GEEP Advisory Group

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.

More about Vinh

Autumn Peltier

GEEP 30 Under 30: Water Warrior, Wikwemikong First Nation

More about Autumn

Kehkashan Basu

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

More about Kehkashan

Denise Lee

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

More about Denise

Brandon Nguyen

GEEP 30 Under 30: Communications Assistant, EcoSpark

More about Brandon

Jason Pang

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

More about Jason

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

More about Tesicca

Chloe Dragon Smith

GEEP 30 Under 30: Canadian Parks Council

More about Chloe

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.

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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.

Japan

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

Category(s):

National Legislation

The Act for Enhancing Motivation on Environmental Conservation and Promoting of Environmental Education of 2003 was amended in June 2011, with the embedding of the principles of ESD. It came into full force in October 2012 as the Act on the Promotion of Environmental Conservation Activities through Environmental Education. The purpose(s) of the legislation at the local/grassroots level are: 1) To promote EE through voluntary efforts within the public and private sectors and civil society. 2) To stipulate “the promotion of EE at home, in school, in the workplace and in the community (i.e., in formal & non-formal settings ) geared toward the improvement of citizens' understanding of environmental conservation. 3) Enrich training programmes for teachers (including hands-on approaches to EE), and development of teaching materials and information service” (MoEJ, 2013).

EE in K-12 Education

The Junior Eco Club was launched in 1995 by the Ministry of the Environment. Its aim is to raise awareness of elementary and junior high school students, supporting their environmental conservation activities and promoting various extracurricular “green” activities. Comprised of between 3-20 members, they can receive the “Earth Ranger” certificate after one year of participation. The Japan Environment Association serves as the national secretariat, with a working group that includes Ministry of the Environment personnel, environmental educators and officials from local government. Eco Clubs also receive support from “Coordinators” – in charge of the Eco-club activities at the local government level; “Supporters” – who supervise the voluntary activities of the children; and a “Supporting Group” – a registry of voluntary experts who can support through facilitation of field activities and give advice in response to request from the clubs. Junior Eco Club fosters peer learning through exchange of information among clubs through the National Secretariat called “Ecological Communication.”

Professional Development

The Environmental Counselor Project is a national registry of individuals to provide advice/ counselling and instruction for environmental conservation activities, based on their experience and knowledge, to civilians and entrepreneurs who wish to undertake environmental preservation activities. They also provide information through the web and compile reports of their activities.

EE in the National Government

Looking forward, the strategy of the Ministry of Environment Japan is two-fold: Policy and linking non-governmental organizations (NGOs)/civil society organizations (CSOs). Through policy, they will promote international cooperation with the UN and other education programs and policy processes (United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS), Regional Centers for Expertise (RCE) & ProSPER.Net (Promotion of Sustainability in Postgraduate Education and Research), the Global Environmental Education Partnership (GEEP), and bilateral policy dialogues. They will also increase interagency coordination to streamline EE/ESD programs. Specifically, the Environmental Partnership Offices will promote EE policy in the local areas, 11 ministries will coordinate on the National Implementation Plan on ESD (2015-2019). The Ministry of Environment Japan (MoEJ), Ministry of Education, Culture, Sports, Science and Technology Japan (MEXT), Ministry of Agriculture, Forestry, and Fisheries (MAFF), Ministry of Economy, Trade, and Industry (METI), and Ministry of Land, Infrastructure, Transport, and Tourism (MLIT) will work together on the promotion of environmental conservation activities through environmental education. Secondly, the Ministry of Environment Japan will work in NGOs and CSOs by disseminating EE through teaching (organizing seminars, develop and publish textbooks and research), research (increase capacity and outreach through the Institute for Global Environmental Strategies (IGES)), and practice (implementing EE/ESD by Regional Centers of Expertise (RCEs) and other NGOs/NPOs).

At the state level, the Environment Ministry, in cooperation with the Ministry of Education, Culture, Sports, Science and Technology Japan (MEXT) WILL seek public input and draft policy to promote EE. They will seek to implement measures to encourage willingness for conservation activities and EE in cooperation with local governments.

Organizations

Institute for Global Environmental Strategies (IGES)

http://www.iges.or.jp/en/

Japan Environment Association

https://www.jeas.or.jp/english/

Japanese Society for EE

http://www.jsoee.jp/

Ministry of the Environment

https://www.env.go.jp/en/

United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS)

https://ias.unu.edu/en/

Case Studies

Popularizing an environmental education project: A case study of the eco-picture diary in Yokohama City, Japan

The Eco-Picture Diary Environmental Education Project (EDEEP) was developed and introduced by Recycle Design, a Yokohama-based civil society organization, to inform students, their family members, and other citizens about particular socio-environmental issues and strategies in Yokohama City, Japa

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At both prefectural and national levels, Japan is promoting environmental education through government mandates and innovative programs. Japan's national policy seeks to promote environmental conservation activities through environmental education and civic engagement. It also provides enriching training programs to assist teachers in developing curriculum, learning new teaching strategies, and testing innovative pedagogical approaches. A national registry of environmental education experts also provides sustainability resources for the public and opportunities for peer learning among researchers, practitioners, and curriculum developers. Japan’s Ministry of Environment is continuing to promote international cooperation through bilateral policy dialogues, increase inter-agency coordination to streamline programs in environmental education and sustainable development, and disseminate environmental education through research, capacity building, outreach, and practice.

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.

United Kingdom

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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.

United Arab Emirates

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United Arab Emiratesadmin Wed, 04/03/2019 - 10:24

Category(s):

GEEP Advisory Group

EE in K-12 Education

The United Arab Emirates engages schools in environmental education and sustainability practices through a number of key programs that share objectives at the local, national, and international levels. For example, the UAE’s Enviro-Spellathon is an eco-literacy program targeting students in elementary and middle school. Approximately 90% of the nation’s schools are engaged in the program. Perhaps the UAE’s most successful program, the Sustainable Schools Initiative, is already achieving significant positive outcomes. Schools that are involved in the program have demonstrated a concrete reduction in their ecological footprint, and the program’s “lead school” concept (wherein schools that have attained a certain level of sustainability adopt newer and younger schools to mentor), has increased participation in the Sustainable Schools Initiative to 60% across the country. The United Nations Environment Program has endorsed the quality of the Sustainable Schools Initiative and has recommended it be worth implementing at the regional level. In 2014, the Environment Agency – Abu Dhabi, launched the Sustainable Campus Initiative to strengthen and build leadership capacity among youth studying at the institutions of higher education. The programs help harness the power of youth as change agents in society.

EE in the National Government

The UAE’s programs follow a multi-stakeholder engagement and a collaborative approach while implementing their educational initiatives. The Environment Agency – Abu Dhabi has successfully partnered with at least six other government departments and entities, including educational authorities, private sectors, nonprofit organizations, and schools to implement environmental education initiatives.

Organizations

Environment Agency- Abu Dhabi

https://www.ead.ae/arabic/SitePages/Home.aspx

Eye On Earth

https://eye-on-earth.net/

Zayed Future Energy Prize

http://www.zayedfutureenergyprize.com/en/

Case Studies

Waterford Kamhlaba United World College – 2015 Zayed Future Energy Prize Winner

This case study describes the successful work of Waterford Kamhlaba United World College, a high school in Swaziland, to develop and implement a sustainability and renewable energy plan.

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卡姆拉巴聯合世界書院–2015 年扎耶德未來能源獎得主

此案例分析說明史瓦濟蘭一所高中「卡姆拉巴聯合世界書院」(Waterford Kamhlaba United World College) 發展及實踐永續性和可再生能源計畫的成就。

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Sustainable Schools Initiative

This case study describes the United Arab Emirates’ (UAE) Sustainable Schools Initiative, or Al Madaris Al Mustadama, which was designed to reduce the nation’s ecological footprint and help move environmental education from

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永續校園行動方案

此案例分析說明阿拉伯聯合大公國的永續校園行動方案 (Sustainable Schools In

Find out more

Environmental education in the United Arab Emirates is enacted through a variety of local, national, and international programs. Government organizations, such as Environment Agency – Abu Dhabi take a leading role in supporting this work and forming partnerships to foster engagement in environmental education. Programs such as the Enviro-Spellathon, the Sustainable Schools Initiative, and the Sustainable Campus Initiative are successful government-led initiatives that engage young people in environmental and sustainability education. Some non-governmental organizations based in the UAE, such as the Zayed Future Energy Prize, work to support environmental education internationally.

Australia

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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.

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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.

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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.

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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.

Botswana

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

Category(s):

National Policy

In Botswana, environmental education is mandated through the Revised National Policy on Education and the National Policy on Conservation of Natural Resources. Since 1996, the Ministry of Education has incorporated environmental education into the existing curriculum. In 2003, the Ministry developed Environmental Education Guidelines, which were national goals for EE. The goals include: development of environmental awareness; knowledge and understanding of environmental issues; skills in addressing these issues; and the development of attitudes to protect and preserve the environment. (Ketlhoilwe, 2003)

EE in K-12 Education

The Revised National Policy on Education of 1994 introduced environmental education across the curriculum including both primary and secondary levels. In 1997, the National Environmental Education Strategy and Action Plan (NEESAP) was introduced. Its purpose is to increase environmental awareness through attitudinal change, readiness to learn, opportunities to share experiences, and recognition of traditional systems of managing natural resources.

Professional Development

Botswana does not have a certification program for environmental education. Through the National Environmental Education Committee based at the Department of Environmental Affairs, the country organizes national workshops and periodic national environmental education conferences. In addition, Botswana’s 1994 Revised National Policy on Education of 1994 (RNPE, 1994) recommended that colleges of education in Botswana train teachers in Environmental Education (EE) methodologies.

National Associations

While Botswana does not have its own national environmental education association, the Association of Environmental Clubs of Botswana is a national NGO supported by the government through the Department of Wildlife and National Parks. In addition, Botswana is an affiliate of the Environmental Education Association of Southern Africa (EEASA), a regional membership association for environmental educators.

EE in the National Government

Botswana has two national offices that support environmental education. For the formal sector, especially basic education, environmental education is supported through the Department of Curriculum Development and Evaluation. Within the Department of Environmental Affairs, Botswana has established a National Environmental Education Committee.

National EE Campaigns and Funding

Botswana has adopted the integration and infusion approach to implement and practice environmental education. EE funding is therefore not separated from any budget allocation. Thus, there is no dedicated fund or funding for EE countrywide.

Organizations

Association of Environmental Clubs of Botswana

https://www.facebook.com/www.mewt.gov.bw/

Department of Curriculum Development and Evaluation

http://www.gov.bw/en/Ministries--Authorities/Ministries/Ministry-of-Education-M…

Department of Environmental Affairs

http://www.gov.bw/en/Ministries--Authorities/Ministries/Ministry-of-Environment…

Environmental Education Association of Southern Africa (EEASA)

https://eeasa.org.za/

Kalahari Conservation Society

http://www.kcs.org.bw/

Mokolodi Wildlife Foundations

http://www.mokolodi.com/

Somareland Tikologo (Environmental watch Botswana)

https://www.tripadvisor.com/Attraction_Review-g293767-d1128848-Reviews-Somarela…

University of Botswana

https://www.ub.bw/

WENA Environmental Education and News Trust

Case Studies

Water and Biodiversity Project

This case study describes a collaborative effort to integrate environmental and sustainability education into teacher education at a college experiencing water scarcity.

Find out more

Botswana is a country home to significant, and multi-sector environmental education efforts. Botswana's National Policy on Natural Resources Conservation and Development outlines a National Environmental Education Strategy and Action Plan. Through these mandates, environmental education guidelines have been developed across all levels of education. The Department of Wildlife and National Parks, private sponsors, and NGOs have established environmental education centers throughout the country that offer programs for youth and adults. Further, the University of Botswana offers a tailored program in environmental education, courses for undergraduate teacher trainees, and graduate degrees (Master's and PhD) in environmental education. Botswana is currently working to introduce environmental education training into its college-level teacher training programs, evaluate and improve its school and community environmental education programming, and promote and expand its biannual national environmental education conference.

Russia

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

Category(s):

GEEP Advisory Group

National Legislation

Russia does not have federal legislation specifically related to environmental education. However, Article 3 of the Russian Federal Law on Environmental Protection briefly mentions environmental education, stating that the “organization and development of environmental education, training, and the formation of ecological culture” should be incorporated into economic and other activities impacting the natural environment. In addition, some Russian regions have created local laws related to environmental education.

EE in K-12 Education

For a few years, in the 1990s, the subject "Environment" was required in Russian public schools. However, Russia does not currently include environmental education in the compulsory K-12 curriculum. Many teachers still conduct formal and informal environmental education activities in schools, with support from school supervisors and local authorities. Informally, educators, teachers, and the general public in Russia express a strong interest in environmental education.

Professional Development

Russia does not have a federal or nation-wide certification program for environmental educators. However, local governments in several regions support environmental education by promoting environmental studies in schools, organizing regional EE conferences for teachers and educators, and organizing educator professional development seminars. For example, in Tomsk Region (Western Siberia, Russia), the local Department of Environmental Protection co-organizes biannual EE conference for teachers/educators, often visited by participants from other Russian regions. The Tomsk regional environmental protection authority also supports EE initiatives in local schools, libraries, and other educational organizations.

National EE Campaigns and Funding

In recent years, many environmental NGOs have closed their environmental education initiatives because of financial difficulties. Russian offices of Greenpeace, World Wildlife Fund (WWF), and similar organizations do contribute to informing people about the environment.

Organizations

Department of Environmental Protection, Tomsk Region

https://en.tomsk.gov.ru/

Greenpeace Russia

http://www.greenpeace.org/russia/en/

World Wildlife Fund Russia

http://www.wwf.ru/eng

Although Russia does not have a specific national environmental education mandate, support for EE exists formally and informally at regional and local levels through the efforts of schools, teachers, and governmental and non-governmental organizations. In schools, many teachers supplement the compulsory Russian K-12 curriculum with environmental education activities. Regional departments of environmental protection may support environmental education by offering professional development seminars and conferences for educators. Large international environmental NGOs also work to promote environmental education in Russia.

GEEP Advisory Group

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

Japan

Organizations

Case Studies

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

United Kingdom

Organizations

People

Ian Humphreys

William Scott

Quinn Runkle

Nicola Fitzsimons

Case Studies

The Netherlands

Organizations

People

Arjen Wals

United Arab Emirates

Organizations

People

Gayatri Ragwha

Case Studies

Australia

Organizations

People

Alan Reid

Case Studies

New Zealand

Organizations

People

Ben Reddiex

Jared Hiakita

Benji Moorhouse

Case Studies

Botswana

Organizations

People

Mphemelang (M.J.) Ketlhoilwe

Case Studies

Russia

Organizations

People

Alex Kudryavtsev