Professional Association

Republic of Korea

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Republic of Koreamlhopkins100@g… Thu, 09/17/2020 - 15:44

Category(s):

National EE policy in Korea has its roots in the Framework Act on Environmental Policy which was enacted in 1990. Article 25 states “The national and local governments shall develop and execute policies necessary to deepen citizens’ understanding of environmental preservation through education, publicity and so on, and to inspire citizens to voluntarily participate in environmental preservation efforts in their daily lives.” The Framework Act of Environmental Policy forms the foundation of Korea’s environmental policies today.

Environmental Education Promotion Act and Related EE Policies

Korea is one of eight countries with a national EE act. The other countries include the U.S., Japan, Brazil, Philippines, Taiwan, Colombia and most recently Armenia. Korea is the third country to have enacted national EE legislation, following the 1990 National Environmental Education Act in the U.S. and the 2003 Act on Promotion of Environmental Conservation Activities through Environmental Education in Japan.

The Environmental Education Promotion Act (EEPA) of Korea was enacted in 2008. Since then, the EEPA has supplied an influential legal framework for EE policy and has provided legal and legislative instruments for EE in Korea. The EEPA is aimed at promoting EE, and ultimately sustainable development, by supporting formal (K-16) and non-formal EE (ROK, 2008).

The legislation process for the EEPA of Korea started in the early 2000s, based on the increased need for legislative support among environmental educators and the example of the National Environmental Education Act (1990) in the U.S. The draft bill was prepared through close collaboration among experts in the Korean Society for Environmental Education (KOSEE) and the Environmental Forum of the Korean National Assembly. The draft bill was revised through pre-legislative consultation among the Ministry of Environment, the National Assembly, and EE experts. The voices from environmental educators in communities and schools were gathered by KOSEE and the Environmental Forum of Korean National Assembly to influence lawmakers. The draft bill, however, did not pass during the 16th National Assembly which ended its term in 2004. The EEPA bill was re-proposed to the 17th National Assembly in 2007 and enacted in 2008. The Presidential Decree and the Ordinance of the Ministry of Environment for the Environmental Education Promotion Act were enacted in 2008.

The EEPA provides legal and legislative instruments for EE in Korea. It also states a legal definition of Environmental Education: “education to help the nation cultivate knowledge, capacity, attitudes, values, and so on which are necessary for preserving and improving the environment and putting such knowledge into practice, with the purpose of contributing to the sustainable development of the State (nation) and the local communities'' (Article 2, EEPA).

The EEPA of Korea has provisions on support for EE in schools (Article 9) and promotion of non-formal EE (Article 10) along with national/regional comprehensive plans on EE (Articles 5∼6). Major components of EEPA include:

Formulation and implementation of Comprehensive Plans on EE (Articles 5-6)
Establishment and operation of EE Promotion Committee (Article 7)
Support for EE in schools (Article 9)
Promotion of non-formal EE (Article 10)
Training and certification for non-formal environmental educators (Articles 11-12)
Development and distribution of EE programs (Article 13)
Certification of EE programs (Articles 14-15)
Designation of EE Centers (Article 16)

In the EEPA, the Ministry of Environment is intended to play a collaborative role with other central administrative agencies. Most important, the Minister of Environment shall formulate comprehensive plans on EE in consultation with the relevant central administrative agencies, including the Minister of Education in supporting EE in schools and the Minister of Oceans and Fisheries in supporting marine EE (Article 5).

Another key component of the EEPA is the establishment of national and regional EE centers to implement and support EE at these levels. According to the EEPA, the Minister of Environment may designate EE centers to promote the projects necessary to vitalize EE (Article 16), and governors of the 17 provinces or metropolitan cities may designate a regional environmental education center to support EE in the region. Certification systems for non-formal environmental educators (Article 11) and EE programs (Articles 14∼15) are also included in the EEPA.

To support the implementation of the EEPA and to promote EE in their regions, all 17 regional governments have enacted ordinances for EE promotion. Most of the regional ordinances for EE promotion include provisions on EE regional plans, regional EE centers, an advisory committee, and support for both formal and non-formal EE. Ordinances for school EE were promulgated by six regional offices of education to enhance support for formal EE. These all show ways of institutionalizing support for EE in Korea.

The EEPA includes both the support for EE in schools (Article 9) and the promotion of non-formal EE (Article 10). Thus the national/regional EE plans and national/regional EE centers are supposed to cover both formal and non-formal EE, however, formal EE is generally prioritized.

National Association
Korean Society for Environmental Education (KOSEE) https://kosee.jams.or.kr
The EE researchers and practitioners in Korea formed the Korean Society for Environmental Education (KOSEE) in 1989 to promote EE research and practice. KOSEE usually holds bi-annual conferences in June and December. KOSEE also publishes its own research journal, the Korean Journal of Environmental Education (KJEE).

EE in the National Government
Environmental Education Team, Ministry of Environment, Republic of Korea
http://eng.me.go.kr/eng/web/main.do
Established in January 2018, the Environmental Education Team (division level) is working under the Policy Planning Bureau, Planning and Coordination Office of the Ministry of Environment. As of 2020, the Environmental Education Team is composed of ten (10) members.

National EE Campaigns and Funding
Environmental Education Portal (www.keep.go.kr)
The Environmental Education Portal of Korea provides EE news, resources, project information, program participation guides, and so on.

Korean Context

The Republic of Korea (South Korea) covers the southern part of the Korean peninsula. As of 2020, it has a population of approximately 52 million people who live over an area of 99,700 square kilometers (population density 519/km2). Similar to other East Asian countries, Korea has a tradition of Confucianism, however, rapid economic growth and influences from American-spawned mass culture starting in the 1960s have tended to override the traditional heritage of Confucianism in contemporary Korean culture (Calder & Fukuyama, 2008). As of 2019, the Gross Domestic Product (GDP) of Korea is approximately 1,600 billion USD, making it the 14th largest national economy in the world (IMF, 2017). The rapid economic growth has resulted in dramatic changes in the country’s social structure and environmental quality. Today over 80% of South Koreans live in urban areas.

The Republic of Korea is a democratic republic, with a strong national government and local autonomous systems. The national government, based on the presidential system, consists of executive, legislative and judiciary branches. The local autonomous system includes 17 regional governments of provinces or metropolitan cities, and 226 local city or county governments. The Korean national curriculum is prescribed by the Enforcement Decrees of the Primary & Secondary Education Act. This serves as the basis for classroom content and textbook development. The national curriculum has been revised on a periodic basis to reflect changing demands for education, emerging needs of society, and new frontiers of academic disciplines. Regional offices of education and individual schools have limited ability to design their own curriculum within the allowable ranges of the national curriculum. Education has played a critical role in Korea’s economic growth by creating a well-educated populace and in social changes by sharing value systems and civic virtues.

Traditions of EE in Korea

EE trends in Korea include conservation education, anti-pollution education, nature study, climate change education, and education for sustainable development. Additionally, holistic, critical perspectives regarding nature and humans' place/role in nature have begun to emerge.

Brazil

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Braziladmin Wed, 04/03/2019 - 10:24

Category(s):

National Legislation

In Brazil, environmental education is established and regulated by Law No. 9,795/99 and Decree No. 4,281/02. In 1999 Brazil developed a National Policy for Environmental Education (PNEA), which is coordinated by the Ministry of Environment and Ministry of Education. Article 2 states that environmental education must be present in both formal and nonformal education. Article 3 states that everyone is entitled to environmental education. Future work for the Brazilian government includes creating an online tool for resource sharing, networking for EE professionals, public policies, actions and projects, and distance education courses. Additionally, they are looking to begin a National Program Implementation Managers Training program.

EE in K-12 Education

The Sustainable Schools National Program of the Ministry of Education supports Brazilian schools in their transition process toward socio-environmental sustainability, turning into sustainable education settings and contributing to better life quality within the communities. This program consists of a set of actions focused on the implementation of National Curriculum Directives on Formal Environmental Education, in order that educational institutions be incubators of a culture founded in the participation and permanent dialogue with students. Program actions are articulated within four components – curriculum, management, facility, and school-community relationship – and are developed through five lines: I – Learning processes and pedagogic practices; II – Diagnoses and research; III – Communication; IV – Management and Infrastructure; V – Articulation and interface with other national policies. The Sustainable Schools National Program also offers environmental education seminars for teachers and students observing the ‘youth educates youth’ principle and distributes the publications “Passo a passo para a conferência de meio ambiente na escola” [Guide to Environmental Conference at School] and “Formando Com-Vida e construindo a Agenda 21 na escola” [Establishing Com-Vidas and Building Agenda 21 at School].

Professional Development

Brazil is continuing efforts to provide online tools for resource sharing, distance education courses, and networking and is in the process of developing a national environmental education system to improve the scope and impact of its national EE policy.

National Associations

The Brazilian Network for Environmental Education (REBEA) connects approximately 45 state, municipal, regional and thematic EE networks across Brazil.

EE in the National Government

The construction of environmental education as a public policy implemented by the Ministry for Education and by the Ministry for the Environment includes processes of articulation of various social actors and their ability to carry out sustainable and educative territorial management, training of environmental educators, socio-environmental edu-communication, and other strategies that promote a critical and emancipatory environmental education.

Organizations

Brazilian Network for Environmental Education (REBEA)

https://www.portaleducacao.com.br/conteudo/artigos/conteudo/rede/27520

Comissão de Meio Ambiente e Qualidade de Vida na Escola (COM-VIDA)

http://www.mma.gov.br/estruturas/educamb/_arquivos/com-vida.pdf

Educares

http://educares.mma.gov.br/index.php/main

Environmental Education and Family Agriculture Program (Programa de Educação Ambiental e Agricultura Familiar)

http://www.mma.gov.br/publicacoes/educacao-ambiental/category/153-programa-de-e…

Ministry of Environment

http://www.mma.gov.br/

Municipal Sustainable Educator Program

http://www.mma.gov.br/estruturas/educamb/_arquivos/mes_cartilha.pdf

National Program on Sustainable Schools (Programa Nacional Escolas Sustentáveis)

Youth Conference for the Environment (Conferência Nacional Infantojuvenil pelo Meio Ambiente)

http://conferenciainfanto.mec.gov.br/

In Brazil, environmental education is a state policy. The Brazilian Government sees environmental education as the “processes by which the individual and try of environment, a common good of the people, and essential to a healthy quality of life Art 1 – National Environmental Education). The ProNEA - National Environmental Education Program seeks to meet the following components with respect to the lines of action and strategies for the formulation of public policies for environmental education: management and planning of environmental education in the country; capacity-building of environmental educators; communication for environmental education; inclusion of environmental education in educational institutions; and monitoring and evaluation of programs and projects in environmental education. Beyond national policy, Brazil is also seeking to increase citizen engagement in environmental education and community action through a range of programs that support states and territories in increasing access to quality education materials and opportunities for civic engagement.

Canada

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Canadaadmin Wed, 04/03/2019 - 10:24

Category(s):

National Legislation

Approaches to curriculum policy and environmental education vary greatly across the provinces/territories. Most, if not all, provincial/territorial curricula include either goals or language relating to environmental education - to a greater or lesser degree. In many provinces, there is not an environmental education curriculum per se. Instead the approach to environmental education is disbursed - it appears as a topic within other subject curricula (e.g. math, science, etc.) Among the provinces, Manitoba is one that has taken a more active role in environmental education. For example, the Manitoba Department of Education, Citizenship and Youth has established a Sustainable Development Initiative (Unit), has developed a provincial Education for Sustainability Action Plan and has created an Education for Sustainable Development working group.

EE in K-12 Education

At the municipal level, individual school boards are responsible for implementing the provincial curriculum, and each board makes budget allocation decisions and chooses and/or develops their own curriculum materials. As such, they are a key player in how and to what degree environmental education is implemented in the schools. For example, school boards normally screen environmental education programs offered to students by outside agencies, and may distribute material within their district. A few school boards have created environmental educational resource positions. Some have prepared environmental reports. For example, the Toronto Region District School Board has produced an Environment Report and the Commission Scolaire de Montréal has developed a Sustainable Development Action Plan. School principals and teachers also play a key role in implementing the curriculum, and how environmental education is reflected in the classroom varies by school and class.

Professional Development

Most provinces have some kind of volunteer associations or networks of teachers that support environmental education. These groups usually focus on teacher professional development and networking, and in some cases include affiliates - those environmental educators not employed by the formal system. A few are specialist councils of the provincial teachers' union, composed of teachers with specific interest in environmental education. The union that represents teachers in Quebec, la Centrale des Syndicates du Québec (CSQ), plays a major role through its green schools program, Établissements verts Brundtland (EVB), which offers educational programs, teacher training and support, and certification/recognition of green schools. CSQ also acts as the Quebec Secretariat for Green Street. The Green Street program outside Quebec is hosted by the Canadian Teachers Federation (CTF), which is increasing its involvement in environmental education on various levels. A number of post-secondary institutions in Canada are involved in environmental education. For example, the Université du Québec à Montréal (UQAM) holds the only Canadian Research Chair in Environmental Education and offers both Masters and Doctoral Degrees, and Royal Roads University offers a Master’s Degree in Environmental Education.

National Associations

Key national players that focus exclusively on environmental education include the Canadian Network for Environmental Education and Communication (EECOM), Learning for a Sustainable Future (LSF), and Green Street. Several associations work specifically to promote and advance environmental education in their provinces (e.g. Environmental Education Ontario, the Alberta Council for Environmental Education, and the Association québécoise pour la promotion de l'éducation relative à l'environnement -- AQPERE)

EE in the National Government

Environment and Climate Change Canada is the main federal player in environmental education, generally under the rubric of its sustainable development activities and goals. Environment Canada is collaborating actively with others to steward Canada's response to the UN Decade of Education for Sustainable Development (2005 - 2014) and with helping to move forward education for sustainable development in Canada. Direct federal involvement in formal environmental education is limited by its lack of constitutional authority for education. However, the federal government can and does work in this area through partnerships, facilitating working groups, etc. - and is an important player in this regard. The Council of Ministers of Education, Canada (CMEC), which is made up of the provincial/territorial ministers of education, includes education for sustainability within its mandate and has completed some survey reports on this topic. In addition, many provincial government departments of the environment have their own environmental education programs, sometimes with both a non-formal and formal component. Some other federal departments are also involved in environmental education including Natural Resources Canada (resources for teachers), Parks Canada (education and interpretation in parks and marine conservation areas), and Fisheries and Oceans Canada (local environmental education in coastal communities).

Organizations

Canadian Wildlife Federation

http://cwf-fcf.org/en/

Council of Ministers of Education, Canada

http://www.cmec.ca/en/

CPAWS (Banff and Ottawa)

http://www.cpaws.org/

Ducks Unlimited - Canada

http://www.ducks.ca/

Earth Day Canada

https://earthday.ca/

Environment and Climate Change Canada

http://www.ec.gc.ca/default.asp?lang=en&n=FD9B0E51-1

Evergreen

https://www.evergreen.ca/

Fisheries and Oceans Canada

http://www.dfo-mpo.gc.ca/index-eng.htm

Natural Curiosity

https://wordpress.oise.utoronto.ca/naturalcuriosity/

Natural Resources Canada

https://www.nrcan.gc.ca/home

Nature Canada

http://naturecanada.ca/

North American Association for Environmental Education

https://naaee.org/

Parks Canada

http://www.pc.gc.ca/eng/index.aspx

Sierra Club (B.C.)

http://sierraclub.bc.ca/

The Gaia Project

https://thegaiaproject.ca/en/

The Otesha Project

https://www.facebook.com/TheOteshaProject/

World Wildlife Fund – Canada

http://www.wwf.ca/

People

Gus Medina

GEEP Advisory Group

More about Gus

Vinh Le

GEEP 30 Under 30: Partner & Designer, Level Studio Inc.

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Autumn Peltier

GEEP 30 Under 30: Water Warrior, Wikwemikong First Nation

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Kehkashan Basu

GEEP 30 Under 30: Founder and President, Green Hope Foundation

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Denise Lee

GEEP 30 Under 30: Co-Founder, Our Poles Our Planet

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Brandon Nguyen

GEEP 30 Under 30: Communications Assistant, EcoSpark

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Jason Pang

GEEP 30 Under 30: Co-Founder, The Plastic Connection

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Nina Andrascik

GEEP 30 Under 30: Nature Canada's Women for Nature Initiative

More about Nina

Connel Bradwell

GEEP 30 Under 30: Northwest Wildlife Preservation Society

More about Connel

Robert Adragna

GEEP 30 Under 30: Our Poles. Our Planet

More about Robert

Ta'Kaiya Blaney

GEEP 30 Under 30: n/a

More about Ta'Kaiya

Kelsey Leonard

GEEP 30 Under 30: McMaster University

More about Kelsey

Tesicca Truong

GEEP 30 Under 30: Director, Artist & Facilitator-In-Training, Co-Design Engage

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Chloe Dragon Smith

GEEP 30 Under 30: Canadian Parks Council

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Alissa Sallans

GEEP 30 Under 30: n/a

More about Alissa

Case Studies

This is Indigenous Land: An Indigenous land-based approach to climate change education

This case study describes an urban and rural Indigenous land-based climate change education camp.

Find out more

Building Capacity for Sustainable Action through Inquiry, Experiential Learning, and Collaboration: Student Action for a Sustainable Future

This case study explores Student Action for a Sustainable Future, a comprehensive environmental education program for middle school students that takes place in the city of Saskatoon, the largest city in the Canadian province of Saskatchewan.

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透過探索、體驗式學習和合作培養永續行動的能力：追求永續未來的學生行動

此案例分析探討專為中學生所設計的全方位環保教育計畫「追求永續未來的學生行動」(Student Action for a Sustainable Future)，此計畫在加拿大薩克其萬省 (S

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The Canadian Network for Environmental Education and Communication is a national charitable network devoted to promoting environmental literacy. Though there are no national EE mandates in Canada, provincial and territorial ministries of education are working with local school divisions to organize, deliver, and assess K-12 education. Some provinces and territories mandate environmental action projects or other priorities for K-12 and post-secondary education. The Sustainability and Education Policy Network is working on developing nationwide eco-certification programs at the K-12 level, outlets for sharing curriculum resources, nationwide support to aid in adopting and implementing sustainability policies, and innovative education policy and program designs. Currently, 7 of 13 provincial/territorial ministries have EE mandates in one or more domains (governance, curriculum, operations, research, etc.), and 10 provinces/territories have overarching curricular frameworks that integrate components of EE.

Philippines

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Philippinesadmin Wed, 04/03/2019 - 10:24

Category(s):

National Legislation

The Republic Act No. 9512, or the National Environmental Awareness and Education Act of 2008, articulates that the state shall promote national awareness of the role of natural resources in economic growth and the importance of environmental conservation and ecological balance towards sustained national development. It established November as the Philippines’ National Environmental Awareness Month.

EE in K-12 Education

In 2009, in response to the UN Decade of Education for Sustainable Development, the Philippines began a program called the National Search for Sustainable and Eco-Friendly Schools (view National Search for Sustainable and Eco-Friendly Schools video here). The program is part of the roadmap for implementing the National Environmental Awareness and Education Act of 2008 recognizes schools for integrating environmental education into their instruction, administration, and programs. Its goals include encouraging schools/academic institutions to become more actively involved in environmental issues at a practical and local level and developing skills and understanding among students, faculty and school administrators in initiating active responses and increasing community awareness and participation on environmental concerns. In addition, the ASEAN Environmental Education Action Plan 2014-2018, which includes the Philippines as a collaborator, articulates as a strategic action the enhancement of awareness on environmental issues among the education community through structured EE/ESD learning and experiences.

Professional Development

Section 7 of the Republic Act No. 9512, or the National Environmental Awareness and Education Act of 2008, states that the Department of Education, the Commission on Higher Education, and the Technical Education and Skills Development Authority will collaborate with the Department of Environment and Natural Resources to implement capacity-building programs in environmental education. These include trainings, seminars, workshops, environmental education materials development, and teacher education courses.

Professional Associations

The Philippines is a member of the Association of Southeast Asian Nations (ASEAN), which includes environmental education as an area of cooperation.

EE in the National Government

The Department of Environment and Natural Resources, in collaboration with the Department of Education, the Commission on Higher Education, and the Technical Education and Skills Development Authority, is responsible for leading environmental education efforts in the Philippines, such as the National Search for Sustainable and Eco-Friendly Schools.

Organizations

Department of Education

http://www.deped.gov.ph/

Department of Environment and Natural Resources

http://www.denr.gov.ph/

Technical Education and Skills Development Authority

http://www.tesda.gov.ph/

The Commission on Higher Education

http://www.ched.gov.ph/

The Department of Science and Technology

http://www.dost.gov.ph/

The National Environmental Awareness and Education Act promotes national awareness of the importance of environmental education for sustainable national development in the Philippines. This policy mandates that environmental education be integrated into school curricula at all levels, and that students are provided with a core curricular foundation in environmental issues and laws, the state of international and local environmental policy, citizens' responsibilities to participate in environmental behavior, and sustainable development. The Philippines also fosters participation in environmental behavior through national awareness events and national programs that encourage the greening of schools, communities, offices and industries.

Taiwan

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Taiwanadmin Wed, 04/03/2019 - 10:24

Category(s):

National Legislation

Taiwan Environmental Education Act came into force in 2011. The goal is for people to understand their ethical relationship with the environment, as well as to improve environmental knowledge, skills, attitudes, and values.

EE in K-12 Education

All students are required to participate in more than four hours of environmental education annually (see https://eeis.epa.gov.tw/front/EngWeb/index1.html).

Professional Development

Environmental education personnel can be certified through one of six approaches: education, experience, expertise, recommendation, examination, and training. Environmental educators in Taiwan can be trained in certified EE facilities or institutes.

National Associations

The association for environmental education professionals in Taiwan is the CSEE.

EE in the National Government

The government office that supports EE is the Department of Comprehensive Planning, Environmental Protection Administration (EPA), Executive Yuan, R.O.C. (Taiwan).

National EE Campaigns and Funding

According to the Taiwan Environmental Education Act (TEEA), 10% of revenue is from annual recycling wastes, at least 5% of the budget is from annual environmental protection fund, and 5% is from environmental protection fines. Currently, the central government’s annual budget for environmental education is USD $1.2 million, with an additional USD $1.33 million allocated for local governments.

Civil Society

Taiwanese civil society, including environmental organizations, teachers’ groups, think tanks, academia sinica, have been practicing environmental education on the ground. The education focus of these organizations and groups varies widely, Including topics such as climate change theory, climate legacy, energy transition, indigenous people land protection, plastic pollution, forests, ocean, and more. Civil society, through its openness, flexibility, and creativity, has significantly improved environmental education in the country.

Organizations

Central Environmental Education Regional Center

http://ceerc.ntcu.edu.tw/index.php

Chinese Society for Environmental Education

http://www.csee.org.tw/

Dagon Elementary School

Department of Comprehensive Planning, Environmental Protection Administration (EPA)

http://web.epa.gov.tw/en/index.aspx

Eastern Environmental Education Regional Center

http://eec.organic.org.tw/supergood/front/bin/home.phtml

Environmental Protection Administration, ROC (Taiwan)

https://www.epa.gov.tw/ENG/

Northern District Environmental Education Regional Center

http://neerc.giee.ntnu.edu.tw/neerc/

Pie-Yuan Elementary School

Seeit

Southern Environmental Education Regional Center

http://seerc.org.tw/index.aspx

Case Studies

Building Sustainable Communities through the U.S.-Taiwan Eco-Campus Partnership Program

The U.S.-Taiwan Eco-Campus Partnership Program (EPP) seeks to build a clean and healthy living environment to achieve the goal of sustainable communities. EPP’s main objectives include:

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Infusing Environmental Education into National Curriculum Framework in Taiwan

Environmental education has long been a national priority in Taiwan.

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環境教育融入臺灣國家課程綱要

臺灣一直以來將環境教育放在首要位置。這份研究案例將探討環境教育如何在2018年更加融入國民教育成為不可或缺的一環，有哪些可借鏡之處，以及環境教育如何在臺灣正規教育體系中紮根。

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Implementing the Taiwan Environmental Education Act (TEEA)

This case study describes one country’s process of implementing a national environmental education act. The Taiwan Environmental Education Act (TEEA) was approved on June 5th, 2010 and went into effect the following year, on June 5th, 2011.

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實行臺灣環境教育法

這份案例研究主要內容為實行臺灣環境教育法的過程。

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Through the Taiwan Environmental Education Act, Taiwan promotes a national environmental education certification system for practitioners, institutes, government, and the private sector. The program provides a nationwide process for advancing environmental literacy and achieving the goals of Taiwan’s strategic plan for sustainable development. The Environmental Education Act informs national environmental education guidelines, an EE action plan (through legislation, certification programs, evaluations, and assessments), and the conduct of government organizations. The national policy also requires that all students and any staff in government and business engage in 4 hours of government funded environmental education curriculum each year. Additionally, Taiwan and the United States work together on the U.S.-Taiwan Eco Campus program to share EE experiences through student exchange programs. In 2016, there were 85 pairs of schools participating in the program (a total of 170 schools) between the US & Taiwan. Taiwan’s efforts to improve environmental literacy through national policy, engaging programs, and EE certification are being met with substantial success, as the country now hosts over 7,000 certified EE personnel, with over 3,000 of them working in the national school system.

Furthermore, Taiwanese environmental groups have been actively pushing for the EE impact to grow. Non-profit organizations such as Greenpeace, Rethink, Green Citizens’ Action Alliance, Citizen of the Earth Taiwan, and Taiwan Youth Climate Coalition, have been going to school campuses, working with teachers, and hosting summer camps/workshops for students. Notably, Greenpeace East Asia’s climate change education program, Green Future (launched in 2020), has built an online environmental learning platform, a certification system for students as they complete learning modules (which helps when applying to higher education), and various learning materials for teachers or students in the region.

Vietnam

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Vietnamadmin Wed, 04/03/2019 - 10:24

Category(s):

Professional Association

National Legislation

Nationally, environmental education has been emphasized in important environmental legislation documents. These include Vietnam’s Law on Environmental Protection and Directive 36-CT/TW on “Strengthening Environmental Protection in the Period of Industrialization and Modernization of the Country”. The Government of Vietnam issued Resolution No. 41-NQ/TW on environmental protection in 2004. It highlights the importance of: 1) Raising awareness and responsibility for environmental protection, especially in youth and teens; 2) Developing mass participation in the movement for environmental protection; 3) Enhancing accountability and developing effective participation of political and social institutions, civil society, and mass media in environmental protection activities; 4) Detecting, expanding, developing, and disseminating advanced eco-models.

EE in K-12 Education

On December 21, 2001, the Prime Minister issued Decision No.1363/QD-TTg on “The Inclusion of Environmental Protection Contents into the Program of the National Education System”. More recently, resources and curriculum documents have been developed to support teachers in integrating environmental issues, including climate change, into their teaching. Some of these documents can be found at: http://esd.ehou.edu.vn/

Professional Development

The National Institute for Education Management (NIEM) has led orientation workshops for senior education managers from 38 provincial Departments of Education and Training. The goal of the workshops is to strengthen awareness and advocacy for integration of Education for Sustainable Development (ESD) into policies and programs at national and provincial levels.

Professional Associations

Vietnam is a member of the ASEAN Working Group on Environmental Education. The group was formed by the ASEAN Secretariat for all ASEAN Member States to annually discuss and share best practices on environmental education initiatives. The group has established EE programs for all member countries such as the ASEAN Environmental Education Action Plan, Eco-school Awards, and a Sustainable Film Festival.

EE in the National Government

The Centre for Environmental Training and Communications coordinates initiatives and programs on informal environmental education and extracurricular activities related to environmental protection for students and teens.

National EE Campaigns and Funding

EE initiatives in Vietnam are funded by government grants, fundraising from public and private sectors, and non-governmental organizations.

Organizations

Centre for Environmental Training and Communications

http://cetac.gov.vn/

National Institute for Education Management

http://www.niem.edu.vn/

Through national policy that highlights raising awareness and responsibility for environmental protection, Vietnam integrates environmental education into all levels of its formal education system. The national government facilitates workshops for senior education managers to strengthen awareness and foster support for integrating EE and education for sustainable development into education policies and programs at provincial and national levels. The national mandate focuses primarily on engaging youth and teens in conservation issues, motivating public participation in environmental behaviors, and encouraging inclusive participation of political and social institutions, civil society organizations, and mass media in conservation initiatives. At the forefront of Vietnam’s current goals to increase the scope and span of environmental education throughout the country is an effort to build an online hub of environmental education experts, organizations, resources, and data to benefit researchers, practitioners, and students and disseminate Vietnam’s environmental education materials and initiatives to broader audiences.

United Kingdom

admin — Wed, 03 Apr 2019 10:24:23 +0000

United Kingdomadmin Wed, 04/03/2019 - 10:24

Category(s):

National Legislation

All schooling in England is governed by the 2002 Education Act. Section 78 of the Act specifies general requirements in relation to curriculum. These include that the curriculum for a publicly-funded school or nursery school “satisfies the requirements of this section if it is a balanced and broadly based curriculum which (a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and (b) prepares pupils at the school for the opportunities, responsibilities and experiences of later life.” Section 3.2 of the National Curriculum for England provides a mandate of sorts for schools seeking to deliver Environmental Education: “The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.”

EE in K-12 Education

Northern Ireland’s Eco-Schools Programme provides a structured 7-step method for improving the environmental standards in schools. The program is pupil-driven and involves the whole school. Every school in Northern Ireland is enrolled in the program and working towards the internationally-recognized Green Flag award. The Eco-Schools program works with many regional and national environmental education partners. In addition, within the primary years (age 4-11) curriculum, pupils have an area of learning called “The World Around Us” which looks at environmental topics, among others, including social and historical. In Post Primary (age 11-14) there is an area of learning called “Environment and Society” which covers environmental issues among others. These areas of learning are cross-curricular and cut through all subjects. Visit the Department of Education for more information.

In England, the phrase “environmental education” does not appear in legislation, although there are numerous examples of where environmental issues and topics feature in curricular and schemes of work (for primary schools, see www.naee.org.uk/wp-content/uploads/2015/06/NAEE_The_Environmental_Curriculum.pdf). There is a similar pattern for secondary education, and for the public examinations that pupils take at ages 16 and 18. A limited selection of environmental topics are covered in the National Curriculum, but an overarching aim to develop pupils' “awareness and understanding of, and respect for, the environments in which they live, and secure their commitment to sustainable development at a personal, local, national and global level” was removed in 2014.

Professional Development

In terms of in-service professional accreditation, a number of environmental organisations provide such schemes. Prominent amongst these is Forest Schools accreditation. Further examples are the schemes promoted by SEEd and Learning Through Landscapes. None of these is the equivalent of a formally-recognized professional qualification to teach in schools. Environmental educators also engage in training courses offered by organizations such as Eco-Schools (operated by Keep Britain Tidy), SEEd, and Learning Through Landscapes at a national level, and by localized providers such as Lifeworlds Learning, Green Schools Project and Local Authority Environmental departments. There are a number of networking organizations for environmental educators such as Manchester Environmental Education Network and London Environmental Educators Forum who organize meetings and training events throughout the year.

There is no specific environmental education certification program in Northern Ireland. Environmental Educators tend to hold an environmental qualification, an education qualification, are self-taught, or a mixture of all of these things. There is therefore a wide range of qualifications and different skills in the environmental education sector which are adaptable for many different job roles. Teachers tend not to have environmental education backgrounds, and are more often personally enthusiastic about the topic and self-driven to gather other qualifications, such as Forest Schools or field studies certificates. Educators typically receive professional development through their work places, or individual efforts to expand their skill set. A wide range of different courses are available, but not through one specific organization or website.

Professional Associations

The National Association for Environmental Education (UK) has existed since the 1960s. It is a member association and a UK charity whose purpose is to advance environmental education within early years settings, primary and secondary schools, and institutions responsible for teacher education within the UK and elsewhere, in particular but without limitation by [i] facilitating curriculum development through the provision of resources, information and ideas for teachers, [ii] providing financial support for pupils to visit outdoor education centers, and [iii] collaborating with organizations that have related objectives. Another national organization with a focus on environmental education matters is Sustainability and Environmental Education (SEEd). SEEd is a registered charity that identifies, promotes, enables and supports environmental education and education for sustainable development in the UK. There are also city-based environmental education organizations such as the Manchester Environmental Education Network and the London Environmental Educators Forum.

EE in the National Government

In Northern Ireland, the Department of Agriculture, Environment and Rural Affairs (DAERA) supports environmental education and environmental education providers.

National EE Campaigns and Funding

Environmental (and sustainability) education is funded in a range of informal ways in England, such as membership subscriptions and fees, project grants, sales of publications and merchandise, and sponsorship.

Many environmental education organizations in Northern Ireland are funded in part by DAERA and also through other funding streams and income revenue. For example, the Eco-Schools Programme receives a mixture of funding from DAERA, local councils, and other businesses and charities.

Organizations

Ashden Awards

http://www.ashden.org/

Association for Science Education

http://www.ase.org.uk/

Butterfly Conservation

http://butterfly-conservation.org/

Centre for Alternative Technology

http://www.cat.org.uk/

Charlton Manor Primary School

https://charltonmanorprimary.co.uk/

Circular Economy Club (CEC)

https://www.circulareconomyclub.com/

Council for Learning Outside the Classroom

http://www.lotc.org.uk/about/

Countryside Classroom

http://countrysideclassroom.org.uk/

Department of Agriculture, Environment and Rural Affairs

https://www.daera-ni.gov.uk/

Department of Education

https://www.education-ni.gov.uk/articles/statutory-curriculum%20and%20http:/cce…

Earth Education

http://www.eartheducation.org.uk/

Eco-Schools (Keep Britain Tidy)

http://eco-schools.org.uk/

Eco-Schools England at Keep Britain Tidy

https://www.eco-schools.org.uk/

Eco-Schools Programme

http://www.eco-schoolsni.org/

Field Studies Council

http://www.field-studies-council.org/

Forest Schools

http://www.forestschooltraining.co.uk/

Geographical Association

http://www.geography.org.uk/

Global Action Plan

http://www.globalactionplan.org.uk/

Green Schools Project

https://www.greenschoolsproject.org.uk/

Groundwork UK

http://www.groundwork.org.uk/

Institute of Outdoor Learning

http://outdoor-learning.org/

Keep Northern Ireland Beautiful

http://www.keepnorthernirelandbeautiful.org/

Keep Northern Ireland Beautiful

http://www.keepnorthernirelandbeautiful.org/

Learning through Landscapes

http://www.ltl.org.uk/

Lifeworlds Learning

http://www.lifeworldslearning.co.uk/

London Environmental Educators Forum

http://www.leef.org.uk/

Magnified Learning

https://www.magnifiedlearning.com/

Manchester Environmental Education Network

http://www.meen.org.uk/

National Association for Environmental Education (NAEE)

http://naee.org.uk/

National Parks UK

https://www.nationalparks.uk/

National Trust

https://www.nationaltrust.org.uk/

Permaculture Association

https://www.permaculture.org.uk/

Project Dirt

http://www.projectdirt.com/

Royal Botanic Gardens, Kew

http://www.kew.org/

RSPB

http://www.rspb.org.uk/

Sustainability and Environmental Education (SEEd)

https://se-ed.co.uk/edu/

University of Bath Centre for Research in Education and the Environment

http://www.bath.ac.uk/cree/

Wasterbuster

http://www.wastebuster.co.uk/

WaterAid

http://www.wateraid.org/uk

Wildfowl and Wetlands Trust

http://www.wwt.org.uk/

Wildlife Trusts

http://www.wildlifetrusts.org/

Woodland Trust

http://www.woodlandtrust.org.uk/

WWF

http://www.wwf.org.uk/

Case Studies

Eco-Schools Northern Ireland – Empowering Young People Through an Environmental Education Framework

This case study looks at the growth of the international Eco-Schools program in Northern Ireland as well as the challenges it faces in empowering our young people to be the drivers of behavior change for a sustainable world.

Find out more

Although there is no specific national mandate for environmental education in England, a range of policies and practices that support teachers in this work can be found. For example, many organizations and groups are now working to raise public awareness of environmental issues and climate change, and reduce the gap between people’s lives and the natural world by integrating environmental and sustainability education into the curriculum, by building capacity to take action, and by influencing policy. The following are particularly significant: cross-discipline references to environmental issues in school curricula, government support for global learning, a wide-spread Eco-Schools program (an international award that provides a framework for schools to integrate sustainability into school life), many outdoor learning programs (such as forest schools) that use the ‘outdoor classroom’ to help young people develop personal, social, and technical skills and build a sustainable future, and national membership organizations with a specific remit to support teachers and schools. They understand that environmental education will flourish where school leaders are supportive and see its merits, and that building bridges between environmental education and global learning is important.

Across Northern Ireland, all schools are enrolled in the Eco-Schools Programme, which works in partnership with a range of environmental education organizations to improve environmental standards in schools. In addition, the school curriculum in Northern Ireland includes exploration of environmental issues across the curriculum. Environmental educators in Northern Ireland receive training through a variety of approaches; there is no singular certification pathway or training program. Within the national government, the Department of Agriculture, Environment and Rural Affairs (DAERA) supports environmental education and environmental education providers, including by providing some funding for environmental education efforts. Environmental education in Northern Ireland may also be supported by other funding streams, such as businesses, local councils, or charitable organizations.

The Netherlands

admin — Wed, 03 Apr 2019 10:24:23 +0000

The Netherlandsadmin Wed, 04/03/2019 - 10:24

Category(s):

National Legislation

The Netherlands has a long history of environmental education and Education for Sustainability policies, which began with the European Year for Nature Conservation in 1970. The first policy advice specific to environmental education in the Netherlands was released in 1975, the first national EE act was passed in 1988, and the first multi-year environmental education action program was initiated in 1992. The sustainability topic was introduced into EE in the Netherlands in 1999. During the UN Decade for Sustainable Development – which began in 2005 – the Netherlands released two separate policies: one for environmental education (EE) and one for Education for Sustainable Development (ESD). The EE and ESD policies converged in 2013 under the country’s Duurzaam Door program.

EE in K-12 Education

K-12 educators in the Netherlands can access environmental education resources through Groen Gelinkt, an online search system that allows educators from primary schools, secondary schools, and afterschool programs to locate EE resources by topic and audience. Sustainable PABOs offers support for schools in initiating sustainability projects. Sustainable Chain Gang (VO) provides a network for secondary schools to support one another in sustainability education efforts.

Professional Development

Sustainable PABOs supports environmental educators by offering professional learning opportunities through conferences, lectures and workshops, newsletters with tips and activities, and online resources. It also supports teacher training colleges and primary schools in learning to use the PRISE (Primary Sustainable Education), an assessment and evaluation instrument for Education for Sustainable Development (ESD) in primary education.

National Associations

Several sustainable education networks operate in The Netherlands. Sustainable PABOs is a nationwide sustainability network of teachers, administrators and students of teacher training colleges in the Netherlands. Sustainable Chain Gang (VO), is a national network of institutions in the field of secondary education in the Netherlands. Sustainable MBO is a nationwide sustainability network of teachers, administrators and students of secondary vocational education in the Netherlands. Higher Education - Students for Tomorrow is both a network of local student organizations and a national voluntary organization.

EE in the National Government

Duurzaam Door serves as "the umbrella for educational activities in the field of nature, environment and sustainability”.

National EE Campaigns and Funding

Through Duurzaam Door, €2.7 million is budgeted for national programming. For provincial programs, €1.5 million in government grants are available on an annual basis. Provincial/local governments, as well as third parties, each contribute an additional €1.5 million. Total budget on an annual basis for the provinces includes a maximum of €4.5 million.

Organizations

Duurzaam Door

https://www.duurzaamdoor.nl/

Groen Gelinkt

http://www.groengelinkt.nl/

Higher Education - Students for Tomorrow

https://www.studentenvoormorgen.nl/en/

Sustainable Chain Gang (VO)

https://www.vledderprojecten.nl/?page_id=621

Sustainable MBO (Duurzaam MBO)

https://www.duurzaammbo.nl

Sustainable PABO (Duurzame PABO)

http://duurzamepabo.nl/duurzame-pabo/missie-en-visie-duurzame-pabo/

University of Wageningen

https://www.wur.nl/en.htm

With its first national environmental education policy enacted in 1988, the Netherlands has a long and rich history of using environmental education as a key strategy in addressing environmental issues. By positioning environmental education as a platform for forging relationships and building capacity, the Netherlands’ government facilitates a “learning society” to assist individuals and institutions in addressing key issues through education and sustainable practices. National policy also supports new forms of monitoring and evaluation for the country’s prominent environmental education programs, such as Groen Gelinkt, a web hub that offers teaching materials and information about environmental education and sustainability. The Netherlands also facilitates national education networks for sustainability in higher education and vocational practices to lobby at all levels and achieve key objectives for engaging students in sustainable development curricula, research, and practice.

Australia

admin — Wed, 03 Apr 2019 10:24:23 +0000

Australiaadmin Wed, 04/03/2019 - 10:24

Category(s):

National Legislation

In 2005, the Australian Government Department of the Environment and Heritage developed a document entitled Educating for a Sustainable Future: A National Environmental Education Statement for Australian Schools. This statement provides a description of the nature and purpose of environmental education for sustainability through all years of schooling, including a vision and a framework for its implementation. It is intended for teachers, schools and their communities, education systems and developers of curriculum materials. It is also intended as a companion to existing State and Territory policies and programs and does not replace them. In 2009, Living Sustainably: The Australian Government's National Action Plan for Education for Sustainability, was launched. Its aim is to equip all Australians with the knowledge and skills required to live sustainably. The plan has been prepared in conjunction with the National Council on Education for Sustainability by the Australian Government Department of the Environment, Water, Heritage and the Arts.

EE in K-12 Education

In 2010, the Sustainability Curriculum Framework was published. It describes what students may need to learn to live sustainably, and considers the most appropriate times and environments in which these learnings should occur. Environmental education initiatives also exist at the regional level. For example, the Queensland Environmentally Sustainable Schools Initiative establishes a network of environmentally sustainable schools that demonstrate curricula connections and environmental action based on ecological sustainable development principles. A website supports schools, their partners and the community in realizing a positive environmental vision for their schools.

National Associations

The Australian Association for Environmental Education believes that education is central to achieving a sustainable future. The AAEE has three major roles: 1) promoting the most extensive and effective use of education to help people to live more sustainably, 2) supporting its members and others in the sector via professional development, and 3) building greater strength in local networks that facilitate collaboration and skill sharing. They accomplish this through providing professional resources for educators and advocate and lobby at the national and state levels.

Organizations

Australian Association for Environmental Education

http://www.aaee.org.au/

Ozharvest

https://www.ozharvest.org/

ResourceSmart Schools

http://www.resourcesmartschools.vic.gov.au/

Zoos Victoria

http://www.zoo.org.au/

Case Studies

ResourceSmart Schools

This case study presents an overview of ResourceSmart Schools, a well established Victorian Government program that helps a wide range of schools benefit from embedding sustainability into everything they do.

Find out more

Education for Conservation

This case study explores how zoos might redevelop their education strategies to address 21st century conservation priorities while incorporating current best practices in education.

Find out more

The Australian government seeks to equip all Australians with the knowledge and skills required to live sustainably through its National Action Plan for Education for Sustainability. The Plan outlines a national action framework with four primary strategies to prioritize and address the needs of education for sustainability. Additional regional and state legislation sets goals for environmental education and education for sustainability throughout the country. For example, the Queensland Environmentally Sustainable Schools Initiative seeks to establish a network of environmentally sustainable schools that demonstrate curricula connections and environmental action based on sustainable development principles. Similarly, the Melbourne Declaration on Educational Goals for Young Australians outlines strategies for improving educational outcomes for Australian youth and includes a section on creating active and informed citizens working toward improving natural and social environments.

New Zealand

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New Zealandadmin Wed, 04/03/2019 - 10:24

Category(s):

National Legislation

Although there is no specific mandate for EE within New Zealand there is a guiding national strategy, Learning to Care for Our Environment: Me Ako ki te Tiaki Taiao (Ministry for the Environment, 1998). This strategy is currently being refreshed through a cross-agency project led by the Department of Conservation, the Ministry for the Environment, and the Ministry of Education. The refreshed draft National Strategy for Environmental Education for Sustainability 2016-2026 was available for public feedback in 2016.

EE in K-12 Education

New Zealand schools are guided by both The New Zealand Curriculum (2007, English medium) and Te Marautanga o Aotearoa (2008, based on Māori philosophies). Environmental education and sustainability are positioned as cross-curricular in both of these. Schools are also supported to design and implement environment education in their own school curriculum by the Guidelines for Environmental Education in New Zealand Schools (Ministry of Education, 1999). In senior secondary school (Years 12-13) Education for Sustainability credits can be gained for Level 1 and 2 of the National Certificate in Educational Achievement (NCEA). In 2015, the New Zealand Council for Educational Research published an update on Environmental Education in New Zealand Schools. Toimata Foundation leads the largest single education for sustainability program in New Zealand: Enviroschools. Over 31% of schools in the country and 85 partner organizations are part of this network.

Professional Development

There currently is no certification program for environmental educators in New Zealand. There are a wide range of professional development opportunities available for environmental educators, however there is no centralized location from which these can be accessed. Opportunities include the New Zealand Association for Environmental Education biennial conference; training workshops run by the Toimata Foundation for the facilitators of the Enviroschools and Te Aho Tū Roa programs, who in turn provide professional development opportunities to schools and their communities, as well as multi-day workshops on Education for Sustainability; and workshops offered through the Teachers’ Refresher Course Commission (TRCC).

EE National Associations

The New Zealand Association for Environmental Education (NZAEE) is a charitable trust with the focus of educating for sustainability. The association includes a national executive and seven branches. NZAEE has a memorandum of understanding with the Australian Association for Environmental Education and affiliation with the UK National Association for Environmental Education (NAEE) and the North American Association for Environmental Education (NAAEE). New Zealand also participates in the Global Environmental Education Partnership.

EE in the National Government

There is no centralized point coordinating environmental education, however the Ministry for the Environment, under the Environment Act 1986, has a function "to provide and disseminate information and services to promote environmental policies, including environmental education and mechanisms for promoting effective public participation in environmental planning". Other government agencies with a role in environmental education include the Department of Conservation and the Ministry of Education. The Office of the Parliamentary Commissioner for the Environment gives independent advice to the government and produced a significant thought piece in 2004 - See Change: Learning and Education for Sustainability.

National EE Campaigns and Funding

Environmental education is often placed in a web of connections with schools, early childhood settings, tertiary education providers and central government, local government, NGOs, trusts, community groups and businesses. Initiatives are usually reliant on a combination of contestable fixed term funds administered by central and local government, NGOs or trusts. Corporate sponsorship and philanthropic interest is growing.

Organizations

Department of Conservation

http://www.doc.govt.nz/

Ministry for the Environment

http://www.mfe.govt.nz/

New Zealand Association for Environmental Education (NZAEE)

http://nzaee.org.nz/

Teachers’ Refresher Course Commission (TRCC)

http://www.trcc.org.nz/

Toimata Foundation

http://www.toimata.org.nz/

Case Studies

BLAKE New Zealand Virtual Reality: Using Virtual Reality to Educate about New Zealand's Marine Environment

BLAKE NZ-VR connects young people to the marine environment through a school roadshow using virtual reality (VR) headsets and 360-degree underwater videos.

Find out more

Though New Zealand doesn’t mandate environmental education initiatives through national policy or legislation, the country has positioned environmental education and education for sustainability as cross-curricular contexts in its national education standards. Further, New Zealand is initiating cross agency work to develop a national EE strategic framework and coordinate a networking system across schools, program providers, stakeholders, and funders to promote continued growth in long term programs that link schools and learners to community led conservation. New Zealand is also working to provide new opportunities for educator professional development, capacity building for EE practitioners and conservation rangers, and increased efforts in developing K-12 students’ leadership skills and action competence.

Professional Association

Republic of Korea

Brazil

Organizations

Canada

Organizations

People

Gus Medina

Vinh Le

Autumn Peltier

Kehkashan Basu

Denise Lee

Brandon Nguyen

Jason Pang

Nina Andrascik

Connel Bradwell

Robert Adragna

Ta'Kaiya Blaney

Kelsey Leonard

Tesicca Truong

Chloe Dragon Smith

Alissa Sallans

Case Studies

Philippines

Organizations

People

Anna Oposa

Taiwan

Organizations

People

Wen-Feng Chang

Yi-Hsuan (Tim) Hsu

Tsung-Yung Liu

Ya-Ling Chang

I-Hsin (Shin) Kuo

Tzu-Chau (T.C.) Chang

Chih-Yang (Jason) Huang

Case Studies

Vietnam

Organizations

United Kingdom

Organizations

People

Ian Humphreys

William Scott

Quinn Runkle

Nicola Fitzsimons

Case Studies

The Netherlands

Organizations

People

Arjen Wals

Australia

Organizations

People

Alan Reid

Case Studies

New Zealand

Organizations

People

Ben Reddiex

Jared Hiakita

Benji Moorhouse

Case Studies