawamura,Yoko

Kumagai,Kenichi

Miyashita,Fuminori

Kawano,Kazuhiro

Kumagai,Masako

Miyashita,Fuminori

Kayaki,Junko

Kumagai,Masato

Miyazaki,Hiroko

Kazumi,Takao

Kumagai,Miho

Mizota,Koji

Kikuchi,Akito

Kumagai,Mitsuyoshi

Mohammad,Shafi,Sharifi

Kikuchi,Hideki

Kumagai,Naoko

Muraguchi,Joji

Kikuchi,Hidetoshi

Kumagai,Nobuko

Murakami,Joji

Kikuchi,Hiroko

Kumagai,Rieko

Murakami,Jun

Kikuchi,Hisako

Kumagai,Ryoichi

Murakami,Kengo

Kikuchi,Hitomi

Kumagai,Sei

Murakami,Nobuko

Kikuchi,Kenya

Kumagai,seiichi

Murakami,Rikio

Kikuchi,Toshiro

Kumagai,Seiko

Murakami,Toshie

Kikuta,Akifumi

Kumagai,Seiko

Murakami,Yohei

Kikuta,Hiroyuki

Kumagai,Setsuko

Muramatsu,Takashi

Kikuta,Kimiko

Kumagai,Shoichi

Nagano,Hiroshi

Kikuta,Sachie

Kumagai,Tomoyo

Nagano,Hiroshi

Kinebuchi,Mari

Kumagai,ToruNagashiba,Saeko

Kip,Kates

Kumagai,Toshiharu

Nakagawa,Hisahide

Koganezawa,Takaaki

Kumagai,Yasunori

Nakai,Shigeru

Komatsu,Hideki

Kumagai,Yoko

Nakajima,Makoto

Komatsu,Hiroko

Kumagai,Yoshifumi

Nakamatsu,Akira

Komatsu,Makoto

Kumagai,Yuriko

Nakamatsu,Hiroto

Komatsu,Michiyo

Lucille,C,Gregorio

Nakazawa,Takeshi

Komatsu,Naoya

Maruyama,Miho

Narisawa,Makoto

Komatsu,Toru

Matsumoto,Hiromichi

Nguyen,Hoang,Tri

Komatsu,YoshikoMatsumoto,Jinichi

Nishida,Yu

Komatsu,Yuichi

Matsumura,Hitoshi

Nishio,Yuko

Komuro,Keiko

Memezawa,Noriko

Noie,Akitoshi

Konno,Chizu

Merle,TanNoji,Kiyoshi

Konno,Fumio

Mikami,Kazuyuki

Obara,Chieko

Konno,Okimitsu

Minakami,Keiko

Oda,Takashi

Konno,Seiko

Mithong,Souvanvixay

Ogasawara,Harumi

Kosugi,Koyo

Miura,EikoOgata,Junko

Kozawa,Kimiko

Miura,Hiroyuki

Ogata,Kazumasa㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Ogata,Ken

Onodera,Yukihiro

Sakakibara,Hideo

Ogata,Noriyuki

Onodera,Yuko

Sakamoto,Yoko

Ogata,Reiko

Onodera,Yumiko

Sakurai,Yu

Oharagi,Junko

Onodere,Remiko

Sasaki,Jinya

Oikawa,Atsushi

Oogoshi,Tomoaki

Sasaki,Katsuhiko

Oikawa,Sadafumi

Ooi,kenichi

Sasaki,Keizo

Oikawa,Yukihiko

Ookoshi,Sachio

Sasaki,Kenichi

Oka,Masaaki

Oosawa,Takako

Sasaki,Mirei

Okada,Michiyasu

Oota,Toshihiko

Sasaki,Sumi

Omura,Hiroshi

Ootomo,Kazuyosi

Sasaki,Yusaku

Onishi,Keisuke

Oouchi,Mieko

Sato,Aiko

Ono,KoOyama,haruyuki

Sato,Akemi

Onodera,Akihito

Oyama,Hiroko

Sato,Akira

Onodera,Akira

Oyama,JunSato,Bunji

Onodera,Chieko

Oyama,Katsuo

Sato,Fuminori

Onodera,Fumiko

Oyama,Kenichi

Sato,Haruko

Onodera,Gyouichi

Oyama,Makiko

Sato,Harumi

Onodera,Hidemi

Oyama,Minako

Sato,Hiromi

Onodera,Kazuhiro

Oyama,Nahoko

Sato,Hitoshi

Onodera,Koin

Oyama,Takafumi

Sato,Kaori

Onodera,Kozue

Oyamauchi,Senshi

Sato,Kayoko

Onodera,Kuniko

Oyoma,Yuji

Sato,Kimiyasu

Onodera,Masaaki

Qiu,Xiaoyun

Sato,Koshi

Onodera,Masashi

Roath,SithSato,Maiko

Onodera,Masato

Saichi,Tomomi

Sato,Masahisa

Onodera,Masato

Saijo,Kazuya

Sato,Masako

Onodera,Masayuki

Saijo,Toshiyuki

Sato,Nobuko

Onodera,Mika

Saito,Akiko

Sato,Sadaoki

Onodera,Mitsue

Saito,Akio

Sato,Shiro

Onodera,Natsue

Saito,Chiemi

Sato,Shoichi

Onodera,Orie

Saito,Hiroatsu

Sato,Shoko

Onodera,Ryoichi

Saito,IichiroSato,Tadashi

Onodera,Taichi

Saito,JunSato,Yasuo

Onodera,Takashige

Saito,KeikoSato,Yoko

Onodera,Takeshi

Saito,MasatakaSato,Yoshiko

Onodera,Tatsuo

Saito,Shigeru

Sato,Yuko

Onodera,Toshikatsu

Saito,Takako

Sato,Yuko

Onodera,Tuyoki

Saito,Tomoe

Sato,Yumiko

Onodera,Yasuyuki

Saito,Tsukasa

Sato,Yuri

Onodera,Yoshio

Saito,Yoshie

Seino,Hironori㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Sekiguchi,Yoshie

Tabata,Kenichi

Watanabe,Chieko

Sekine,Ryohei

Tabuchi,Shozo

Watanabe,Takao

Shibao,Tomoko

Taguchi,Ayako

Watanabe,Tetsuya

Shichiri,Kazuko

Tagusari,Toshiaki

Watanabe,Tomoko

Shimizu,Kyoko

Taira,Makio

Watanabe,Umeko

Shirahata,Katsumi

Taka,Noriko

Yamada,Takafumi

Shirasawa,Yozo

Takagi,Rikio

Yamagishi,Yu

Shoji,Kazunori

Takahashi,Fumi

Yamaguchi,Kazue

Shoji,Yoshiko

Takahashi,Hiroe

Yamamoto,Masami

Shoji,Yuta

Takahashi,Hirotoshi

Yamane,Takeshi

Sodsuchin

Takahashi,Hiroyuki

Yamauchi,Haruko

Su,Gen,Cheng

Takahashi,Keiko

Yamauchi,KaoriSudo,Takeshi

Takahashi,Toshiyuki

Yamauchi,Shigeru

Sudo,Yoshiko

Takahashi,Tsunehisa

Yamazaki,Akira

Sugawara,Akihiko

Takahira,Tomoko

Yamazaki,Masanobu

Sugawara,Atsushi

Takasu,Yumi

Yamazaki,RumikoSugawara,Hidenori

Takatori,Tomoo

Yasue,Masaharu

Sugawara,Hiromichi

Takayama,Jun

Yokosuka,Kaoru

Sugawara,Koto

Takeda,Katsuko

Yokoyama,Katsuo

Sugawara,Kuniyuki

Takeda,Satoko

Yokoyama,Seiichi

Sugawara,Motoi

Tamura,Toko

Yoshida,Junichi

Sugawara,Naoko

Tanaka,Katsuhiro

Yoshida,KeikoSugawara,RieTanimura,Akio

Yoshida,Miki

Sugawara,Rieko

Taniyama,Tomoko

Yoshida,Mutsumi

Sugawara,Susumu

Taniyama,Tomoo

Yoshida,Shigeru

Sugawara,Wakako

Tashiro,Kumi

Yoshida,Tomomi

Sugawara,Yoshie

Tatsuya,Ootsuki

Yoshida,Toru

Sugawara,Yoshito

Tengku,Adnan,Bin,Tengku,Awang

Yoshikawa,Izumi

Sugawara,Yoshiyuki

Timalsina,Balaram

Yoshikawa,MasahikoSugawara,Yuko

Togashi,Kazuko

Zinaida,Fadeeva

Sugimoto,Tomomi

Tsuji,Hikaru

Sugiyama,Akio

Uchida,Takahito

Suzuki,Atsushi

Uesugi,Yoshinori

Suzuki,Etsuko

Ugawa,Yoshihiro

Suzuki,Hitoshi

Ujiie,Tetsuo

Suzuki,Katsunori

Umehara,Shin

Suzuki,Kazuhiro

Usui,Masato

Suzuki,Motoko

Utsumi,Hiromi

Suzuki,Noboru

Utsumi,Yasuko

Suzuki,Tomoe

Utsumi,Yoshio㧙 㧙