UNESCO-UNEP Environmental Education Newsletter. 1991-1992

DOCUMENT RESUME

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TITLE Connect: UNESCO-UNEP Environmental Education Newsletter. 1991-1992. INSTITUTION United Nations Edumational, Scientific, and Cultural OrganizAtion, Paris (France). Envirmnmental Educatima Section. REPORT NO ISSN-0250-4499 PUB DATE 92 NOTE 68p. AVAILABLE FROMUNESCO, 7 place de Fmatenmy, 75700 Paris, France. PUB TYPE Collected Works Serials (022) JOURNAL CIT Connect; n16-17 Kar 1991-Dec 1992

EDRS PRICE 1.1701/PC03 Plus Postage. DESCRIPTORS Adult Programs; Buddhism; *College Curriculum; *College Students; Ecology; Economic Development; Elementary Secondary Education; Endmngered Species; *Environmental Education; Foreign Countries; Higher Education; *Industrial Education; Models; Natural Resources; Newsletters; *Nonfonnal Education; Religious Cultural Groups; Taoism; Vocational Schools.; Western Civilization IDENTIFIERS Association of Southeast Asian Nations; *Environmental Ethic; Hinduism; Judeo Christian Values; *UNESCO; Zen Buddhism

ABSTRACT This document consists of the eight issues of Uae UNESCO-UNEP Environmental Education Newsletter published in 1991 and 1992. The lead article in the March 1991 issue, "From Awareness to Action viz Nonformal Environmental Education," discusses the different methods to translate and transmit environmental education concepts to citizens in simple mad understandable terms. Particularly targeted by this effort are women of the developing world. Methods cited include use of television and radio, popular dheater, group discussions, and nature museums. The lead article in the June 1991 issue, "A Universal Envirmamental Ethic: rile Ultimate Goal of Environmental Educatima," proposes that the development of an environmental ethic that asks individuals to think globally and act locally should draw from environnental cultures. The article discusses the development of environmental ethics in several religious cultures. The lead article in the September 1991 issue, "Environmental Education for University Students," discusses the development of courses that provide intensive envirmnmental educatima and training for students in two special groups: (1)student scientists, technologists and other future experts dealing directly with environmental concerns; and(2) students of professions whose future work will have an influence and impact on environmental management. The lead article in the December 1991 issue, "Incorporating Envirmmmental Education into Industrial Education," discusses an environmental education curriculum for Industrial Schools. The lead article in the September 1992 issue, "Environment or Development--A False Alternative?", discusses recent advocamy of sustainable development. Topics discussed include: (1) Models to illustrate that sustainable development is the intersection of social, economic and environmental goals; (2) principles for sustainable development supported by the Laternational Chamber of

Commerce; (3) sustainable development in the humid tropics; and (4) . environmental education for women- The lead article in the December 1992 issue discusses Biodiversity, the necessity to protect endangered plant and maimal species, and how to infuse biodiversity in the curriculum thrmsgh envirmumental education. (mre) U.S. DEPARTMENT OF EDUCATION Office al Eclu-AhOnat R14.cI, and Impcovilmen1 EDUCATIONAL RESOURCES INFORMATION CENTER (ERbq RThia docurreot has been reoroOocraias raciavad from tr* carrion or Ccgarnation OnQINIfing it Min Or chanomi hove bean mad imP10,41 mOrecluction Qua Iffy

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UNESCO-UNEP ENVIRONMENTAL EDUCATION NEWSLETTER

Vol. XV!, No. I, March 1991

From Awareness to Action via Nonformal EnvironmentalEducation

Successful management of the environment, achievement ofsustainable, environmentally-sound development, depend upon cooperation among governmental bodies, industry and concerned, informedcitizens acting individually, collectively and through their electedofficials and governmental agencies. Intelligent and effective citizen participationin environmental cares requires public awareness deepened by knowledgefrom the sciences, social sciences and humanities. It further requires the developmentof attitudes and practical skills which aid people to live in a manner whichenhances environmental quality and reduces environmentaldegradation. One of the most urgent problems today inenvironmental education (EE) is how to translate and transmit in simple,understandable terms such vital concepts as interdependence, limitation ofunrenewable resources, human population growth and energy flow. This becomes ofmajor significance when one recalls a cardinalfact confronting everyone concerned abouteducation: the vast majority of the world'spopulation, youth as well as adult, is outside the formal school system and educathinal process. Particularly tobe targeted are women of the developing world: their role is critical,their contact with the environment most direct, through the familyand in the fields, from fuel, consumer attitudes to cultivation of the soil. In other words, to arrive at anenvironmentally-informed, intelligent and effective citizenry the indispensable factordevelopment of nonformal (out-of-school) environmental education is a mustalong with formal EE. 2 BEST COPY AVAILABIL The planning. organization and methodology of proach," as in Ghana and Benin, and of a specific. nonformal EE has varied enormously from one coun- instructional way, as in Tanzania and Nigeria. In the try to another. In Nepal. for example,Radio Nepal latter countries, listeners were organized into groups has been broadcasting a weekly programme on eco- with the aim of teaching a variety of cognitive skills logy with an emphasis on the preservation of forests, as well as work skills, which could lead to aheight- a particular problem of the country.The Sahel-Vert tened quality of life. The environmental radio pro- activity, conducted in Senegal, was a practical exer- grammes were augmented by written materialsand a cise in out-of-school EE involving nearly two thou- local teacher or extension worker provided an ele- sand youth in a tree-planting programme covering ment of interpersonal communication. almost 700 hectares of the Sahel Desert. In the "forum approach." emphasis is on group Many nations have incorporated special rooms for discussion and listeners' views and questions form the basis of much of the programmes. This strategy of EE in their nature museums and other educational using listening/discussion groups also includes the facilities, in their nature gardens, parks and reserves, use of written materials and the participationof a etc., (See Connect, December 1986. "Micro-Environ- teacher, monitor or extension worker to direct activi- ments for Environmental Education. ") ties. The use of environmental radio cassettes, wherever existent, is eminently advisable as well, andwhere Many programmes are government-inspired and not existent, their production in terms of specific -controlled, others are sponsored by nongovernmen- local or national environmental problems or issues. tal organizations and some are a combination of both. Wherever or whenever small, portable TV units, complete with environmental video cassettes, are Nonformal environmental education may be broa- or will be widely and locally available, the same dly classified as participatory or nonparticipatory. strategies are applicable. The latter's target group members are largely "pas- sive .eceivers" of such media messages as TV-radio Among the most participatory forms of nonformal programmes, newpaper and other press articles, talks, EE is undoubtedly problem solving, one of the key etc., as well as, to a greater or lesser degree, in such aspects of EE (along with interdisciplinarity). It pro- activities as visits to nature museums, zoos, aquaria, vides a basis for relevant and meaningful curricula etc. As for the mass media, their environmentrole and helps individuals develop critical thinking skills should not be to alarm the public, but rather to alert and a much improved self image. People begin to and educate it with scientifically and pedagogically realize that they can really become agents for change sound messages. In this connection, two recommen- for the benefit of themselves and their society. Admit- dations of an EE meeting of ASEAN countries (In- tedly problem solving is a difficult process for both donesia, Malaysia, Philippines, Singapore and Thai- teacher and learner. However, in the process learners land) are to be cited: (I) "The mass media should be become encouraged to deal with controversial issues encouraged to educate and not merely to disseminate and develop interpersonal communication skills and informationof environmental concern." (2) "Al- values which are so important for dealing with com- though the mass media have proved to be an effective plex issues. Similarly teachers and leaders who are instrument for public EE, personal contact, too, must not well versed in the art of problem solvingbecome be augmented for the substantive transfer of envi- aware of how controversy may spark learningwhen ronmental education, taking into account the culture handled well. (See EE Series No. 15, A Problem- and educational levels of the target group." (See Solving Approach to Environmental Education, which Connect, June 1982.) This augmentation of nonparti- is available to institutions on request to Connect, cipatory EE programmes of the mass media with address on the last page; see also this newsletter's structured, educative and interactive follow-up is June 1983 issue.) most important if they are to be effective. During the last decade there has been an increasing Class or group discussion is one form of follow-up use of popular theater as part of a two-waycommuni- as well as a general form ofeducation, inside or cation process in EE. The purpose of such program- outside the school. It is obviously more participatory mes is not simply to impart information in an enter- than the usual talk or lecture and therefore a more taining way, but also to develop a critical awareness effective teaching/learning strategy. Many adults and generate a commitment to collective environmen- learn best in a social context and participation in tal activities. An example of this new approach is class discussion can develop self-confidence. Ideally, illustrated by the Laedza Batanani ("Wake up let's for thorough discussions the number of participants get together and work together") festivals in Bots- should not exceed fifteen. wana. The festival is a mixture of socio-dramaand group discussion and provides a forum for the ex- The use of radio in developing environmental pression of feeings and an analysis of the major awareness has been a characteristic of the medium environmental problems faced by the community since its origin. In fact, the portable, transistorized involved. Each year local community leaders and radio has arguably become the most widespread_and extension workers meet in a workshop to choose the commonly used invention of the 20th century (even as issues to be examined and accordingly plan the compared, say, to the telephone). However, as men- festival. tioned, the major problem remains: how to ensure that the environmental message reaches and activates The methodology and techniques of nonformal its listeners. Many strategies have been devised to education are wide and varied, offering vast. oppor- achieve this. They include the use of a "forum ap- tunities for the spread of EE worldwide. For exam-

Connect 2 3 the pupils. basic literacy fbr allhas become a project of which will, almost certainly, be lacking in pie. Similarly, training programmes for those teachersof international priority. A great many countries are large now pledged to coping withtheir own problem of unemployed young adults should contain a literacy proj- component of outside project work inwhich a variety illiteracy by mounting adult, functional and ects. Such projects are fertileground for introducing of jobs can be experienced. For adults, methods environmental issues of immediate concernand rele- materials must be relevant and truly meaningful at Indeed the result might be theirnature level; the particular needsand potential vance to the participants. specially and has been called environmental literacy for of women, where appropriate, should be all(Connect,June 1989). For example, consideration considered. village by of how to improve the quality of life of a The desired competencies of EE teachers in gener- such amenities as a constant supply ofunpolluted facilities, or how to al have been previously discussed in these pages water and adequate sanitation March 1990) as including: (1) foundational agricultural (Connect. improve the local economy by increased competencies inprofessional education; and (2) yields and better marketing, are clearly idealtopics in turn. need to competencies in EE content. The latter, for an adult literacy class. But there is a include: ecological foundations, conceptual aware- EE viewto such topics, introduce a more penetrating ness, investigation andevaluation, and environmen- such as excessive use of pesticides andinorganic but what of tal action skills. These competencies apply no less to fertilizers may give short-term crop yields, EE teachers in the nonformal sector ofeducation and the long-term health and environmental costs? their training programmes should similarly include As for the EE training of teachers in thenonformal these fundamentals. sector, it is essential to identify theneeds and require- and plan the (The article above is largely based on adocument ments of the specific target groups Edu- appropriate training programmes accordingly.For published in the Unesco-U NEP Environmental teaching cation Series (No. 23), which is titledGuidelines for example, any programme concerned with Educa- EE to young school drop-outs should illustratehow the Development of Nonforrna! Environmental features of the local environment can be used to tion.It is available in English or French to institutions develop the basic skills of literacy and numeracy by writing toConnect,address on th F... last page.)

EE Training Course forScience Teachers and Supervisors in the ASEANCountries

A regional training course for scienceteachers and activities, including lecture-discussions, field and supervisors on environmental educationinthe laboratory work, demonstration teaching, develop- ASEAN countries, organized by Unesco andthe ment of exemplary instructionalmaterials and teach- University of the Philippines in association with ing aids, and case-study analyses. There were UNEP, UNDP and the ASEAN Committee on presentations of six country reports on the environ- Science and Technology, was held in QuezonCity, mental problems and status of EE in each country 11 August 1989. The six (see below). The presentations includedslides, post- Philippines, 24 July modules, videotapes and ASEAN countries were: Brunei-Darussalam,Indo- ers, syllabuses, textbooks, nesia, Malaysia, Philippines, Singaporeand Thai- photographs. land. Follow-up national EE trainingworkshops are Outputs included an EE framework for secondary planned for these countries. schools, lesson plans and teaching aids, instruments incul- for monitoring and supervision ofenvironmentally- The objective of the training course was to oriented classes and a national EE programme for cate among teacher educators,secondary-school field trips as supervi- each participating country. There were science teachers, curriculum developers and well. A summary of the country reports presented sors these EE dimensions: anincreased awareness and sensitivity to the environment and itsproblems; follows. an understanding offundamental environmental concepts and their science content; competencein Brunei-Darussalam the supervision/teaching of the environmentaldi- mension of science in secondary schools; skills in the Environmental problems: solid waste, pollution, development of lesson plans and the preparationof land use, waste water and sewage, wildlife conserva- teaching aids for environmentally-oriented sciencein tion. secondary schools; and skills in the use of alternative Environmental education: an environmental di- strategies for planning and development of EEcurri- mension has been incorporatedintosecondary- cula. school subjects, such as integrated science, chemistry, senior biology, physics, combined science, human and so- The twenty-two participants comprized there science teachers, teacher educators, supervisors and cial biology, and geography. At the university curriculum developers. They engaged in a varietyof are environmental components,such as environmen-

3 March 91 tal systems, ecology, and geomorphology and clima- mental component, the importance of the latter tology for future teachers. Nongovernment organiza- depending on the subject eventually to be taught, e.g., tions directly involved in environmental matters in- geography, the natural or social sciences, etc. The clude the Brunei Association of Science Education University of the Philippines Institute for Science and the Brunei Chemical Society; the former has and Mathematics Education Develoinent conducts published EE materials and organized science-proj- short-term EE courses for science teachers and pro- ect competitions in schools relating toenvironmental duces EE curriculum materials for elementary and concerns. high school pupils. At the tertiary level the current EE approach is to integrate environmentalism into all Indonesia disciplines. Environmental problems: diminishing agricultural Singapore land, deforestation, soil erosion, water shortage and pollution, solid waste and air pollution. Environmental problems: improperly treated sew- Environmentaleducation:theEnvironmental age. solid wastes, drainage problems, pollution of Management Act (No. 4), in support of sustainable surface watar, waste disposal, oil pollution. development, requires the government to cultivate and develop the public's awareness of its responsibil- Environmental education: at the primary level, ity in environmental management, largely through science teaching is focused on the study of the dissemination of information and education and environment and innovative strategies in this regard research concerning the environment. are used in the social studies programme. The primary-science theme of people interacting with their At the secondary level, population and environ- environment is continued at the lower-secondary mental themes are integrated into subjects such as level, which focuses on pupils using the concepts and science, biology, social science, geography, econom- skills they have acquired at the primary level to ics and the study of Pancasila Morals. In teacher- interact with and inquire further into their environ- training institutes, population and environmental ment. Themes pursued are: habitat, simple concepts studies have their own place in the curriculum. In of population, community and ecosystem; energy severaluniversitiesintroductoryenvironmental transfer process in the ecosystem; nutrient cycles in science is an obligatory course. the ecosystem; and people's impact on the ecosystem. In the last topic the pup;.' rttention is drawn to the effectsof overpopulation,urbanization,indus- Malaysia trialization, pollution and depletion of natural resources in an ecosystem. Environmentalproblems:deforestation,water shortage and pollution, excessive use of agrochemi- The lower-secondary geography curriculum also cats, air and noise pollution, depletion of fishing includes studies of the environment, such as exploita- grounds, land use. tion and poor management of the land, methods of Environmental education: there is a new emphasis conservation and environmental pollution. Through on EE, thanks to the recent IntegratedSecondary fieldwork, group discussions, project work and practi- School Curriculum which incorporates "Man and cal exercises in the classroom, the pupils develop a Nature" into science and geography. The new science greater understanding of the effect of urbanism on curriculum, for instance, concentrates on these themes: the natural environment. They can, for exa'mple, human beings and otherlivingthings;earth observe at first hand that clean living and proper resources and their management; energy for living; working habits are essential to the prevention of human beings and harmony in the environment. The urban pollution. training of future teachers of science, geography and science-based subjects increasingly includes envi- The science and geography courses at the upper- ronmentalawarenessandcompetency.Atthe secondary and pre-university levels contain environ- tertiary level, a number of universities now include mental content aimed at: pupils' understanding of environmental studies and work closely with the fundamental concepts and principles; their develop- Ministry of Science, Technology and the Environ- ing relevant abilities, useful skills and attitudes, ment in conducting joint environmental research such as inquiry skills and initiative; and the stimula- projects. tion of interest in and care for the environment. For teachers, in-service EE courses have been organized and implemented by various governmental agencies Philippines while other agencies additionally conduct EE work- pollution, shops and field trips. The National University of Environmentalproblems:industrial Singapore offers both compulsory and seleczive envi- health, degradation of forests, decimation of coral ronmental courses from environmental management reefs, water pollution and above all poverty and its to environmental physiology and economics. The results. Singapore Science Centre engages in nonformal EE Environmental education: environmental themes through its Ecogarden, mini rubber plantation, labor- are usually part of the science curricula at the s :con- atory classes and science demonstrations, journals, dary-school level, but EE is also integrated into social slide series, guidebooks and various extracurricular studies, health, communication and the practical arts. activities in its Science Camps and during Ecoweek Teacher-training programmes contain an environ- and Discovery Week.

4 Connect Thailand comprehensive EE workplan as a guideline for rele- . vant-curricula at all levels in both formal and non- Environmental problems: depletion and deteriora- formal education. Additionally, research and studies tion of natural resources; deforestation; soil degrada- of information management systems are encouraged tion; shortage of surface water; deterioration of as well as a greater degree of cooperation nationally coastal resources; water, soil, air and noise pollution; and internationally in the field of EE. Efforts are also made to stimulate environmental conservation and solid waste and toxic substances. improvement. The Ministry's Institute for the Promo- Environmental education: at the lower secondary tion of Teaching Science and Technology is actively level, EE is integrated into the science and social engaged in producing all forms of EE teaching/learn- studies; it is also offered as a separate course for a ing materials. Pranakhorn Teachers' College is simi- social studies elective course. The upper-secondary larly involved. level treats EE as a separate course in the elective (A 69-page report of the ASEAN training course, social studies; it is also integrated into all science described above, is available in English to institutions courses. In teacher-training colleges, EE is offered as integrated by writing to: Unesco Principal Regional Office for a separate course; in universities it is either Asia and the Pacific, G.P.O. Box 967, Bangkok 10110, into science and the social sciences or giver. as 'a Thailand. A report on the EE training course for separate course or courses. ASEAN countries is also available in Pnglish from Thailand's Education Ministry has established a the same Unesco Office.)

Environmental Education in Australia

Support for environmental education from the cula, is to be completed by mid-summer of this year. national as well as the state governments of Australia Govetnmental EE in Australia is complemented by is particularly strong. Since 1987, for instance, four the substantial activities of a nongovernment organi- state governments have issued EE policies. The most zation, the Australian Association of Environmental recent was released in September 1990 by the Victor- Education (AAEE), and its state chapters and affili- ian (State) Ministry of Education, a policy supple- ates. Membership consists of primary, secondary and mented by a broad network of Extension Educative tertiary teachers, government personnel in resources Services, such as EE teachers at the State Zoo as well management and conservation, and community lead as with government resource-management agencies. ers concerned about the care and preservation of the These teachers also prepare curriculum materials, environment. The AAEE hosted an international EE advise schools and conduct students on field excur- conference in Adelaide, south Australia, in Septem- sions. (For more on the state of Victoria, see below.) ber 1990. Keynote speakers from UN EP, UNCED The states of Queensland and New South Wales Secretariat, Children's Alliance for the Environment help implement their EE policies with Field Study and their Australian counterparts linked the Austral- Centres. Here students stay for week-long studies, ian scene in school, university and nonformal EE including experiential and investigative EE activities. with international trends. Its next annual conference The state of South Australia has funded twenty-six will be in Perth, in1992. The organization also schools to carry out an intensive land rehabilitation publishes a quarterly newsletter, ozEEnews, and an programme, Landcare, stpported with EE curricu- annual journal. The state chapters are additionally lum materials and consultant advisors. There are active in producing curriculum materials and in eight state ministries or departments responsible for conducting seminars and other EE development education. Coordinated by the national government, activities. (The November 1990 issue of ozEEnews they are currently cooperating in an exercise to contains .1 long, witty account of the Adelaide confer- establish exactly how they go about EE with the aim ence. Address: Noel and Annette Gough,Editors. of sharing their experiences and best results. T'le first o:EEnewc, 21Brenbeal Street. Balwyn Vic 3103. phase of this activity, namely, detailing current curri- Australia.)

State of Victoria

In 1987 the Victorian Government issued the im- framework designed to achieve prosperity and en- portant statement,Protecting the Environment: a hance the quality of life for all Victorians. Conservation Strategy for Victoria. which underlined the fundamental role of EE in aiding the community, The objectives of the Conservation Strategy are both local and global, to understand the necessity for described as aiming to: maintain essential ecological protecting and conserving the environment. Together processes and life-support systems; preserve genetic with Victoria's Economic Strategy and its Social Jus- diversity; ensure the sustainable use of renewable tice Strategy, the Conservation Strategy stands as a resources; ensure the wise use of nonrenewable re-

5 March 91 sources; and protect natural areas and ecosystems for iences should progressively involve the school in the nonmaterial needs of society. conservation and environmental matters on a local, regional, national and global scale. The policy should The Strategy endorses EE as a priority for achiev- provide a consistent and supportive climate for envi- ing the government objectives, which are to: develop ronmental education in the school. It should encour- community awareness and involvement in environ- age learning through experience, active problem mental matters by increasing EE opportunities for the solving and decision making that is concerned with whole community; promote and strengthen interdis- real problems and relevant issues." ciplinary EE programmes in schools and tertiary institutions; promote a conservation ethic and encour- The interdisciplinary, or "cross-curriculum," ap- age the adoption of environmentally-responsible proach taken by Victoria's EE policy includes such attitudes and lifestyles; and ensure adequate oppor- teaching and learning experiences as: tunities for community involvement and resources management decision-making. activities in the arts, such as painting, photogra- phy, drama and dance these uctivities can interpret Directions and guidelines for curriculum at school and/or celebrate th :; environment, convey attitudes level are found in Curriculum Development and Plan- and show options tor environmental management; ning in Victoria, Ministerial Paper No. 6, which requires that all students should have access to a compre- studies of the local environment, such as identi- hensive curriculum including studies of: the interna- fying resources and species, counting populations, tional community; resource use; the relationship mapping the distribution of resources, species and between the physical environment, culture and so- populations, and measuring the composition of air, ciety; the social and environmental impact of the water and soil in the locality, developing and preser- applications of science and technology; and the need ving local resources, sites, landscapes and species, for responsible maintenance of environments. restoring habitats, landscapes, populations, historic sites and buildings and any other significant aspect of The Environmental Education Policy, released by the local environment affected by human activity; Victoria's Ministry of Education in1990, clearly states that "Environmental education is an essential activities in the humanities, such as investigating part of a comprehensive school curriculum and, when the functions and history of local sites and buildings it occurs as an entire school approach, it provides a or writing to express feelings about the environment. powerful and meaningful form of education. It com- (The section above on EE policy in Victoria is bines theory and practice in a way that is relevant to based upon its Ministry of Education's Environmen- all members of the school community." tal Edleation Policy, a 24-page brochure. For its It is further stated that "a school environmental availabuity as well as for more information, write: education policy should aim at providing learning Statewide School Support and Production Centre, experiences that maintain and improve the quality of Ministry of Education, Level1, Rialto, GPO Box the school and its surroundings. These learning exper- 4367, Melbourne 3001, Australia.)

Incorporation of Environmental Education into General University Teaching Africa and the Arab States

An Interregional Training Seminar on Incorpora- group preparation of relevant units or courses and tion of Environmental Education into General Uni- individual development of national strategies. versity Education was held in Cairo, Egypt, 7-12 July Recommendations of the first panel included: 1990. The training seminar was organized by the integration of EE into the various departments of the Institute of Environmental Studies and Research of Faculty of Medicine under the guidance of the Egypt's Ain-Shams University in the framework and Departments of Community, Environmental and with the support of the Unesco-UNEP International Occupational Medicine; more emphasis in teaching EE Programme. The six participants and twelve medical students the people/environment relation- observers who attended the seminar the third of three such seminars held at Ain-Shams University ship and the impacts of radiation, radioactivity, pesticides, etc.; more environmental research and improve- since 1988 came from Iraq, Kenya, Kuwait, Sudan, ment of laboratories concerned with it. The second Syria and the host country, Egypt. panel decried the overspecialization now practised in The training seminar was organized around: (1) agricultural education and the lagging behind in the panels on t*.e incorporation of EE into (a) medical study of environmental changes. The third panel education; (b) biological and agricultural education; examined current physics and engineering education (c) physics and engineering education: and (d) hu- and the environmental components to be added: manities and pedagogical education; (2) the presen- intenctions between the biosphere, "technosphere tation of country reports by participants; and (3) and sociosphere," appropriate "clean" technology,

6 7 Connect environmental field work, etc. The fourth panel Utilization," "Management of Refuse Disposal," proceeded similarly with components for geography, -VecTor-Borne Diseases" and a general course on rural, urban and industrial sociology, social psychol- "The Environment." ogy and service, social research and the teachingof future teachers. (A Final Report of the above training seminar is Country reports on the status and future of EE in under preparation and will shortly be available in general university education were accompanied by English and obtainable by writing toConnect,address suggested strategies at the national level for each of on last page. The Final Report will contain details of the six countries reported upon. Four working groups the proceedings, the panel discussions, the country presented schematic outlines for courses on "Envi- reports, the proposed courses and the principal ronmental Aspects of New and Renewable Energy speeches.)

National Training Workshop in Environmental Education Benin A national training workshop in environmental the incorporation of an environmental dimension. education for educators was held in Porto-Novo, Benin, 3-8 September 1990. The workshop was organ- There were seven presentations by specialists, ized in the framework of the Unesco-UNEP Inter- which covered the essentials of EE; primary and national EE Programme. Participants were primarily secondary education nationally and the current state those responsible for the preparation of teachers at of EE at these levels; Unesco's Man and the Bio- the primary and secondary levels, particularly in sphere (MAB) Programme; people, climate and the geography and biology and other natural sciences, as degradation of the environment; the destruction and well as a number of professors in these disciplines the preservation of natural resources; teaching/learn- and school supervisors. ing methodologies in EE; and national strategies for the educational innovation required by the introduc- The objectives of the training workshop were: (1) tion of environmental education into school pro- to develop awareness of the environment and its grammes. The two working groups developed fol- problems, notably in Benin; (2) to share knowledge low-up projects, and strategies for a five-year action and experiences in environmental education,its plan, beginning with the close of the national training principles, goals and methods; and (3) to develop a workshop. national strategy for the promotion of EE in Benin. The workshop was organized around plenary ses- (A full report of the Benin workshop, including sions (presentations followed by discussion) and two presentations, workshop results, etc., is available in working groups, the first on the teaching of geogra- French by writing to: Commission nationale beni- phy, the second on that of biology, both in terms of noise pour l'Unesco, Porto-Nuovo, Benin.)

EE News and Publications

The Environment: Six Years of Programme and 4 (1990) ofOur Planet,UNEP's magazine, features an Research Activities, 1985-June 1990,is a compilation article on "Cleaner Production, or cutting waste by on 100 microfiches of the main books,articles, design."Information Green Paper,No. 1, "Global working papers and conference documents produced Environment Justice," by Dr. Mostafa K. Tolba, is by Unesco,orunder its auspices, on the theme of the the first of a series ofGreen Papersto be published by environment. Packed in a plastic card index box and UNEP which ai.,ns to highlight priority environmen- complete with a 137-page index in book form, the tal issues. For inch or all of the four publications compilation is available for 2,600 FF by writing to: mentioned, write: Information and Public Affairs, Unesco Press, Sales Division, 7 place de Fontenoy, U NEP, P.O. Box 30552, Nairobi, Kenya. 75700 Paris, France. Also available is MAB Digest Environment and the World of Work isa 106-page (No. 6),Debt-JOr-Nature Exchanges and Biosphere booklet published by the International .-abour Office Reserves: Experience and Potential,which describes .(1LO) which covers environment, development and innovative methods for project financing inless the role of ILO in these regards. Module 2 of ILO's developed countries by means of the "debt-ex- environmental training course for employers' organi- change" instrument. Write MAB, Unesco, address as zations,Environmental Planning and Management,is directly above. also available by writing to: ILO Publications, Inter- Action on the Environment: the role of the United national Labour Office, CH-1211 Geneva 22, Switzer- Nationsis an illustrated, folio-size brochure recently land. V.Children and the Environment,a 73-page published by the International Institute for Environ- brochure, has been published jointly by UNEP and ment and Development in cooperation with the the United Nations Children's Fund (Unicef). Write United Nations Environment Programme (UNEP). either to UNEP, address above, or to Unicef, Palais The last set of issues (Nos. 67-71) ofOutreach,an EE desNations, CH-1211 Geneva10,Switzerland. network periodical, is devoted to "crops," "how food Maggie Black'sFrom Handpumps to Health,the spoils." "income from tree planting," etc. Issue No. evolution of water and sanitation programmes in

March 91 7 Bangladesh, India and Nigeria, is also available from waste disposal, etc. The report identifies two key new Unicef. Issue No, 4, 1989, ofINTII3 NET,a challenges for the 1990s: integration of environmen- newsletter of the United Nations Industrial Devel- tal and economic decision making and effective trans- ornent Organization (UNIDO), describes the envi- lation of international agreements into environmen- ro,,ment progrlmme which has been launched by the tal realities. The OECDObserver,February/March organization. Write: UNIDO, P.O. Box 300. A-1400 1991, contains a summary of both reports. The organ- Vienna, Austria. 411.Environmental Status Report ization has also just publishedEnvironmental Poli- Sub-Saharan Africa, 1990has been issued by the cies for Cities in the 1990s.71 pages, which examines Environment Division, Technical Department, of the and proposes urban environmental improvement World Bank for the African region. It covers the policies. Write: Publications. OECD, 2 rue Andre- Bank's environmental activities in that region. A Pascal, 75775 Paris Cedex 16, France. worldwide report of these activities has also been Communicating Conservation and Sustainable Devel- issued, entitledThe World Bank and the Environment. opmentis a brief report of highlights of an interna- For both, write: The World Bank, 1818 H Street, tional workshop on that theme conducted by the N.W., Washington, D.C., 20433, U.S. Commission on Education and Training of the Inter- The Community Health Worker,available in Eng- national Union for the Conservation of Nature and lish, French and Spanish, has been republished with Natural Resources (IUCN). For more information, a new section on AIDS, by the World Health Organi- write: M.A. Partha Sarathy, Chairman, 1UCN, I , 12th zation (WHO). The 467-page book is divided into Cross, Rajmahal Villas Extn, Bangalore 560 080, three parts: Working guide, Guidelines for training India. There are also documents pertaining to the community health workers and Guidelines for adap- organization's 18th General Assembly, held in Perth, tation. A catalogue of the organization's publiCations Australia, 28 November 5 December 1990. For is also available. Special note should be made of the more information, write: IUCN, Avenue du Mont Inventory of Audiovisual Materials in the environ- Blanc, CH-1196 Gland, Switzerland. A small kit mental and occupational health field, recently issued of EE materials in Chinese and English is available by the Environmental Epidemiology Network under from the Conservation Association of the Hong Kong the aegis of WHO's Global Networks project to Environment Centre, Hongkong. The overall title is strengthen education, training and research on envi- Me Earth at Risks.composing "Era of Extinction," ronmental health hazards. Write: Office of Publica- "TheVanishingRainforests,""GlobalFever," tions, WHO, CH-1211 Geneva 27, Switzerland, 400 A "Ozone Crisis" and "Acid Rain A Neglected number of illustrated brochures of special EE interest Fact?" The WorResources Institute has just have been published recently by the World Meteoro- published a major work, entitledDriving Forces: logical Organization (WM0):The Atmosphere of the Motor Vehicle Trends and their Implications for Global Living Planet, Earth: The Role of the WMO in the Warming, Energy Strategies and Transportation Plan- international decade for Natural Disov,"- Roduction; ning.This follows two other publications of WRI: (I) WMO and Climate Change:andWMO and Global the voluminous, 383-page, folio-size tome,World Warming. The organization also issues Fact Sheets. Resources, 1990-1991, A Guide to the Global Environ- Write: Public Information Office, WMO, 41 Avenue ment,with its special focus on climate change and Giuseppe-Motta, P.O. Box 2300, CH-1211 Geneva 2, Latin America plus essential date on 146 nations; and Switzerland. (2) the smaller (61-page) brochure.Lessons Learned in Globr 1 Environmental Governance,which describes The Organization for Economic Cooperation and significant environmental initiatives internationally. Development (OECD) has just published two new For information about these and other WR1 publica- reports:The State of the Environment 1991and a tions, write: World Resources Institute, 1709 New supplementaryvolume, Environmental Indicators: a York Avenue, N.W., Washington, D.C. 2006, U.S. Preliminary Set.The first is almost 300 pages long, There is a 25-page article (among others) on presenting "a mixed picture: of the progress achieved "MovingTowardEconomic-cum-Environmental among highly industrialized member countries as Sustainability in Asian Developing Countries," in the well as the problems remaining or emerging; global Winter 1990 issue of The Environmentalist, Write: atmospheric issues, wastewater treatment, intense Science and Technology Letters,P.O. Box 81, noise levels, toxic substances, deforestation, solid Northwood, Middlesex HA6 3DN, U.K.

Save trees. This issue is printed on recycled paper.

Connect isalso published in French asConnexion,in Spanishas Contacto.in Russian asKontakt,in Arabic as Arrabitaand in Chineseas Lianjie.Contents are exactly the same in all editions.Connectis kee. Reproduction of its contents is not only permitted,itissolicited and Gamed Published by Unesco encouraged. ISSN 0250-4499 7, place de Fontenoy, 75700 Paris, France

S.A.G.I. - Paris, Printed in France 11/06068 Conned

UNESCO-UNEP ENVIRONMENTAL EDUCATION NEWSLETTER

Vol. XVI, No. 2, June 1991

A Universal Environmental Ethic The Ultimate Goal of Environmental Education

An ethic may be thought of as an ideal of human behaviour, an environmental ethic as ideal human behaviour with respect to the environment, natural and built. One senses a newly emergent environmental ethic in the growing concern about the environment, in swel- ling movements to save the Earth, indeed in current and encouraging national and international environmental laws and regulations. Yet, we know that, as in the more familiar context of social interaction, strict obedience to the letter of the law must be complemented and supplemented by individual moral sensibility and conscience, by environmentally-ideal human behaviour, an ultimate goal of environmental education. The examples are simple and homely. Many countries, a vast number of towns and communities, have enacted laws and established rules to prevent the littering of public roads, lands and gardens. Such laws and regulations reflect an often newly acquired collective moral sensitivity to the environment. However, we know, even guiltily, that one nry legally litter one's own home and one's back yard, if one owns one. An environmental ethic, created or reinforced, would discourage one from doing so, even if one were alone. We may never perfectly achieve harmony with nature, but the existenceof an environmental ethic, partly encoded in laws, but largely a matter of sensibility and conscience, can draw individuals in the direction of that ultimate goal of environmental education, namely, environmentally-ideal personal behaviour.

7 Al Think globally, act locally has become the universal to the core philosophy of Hinduism as discussed, is slogan of the environmentally concerned. It implies a dualistic rather than monistic. There is a fundamental universal emironmental ethic towards which. one feels, dichotomy between souls and body, mind and matter. we are massively moving. What are the principles in Each soul, moreover, maintains its own integrity. It is common in that movement and its varieties, how can not a manifestation of the universal soul. Every living they be educationally strengthened. developed. univer- thing is endowed with such a soul. And, although in salized ? The beginning may lie in a comparative study each living thing the soul is, as it were, ciusted over of environmental cultures and ethics across the borders with flesh and its consciousness dimmed and confused of time and space. with sensory perceptions of various modes and degrees Chronologicallyonemightcommencewith of clarity, all souls are equally pure and perfect in and Hinduism, whose origins reach into the dim historical of themselves. past and resist facile doctrinal definition. Roughly At the moral core of Jainism is the doctrine of ahim- contemporary with the Greek epics of Homer and Hesiod so, the determination not to kill or harm any living thing are the Vedas. composed by Aryans who brought them which contains a soul as perfect or complete as one's to India and in which we find a pagan polytheism with own and which is as liable to suffering as oneself'. The clear affinities to the pagan polytheism of the Greeks. Jains are famous for the extreme lengths to which they who were from the same Indo-European linguistic, cul- go to honour this doctrine. Of course, the eating of meat tural, and racial stock. The gods. identified with and especiallyisprohibitedsinceanimalempirical manifested by features, forces and processes of nature consciousness is more acute than plant consciousness. (Sky. Earth, Thunder. and so on) were propitiated with Mahavira. the founder ofJainism. himself, only ate left- animal sacrifice, entreated with prayer. and command- over food, prepared for someone else, so as not to have ed by magical incantation. personally cansed injury even to the plants, or their seed, Hindu thought gravitated toward belief in an inner, from which it was made. Moreover, food must be in- unseen, abstract reality, underlying the manifest world spected before eating to assure that insect eggs or mites disclosed to the senses. For man ( and other living things ) are not consumed inadvertantly. Similarly, water must it was Atman. the spirit or inner self, in contrast to the be strained, not to protect one's health. but to avoid body. More expansively and abstractly still, all things consuming any organisms in the water. One ought even in the divided, articulate world disclosed to the senses to sweep one's path before walking so that one's foot- are manifestations of inner Being, Brahman. Atman and fall does not injure or kill any living thing. Ahimsa is Brahmam, in turn. came to he conceptually united so a doctrine of extreme concern for other living things. It that the inner Being or essence of all things is soul, spi- is in this respect a kind of environmental ethic contrib- ritual being, or consciousness. Objective knowledge uting to the universal environmental ethic aimed at. and subjective knowledge thus coalesce. To know one's self, not one's personality or empirical self, but one's Buddhism stems from the teachings of Siddharta transcendental self, is to know the nature of all thing,. Gautama. who lived in India during the sixth century B.C. Buddhism, however, today flourishes less in India The empirical world is both unimportant. because than in countries to the south and east of India. name- ultimately unreal, and contemptible, since it seduces ly. Sri Lanka. Myanmar. Thailand, Kampuchea, Laos. the soul into illusion and bad karma. It distracts the soul Vietnam, China, Korea. Japan. Tibet. and Mongolia. from finding itself, attaining liberation, and merging with the one essential, transcendental self. i.e.. from Core moral values in Buddhism are to bc found in achieving nirvana. On the other hand, since the essen- the five precepts : abstention from killing living crea- tial or transcendental self of each person is the same, tures. abstention from stealing, abstention from lying <, same » in the strongest sense. literally identical with and abstention from taking intoxicants. While these pre- the Self or Being per se in everything else, one is led cepts embody the basic requirements for the living of to empathy and compassion. Other forms of being, par- a good life and the establishment of a good communi- ticularly other forms of life, are victims of the same ty, some of these are relevant to a conservationist ethic. deceit, frustration, and suffering as oneself and should The respect for life and property, the rejection of hedo- be pitied. Indeed, there is no real distinction between nistic life styles and the notion of truthfulness empha- self and other. One cannot, thus, profit at the expense sizing consistency in thought and action are all ethical of others, either other human beings or other natural, premises relevant for the development of environmen- environmental beings since, ultimately, there are no tal ethics. oothers » all are ephemeral manifestations of one The Buddhist precept concerning abstention from indivisible Being. killing living creatures focuses attention on the ethical Lastly, there is a correspondence between the ecolog- premise concerning the value of life. The Buddha asked ical world view and the world view of Hindu thought. people to abstain from destroying the life of human Ecology also represents the world as a unity. that is. beings and animals and also condemned the infliction holistically the unity of oneself and one's surround- of suffering and pain on living creatures. FIe was also ings. Thus, there are two major elements in Hinduism critical of the pleasures of hunting. The kings were which contributeto the development of a universal expected to provide protected territory not only for environmental ethic : empathy and compassion regard- human beings but also for the beasts of the forests and i ng all living things and a sense of harmony with the birds of the air. The principle of ahimsa, non-harming environment, therefore its protection and enhancement. and non-injury to life, was a concept found in the Jains InJainism, more than in Hinduism or Buddhism, one and other Indian sects and the Buddha (though he did finds an explicit environmental ethic. Jainism, in contrast not go to the extremes of the Jains) was alive to the

Connect concept and preached against taking life. All this shows During the past fifteen years of heightened environ- great feeling of sympathy for living creatures. mental consciousness there has been intense controversy about the environmental attitudes of the Judeo- What can be inferred from the philosophy of Christian tradition. Most of this controversy has cen- Buddhism is a pro-conservationist (sound management) tered on the relationship between God, Man, and Nature conception towards nature, which is critical elan aggres- in the book of Genesis in the Bible. sive attempt to exploit the environment for short-term benefits ard generate gigantism, and a life style based Environmentalist critics of Genesis have claimed that on limitless consumerism. In short, a non-violentand since, according to Genesis. Man is created in the image gentle attitude towards nature, animals and fellow people of God and given dominion over nature and command- provides the essence of the environmental stance the ed to subdue the Earth, Genesis clearly awards Man a environmental ethic of Buddhism. God-given right to exploit the Earth without moral restraint (except insofar as environmental exploitation Zen Buddhism provides an especially fitting philo- may adversely affect Man himself). Man's unique es- sophical and experiental basis for an environmental sence among creatures, constituted in the image of God. ethic : the phenomenal world is affirmed as the delight- confers upon Man unique rights and privileges among ful expression, the artifice and play, of the benign and creatures. Further, God seems to have intended Man to loving common essence in all things. There is, more- be his viceroy upon the Earth. Man is to the rest of cre- over, a very strong tradition, evident in Zen poetryand ation as God is to Man. Thus, if God is the lord and art, of a nature esthetic. The contemplation of the fleet- master of Man, so Man is the lord and master of Nature. ing yet eternal moment of satori are all elements of an This may be called the mastery interpretation of Genesis. esthetic attitude towards the environment. And the esthetic value of nature has long served as a powerful Judeo-Christian apologists have contested both this human motive for its conservation. interpretation of Genesis and the untoward environmental ethical implications drawn from it. Man's unique Zen Buddhism has certain affinities with TaGism, essence, to have been created in the image of God. since Zen is a version of Buddhism which evolved in confers. it is argued, not only special rights and privi- China, where Taoism is native. The wordtao » liter- leges upon Man, but also special duties and responsi- ally means a way, or a road. It is the way of the uni- bilities. Paramount among Man's responsibilities is his verse, the orderly and harmonious unfolding ofphenom- responsibility to wisely and benignly rule his dominion. ena, the developmental tendency of things. If allowed the Earth. To abuse. degrade. or destroy the Earth is to to take its course, it results in natural fulfillment and violate the trust the regent (God) placed upon His vice- perfection. roy (man). This interpretation may be called the stew- Taoism stresses the perfection of harmony between ardship interp:etation of Genesis. humanity and nature. It also provides the basis for a phi- There are two separate creation myths in Genesis: losophy of technological development. The traditional ( 1) The account which begins (rather than ends)ith Western forms of 0 high and 0 hard technology the creation of Man and the Garden of Eden in a single should be abandoned. from the Taoist point of view, for day and is centuries older than (2) the account which forms oflow » and 0 soft technology or what is begins with the cmtion of light and the division of sometimes called an 0 appropriate » technology. An waters on the first day and ends with the creation of appropriate technology is essentially adaptive and man on the sixth. The older, even more ambiguous. cooperative. It does not attempt to command or control myth also is subject to two conflicting interpretations nature, rather, its approach is to bend natural processes about the proper role of Man in relation to nature. It is to human advantage and adapt human ways of life to in this myth that one finds that the role assigned to man the environment. by God is to dress the garden of Eden (which might be Like Zen Buddhism, Taoism conceives the environ- interpreted to mean Nature as a whole) and keep it. This ment as an articulate unity, a unity among naturalthings injunction together with Man's naming the animals and and these things with humanity. This picoare of nature thus establishing a kind of power over them and prerog- as an autonomous and dynamic whole, in whichhuman- ative respecting them suggests the kind of responsible, ity has its fitting and appropriate place. fits well the benign vice-regency of the stewardship interpretation. world view of ecology which has beer described. There are. as well, three possible environmental ethics Confucius also accepted the Tao, but focused on the consistent with the Judeo-Christian world-view, depend- order of human society. Just as nature is an orderly and ing upon its interpretation : ( 1) an indirect anthropo- harmonious realm so ought human society to be equal- centric, utilitarian environmental ethic associated with ly orderly and harmonious. Confucianism supports an mastery;(2) a more direct biocentric environmental anthropocentric environmental ethic. Environmental ethic associated with stewardship; and (3) a direct bio- destruction. degradation and defilement would in most centric environmental ethic associated with citizenship. cases impose deleterious effects on other peopleand While both the environmental ethics associated with thus violate the first two Confucian virtues, regard for stewardship and citizenship are direct and biocentric, others and justice. A third virtue being wisdom. it would they differ in their practical implications. The former also be plainly unwise, because imprudent or profli- would permit benign management of Nature and wise gate, and violate a fourth virtue, namely, faithfulness to use while the latter would imply a laissez_Mire, live- one's children or one's children's children or to one's and-let-live approach, incompatible with the present more remote posterity. The contribution to auniversal more positive attitude toward environmentalprotection environmental ethic is clear. and improvement. The environmental ethic associated

3 June 91 with stewardship is thus both the most practicaland the most acceptable interpretation ed technology toprevent and correct the consistent with the Judeo- ted by the former. problems crea- Christian tradition. Further.since it is a possible pretation of the role inter- intended for Man by Godin both In this sense, too,Greek philosophical the creation myths of tradition can Genesis, it seems themost plaus- contribute an essentialcomponent of an environmen- ible interpretation of the tal ethic overall gist of thetext as it has scientifically soundenvironmentalism, that come down to us, and itsmost effective contribution is, the rationale ofa secular environmental a universal environmental to ethic. ethic. Although the culture and Indeed, current teaching civilization of the Middle on the environment as East and North Africaare rooted in the Judeo-Christian exemplified by Pope John Paul ll's Encyclicalon the and Greco-Romen traditions, there is Environment (1990) ment which spread a third major ele- stresses humanity's steward- world-wide, Islam.During the ship of nature. Peopleare the guardians, the European Dark Age. protectors, Greek science waspreserved and of the environment,not it owners. A way of developed by Islamic loving one's scholars and Mohammad,the fellow human beingsas oneself, the Encyclical Prophet of Islam, regarded is to protect the states. himself to be a prophetof environment and naturalresources on the same God and inthe same prophetic which they depend. Jesus, Moses, and tradition as Abraham before him.The Islamic The other primary cultural tradition, source of Western culture and therefore, has beensubstantially lization is Greek mythology civi- influenced by Judeo-Christian and. later, philososphy, and Greco-Romanideas, which was disseminated although it constitutes throughout the Mediterranean a distinctive historical andcul- basin by the Macedonianand Roman empires. tural context forenvironmental ethics. ly rational A fair- account of the world, initiatedearly in the The Koran is lessarnbigous than Genesis sixth century B.C., is about the the living legacy, dueto its reviv- relationship of human beings al during the European to nature. It makes expli- Renaissance, whichwas follow- cit certain themes whichare only suggested implicitly ed directly by the rapiddevelopment of Western in the more ancient and is thus essentially science, account in Genesis. Accordingto Greek in both originand fun- the Koran, Allah createdthe first man and damental character. woman, Adam and his wife, froma clot, or clay, or dust, and into His creation the breathed The dominant strainswere Pythagorean. Platonic breath of life. All otherthings are and explicitly created by Allah Democritean. Somesee a nascent environmental for the sake of, theuse of, in Pythagoras' belief ethic and the benefit of in the transmigrationof souls from man. Adam and his seedare expli- human beings to animals citly made to be the and from animalsto human viceroy of God on Earth.According beings, extending ethicsbeyond the sphere of to Islam. then, man isat the moral center of human and is, indeed, the creation relationships to non-humannatural beings. However, very purpose of the creation.As in the pythagorean ethic Genesis, so also in the has closer affinitiesto the contem- Koran, it is man's rightto have porary animal liberation/animal dominion over and tights ethic than to subdue the Earth and allits non- to an human denizens. Indeed, ecological/environmental ethic.Moreover this concept in the Koran, not onlyare ani- of the soul ascontaminated by its bodily mals and plants subjectedto man, the rivers, the and earthly even the sun and moon sea, prison or tomb and thusalienated from the natural are subjected to and subservient envi- to man. Man's dominion ronment is profoundlyantithetical to an environmental over the earth and the subor- dination of the creation ethic preaching theharmony of humanity and to man is spelled out inno uncer- ronment. the envi- tain terms. This dualisticconcept a divine soul in an alien, Man's role as viceroyor agent on earth should mortal body however, be confused not, became a cornerstoneof the later phi- with tyranny. Man'sdominion losophy of Plato. and over the Earth should be thanks to whoseenormous influ- benign, not wantonlyde- ence, became virtuallyinstitutionalized in Western structive. The doctrinesot Islam are equally explicit ture and civilization, cul- and emphatic that both religious and man's relation tonature should be secular. one of stewardship not Meanwhile Greek philosopherswere also occupied with mastery. the physical world,the nature of nature, one might say. The creation of Allahis, as it were,a divine work of It reached a culmination art. The whole world and with Leucippus andespecial- all of its partsare understood ly Democritus, whodeveloped the atomic in Islam as ter theory of mat- signs » to man indicativeof the great- atoms as indivisible, solid ness, the goodness, the subtlety, particles composing the richness, andso on all material objects. of the creator. To deface, defile or destroynature would The resulting be an impious or concept of nature as materialisticand even blasphemous act. Althoughman mechanical, and of Man, is accorded the usufruct because of his soul,as essen- of the Earth, he isnot given the tially divine and both right to abuse it with separate from and superiorto na- impunity. ture, has reinforced thenotion of incompatibility The sanctions rather on environmental abuse (directabuse than harmony with theenvironment. In this of the natural environment, Greek philosophical respect the setting aside, for themoment, tradition ofPythagorean-Platonic the indirect effetson people) are of two kinds. dualism and Democritean is a temporary abode The Earth atomism can be saidto lie for man, and Allah,according to more heavily at the roots ofpresent environmental prob- Islam, rewards and punishes lems than contributeto an environmental deeds done on Earth inthe ethic. next life. Persons, therefore,who blaspheme against However, the otheraspect. namely, the Greek God by defacing, defilling, to a scientific attitude, stimulus or destroying His creation while resulting ina technology will be punished which has so often had accordingly in the nextlife. negative environmentalimpacts, can also develop appropriate, However, even though theEarth is only a environmentally conceiv- abode for man, and temporary meant to he at the serviceof man, 4 1.3 Connect Notice to Readers : Connect

Dear Reader, 20/06/91 The UNESCO-UNEP International Environmental Education Programme (IEEP), jointly launched in 1975, is currently in Phase VII, which covers the biennium 1990-91. Each year, tour issues of the IEEP Newsletter CONNECT have been published in six languages for a total of some 20,000 copies per issue. We would very much like to haveyourcomments on CONNECT ina second survey of its usefulness (see CONNECT March 1988 for a report on the furst survey) and to help us further to impove it. Please fill in the questionnaire below and return it to the address printed on the back of this form. Thank you in advance.

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Occupation : Date Tn The Editor CONNECT Envi.ronmnnta! Education Sectinn ED/QATJENv UNESCO, 7 Place de Fontenny 75700 PARIS FRANCE man is very much at one with the Earth, at least while of a universal environmental ethic is the historic role living on it. Man is made of the stuff of the Earth, dust of environmental education. An ethical attitude toward or clay, and he is, albeit exalted above all others, a crea- the environment personally and professionally, indivi- ture among creatures. There should, thus, be a kind of dually and collectively, and universally valid, is both fellowship between man and other creatures, according the assumption and the goal of this new great field of to Islam. Islam, moreover, values scientific knowledge education, making EE the principle, indispensable in- of the environment, whose study is encouraged and sup- strument for its development. ported by the doctrine of signs. As we learn more about the natural world, through the geological and biologi- Indeed the aim of this article has been to provide the cal sciences, it has become abundantly clear that the cultural and religious background and elements for just natural environment is systemically integrated, a seam- such an EE programme activity. The nascent environ- less whole. Hence, the destruction of one part of the mental ethics demonstrated in the various traditional environment will reverberate throughout the whole. beliefs may be developed in two complementary ways. Now as man, according to Islam, is, after all, made of Firstly, both inside and outside the formal school sys- the stuff of the Earth, a creature among creatures, envi- tem, by contemporary cultural custodians priests, ronmental destruction is necessarily self-destruction. rabbis, mullahs, scholars, and religious and secular edu- This too is a kind of sanction against environmental cators generally, who are environmentally aware, who abuse a this-worldy, not other-worldy, type of sanc- speak with authority for their respective intellectaial tra- tion. ditions, and wlio realize that living bodies of belief change and evolve hi response to the vital needs of the times. The Islamic tradition clearly suports, perhaps even more unequivocally than the Judeo-Christian tradition, Secondly, they may be developed through alliance a direct biocentric environmental ethic of the steward- with contemporary scientific concepts and research find- ship type. The environment, though given over to man's ings of the bilogical and environmental sciences. Some role and subservient to man, is the direct object of re- modem scientists even argue that they are often simply spect and care, because it is the handiwork of God and rediscovering concepts intuitively grasped in tradition- a sign of His power and majesty. The Islamic tradition al cultural world views. For example, Taoism appears also clearly supports an indirect anthropocentric envi- to have inderstood the cyclical nature of biological pro- ronental ethic. cesses, the American Indians ecological interdepen- According to Islam, all human beings are descended dency, Hinduism and Jainism the continuity of life. from Adam and Eve. Hence all human beings, regard- Animist religions, as well, strongly emphasize the link less of race, colour, or national origin, are equally mem- between humanity and the environment. And so on. bers of one extended family; no people are privileged Traditional environmental attitudes, resting upon such or chosen ; no one is inherently better than anyone intuitively grasped ideas, can frequently be reinforced, else. In Islam, moreover, there is a strong emphasis on enriched and developed by means of the more detailed justice. Justice, indeed, is one of the cornerstones of the theories and findings of the contemporary life sciences. Moslem religion. Since environmental abuse and/or In turn and as a conclusion enviromnental edu- destruction are, more o nen than not harmful to people, cation and its ethical component not only find their roots they are a form of injustice. To ruin or destroy the enyi- in these world cultures and religions, but their sound ronment is tantamount to either bodily injury or the de- development requires that they be solidly anchored in struction or theft of property or both. Further, ignorance them with due regard for the requirements of chang- of the complex or delayed effects of action in the envi- ing, evolving and differing civilizations. ronmental arena is no excuse, Since Islam stresses the moral importance of knowledge, no less than of justi- (The above article is based on several studies pre- ce. These are all truly elements of an environmental pared in the framework of the UNESCO-UNEP ethic with universal implications. International Environmental Education Programme. Reviewing the foregoing traditional cultures and reli- The IEEP has, additionally, conducted a consultation gions to find what they have in common with regard to meeting of experts on Developing Environmental humanity's relationship and responsability vis-a-vis the Ethics », in Cairo, Egypt, March 1991, of which there enviroment in other words, the common ingredients will be a report in a future issue of Connect.)

EE News and Publications

A comprehensive, colour-illustrated, folio-size bro- cooperation, environmental education and training (fea- chure. titled UNEP PROFILE has been published by turingtheUNESCO-UNEPInternationalEE the United Nations Environment Programme (UNEP). Programme), etc. With reference to the last, up to one The handsome brochure covers the history of the UN fifth of UNEP's (midget ($58, 849, 167 in 1989) is spent agency and its manifold activities, dealing with the on education and training, covering over 30,000 tech- ozone layer, climate, wastes. marine environment, water, nicians, educators and decision-makers since 1973. and degradation, forests, bilogical diversity, industry. Other recent UNEP publications : EnvironnLont in energy, settlements, the Earthwatch programme, chem- Print, the 1990-91 publications catalogue of UNEP icals, environmental law, development planning and Images of Environment, the 1990-91 film and video catalogue of UNEP ; ET Worldwide, UNEP's period- Living Earth Foundation is a British environmen- ic compendium of opportunities in enviromental train- tal organization which has initiated a three-year pm- ing;Ncs. 67-71 of Outreach (see description in gramme to encourage and enhance multi-disciplinary Connect, March 1989) on « Crops »;Nos. I and 2, EE in the South West province of Cameroon, partly fund- 1991, of the organization's magazine, Our Planet. devoted by the UK Overseas Development Administration. ed respecti vely to « Overheating the Earth : the One major goal of the Cameroon EE Programme Greenhouse Effects Feeds on Itself » and « Tourism (CEEP) is to educate the nation's youth in how to strike and the Mediterranean Environment 0. a proper balance between exploiting the country's natural resources, particularly its rainforests, and pre- For more information, write to: The Distribution serving them for posterity. AProgress Reporton CEEP Assistant, Information and Public Affairs, UNEP, P.O. is available by writing to : Living Earth Foundation. Box 30552, Nairobi, Kenya. 10 Upper Grosvenor Street, London W IX 9PA, UK. Urban Waste : A Global Prob:em, a citizen's investigation ofhis garbage, has been published by the Swiss Two reports of special EE interest have been receiv- National UNESCO Commission in collaboration with ed from the Quebec Ministry of the Environment (both the Conzorcio per l'eliminazione dei rifiuti del Luganese are in French);(1)The State of Environmental and the Swiss Office for In-Service Training of Upper Education at the Primary and Secondary Levels in Secondary Teachers. The brochure is based on a more Quebec Schools ;and (2) SummaryAnalysis of EE detailed and complete course designed for secondary- Programmes(in primary and secondary schools of school teachers for inclusion in their EE programmes. Quebec). The first report is the principal document. It The course is available in French from :« Ecology », consists of six parts and contains all aspects of the research Les Joyeuses 3, CH-2022 Bevaix, Switzerland. The bro- that had been undertaken : the point of view of the chure is available in English, French and German by educators vis-a-vis environmental education; what is : address on last page. writing to Connect, actually being done in the way of EE at the primary and A brochure, titled Fighting Noise in the 1990s, has secondary levels, etc. The second report describes the been published by the Organization for Economic contribution of current educational programmes of pri- Cooperation and Development (OECD). It covers an mary and secondary schools of Quebec to environmental assessment of noise abatement policies and an examin- education. Additionally : the November and December ation of noise abatement policies in six countries 1990 issues of the Quebec Ministry of the Environment's (Australia, France, Germany, Japan, the Netherlands Bulletin sur l'éducation relative a l'environnement and Switzerland), Write: OECD Publications Service, contain, respectively, EE training programmes that are 2, rue Andre-Pascal, 75775 Paris CEDEX 16. being currently undertaken and EE materials produced Environment International has issued a special number by governmental and nogovernmental bodies. For the on Public Health Implications of Environmental Noise, availability of the reports (whose copies are limited) which is a detailed scientific assessement of more than' andthenewsletters,writeto:Ministerede

600 pages. Write : Pergamon Press, Fairview Park, l'Environnement, Division de l'éducation et de la for- Elmsford, New York 10523, US ; or Pergamon Press, rnation, 5199, rue Sherbrooke Est, Bureau3501, Headington Hill Hall, Oxford, 0X3 OBW, UK. Montréal, Québec HIT 3X2.

Publications of the IEEP (Updated)

The March 1990. September and December 1989 tions involved in environmental education by writing issues of Connect contained the three groups of publi- toConnect,address on last page. Connect itself, the cations of the UNESCO-UNEP International EE international BE newsletter appearing quarterly in six Programme :(1) the « Environmental Education language editions, is available to EE professionals as Series 0 (2) Basic Documents, and, (3) Final Reports. well by writing to the same address and requesting the The list below contains publications of the IEEP which English, French, Spanish, Arabic, Russian or Chinese have appeared since those dates and carry the sequen- edition. tial numbers. All publications are available to institu-

Environmental Education Series

30. An Environmental Education Approachto the Environmental Education (SEE). The SEE portion, as Training of Middle Level Teachers : A Prototype presented in this publication, contains two sets of Programtne ( 1990),177 pp. This publication describes courses :a core set. which exclusively emphasizes EE that porti- n of a Middle Level Teacher Education content and methods, and a set of more traditional dis- Progranune (TEP) designed specifically to train mid- ciplinary courses into which an environmental dimen- dle level school teachers in environmental content and sion has been « infused » or integrated to a greater or methods, namely, a Middle Level Specialization in lesser degree. Part I includes goals for SEE. translation

6 Connect of these goals into learner objectives, a model of envi- courses, and suggestions regarding the scope and ronmental literacy and several crucial components of sequence of the SEE courses. Part IV focuses upon the this model as they relate to the goals. Part II provides key variables of intructional design, resources and background and assumptions concerning TEP as a methods, and presents a teaching model as well as a set whole. Part III outlines SEE, providing a full descrip- of relevant instructional methods and resources reflect- tion of core courses, an outline of suggestions for the ing the goals described in Part I. Part V also includes inclusion of content and/or methods in « infusion » sample activities for the SEE courses. (English)

Basic Documents

14. Harvesting One Hundredfold Key concepts ials development, and (4) training of educational per- and case studies in environmental education, by Donella sonnel. (English) H. Meadows (1989), folio-size, 62 pp. The substantive part of the Contents table indicates the subjects cover- 17.EnvironmentalEducation Handwork for ed (note also the subtitle): What is Environmental Educational Planners (1990). 119 pp. This Handbook Education and Why isIt Important ?; The Key was prepared by India's National Institute of Educational Concepts of Environmental Education (see the lead Planning and Administration (NIEPA) for the UNESCO- article of Connect, June 1990, for a summary) ; UNEP International EE Programme. The Table of Methods and Tools of Environmental Education; and Contentsincludes: TheRoleofEducational Some Case Studies in Different Educational Contexts. Intervention in Environmental Action : A Framework There are also a conclusion, a glossary and a reading for a National Environmental Education Strategy ; list. (English) Formulation of a National Policy on Environmental Education;Planning for Environmental Education ; 15. Guide for Training of Technical and Vocational Management of Environmental Education Programmes ; Education Teachers in Environmental Education( 1989), Training of Educational Planners and Administrators 76 pp. This Guide was prepared by faculty members of in EE : and a Management Information System for EE. the Philippine Colombo .Plan Staff College for IEEP, The appendices include:Alternate Planning and The Table of Contents includes these chapters : EE Implementation Arrangements for EE ; the Stockholm and Its Role in Educational renewal ; The Need and Conference (Declaration and Principles);Declaration Place of EE in TVE (Technical and Vocational educa- of the Tbilisi Conference ; and the Belgrade Charter. tion) and in Teacher Education for TVE ; Ways and (English) Means of Providing EE Training for TVE Teachers ; ; EE Essential EE Contentsfor TVE Teachers 18. Environmental Education in the Pan-Amazon, Methologies to be Emphasized in TVE Teacher first Phase Report under the Implementation Plan of Training ; and Evaluation of EE Techniques. There are the Pilot Project for Incorporation of Environmental also a glossary and a bibliography. (English) Education in the Curricula of the UNAMAZ Members. 16. Environmental Education :Selected Activities (1991). 98 pp. This First Phase Report was prepared by of the UNESCO-UNEP International Environmental the Association of Amazonian Universites (UNAMAZ) Education Programme, 1975-1990. (1990), 99 pp. This for IEEP. The contents are devoted to:Discussing the document contains a brief description of a series of Environmental Question: An overview of the work selected activities of IEEP considered substantive and carried by Amazonian universities ; The theoretical of special interest to researchers, curriculum developers. Discussion ; Relevance : Diagnosis: Whatis being teacher educators and educational planners and admin- done at the Amazonian Universities to introduce the istrators. It consists of two parts. Part One consists of environmental dimension through academic activities : an introduction summarizing IEEP activitesanalytic- and the Proposals : changes and strategies. There are ally. Part Two describes the fields of action of IEEP also bibliographic references and 62 pages of appen- under the headings of ( 1) exchange of information, (2) dices which include 25 tables on the relevant curricula research and experimentation. (3) curriculum and mater- of UNAMAZ members. (English)

Final Reports

43.Final Report.Seminar on Environmental 44. Final Report. A Greener Pacific: Environmental Education in Sri Lanka. Colombo. Sri Lanka. 9-13 Education at a General Level in Tertiary Institutions of February 1988. This seminar was organized by Sri the Pacific Sub-Region Proceedings of a Seminar Lanka's Central Environmental Authority with the and Workshops, Sydney, Australia, 24-28 September cooperation of IEEP. There were working discussions 1989. This seminar, sponsored by IEEP, was organized of, and recommendations concerning, all levels of EE. by and held at the Graduate School of the Environment, both formal and nonforrnal as well as presentations on Macquerie University (Australia). The report contains all aspects of Sri Lanka's environment. (English) presentations of EE at the tertiary level in Australia.

7 June 9/ 1 '.71 New Guinea and New Zealand; workshop reports ; 47. Final Report. Environmental Education in Korea : and appendices consisting of case studies of universi- National Seminar on Developing Strategies and Action ties in the three countries mentioned. (English) Plans for Development of Environmental Education in Korea, Seoul, 17-18 April 1990. This national seminar 45. Final Report. International Symposium on was organized by the Korean Educational Development Environmental Education for Economists and Planners, Institute in cooperation with IEEP. Emphasis is laid Valletta, Malta, 5-7 December 1989. This international upon the environmental and EE situation and prospects symposium was organized and convened by Malta's in Korea. but presentations of EE in Japan, the U.S., Foundation for International Studies in cooperation with then Federal Republic of Germany and France are also 1EEP. Proposals, recommendations on EE for econo- included. (English) mists and planners ;interdisciplinarity and holism ; 48. Final Report. Proceedings of the Two-Day ;environ- paradigms for envornmental economics National Workshop of Environmental Education, joint- mental policies and education for planners and econo- ly organized by Department of Environment and mists and other professionals ; environmental manage- Bangladesh National Commission for UNESCO, held ment and control; production of educationaal mater- at Bare, Dhaka, 14-15 May 1990. (English) ials;international cooperation; and international agencies and organizations involved in EE. (English) 49. Final Report. Interregional Training Seminar on Incorporation of Environmental Education into General 46. Final Report. Consultation on the Use of Findings University Education, Cairo, Egypt, 7-12 July 1990. ofEnvironmentalResearchinEnvironmental This training seminar was organized by the Institute of Education. Valletta, Malta, 11-13 December 1989. As Environmental Studies and Research, Ain-Shams above (Final Report No. 45), this consultatic n meeting University,Egypt,incooperationwithJEEP. was organized and convened by Malta's Foundation for Proceedings, country reports, suggestions for the incor- International Studies in cooperation with JEEP. poration of EE into universities of participating coun- Proceedings of the three plenary sessions, suggested tries and courses developed by participants in different guidelines and conclusions and opening speeches are disciplines with an incorporated EE dimension are in- contained in this report. (English) cluded in the report. (English)

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Connect is also published in French as Connexion, in Spanish as Contacto, in Russian as Kontakt, in Arabic as Arrabita and in Chinese as Lianjie. Contents are exactly the same in all editions. Connect is free. Reproduction of its contents is not only permit- Conned ted, it is solicited and encouraged. ISSN 0250-4499 Published by UNESCO 7, place de Fontenoy. 75700 Paris, France

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UNESCO-UNEP ENVIRONMENTAL EDUCATION NEWSLETTER

Vol. XVI, No. 3. September 1991

Environmental Education for University Students

People who will have the greatest impact on the environment, for good or illtomorrow's policy and decision makers, engineers, architects, administrators in the public and private sectors, doctors, lawyers and teachers, not to omit environmental specialistsare now with very few exceptions students at universities or other higher-education centresof learning. To impart to them the environmental knowledge and know-how for environmental care and improvement is literally a life or death matter for our one planet, the Earth. In view of the vast diversity of university and higher-education institutions worldwide, as well as the prodigious range of subjects and specializations offered, at best one might offer broad guidelines for the integration of an environmental dimension, that is, environmental education (EE), into general university education. For all university students should have a high environmental literacy, forming an environmentally aware and concerned citizenry indispensable for all environmental decisions. Two special groups of university students should be mentioned as target audiences for more intensive environmental education and training following that given to students in general. They are : (1) student scientists, technologists and other future experts and professionals who will be dealing directly with environmental concerns (foresters. biologists, hydrologists, ecologists, agriculturalists, and the like) ; and (2) those students of specific professions and social activities whose future work will have an influence and impact on environmental management, both rural and urban, somewhat less directly (engineers, architects, urbanists, economists. labour leaders, industrialists, et al.).

2s Considering. then. the general university student. aspect of the problem bearing upon the cause and the the university teacher should assume virtual envi- solution. The problem could involve air, water or soil ronmental ignorance on the part of these stu- pollution from a known source (factory emissions. dents unless ( which is generally unlikely ) their agricultural pesticides. etc.). The problem will be all secondary-school education has already given them too easy to find. an obligatory basic environmental education. name- Several questions emerge from even so summary ly, its fundamental concepts and principles. a description of a short EE course :I. How could it For all students, a major aim must be to show them be made short. if so much is to be taught and. above how to analyze problems, find causes and their effects. all, learned, since field exc vises and problem solv- and make clear what are the conditions under which ing are essential parts of the EE process ? 2. How can certain processes take place and what effects these one expect anything but difficulty in trying to arran- have on societyliterally on the quality of life. It ge for team-teaching of a new course in a curriculum should also be made clear what are the specific polit- yid staff already reaching overload ? ical, social, economic and industrial concerns and influence at work, and, further, the role of research. Resolving these problems is why the introduction Producing relevant data is one thing. Applying them of environmental education has been recognized and to solve problems is another hailed ) as one of the most renovating innovations in educational systems. Should there be a special environmental education course ? Should it be optional or obligatory ? The most immediate and practical approach to the Assuming such a course is chosen for introducing EE introduction of EE to university students on a multi- at the university level (a preferable alternative will disciplinary basis would be to incorporate environ- be considered further on), ideally it would be obli- mental themesan environmental dimensioninto gatory for all studentscertainly if environmental most, if not all, existing disciplines of the various literacy for all students is the chosen goal (as, we faculties of the university, most obviously in such believe, it should be). Otherwise, it should be disciplines as the natural and human sciences. but not obligatory for all students who can be expected to limited to them. If the local or regional environment come into contact directly with environmental and its problems are the point of reference in each concerns, and optional for all others. case, then, in effect. there would be a kind of coordinated team-teaching, as discussed previously. The course should include the essential aspects of the three distinguishable levels or systems of being Incorporation of the students' environment, moreover. would give each discipline the relevance that (see the lead article of Connect. June 1990. « Basic is now so much sought. making it alive and pertinent. :1. the physical planet, its atmos- Concepts of EE rather than drily academic particularly if partici- phere, hydrosphere (waters) and lithosphere (rocks pation in problem solving is part of the EE process. 2. and soils), and their physical and chemical laws In this sense. too, the university would be educating the biosphere, all living species, and their physical. for responsible citizenship. a goal high, if not at the chemical, biological and ecological laws : and 3. the technosphere and sociosphere, the human-created top. of its educational priorities. world of buildings, streets and machines, govern- The most revolutionary approach. which is actual- rnents and economies, arts and religions and cultures. ly an evol' ,ionary development from the above, which obey physical, chemical. biological and eco- would be not simply to add an environmental dimen- logical laws as well as further laws of human devis- sion or even component to a discipline such as creating. The course would emphasize the interconnec- ing new disciplines of environmental chemistry. envi- tions of all three population growth and the planet's ronmental law, environmental economics, etc.but carrying capacity : environmentally sound. sustain to conceive the whole discipline as revolving around able development and also socially sustainable devel- the environment, viewed as a complex wholefrom opmentthe notion of development appropriate not the subterranean water table to the stratospheric ozone only to the environment and resources but also to the layer, and beyond, if one wild idea of expelling nuclear culture, history and social systems of the place where waste into outer space ever becomes a serious prop- it occurs. Particular attention would be paid as well osition. This involves the conception of one's envi- to the role of the country's government (national and ronment in its totalitynatural and built, taking into local), their environmental responsibilities, legisla- account air. water and soil. urbanism and land man- tive and decision-making processes. agement. economics and esthetics, sociology and Conceivably the course could be taught by one ethics, history and technology, and politics. This is (exceptional) teacher (with sufficient knowledge and the essence of the renovation in education which a skills in all the disciplines involvedfrom biology comprehensive environmental education brings to history and geography, technology and esthetics, about. and more), if the course is a relatively short one. that It means teaching aboutin and forthe envi- is. one or two semesters. Better would be an inter- ronment. from its elementary levels to its research disciplinary team of teachers, each teaching in turn, frontiers in vital environmental concerns. Exploring each knowing exactly what the others have taught in depth their own particular area of competence in before him or her. or will teach afterward. To further the vast expanse of the environment, the disparate integrate such an interdisciplinary, team-taught disciplines would not simply extend an arm towards course. after the initial orientation in basic mviron- other disciplines, but move as whole entities towards mental concepts ( as described), the class might be each otherentire curricula would have a coher- confronted with a complex environmental problem ence and relevance now often seen as lacking. to be solved, preferably but not necessatily local, with each teacher taking up in proper sequence his or her It is commonplace to speak of the interrelatedness

Connect 2 of the world, its natural and built environment, and disciplines. If that is not so, then might it not be that its inhabitants. It is almost as trite to speak of the the_environment and its importance could serve as essential unity of knowledge » (one reads in a bro- the basis for a whole [new] approach to education ?... chure on UniversitiesandEnvironmental It is perhaps a thought worth pondering as an under- Education : see below). Both are often said. but are pinning for future exploration of the problems of too rarely put into educational practice. Teaching [education] integration ». that is. of educational inno- environmental concepts and principles comprehen- vation for a new relevance to the changing, endan- sively does put these truths into pedagogic practice gered world around us. by establishing precise and specific links between the disciplines concerned and the environmental theme introducted. Furthermore, it demonstrates that (Much of the above article has been taken from a environmental decisions made in a restricted profes- publication of the papers presented at an internation- sional. industrial or other field have environmental al seminar of experts, sponsored by UNESCO, titled implications beyond the impact on the immediate, Universities and Environmental Education, particu- restricted area of the particular professional or indus- larly those of Professors D.J. Kuenen and R.P. Moss. trial concern. And this will have emerged convinc- OtheravailableUNESCOpublicationsin- ingly from practical, problem-solving experience. clude :Integration of EE into General University Teaching in Europe, 394 pp. ; Final Report of a train- In this connection, one contributor to the brochure ing seminar on the same subject. largely for Arab just mentioned, indulged in 2.« dream ». If what has States ; a two-part Final Report on EE for Pan- been considered above, Professor Moss conclud- Amazonian Universities ; and (1) the Report on an ed. a is a valid appraisal of the situation. then there Experitnental Project on the Incorporation of EE into are very few, if any, disciplines which do not have University General Education in Ghana and (2) the an environmental dimension. in some sense at least. interdisciplinary EE course accompanying the pro- If those links can be explored in the ways... sugges- ject. All these publications are available to institu- ted, then it seems to follow that environmental [stud- tions, in English only, by writing to:Connect, ies] might begin to link together a whole range of address on last page.)

EE Field Reports Incorporation of Environmental Education into Primary-School Curricula

Held in Valletta. Malta, 27-31 May 1991, an inter- the four workshops allowed for the detailed critical national training seminar on the incorporation of envi- examination and evaluation of the prototype curric- ronmental education into primary-school curricula ula prepared by IEEP for the Arab States and the was organized by the Foundation for International Caribblnn, South Asia and the ASEAN regions. Studies of the University of Malta in cooperation with, and in the framework of. the UNESCO-UNEP a Infusion », that is. incorporation of an environ- International Environmental Education Programme mental dimension into the various subjects taught, (IEEP). There were forty-one participants who came was considered the favoured model for introducing from twenty f:ountries :Brazil, Canada, Denmark. EE into primary education. Country reports revealed Egypt, Finland, France, Germany, Greece, India, that a variety of EE activities were being undertaken Italy, Jamaica, Kenya. Malaysia. Nepal. Norway, in all participating states ; and that in several, such Spain, Sri Lanka. Ukrainian SSR. U.S.A.. and the as Malaysia, India and Sri Lanka, there has been host country. Malta. (See also the report following notable progress in the establishment of EE mandates on the international training seminar for the incor- and curriculum development, including political deci- poration of EE into secondary-school curricula, held sions to incorporate EE into the formal education pro- in Cairo, Egypt.) cess. Among the recommendations was the sugges- tion that the presentation of the Carribbean pro- The objectives of the seminar were :( 1) to discuss gramme. « Arts in Environmental Education » guidelines and strategies for the incorporation of EE (contained in the Final Reportsee below), be pu- into primary education : (2) to examine and evalu- blished in a form suitable for international distribu- ate for revision the EE prototype curricula for pri- tion and use. mary schools developed under IEEP on a subregional basis and to explore possibilities for their national (The Final Report of the Malta training seminar is adaptation : and (3) to augment the exchange of infor- available in English only to institutions by writing mation and experience through the presentation of to : The Foundation FoiInternational Studies. country reports with emphasis on EE in the prima- University of Malta, St. Paul's Street, Valletta, Malta. ry-school curricula of participating countries. The Final Report includes speeches at the opening and closing sessions, proceedings of the seminar. A combination of plenary sessions and workshops workshop comments and critiques on tile EE proto- was employed. The plenary mode facilitated the pre- type curricula for primary schools developed under sentation and discussion of papers and reports, while IEEP. country reports. etc.).

September 91 3 Incorporation of Environmental Education into Secondary-School Curricula

An international training seminar on environ- Participants were divided into four workshop mental education in secondary-school curricula groups. according to the four world regions repre- was held in Cairo. Egypt, 29 June-4 July 1991. The sented (African, ASEAN. Arab and Caribbean ). seminar was organized by the Egyptian National with the goal of examining and evaluating four Commission for UNESCO in the framework of the relevant documents of the << Environmental UNESCO-UNEP International Environmental Education Series » of the IEEP, eight EE curricu- Education Programme (JEEP). There were twen- lum prototypes for the four regions and the fifteen ty-seven participants who represented fifteen coun- country reports. The results were reported to the tries : Egypt, Ghana, India, Italy, Jamaica. Jordan, seminar's plenary sessions and a final report draft- Kenya, Malta, Norway, Philippines, Sudan, Syria. ed. The four documents of the 0 EE Series » (Nos. Tanzania, Turkey and United Kingdom. 22, 25. 29 and 30) are 'titled; Procedures for Developing an EE Curriculum ; Strategies for the The objectives of the seminar were : ( I ) to famil- Training of Teachers in EE ;Prototype EE iarize participants with goals, objectives and devel- Curriculum for Middle School;and An EE opment of environmental education (EE) and its Approach totheTraining of Middle Lewl need and place in secondary-school curricula ; (2) Teachers : a Prototype Programme. to provide part'icipants with guidelines for the incorporation of EE into secondary school education ; (3) to familiarize participants with the EE prototype (The four seminar documents are described in curricula for secondary schools devel- the September 1989 and June 1991 issues of oped under IEEP on a subregional basis, and to Connect and are available to institutions by wri- explore possibilities for their national adaptation : ting to the newsletter, address on last page. The and (4) to enhance the exchange of information Final Report. similarly available when published. and experience through the presentation of coun- will contain the seminar proceedings. workshop try reports on EE in secondary-school curricula of results. country reports. strategies, guidelines and participants' fifteen respective countries. recommendations. and principal speeches.)

Seminar on EE Strategies for Maghreb Countries

A subregional seminar onNational Strategies dimension in the elaboration of national education for Environmental Education (EE) in Countries of programmes ; reinforce and enrich pre-service and the Maghreb », organized by Algeria's Ministry of in-service EE teacher-training programmes ; devel- Scientific and Technological Research in coope- op an EE programme for the Maghreb which takes ration with the Ministry of Education, UNESCO into consideration the environmental problems of and ALECSO in the framework of the UNESCO- each country ; develop scientific environmental UNEP International EE Programme (IEEP), was research and make the results available for envi- held in Algiers, Algeria, 6-8 November 1990. The ronmental education ; integrate EE into all lifelong objectives of the seminar were : (1) the exchange education programmes, adult education and the of information and experiences on EE and the envi- mass media ; coordinate all bodies involved direct- rcament in Maghreb countries ; and (2) formula- ly or indirectly with EE ; organize the exchange of tion of recommendations on strategies to be information, experience and materials in EE among employed in the development of EE in those coun- countries of the Maghreb ; creation of environ- tries. There were thirty-seven participants from mental films and a documentation centre for the Tunisia, Morocco, Libya, Mauritania and the host Maghreb with the aid of IEEP ; and creation of a country. permanent commission to follow up on the implementation of the preceding recommendations. The participants were divided into two working groups which discussed EE programmes for the primary and secondary educational levels respec- (The Final Report of the Maghreb seminar tiely. General recommendations included : incor- contains the proceedings, recommendations, the poration of environmental problems as a priority situation of EE in Algeria, an approach to the envi- into the educational process of Maghreb coun- ronment for education programmes of the Maghreb, tries ; improvement of EE programmes ; integrate the environmental dimension in science and the environmental laws and regulations into civic stud- social sciences. For the availability of the Final ies ; inculcate pupils and students with moral and Report in Arabic or French, write to : Centre de ethical values aimed at respect for and protection Radioprotection et de Sfireté, boulevard Frantz of the environment ; highlight the environmental Fanon, Algiers, Algeria.)

4 23 Connect Consultation Meeting on Environmental Ethics

A consultation meeting on environmental ethics Environmental Ethics in Buddhist,.;(5) The was held in Cairo, Egypt, 3-8 March 1991. The Concept and Need for Environmental Ethics ; (6) meeting of experts was organized by the National The Accident at the Chernobyl Nuclear Power Centre for Educational Research and Development Station and Formation of Ecological Ethics ; and of Egypt in collaboration with and in the frame- (7) Environmental Ethics Development through work of the UNESCO-UNEP International EE Environmental Education. Programme. There were nineteen participants and observers. The principle objective was to collec- Each of these documents was presented at the tively study the concept of environmental ethics plenary sessions, generally by their authors, and and to suggest ways and means for their inculca- discussed by participants. In addition there were tion in individuals, families, communities and presentations on environmental ethics in a global nations. age, in Ancient Egypt, in Islam and in Egypt today. The discussions aimed towards finding common The main items of the agenda included : an over- elements for a universal environmental ethic (a view of the holistic nature of the environment and subject dealt with at length in the leading article the major causes and effects of environmental prob- of Connect, June 1991). Tentative guidelines for lems ; environmental ethics and their need and the incorporation of environmental ethics into edu- place in contemporary civilizations ; EE and its cation in general and EE in particular were drawn role in the development and inculcation of envi- up, as well as the strategies and techniques, eva- ronmental ethics from the individual to the inter- luation methods and teacher training involved. national level ; the concept, need, place, development, inculcation and practice of environmental (A final report contains the proceedings of the ethics in world cultures. consultation meeting, presentations of the working There were seven working documents (the first documents and principal papers, the guidelines five of which were prepared under the auspices of established and comprehensive appendices of the International EE Programme) : (1) Envi- speeches, documents and discussions. The Final ronmental Ethics in Egyptian Culture, a Case Study Report will shortly be available, in English, to in- ; (2) An Australian Perspective on Environmental stitutions by writing to Connect, address on last Ethics : (3) Environmental Values Education ; (4) page.) National Seminar on EE Strategies for Ghana A national seminar, whose objective was for- ents and the general public as to the nature of the mulation of a strategy and action plan for the devel- environmental problems faced and the proper scien- opment of environmental education in Ghana, was tifically based measures and actions to be taken. held in the subject country, 6-10 August 1990. The seminar was organized by Ghana's Environmental The EE action plan recommended for Ghana Protection Council in the framework of the UNES- included the above strategic goals with priority to CO-UNEP International EE Programme (IEEP). given to the development of EE as an integral There were eighteen participants and twelve obser- part of basic education, including literacy and post- vers at the seminar representing the government literacy education, for youths and adults alike, as ministries concerned and institutions of higher edu- well as primary, junior and senior secondary school- cation. ing, technical and higher education. The seminar recommended that the strategy for It was specifically recommended that the Ghana be based on long-term sustained environ- Environmental Protection Council consult with mental education at all levelsvillage, town, dis- university officials on measures for the incorpora- trict, regional and national ;that the strategy tion of EE into general university education. (In include information, formal and nonforrnal edu- this connection,it should be noted that the cation and teacher-training activities ; that it also University of Ghana. Legon-Accra, is completing involve environmental research projects of a cooper an experimental project in this regard under contract ative and interdisciplinary nature ; that these activ- with IEEP, upon which a report will be made in a ities in turn involve extensive cooperation among future issue of Connect.) Other recommendations governmental and nongovernmental organizations for EPC involved revitalization of its EE Committee and the UN system, particularly those involved in to oversee school programmes and their progress : international environmental and environmental formation of environmental clubs and publishing education programmes, notably the UNESCO- of relevant periodicals ; and organization of work- UNEP IEEP. Lastly, the strategy is to include publi- shops and seminars for such groups as journalists. cation of EE leaflets, brochures, texts. etc., aimed editors and other mass media personnel, and short- appropriately at decision makers as well as stud- term seminars for primary-school teachers.

September 91 9,1 5 It was further recommended that in the nonfor- and in labour groups, also include environmental rnal/public sector each District Assembly form an awareness issues in their programmes, EE committee and include environmental aware- (For the availability of the Final Report. in ness programmes in all their activities ;that the English, of the Ghana EE seminar reported above, Department of Community Development and write to : Ghana National Commission for UNES- Social Welfare, because of their direct relationship CO, Ministry of Education, P.O. Box 2739, Accra. with people at the village and community levels Ghana.)

Developing Environmental Education in Turkey

A seminar on developing national strategies and a report on the environment be prepared and dis- an action plan for environmental education in seminated. The second part concentrated on gener- Turkey was held in Ankara, 7-8 June 1990. The al policies and strategies for the development of seminar was organized by the Prime Ministry environmental education nationally, both formal- Undersecretariat for Environment in the frame- ly and nonforrnally, as well as the in-service envi- work of the UNESCO-UNEP International EE ronmental education and training of politicians and Programme. There were eighty-eight participants, decision makers, teacher-trainers and public members of universities, national institutes and employees. oganizations concerned with education and the environment. (A Final Report containing the proceedings. sum- The first part of the seminar was devoted to the maries of the presentations. recommendations and state of the environment in Turkey, particularly its conclusions is available. in English only, to insti- problems and solutions, and a decision taken that tutions by writing to Connect. address on last page.)

EE News and Publications

Recent UNESCO-sponsored publications of 26 and 29 of the IEEP 0 Environmental Education interest to environmental educators include : Series » (see Connect. September 1989) as well as Sourcebook: Ecological Economics, 370 pp., a col- the EE Manual for Teachers have been published lecti veworkpreparedbytheEuropean in Chinese. They are available by writing to: Coordination Centre for Research and Children & YouthScienceCentre,China DocumentationinSocialSciences(Vienna Association for Science and Technology, 54, Centre) ;A Greener Pacific : EE at a General Level Sanlihe Road, Beijing 100863, China. In Tertiary Institutions of the Pacific Sub-Region, proceed-ings of a seminar and workshops, 164 pp., Recent UNEP periodicals and publications of folio-size, published by the Graduate School of the EE interest include : UNEP's periodic compen- Environment, Macquarie University of dium of opportunities in environmental training, Australia ; and Environmental Education for Our ET Worldside ; the organization's magazine, Our Common Future, 98 pp.. a handbook in English for Planet, whose No. 2, 1991 issue contains a sum- teachers in Europe, sponsored by the Norwegian mary of UNEP's « State of the World Environment, National Commission for UNESCO in coopera- 1991 » (also avail-able complete) ; and a book of tion with JEEP. For this last publication, write particular value, as reference material, for educa- to : Norwegian National Commission for UNES- tors and scientists on all Indian Ocean islands as CO, P.O. Box 1507, Vika, Klingenberggaten 5, well as along the East African coast : Sea-Fishes Oslo 1, Norway. For the other publications, write of Mauritius and the South-West Indian Ocean by to : Environmental Education Section, Division of Michael Atchia, Chief of UNEP's Environmental Education for the Quality of Life, UNESCO, 7 Education and Training Unit. The book examines Place de Fontenoy, 75700 Paris, France. The gro- in detail the Action Plan for the protection, man- wing responsibility of African women for protec- agement and development of the marine and coast- tion of the African environment was the theme of al environments of the mentioned areas, initiated a seminar held under UNESCO's auspices in by UNEP and adopted by governments concerned. Bujumbura, Burundi, 8-12 April 1991. A full The periodicals and publications are available by account is contained in the periodical UNESCO writing to : UNEP. P.O. Box 30552. Nairobi. Kenya. Sources, May1991. available by writing to the per- These books have been published in the INFO- iodical at the UNESCO Paris address. Nos. 20. 23 - TERRA «Exchange of Environmental Experience

6 Connect 2ti Notice to Readers September 1991

The UNESCO-LINEP International Environmental Education Programme, launched in 1975, has since been publishing four issues ofConnectyearly in six languages for a total of some 20,000 copies ((ret) per issue. We need your cornents onConnect'susefulness to you in order, above ail, to further improve the newsletter. (For a report on the previous survzy, se4Connect,March 1988). Please fill in the form below and return it to : Connec:address at the bottom of the page. This will assure your continuing to receiveConnect 1. When did you receive this issue ? Day Month Year 2. How many read your copy, including yourself ? 3. Connect'sinformation is oexcellent0 good fair o poor

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Please check one box : 0Continue sendingConnect O Add to mailing list (new readers) Name Address Country Language (s) No. of copies

thnned i- rhatliehArl h. I!No _cm Series » (1)Fire, Wood. Water : Reaping French. have been published on the state of EE at the Benefits ; (2) Drylands, Wetlands, the primary and secondary levels in Quebec and a Croplands : Turning Liabilities into Assets ;and summary analysis of EE programmes at these (3)Coastal Management, Desert Afforestation and levels : (1)L'education relative a l'environnement Ecological Farming : Striving for Sustainable a l'ecole primaire et secondaire au QuebecEtat Deve/opment. For more information. write : INFO- de la situation ;and (2)LEE a l'ecole primaire et TERRA Programme Activity Centre. UNEP, same secondaire au Quebec Analyse sommaire des pro- address in Kenya. grammes d' etudes.Formoreinformation, write : Ministry of the Environment. Division of Environmental Education for a Sustainable Education and Training, 5199, rue Sherbrooke Est, Futureis a folio-size, 46 p. report on the 1989 Montreal (Quebec) HIT 3X2, Canada. Conference of the North West Europe Committee of the IUCN's Commission on Education and Training, which has been published by the Scottish A Sustainable Development Curriculum Environmental Education Council, Department of Framework for World History & Cultures, a Environment Science, University of Stng, folio-size resource book, has just been published Stirling FK9 4LA, UK. The report contains the by Global Learning, Inc., for the use of secondary principle contributions of participants as ws.t11 as social-studies teachers. It incorporates ecological workshop reports, notably that of the workshop on concerns, economic development approaches and Educating and Influencing Decision Makers. » equity isssues ; and contains sample lessons, twel- The Centre for Enviromnent Education of ve infusion methods, resource lists, a guide to stu- the Nehru Foundation for Development was estab- dent action, etc. For availability, write : Global lished as a national institution in 1984 to play a Learning, Inc., 1018 Stuyvesant Avenue, Union, pace-setting role in the India-wide effort to increase NJ 07083, U.S. Opening Doors for Science is environmental awareness and education. The a booklet subtitled « Some aspects of environmental main activities are: development of EE mate- education and science in the national curriculum rials ; EE teacher training ; networking and moni- for (levels) 5 to 16 ». It is published by, and avail- toring ; and evalution. Among the materials pro- able from, Association for Science Education and duced have been :Joy of Learning, a 'fandbook of the Nature Conservancy Council, College Lane, EE Activities,for Standards 3 to 5 or primary level Hatfield, Hertfordshire ALIO 9AA, U.K. The (developed for the National Council of Educational Annual Review of EE, 90/91 in the U.K. has been Reseach & TrainingNCERT) ; andFloods and published by, and is available from, the Council Drought, an Educational Package,for Standards for EE, Faculty of Education and Community 5 to 8 (secondary level), which is a part of an EE Studies, University of Reading, London Road, package that includes an 11-panel exhibit and a set Reading RG15AQ, U.K. Sacred Spaces (Spazi of 48 tables on the subject. in English and Hindi. Sacri) is the report (in English and Italian) of an For more information,write : Centrefor international conference on « Beyond the Concept Environment Education, Nehru Foundation for of Resources' Exploitation : Local Responsibility Development. Thaltej Tekra, Ahmedabad 380054; in the Management of a Universal Heritage (Assisi India. The Working Committee on and the Mount Subasio Park) ». Write : Assisi Environmental Education convened by the Central Nature Council, Av. de Jaman 3, 1005 Lausanne, Environmental Authority of Sri Lanka, has for- Switzerland. A Programme Postgrade en mulated proposals on the introduction of an EE Environnement has been announced for the Fall core course at the university level and on the of 1991 (to 1993) by the Institut de Genie de l'envi- strenghthening of EE at pre-school, primary and ronnement, Ecole Polytechnique Fédérale de secondary levels. The proposals are to be imple- Lausanne, 1015 Lausanne, Switzerland. mented by the end of 1992. Canada's Green Plan is a folio-size brochure Ecological Living in Sweden Ideas and summarizing the most important environmental Pratical Experience is available in English, French action plan ever produced in Canada. In addition and Spanish by writing to : Svenska Institutet, Box to the $1.3 billion the Canadian Government alread- 7434, S-103 91 Stockholm, Sweden. Ihitza. y spends annually on the environment. the Green No. 1, 1991, a periodical in Basque and Spanish, Plan commits an additional $3 billion in new funds has just been launched by the Centrefor over five years. It is acomprehensivefive-year plan Environmental Education and Research, P.O. Box that deals with the environment as interrelated and 4015, 48080 Bilbao, Spain. The Centre invites whole. Among the goals are two of special EE inter- reports from teachers on EE projects and experi- est :(1) to develop an environmentally literate ments as well comments and opinions. The societyone in which citizens are equipped with British Field Studies Council announces financing the knowledge, skills and values necessary for of a project to establish an EE Centre in Hungary. action ; and (2) to provide timely, accurate and The centre will be a model for the development of accessible information to enable Canadians to make EE and a focus for developing EE resources and environmentally sensitive decisions. Copies of learning methods. For more information. Canada's Green Plan, a Swnmaryare available in write :Field Studies Council, Central Services, English and French by writing toConnect,address Preston Montford. Montford Bridge, Shrewsbury on last page. Two comprehensive reports. in SY4 1 HW, U.K.

September 91 7 Human Ecology, Environmental Education European Economic Community and organ- and Sustainable Development, 215 pp., is Vol. 1 ized and implemented by the Permanent Interstate of the final report of the Ninth Commonweath Committee for Drought Cuntrol in the Sahel. For Conference on Development and Human Ecology, moreinformation,writetotheregional held at the University of Edinburgh, 19-23 July office : Institut du Sahel. B .13. 1530. Bamako, Mali. 1989. Vol. 1 contains keynote addresses and other TheIndianCentreforEnvironment contributions on : the ecological role and activities Education (CEE) is a national institute engaged of Commonweath and international organiza- in developing innovative programmes and mater- tions ; the role and the scope of human ecological ials to increase awareness about the environment. principles ; programmes for human ecology and The CEE has just published Essential Learnings forthe promotion of ecologicallysustain- in Environmental Education, a 150-page data base able development. For availability, write : The for building EE activities and programmes. The Commonweath Human Ecology Council, 57/58 puhlication is part of the Children's EE Television Stanhope Gardens, London SW7, U.K. The P7oject, a collaborative project between CEE and Studies Centre of EE for the Mediterranean the State University of New York (U.S.). It lists the Area, launched in Spring 1990, is taking the first basic concepts of environmental literacy. For more steps towards its goal of environmental sensitivi- information as well as the Annual Report, 1988- ty to and protection of the Mediterranean area. For 89, write :CEE,NehruFoundationfor more information, write : Director, EE Studies Development, Thaltej Tekra, Ahmedabad 380054. Centre for the Mediterranean Area, loc. Ca' de The Centre is planning to publish and distribute a Magri, 25087 Salo' (BS), Italy. An experimental Hindi edition of Connect in the near future. (This programme of primary-school teachers and pupils will be Connect's seventh language edition. See of the Sahel region has been financed by the box below.)

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Connectis also published in French asConnexion,in Spanish as Contacto.in Russian asKontakt,in Arabic as Arrabitaand in Chinese asLianjie.Contents are exactly the same in all editions. Connectis free. Reproduction of its contents is not only permit- Umnect ted, it is solicited and encouraged. ISSN 02504499 Published by UNESCO 7 placede Fontenoy, 75700 Paris. France

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UNESCO-UNEP ENVIRONMENTAL EDUCATION NEWSLETTER

Vol. XVI, No. 4. December 1991

Incorporating Environmental Education into Industrial Education

The urgent need for the environmental education of future engineers, agronomists, industrial and agricultural technicians, specializd and skilled workers is no longer questioned. The what, where and how of environmental education (EE) in technical and vocational, i.e., industrial, education are the immediate concern. The difficulties are threefold: the vast variety of economic activities and environmental problems; the wide diversity in industrial education; and the fast-evolving content of EE in this area of education. To begin with, students enteringchnical and vocational institutions may have avarying background in environmental concepts and principles. It is best to test the level of that competence and plan accordingly. But even where there has been a prior generalenvironmental education, there must be appreciation of the more intensive type of environmental studies that are to be undertaken. This means a fundamental change in both objectives and contents compared to older laissez-faire attitudes in both industry and the industrial education serving it.In the automobile industry, for example, training of motor engineers, manufacturing and maintenancetechni- cians and garage mechanics that once ignored the environmental damage caused byvehicu- lar emissions, now places more emphasis on developing fuel-saving engines, catalysators and other technologies for reducing harmful emissions. Similar developments havetaken place in airplane engine design and production. Other industries have undergone the same social pres- environmental risks, or, as the case may be, protectine the sures to improve their process designs and production individual or group concerned, also including the mainten- methods. Legislation has been enacted setting maximum ance of such measures and the supervision of safe working emission limits and targets for iron and steel mills, pulp methods. and paper factories, slaughterhouses, textile mills and other notoriously polluting branches of industry.Sharper Environmental education in industrial education should controls have been introduced for emissions from domes- also cover further, in-service, adult education for a num- tic and industrial fuel-burning, heat-producing installa- ber of reasons; tions; and for industries using large quantities of water, so Firstly, fast-moving technology makes it particularly as to avoid contamination of rivers, lakes and groundwat- important in the various fields of scientific and technolo- er. Chemical industries have been specially targeted. not gic activity. Each field has had its specific impact of change, to speak of nuclear energy installations. which, in turn, often has meant a changing impact on the A principal task of industrial education is to carry out environment, in the workplace and beyond. Many agri- a similar change in emphasis in curricula and programmes cultural and industrial undertakings are employing means - to incorporate into the lesson plansfor theoretical stud- of production today which did not exist only a few decades ies as well as practical instruction and work environ- ago. and which involve environmental risks different from mental aspects of the various courses of study and train- those they learned to master during their initial training ing. In this the educational institutions should take an ini- and education. tiating role rather than follow behind developments in the Secondly, there must be a certain correlation between industry concerned. what older generations of technical personnel know and While the technology to be covered will differ depend- what those now in initial technical and vocational educa- ing uponthelevel of studies and the field of activity concern- tion are learning. If this is not achieved, current conflicts ed, a few basic objectives may be set out for such a change between older and younger generations at the workplace in the aims of technical and vocational education: will be further aggravated. (1 ) to create awareness of and provide the required tech- Thirdly, older generations of technical personnel have nological/economic knowledge and skills for dealing with often had an education and training in which environmental the environmental problems relating to the principal aspects were largely neglected. What they need is not productsof the field of activity concerned: the possible merely an updating, but in many cases a retraining aiming elimination of such problems and the principal technical at changes in attitudes as well as in the emphasis to be solutions to them; given to different aspects in their work affecting the environment. (2) to create an awareness of and provide the required technological/economic knowledge and skills for identi- The prime target groups in further EE for adults are fying and dealing with the environmental problems aris- those who are responsible for products and processes and ing out of theproduction processeswhich are current in for the maintenance of appropriate procedures at work: the field of activity concerned. including: (a) recycling or the managers at the various levels, including supervisors direct use of process by-products; (b) waste disposal tech- in production; specialists in research and development; niques, including separation technology applying to pol- maintenance personnel, including those responsible for luting elements in air, water and solid materials, storage repair and maintenance after sale, (e.g., garage workers). and destruction of polluting and toxic agents and elements Engine tuning, repair and maintenance of petrol-supply or, as the case may be, their transformation into non-toxic systems and catalysators are examples of recent techno- waste; (c) as appropriate, restoration techniques when the logical change requiring further EE training of those production process involves direct damage to landscape concerned. or other elements in the environment; this should include familiarization with standards applying to the industry Other targets for further EE are the training and personnel-development officers and the safety engineers and concerned contained in legislation or recommendations safety representatives of workers' unions. In industries by the competent authorities or other bodies; with dangerous substances used in production the target (3) to create an awareness of and provide the required groups are normally even wider. They include, for in- technological knowledge and skills - including safety- stance, tank-storage personnel, transport workers and minded attitudes - for identifying and dealing with prob- others, who may handle such substances in their work and lems relating to safety and health of those involved in the who, if their job is not done properly, may cause irrepar- work process,including possibilities for eliminating such able environmental damage.

EE Curriculum for Industrial Schools

With the collaboration of the Colombo Plan Staff College curricula and teacher education vis-a-vis environmental for Technician Education (Philippines), a brochure has education simultaneously. Proposed as prototypes, both been prepared on an environmental education curriculum curricula, when implemented, require adaptation to the prototype for industrial schools at pre-university level: in needs of students, the current school programme, the envi- thecontextofactivitiesof the UNESCO-UNEP ronmental situation and the pre-service and in-service needs International EE Programme. The brochure is accom- of the teachers. panied by another on an EE curriculum prototype for pre- service teacher education for industrial schools. Both bro- The Table of Contents of the first brochure(An EE chures have the objective of renovating industrial school Curriculum Prototype .for Industrial Schools)best indi-

Connect

.-1 cates the scope of its coverage. It includes chapters on for courses and syllabus outlines. EE components for general and specific objectives of EE in technical and voca- agricultural schools); effective teaching/learning methods tional education (TVE) and situational analysis in terms and strategies; instructional resources (teaching education of traditional aims and objectives of TVE, types and levels and training, materials and media, community resources, of courses, survey of the existing situation of EE in TVE system management); evaluation(EE, students, and teaching/learning, resources and evaluation methods. instruments, attitudes and values, programme designs and methodologies). Chapters follow on curriculum options (models and structures); EE content (essential components, suggestions A bibliography closes the brochure.

EE Curriculum for Pre-Service Teacher 'fraining

Similarly the Table of Contents of the second accom- for values education (objectives, content, implementation panying brochure(An EE Curriculum Prototype for Pre- strategies); and evaluation of the pre-service training of Service Teacher Education for Industrial Schools)best teachers for EE (programme evaluation, effectiveness of programme, efficiency of programme, evaluation of EE indicates its scope and coverage. Chapters begin by dis- techniques, validity and reliability). cussing objectives and analysis of the existing situation (current TVE curriculum, incorporation of EE content, (The lead article above is based on EE Series No.24, scope and sequence design, general and specific objec- Emironmental Education in Technical and Vocational tives for pre-service training of TVE teachers). They fol- Education,which exists in English, French, Arabic and low with details on educating teachers for EE content (core Spanish. That publication and the two brochures on EE content, content for integration, content for specialized curricula prototypes, described in the second part of the subjects); for EE pedagogy (content for EE pedagogy, lead article and in English only currently, are available to exemplary lesson plans for EE, outdoor education for EE); institutions by writing toConnect,address on last page.)

EE Field Reports Sustainable Development A Challenge and Responsibility

Responding to the fact that environmental concerns are constant efforts to secure a recognition of environ- so closely related tosurveying,the International Federa- mental planning and management aspects in the ful- tion of Surveyors (FIG) has issued a statement of com- filment of any project, and to disseminate environ- mitment, finalized and adopted at the FIG meeting held in mental information within the surveyor' s field of exper- Beijing, China, 23 May 1991. It is a model of its kind for tise ; all specialistswhose work involves the environment. a prompt and frank response wherever possible to The statement, prepared with the support of the United public concerns on the environmental impact of proj- Nations Environment Programme (UNEP), seeks to ensure ects, including when appropriate the stimulation of that the surveyors' professional skills are used to pro- environmental actions ; mote environmentally sound planning and management the utilization or recommendation of the engagement of natural resources and human settlements. Accordingly, of additional expertise whenever the surveyor's own FIG affirms that "environmental issues should therefore knowledge of particular environmental problems is figure prominently in the education of surveyors and that insufficient to the particular task ; and universities should be encouraged to provide the appropriate courses." Meanwhile, the International Federation the improvement of environmental standards, meti- of Surveyors commits itself to give a high priority to envi- culously observing statutory requirements on environ- mmental concerns in its work and urges the same atti- mental issues." tude be adopted by its national member associations. Among the Federation's own assumed responsibilities As for "the individual surveyor's commitment." the of particular interest to environmental educators are to : FIG statement continues. " it shall always require : provide opportunities for expanding the education of an assessment of the environmental consequencesof the professional surveyor to include understanding of professional activities in a responsible way ; and solution to environmental problems ;

3 December 1991 24 include, wherever appropriate, environmental issues practise the science of measurement ; to assemble and as an important topic at conferences and on other occa- assess land- and geographic-related information ; to use sions and encourage national member associations to that information for the purpose of planning and imple- do likewise ; and menting the efficient administration of the land, the sea and structures thereon : and to instigate the advancement encourage discussions on environmental issues and and development of such practices. In their activities. the surveying profession by national authorities. uni- surveyors take into account legal. economic, social and versities, schools and research institutes in order to environmental aspects affecting each project. exert an influence on programmes and syllabi. (For a copy of the FIG statement in English. French and Definitionofa surveyor: a professional person with German. or for more information, write to : FIG Bureau, the academic qualifications and technical expertise to P.O. Box 184, SF-00101 Helsinki. Finland.)

International Training Course on Environmental Education for Educational Planners and Administrators (Continued)

India's National Institute of Educational Planning and egies for incorporation of EE in the training of education- Administration (NIEPA) has held the latest of its series of al personnel. Some fifty participants from the various international training seminars on environmental educa- regions of the Third World benefited from these training tion for educational planners and administrators at an all- seminars. Indian level on this occasion, 29 April - 3 May 1991, in New Delhi. These training programmes have been organ- Encouraged by the international reception and success ized by NIEPA in collaboration with the UNESCO-UNEP of the EE course. NIEPA undertook the all-Indian semi- International Environmental Education Programme (JEEP) nar, spring 1991, in cooperation with IEEP and sched- since 1985. The first was a consultative meeting on the uled the follow-up of four sub-national workshops aimed training of curriculum developers, teacher educators and similarly at orienting and training educational planners educational planners in EE. (See Connect, March 1985) and administrators of these areas in EE. The programme was designed around three major themes : (1) the inter- face of environment and development; (2) issues in EE ; In 1988, it was decided jointly by NIEPA and IEEP to and (3) methods and strategies in the implementation of incorporate a one-week EE training course into NIEPA' s EE. Two working groups developed, respectively, modules annual International Diploma Programme in Educational on these three themes as well as action plans for the fol- Planning and Administration, which is conducted for edu- low-up sub-national meetings. cational personnel of the Third World. This was done consecutively in 1989 and 1990 at the international level. (Reports on the three seminars mentioned are available (Eee Connect, June 1990) The objective, as before, was to in English to institutions by writing to Connect, address establish a common platform on which to work out strat- on last page.)

Incorporation of Envircnmental Education into Primary-School Curricula

An international training seminar on the incorporation special emphasis on primary-school curricula in EE in par- of environmental education into primary-school curricu- ticipating UNESCO Member States. la was held in Valletta, Malta, 27-31 May 1990. The training seminar was organized by the Foundation for Forty-one participants from twenty-one Member States attended the five-day seminar. A combination of plenary International Studies of the University of Malta in cooper- sessions and group workshops was employed to achieve ation with and in the framework of the UNESCO-UNEP the objectives. International EE Programme (IEEP). Infusion emerged as the favoured model for incorpora- The objectives of the seminar were : (1 ) to discuss guide- ting EE into primary education. Follow-up training work- lines and strategies for the incorporation of EE into pri- shops in the regions concerned (Arab States, ASEAN, mary education ; (2) to examine and evaluate revision of Caribbean and South Asia) were suggested to familiarize the EE Prototype Curricula for Primary Schools develop- key educators with the prototypes and their local adapta- ed under the IEEP on a subregional basis and to explore tion. Sharing of country reports (see Objective 3, above) possibilities for their national adaptation ; and (3) to en- revealed that : (1) various EE activities were taking place hance the exchange of information and experience through in all participating Member States and in several, for the preparation and presentation of country reports with example, Malaysia. India and Sri Lanka, there has been

4 3 Connect

BEST cnavAwnAPI F outstanding progress in establishing EE mandates and in accordance with these conclusions of the training curriculum development ; (2) a number of countries have seminar. legislated EE in the formal school system ; and (3) insti- tutionalizing continuing dissemination of environmental (A Final Report of the Maltese international training and EE information be emphasized through such mecha- seminar has been published, which is available in English nisms as national EE units. Recommendations were made to institutions by writing to Connect, address onlasspage.)

Teacher's Manual: Incorporating EE into Primary Schools The Faculty of Education of the University of Malta Education, University of Malta, St. Paul Street, Valletta, has prepared and published, in English, an 81-page illus- Malta. (Reminder: Nos. 5, 6 and 8 of the IEEP's "EE trated,folio-sizebrochure,titled:Incorporating Series" are titled respectively: EE Module for Pre-Service Environmental Education into the Primary-School Training of Teachers and Supervisors for Primary Curriculum: ATeacher's Manual. The manual contains : Schools : EE Module for In-Service Training of Teachers EE concepts, goals and objectives; teaching methods, and Supervisors for Primary Schools; and An EE activities and components for primary-school textbooks Approach to the Training of Elementary Teachers : A and syllabi ; EE evaluation, sample activities from Year Teacher-Education Programme. These are available to 1 through Year 6 and a glossary. The manual is available institutions, as are other IEEP publications, by writing to to appropriate institutions by writing to: Faculty of Connect, address on last page.)

Environmental Education Takes off in Turkey Environmental education is developing by leaps and tion is life-long and for everyone, in school and out, from bounds in Turkey in the wake of a national seminar for decision maker to hotel keeper, fishermen to tradesmen, this purpose, held in Ankara. 7-8 June 1990 (see Connect, students and te,1:hers, hunters and farmers. For this, on- September 1991). In February of this year, for instance, a the-job training programmes are already underway as well second EE seminar took place, whose participants were as curriculum development activities for all levels of the from both the private and public sectors government offi- formal educational systempre-school, primary, secon- cials and officials of nongovernmental organizations, local dary and higher education. authorities, such as village muhtars as well as lay com- A scheme of "Specially Protected Areas" has been munity leaders. launched simultaneously to protect those regions of Turkey Not least, a Ministry of the Environment has been crea- which are particularly rich in natural, historical and cul- ted for the first time since the foundation of the Turkish tural values. The environmental education of the person- Republic, and a minister appointed. Article 56 of the nel involved has been declared a priority. Here a German- nation's Constitution indicates the direction being taken. Turkish technical cooperation programme has recently, "Everyone," it states, "has the right of living in a heal- and importantly, come into effect. Additionally, the thy and harmonious environment." Indeed, there is a for- German Development Credit Organization is concentrat- mal Turkish proposal that the United Nations proclaim a ing support for the "Specially Protected Area" at "Bill of Environmental Rights." (Why not at the UN Koycegiz-Dalyan, one of natural beauty spots of Turkey, Conference on Environment and Development, to be held chosen to be a model for the development of other SPA's. in Brazil in 1992?) (For more information, write to : APSA, Ministry of the Basic in the national EE action plan developed at the Environment, Koza Sokak 32, G.O.P. 6700, Ankara, first seminar is the principle that environmental educa- Turkey.)

EE News and Publications

Environmental Education and Sustainable Development attended. Sessions, and papers, were broadly divided into is a 538-page, hard-cover book published by the Indian areas of environmental concern relating to :(1) human Environmental Society with the financial support of the settlements and urbanisation ; (2) land resources ; (3) ocean UNESCO-UNEP International EE Programme. The environment ; (4) energy and environment ; (5) biosphere publication contains important papers presented at the reserves : (6) environmental law: and (7) environment ThirdInternationalConference onEnvironmental information technology. The publication is available in Education, held in Paniim, Goa, India, 3-7 October 1989. English to institutions by writing to : Connect, address on Nearly 500 delegates trom many countries ot' the world last page ; or to Indian Environmental Society, U-112 A.

December 1991 ..75 5 Vidhata House. Vikas Marg, New Delhi 110002, India. North Taps into the South for New Ideas and Technology." 411, The Earth is Our Home isa 112-page. soft-cover work For instance : "Looking ahead, alcohol-powered vehicles, published by the Byelorussian National Committee for the a common sight for the past 15 years in Brazil, could become UNESCO MAB Programme. Its subtitle is: A Set of prototypes for Northern car manufacturers by the end of Environmental Education Teaching/Learning Materials. the century. Experiments in solar energy and biomass recyc- Similarly, the Final Report of a subregional conference on ling in developing countries are now extremely relevant "Today's Ecological Problems and Improvement of to industrialized nations determined to reduce their depen- Environmental Education," held in the Berezinsky dence on imported oil." Write : UNDP, Division of Biosphere Reserve, 15-18 October 1990. has now been Information, Room DC I -1900, One UN Plaza, New York. published and made availableinEnglish by the N.Y. 10017, U.S. Issue No. 2, 1991, ofWorld Health Byelorussian National MAB Committee. Both publica- Forum,an international journal of the World Health tions were financially supported by MAB and IEEP. Both Organization (WHO), includes a detailed report on a round- are available in English by writing to :Connect,address table of experts concerning "preparations now to counter on last page. environmental damage on health." WHO has also published (1) a brochure onEnvironmental Health in Urban Issue No. 3, 1991. ofOur Planet,the magazine of the Development,available in English and French and soon United Nations Environment Programme (UNEP), in Spanish: and (2)World Health Organization Healthy contains an article of special EE interest : "The Global Cities Project: A Project Becomes a Movement,review of Environment Facility : US$ 1 billion to invest in the health progress made from 1987 to 1990, folio-size, illustrated of the planet." The magazine appears in English. French in colour, available normal] yz,by purchase. For more and Spanish editions. Another periodical of special EE information, write: WHO, Dlitribution and Sales, 1211 interest is issued by the Environmental Education & Geneva 27, Switzerland. Training Unit of UNEP, titledET Worldwide,a periodic compendium of opportunities in environmental training. The International Atomic Energy Agency (IAEA) has All five regions of the world are covered. For both publi- just publishedThe International Chernobyl Project,the cations, write to : UNEP, P.O. Box 30552. Nairobi, Kenya, proceedings of an international conference, held in Vienna, Climate Change and Energy Efficiency in Industryis a new 21-24 May 1991, expressly for presentation and discus- publication which has been prepared by a group of experts sion of the Agency's Technical Report on the Chernobyl from the International Petroleum Industry Environmental Disaster. The Report. which has also been published, Conservation Association in cooperation with the UNEP assesses the radiological and health situation in the affec- Industry and Environment Programme Activity Center. ted areas and evaluates the protective measures taken. The publication aims at informing industrial managers and Additionally: TheIAEA Yearbookfor 1991 has just been government officials of the economic benefits to industry published, as well as the Agency'sHighlights of Activities, of more efficient energy generation and use. For more Film and Video CatalogueandBulletin,Nos. 2 and 3, information, write :Director, U1s1EP-IE/PAC, Tour which deal respectively with "Radiation and Health" and Mirabeau, 39-43 Quai Andre Citroen, 75739 Paris, Cedex "Electricity and the Environment." For more informa- 15, France. Earth Summit Newshas been established tion,write :DivisionofPublications,IAEA, to regularly provide news of preparations for the UN Wagramerstrasse 5, P.O. Box 100, A-1400 Vienna, Austria. Conference on Environment and Development (UNCED), to be held in Rio de Janeiro. 1-12 June 1992. Issue No. 1, The Organization for Economic Cooperation and March 1991, describes the documents being produced and Development (OECD) has issued its bilingual (English the people involved. Write : UNCED Secretariat, 160 route and French )OECD Environmental Data - Donnies OCDE de Florissant, Case Postale 80, CH-1 231 Conches, sur l'environnement Compendium 1991,337 pp. Switzerland. Additionally : the OECD has published a 146-page report on "Environment. Schools and Active Learning," baJed Caretakers of the Environment International (CEI) is a on Member-State examples ;a 133-page brochure. network of secondary-school teachers and students in some Environmental Labelling in OECD Countries;and its per- 45 countries which was established in 1986 and now iodical,The OECD Observer,October/November 1991, publishesThe Global Forum for Environmental Education. which contains an article on "Energy, Environment and For more information, write: CEI Secretariat, Nassauplein Efficiency." For more information, write : OECD 8, 1815 GM Alkmaar, Netherlands. The Patrick Publications. 2 me Andrd-Pascal, 75775 Paris Cedex 16, Geddes Centre for Planning Studies of the University France. Note : the correct address for the Common- of Edinburgh initiated a Summer School for international wealth Human Ecology Council (CHEC), which publishes studies with a meeting on "Cities in Our Future," 8-19 a periodicalJournal,among other things of EE interest, July 1991. The Centre's projects include archives, conser- is : 57/58 Stanhope Gardens. London SW7 5RF, U.K. We vation, exhibitions and networking internationally on the are advised that a diploma course listed inConnect, subject of human settlements and ecology. Write : Patrick called "Study Abroad." has long since been discontinued. Geddes Centre, University of Edinburgh, Outlook Tower, Agenda for Castlehill, Edinburgh. U.K. The Umweltbundesarnt Transforming Technology : An (Federal Environmental Agency) of Germany has pub- Environmentally Sustainable Growth in the 21st Century. lished a 49-page, folio-size booklet on "International 40 pp.. folio-size, is available in English from: World EnvironmentalProtectionStudyCourses,"in Resources Institute, 1709 New York Avenue, N,W.. English, of 23 countries, from Austria to the U.S.A. Write : Washington, D.C., U.S. Junior High Environmental Umweltbundesamt, Bismarckplatz 1, D-1000 Berlin 33, and Outdoor Education,distributed by the Calgary Board Germany. of Education. 515 Macleod Trail S.E., Calgary, Alberta, Canada T2G 2L9. describes the rationale and philosophy The September 1991 issue ofWorld Development,the of an EE course at this level. An illustrated report on periodical of the UN Development Programme (UNDP), ATraining Seminar for European Rangers, Wardens and contains a special report on "Reversing the FlowThe Interpreters, 1990may be purchased from : Losehill Hall,

6 Connect Peak National Park Centre, Castleton. Derbyshire. S30 "Environment." The Baltic Sea Project newsletter 2WB, U.K. A Master of Science programme in contains news and information about environmental activ- "Environmental Sanitation" is being conducted by the ities of educational organizations of the area and their Centre for Environmental Sanitation. State University of connections to other areas of the world. The BSP operates Ghent, J. Plateaustraat 22, B-9000 Ghent. Belgium. in conjunction with thz. UNESCO International Network The Autunm/Winter 1991/92 of Natural History Book for Information in Science and Technology Education. Service Ltd, 2 Wills Road, Tomes, Devon TQ95XN, U.K., Formoreinformation,write :BSPNewsletter, is devoted entirely to books and other printed materials on Hakaniemenkatu 2, 00530 Helsinki, Suomi-Finland.

Publications of the IEEP (Continued)

The September and December 1989, March 1990 and continues and updates the previous lists and carries the June 1991 issues of Connect contained lists of publica- sequential numbering. All publications, as before, are avail- tions of the UNESCO-UNEP International EE Programme able to institutions involved in environmental education (IFFY) which had appeared until those dates. The list below by writing to Connect, address on last page.

Basic Documents

19. An Environmental Education Proposal for the Pan- 20. Environmental Education: A Curriculum Prototype Amazon. Final Report of the Pilot Project for Incorporation for Industrial Schools (1991), folio-size, 62 pp., prepared of Environmental Education in the Curricula of Member for IEEP by faculty members of the Philippine Colombo Universities of UNAMAZ (1991), 57 pp. As the First Phase Plan S taff College for Technician Education. The contents Report (See No. 18), this second or final phase report was are described in the second part of the lead article of this prepared by the Association of Amazonian Universities issue of Connect (December 1991). (English) (UNAMAZ) for IEEP. Contents are devoted to : Treatment of the Environmental Dimension; the Theoretical Question ; Proposals (for teachiniz ; undergraduation ; a 21. Environmental Education : A Curriculum Prototype political-institutional task ; post-graduation: a proposal of for Pre-Service Teacher Education for Industrial Schools integration and formation of cadres; extension, or the inter- (1991), folio-size, 92 pp.. also prepared for IEEP by the action with society ; and research, or the support of aca- Philippine Colornbo Plan Staff for Technician Education demicactions) ;References(bibliography) ;and and whose contents are similarly described in the second Appendices (instrument of data collection and proposal of par of the lead article of this issue of Connect (December Amazon Information System - SIAMAZ). (English) 1991). (English)

Final Reports

50. Final Report. Estrategia Nacional en Educacion activities internationally ; (2) strategies for future actions; y Fonnacion Ambiental, 1990-1999. National Seminar and (3) recommendations. Principal speeches are in- on Environmental Education and Training, Caracas, cluded in the appendices. (English) Venezuela, 25-27 October 1989. This seminar/workshop 52. Final Report. International Training Seminar on was organized in the context of the IEEP by the Department Environmental Education for Educational Planners of Environmental Education of Venezuela's Ministry of and Administrators, New Delhi, India, 22-26 April 1990. Environment and Renewable Natural Resources. The meet- This international training seminar was organized by India's ing's theme was "Orientations, objectives and actions for NationalInstituteofEducationalPlanningand a national strategy in environmental education and train- Administration in cooperation with the UNESCO-UNEP ing. The Final Report of the meeting contains both the IEEP. The international training seminar, or course, is a proceedings and the results. (Spanish) continuation of a programme begun in 1985. (See Final Report No. 17 and p.4 of this issue of Connect.) The report 51. Final Report. Consultation Meeting on Developing on this training seminar contains : (1) the proceedings of Guidelines for Evaluating Environmental Education the course ; (2) a description of the IEEP ; (3) a consoli- Training Activities, New Delhi, India, 18-23 April 1990. dated summary of country reports; (4) a section on envi- This consultation meeting was organized by the ronmental education and educational planning ; and (5) Department of Education in Science and Mathematics of conclusions. There are over 100 pages of appendices. India's National Council of Educational Research and (English) Training (NCERT) in cooperation with the UNESCO- UNEP International EE Programme (IEEP). The report on 53. Final Report. Seminar to Draw Up Strategies and the proceedings includes : (1) a review of past EE training Action Plan for the Development of Environmental

December 1991 7 Education in Ghana. This seminar was organized by al personnel, organized by India's National Institute of Ghana's Environmental Protection Council in coopera- Educational Planning and Administration, this time at an tion with the UNESCO-UNEP IEEP. Accra, Ghana, 6-10, all-Indian level. (See p. 4 of this issue of Connect). The August 1990. The Final Report of this seminar/workshop Final Report describes the series of training courses and contains, inter alio, a summary of EE views, discussions the results of two subdivided working groups of the 1991 of EE objectives, strategies and actions in the formal and seminar, which were organized around these themes : (1) nonformal education sectors and at the primary, secon- environment and development. EE issues, methods and dary and tertiary levels. There are almost 100 pages of strategies. and (2) action plans for four follow-up regio- annexes, including the working document for the semi- nal workshops. (English) nar/workshop. (English) 56. Final Report. International Training Seminar on 54. Final Report. Third Interagency Consultation the Incorporation of Environmental Education into Meeting on Cooperation and Coordinationin Primary-School Curricula. Valletta, Malta-27-31 May EnvironmentalEducation,Paris,France,6-8 1991. This training seminar was organized by the foun- November 1990. This consultation meetine (the third of dation for International studies of the University of Malta its kind) was organized by UNESCO in the framework of in cooperation with and in the context of the IEEP. (See the IEEP (see Connect, December 1990). The agencies p. 4 of this issue of Connect.) The Final Report contains participatingwere :UnitedNationsEnvironment the objectives, proceedings, conclusions and recommenda- Programme (UNEP), Food and.Agricultural Organization tions of the seminar as well as an elaboration on EE in the (FAO), International Labour Office (ILO), UN Industrial primary school, country reports and appendices of princi- Development Organization (UNIDO), World Health pal addresses, summaries of EE curricula prototypes, etc. Organization (WHO), World Meteorological Organization (English) (WMO), World Bank, International Council of Scientific Unions (ICSU), International Union for the Conservation 57. Final Report. Seminaire sous-regional de formation of Nature and Natural Resources (IUCN) and the host sur l'education relative a l'environnement et le develop- agency, UN Educational.ScientificandCultural Dement en Afriquecentrale, Kinshasa,Zaire,24-28 June Organization (UNESCO). The Final Report contains the 1991. This subregional seminar, or workshop, on educa- presentation of the EE programme. actions and plans of tion concerning environmi nt and development in Central each participating body in cooperation and coordination Africa, was organized by th : Zaire Federation of UNESCO with the others, particularly with the UNESCO-UNEP Clubs and Associations wii h the collaboration of the IEEP. International EE Programme. (English) The Final Report containslm account of the objectives and proceedings of the seminar.as well as the results of two 55. Final Report. All-IndiaSeminar on working groups, which revolved around : (1) environment Environmental Education, for Educational Planners and economic development ; and (2) modalities for incor- and Administrators, New Delhi, India 29 April - 3 May porating an environmental dimension into the training of 195,1. This seminar is, in effect, a continuation of a series educational planners, administrators and teachers at the of international training courses in EE for key education- secondary level. (French)

Special late notice : UNEP in cooperation with Canon Inc. is sponsoring a competition of environmental photographs from professionals and amateurs with prizes for the best. A children's category has also been established. Send photographs before March 1, 1992 to : UNEP Photographic Competition, do Dentsu Burson-Marsteller, Sogo Kojimachi No. 3 Building, 6-Kijornachi 1-chome, Chiyoda-ku. Tokyo 10, Japan.

Save trees.

This issue is printed on recycled paper.

Connect is also published in French as Connexion, in Spanish as Contacto, in Russian as Komakt, in Arabic as Arrabita, in Chinese as Lianjie and in Hindi as Sampark. Connect is free. Reproduction of its contents is not only permitted, it is solicited Connect and encouraged; please send clippings, if used. Published by UNESCO ISSN 0250-4499 7, place de Fontenoy, 75700 Paris, France

SAGI - Paris. Printed in France 07/7337 Conned

UNESCO-UNEP ENVIRONMENTAL EDUCATION NEWSLETTER 11=MMilW

Vol. XVII. No. 1, March 1992

The International Environmental Education Programme 1992-1993

The International Environmental Education Programme (IEEP), launched by UNESCO jointly with the United Nations Environmental Programme (UNEP), in 1975, is now entering its eighth biennial phase, 1992-1993. This new phase of IEEP was approved by the 26th General COnference of UNESCO and by the 16th Session of the Governing Council of UNEP. The UNESCO General Conference has again given priority treatment to the development of environmental education in the Organization's support of environmental protection, the rational use of natural resources and sustainable development. UNESCO, accordingly, is taking an active part in the preparation of the United Nations Conference on Environment and Development (Brazil, June 1992) and in its follow-up. UNESCO's approved Programme and Budget for 1992-1993 includes under Programme 1.2, "Education for the twenty-first century," enhancement of "humanistic and cultural values, international and mutual understanding, attitudes, as well as a new behaviour towards the environment..." Similarly, under Programme 11.2, "Environment and natural resources management," ensurance is pledged of "the coordinated contribution ofUNESCO to the major endeavours of the United Nations system in the field of environment and development, and to international programmes concerning the various issues connected with global change," as well as the Organization's contribution "to improved decision-making by preparing and disseminating scientific information on complex environmental issues of global relevance, in cooperation with other organizations." 37 Most specifically, under the same Programme (1.2), ronmental awareness. For the achievement of its envi- "with a view to improvingenvironmental education and ronmental education and information goals. UNEP will information,"the following is planned and budgeted continue to support and cooperate with UNESCO in for 1992-1993: the joint International Environmental Education Programme (IEEP). to implement the International EE Programme in co-operation with UNEP. and to promote the devel- The new phase of the IEEP is accordingly based pri- opment of environmental education and its incor- marily upon UNESCO's Programme and Budget 1992- poration into all types and levels of education, with 1993 (as indicated above). UNEP's Programme Budget emphasis on the production of innovative educa- document for 1992-1993 and the decisions of UNEP's tional material; Governing Council (as outlined).

to heighten awareness of global environmental Concretely, theshort-term objectivesof Phase VIII issues with emphasis on the relationship between of the IEEP have been defined as: environment and development; to develop research and experimentation in envi- to bring all developing countries to a state where- ronmental education and information in various by they will have incorporated an environmental cultural and social contexts, through pilot projects, dimension into one or more levels of their educa- training activities and suport for governmental and tional systems; non-governmental organizations; to assist at least 20 countries which have already to foster the collection, review and dissemination incorporated formal and/or nonforrnal environ- of information and research findings on environmental education (EE) into one more levels of their mental issues, mainly throught the various infor- educational systems to (1) renew their curricula; mation means of UNESCO's intergovernmental (2) update their teaching/learning materials; and environmental programmes. and through the publi- (3) further train and re-train their teaching person- cation of the journalNature and Resourcesand the nel; [EE] newsletterConnect. to strengthen environmental education on a sub- UNEP'S Governing Council at its 16th Session like- regional basis through the development and dissem- wise stressed environmental education, training and ination of model (prototype) curricula outlines for information in its decisions for the next biennium per- the different levels and forms of formal and non- iod. The programme strategy established involves: (1) formal education; increase to 100 the number of nations that will have incorporated EE into their policy, plans and education- to induce and help Member States to each pro- al systems, both formal and nonformal; (2) provision duce a "National Strategy for Environmental of assistance in the training of some 20,000 nationals Education and Training for the 1990s" (based upon from developing countries in different fields of envi- the "International Strategy," but reflecting nation- ronment and natural resources management;.(3) cooper- al policies and needs. (SeeConnect,September ation with some 30 selected countries in launching 1987-1 the "International Strategy" adopted by specific information campaigns aiming to increase envi- the International EE Conference, Moscow, 1987).

IEEP Activities, 1992-1993

Global activifies, as before, at international and region- information; international training seminar on the incor- al levels funded by the IEEP, will be implemented by poration of EE into general university education; and a UNESCO (Paris, France) with the direct and active col- Global Forum on Environmental and Development laboration of UNEP (Nairobi, Kenya). This joint col- Education, to be cosponsored in 1993 by UNESCO and laboration will enable the IEEP to reach a variety of UNEP in cooperation with concerned NG0s. focal points at national levels, in particular those concern- Development of Curricula and Teaching Materials: ed witheducationas well as those concerned with the five revised and updated versions of teaching/learning environment.There are four core domains of planned modules published in the IEEP's 'EE Series", six new action: teaching/learning EE modules on environmental problem areas of greatest concern; six prototype EE curri- Teacher Education and Meetings:ten pilot projects cula for all forms and levels of education; ten docu- on the incorporation of EE into primary-school-teacher ments on EE topics given priority by UN Conference education for those Member States which have not already on Environment and Developernent (June 1992, Brazil); done so; four EE training workshops for education- printing and dissemination of experimental children's al planners and administrators aimed at the develop- versions of EE modules on major environmental prob- ment of national strategies and plans for achievingenvi- lems. ronmental literacy for all;a fourth Interagency Consultation Meeting among UN agencies and relevanf Research and Experimentation:development of three nongovernmental organizations (NG0s) on coopera- prototype interdisciplinary EE courses for general uni- tion and coordination in environmental education and versity education; five pilot projects and adaptation and

Connect 35 testing of EE materials in UNESCO's "Associated Subregional and national activities,which will be Schools"; pilot project on the development of evalua- decentralized to UNESCO's Regional Offices for Education and whose core domains are: _ tion tools for teaching/learning in environmental education, seven pilot projects on the incorporation of EE Teacher Education:four subregional training work- into general university education, support to NO0s, including the preparation and organization of a shops on EE for key personnel in basic education, including literacy programmes; fifteen subregional/national Conference on Environmental Ethics, cosponsored by pilot projects on the incorporation of EE into primary- UNESCO and UNEP in cooperation with NGOs as well school teacher education and basic education. as with the Commonwealth Human EcologyCouncil (CHEC); consultation among UNESCO, UNEP and Development of Curricula and 7i.aching Materials: selected universities on the establishment of one or more technical assistance and consultancy services to Member "Chairs in Environmental Education" in university-level States for the development of environmental education educational institutions. andtrainingnationalstrategies,based on the "Internatinal Strategy for the 1990s"; support to nation- Infornzation on Environmental Education:world- al institutions for the local adaptation of IEEP mater- wide dissemination of all IEEP materials; completion, ials. printing and dissemination of a survey to identify to what extent countries in developing regions are active- Information on Environmental Education:continuMg ly incorporating an EE dimension into their educa- the preparation and updating of regional rosters of EF. tion systems (1) formally (primary, secondary and ter- consultants; dissemination of IEEP materials. Whenever tiary, technical and vocational) and (2) nonformally possible, UNESCO and UNEP Offices will provide the (literacy, adult and other out-of-school educational activ- IEEP Secretariat with new and/or updated information ities); printing and dissemination of an illustrated book- on the EE needs and activities intheir regions (either let. in English, on the achievements of IEEP since its directly, in the case of UNESCO's Regional Offices, or inception in 1975, presenting the International EE indirectly through UNEP Headquarters, in the case of Programme and its services to decision and policy its Regional Offices). makers and other influential persons; expanded dissemination of the quarterly EE newsletterConnectin the Lastly, as before, technical and other assistance win six official languages of UNESCO as well as in Hindi continue to be available to Member States for the pro- and Ukrainian (and, possibly soon, Japanese and motion and strengthening of environmental education, German); development of IEEPs computerized net- training and information at the national and subregion- work and networking. al levels. EE Field Reports Council of Europe: Member andOther States Should Incorporate EE intotheir Educational Systems

The Council of Europe, which includes the twelve (1977), the Moscow International Congress (1987) and Member States of the European Community, has issued the various other international events and programmes a recommendation on environmentaleducation of on environmental education [such asMEP]; supreme importance to educational planners,develop- Having regard to the Convention on the Conservation ers and decision makers (not to mentionall environ- of European Wildlife and Natural Habitats (Bern mental educators). The recommendation is a model for Convention); other regions.Connect,consequently, is reprinting the full text, as presented by the Council, for world-wide Having regard to Resolution (71) 14 on the intro- reference and use: duction of the principles of nature conservation into education, and considering its updating to be necess- Recommendation No. R(91)8 ary in order to: on the development of environmental, take account of the aggravation of certain phenom- education in school systems ena such as the populationexplosion and the (adopted by the Committee of Ministers appearance of new problems such asclimatic on 17 June 1991 at the 460thmeeting changes and depletion of the ozone layer; of the Ministers' Deputies) ensure that educational curriculadeal more fully The Committee of Ministers, under the terms of with environmental problems and the risks facing Article 15 (b) of the Statute of the Council of Europe. the environment and society; Having regard to the Stockholm Declaration on the reduce the discrepancy between advances in science Human Environment and the World Charter of Nature; and technology and their coverage by schools; Having regard to the conclusions of the UNES- include in curricula the increasingly numerous CO/UNEP Intergovernmental Conference in Tbilisi sources of information available topupils;

3 March 1992 Bearing in mind the revision of proposals made by ing methods aimed at the discovery and enhance- the participants in the 38th Council of Europe Seminar ment of the environment; for Teachers (Donaueschingen. November 1987); - touse out-of-school facilities for environmental Endorsing the conclusions of the report entitled "Our education; Common Future" by the World Commission on - to use the new technologies (e.g.,audio-visual Environment and Development (Brundtland Report). media, computer facilities and telernatics) for the Aware that the state of the environment has reached purpose of visualising and demonstrating the rele- a critical level; vant concepts; Convinced that the present situation is the result of to acquire teaching materials and educational the juxtaposition of two phenomena, viz., a dramatic modules meeting the aims of environmental edu- increase in population and the globalisation of indus- cation: trial society; promote working relations with research institutes Underlining the planetary dimension of enviro in the field of natural science, social science and mental problems and the need to promote a resources education; management model that takes mcre account of the interdependence of individuals and nations; develop an active and stimulating policy for the initial and in-service training of teachers by: Noting that the tremendous development of science and the increase in technologicul power necessitates on - introducing appropriate elements intotheir train- the part of individuals an increased sense of respon- ing programmes; sibility for the environment, humanity's common heri- - creating, within and around schools,educational tage; areas conducive to the sensory awakening of Recognising that people have the right to a healthy pupils and to practical activities; and ecologically balanced environment, on whose create an infrastructure designed to help teachers quality their dignity and well-being depend; and others involved in environmental education Convinced that environmental education is one of the through the provision of consultants, a diversified best ways of restoring a balance between the individual range of curricula, training facilities and docu- and nature and guaranteeing a rational and reasonable mentation; management of planetary resources in a context of sustainable development; ensure wide distlibution of this Recommendation among all interested parties, especially curriculum Considering that the attention given to environmen- developers, educational advisers, teacher trainers tal protection in educational curricula should be increased and teachers, the Secretary General to transmit this and that appreciation of and respect for the envi- Recommendation to the Governments of those ronment should be basic principles of the teaching of States, Parties to the European Cultural Convention, all subjeCts; which are not members of the Council of Europe. Convinced that education should consist not only in Appendix to Recommendation No. R(91)8 developing a knowledge and understanding of ecology and biology but also in encouraging more positive indi- Basic principles for the promotion of environmental vidual attitudes towards nature and the environment; education

Wishing that education be based on an ethical L Contents approach that is essential for the judicious use of knowledge; Curricula should enable pupils: Being aware of emotional and affective relationships to gain a basic knowledge of ecology in its broad- with nature and the environment; est sense and deal with themes relating to environment protection. Teaching in this area should Emphasising that environmental education in schools take into account the intellectual and psychologi- should not be separated from that provided in the home, cal development of pupils. in youth organizations and through out-of-school activities, to learn to reason in terms of systems; Recommends that the governments of Member States: to understand the economic, political and ecological interdependences. bear in mind, when drawing up or revising their environmental education policies, the guidelines It is advisable to: setoutintheAppendix[below]tothis Recommendation; enhance, in curricula at all levels of education, the various subjects touching on questions of envi- ensure that teachers have an opportunity of revital- ronmental and ecological protection; while biol- ising and diversifying classroom activ; '-s and basic ogy and geography are the key subjects for this pur- learning procerses by providing them with pose, all other disciplines can help to promote the resources enabling them: teaching of ecology and environment protection - to use and devel d active and participatoryteach- (civics, plastic arts, relegion, etc);

4 24 0 Connect

BEST COPY AVAILABLE encourage multidisciplinary schemes where every an important contribution to a realisation of the discipline helps to show how the various elements requirements of the environment and should interact and contribute to a global perception of real- therefore be fully integrated into the education- ities; mobilise the whole teaeling profession around al process. the subject of the environment. IV. Teacher training:Initial and in-service trainine II. Methods: Environmental issues cannot be taught of teachers is the key to the integration of envi- solely in the form of knowledge. They should ronmental aspects into curricula. The success of be related to the world in which pupils live and environmental education depends to a large extent to real-life situations. Experience of nature is the on the knowledge, skills and attitudes of the best means of encouraging a favourable attitude teachers themselves. towards the environment. Document CM/DEL/Dec (91) 460 III. Instruments: The use of out-of-school teaching of the Council of Europe tools and facilities for environmental education enables teachers to diversify their teaching (The French version of the Council's recommenda- methods and stimulate school activities and basic tion was published in the organization's bilingual learning processes. These instruments also make Newsletter/Faits nouveaux, No 5, 1991).

Networking in Environmental Education

An International Consultation Meeting on the and potential activities, preparing a draft strate- Development of Netv,orks in Environmental Education gic plan, and appointing working committee to was held in Metro Manila. Philippines, 4-8 February pursue the recommendations of the meeting. 1991. The meeting was organized as an activity of the 3. Identifying the target clientele and user groups of UNESCO-UNEP International EE Programme (IEEP) the agencies involved. by the Colombo Plan Staff College for Technician Education, based in the Philippines. Participants and 4. Developing programme/project proposals speci- observers came from Australia. Bulgaria, India. fic to the needs of identified groups. Indonesia, Kenya. Malaysia. New Zealand. Thailand 5. Identifying the responsibilities and authority of and the host country. There were also representatives participating agencies and the human and tech- of UN agencies and governmental and nongovernmental nological resources required. organizations. 6. Developing an action plan through consultations Participants presented reports on the environment, in order to obtain agreement of participating agen- education systems and status of EE networking in their cies, secure funding, and begin implementation of respective countries. (See Final report, below). Two the plan. working groups were formed to focus on discussion of guidelines forestablishing networks at international and EE networks -- it was further agreedshould pro- subnational levels. Particular reference was made to the vide a forum at the regional/subregional/national/sub- international EE network and networking conducted by national levels to promote educational programmes and the International EE Programme and the technical activities to help achieve sustainable management of advice offered by the latter. the environment. i.e., environmentally sound, sustainable development. The guidelines agreed upon at the international consultation meeting for development of EE networks A general objective for environmental education net- at international, regional and subregional levels in- works should be: To promote the flow, exchange and use of relevant EE information and resources so as to volved largely linkage to corresponding IEEP networks and networking. As for guidelines for developing EE be more effective in planning, implementing and evaluating EE programmes in the member countries. networks at the national and subnational levels, they included: Objectives for international/regional and subregional networks should be: I. A leading government agency and/or centre of excellence for EE undertaking thc initiative of 1. To increase EE activity within the region throuizh: convening an inter-agency working group to study a) provision of up-to-date information on envi- and survey existing networks and their infra- ronmental issues in the regions: b) provision of structure relevant to EE networks (EEN) and pre- information relevant' to curriculum development pare a proposal to establish national and effective in EE; and c responding to requests for EE infor- EENs. mation. 1.Organizing a national consultation meeting among To improve the effectiveness of EE through: a) all interested agencies and identifying the need of provision of information on teacher training; b) an EEN, its objectives, appropriate infrastructure provision of a directory of expertise in: teacher

March 1992 5 training; resource management; and curriculum devel- For international/regional and subregional networks: opment; c) provision of bibliographic information on Evaluation should be seen as important in the func- curriculum materials in EE: and d) dissemination of tioning of an EE network. Evaluation criteria should be information about assessment and monitoring of determined at the commencement of network opera- researches on EE. tions. The network should evaluate its own accom- 3. To disseminate information on EE methodology plishments and contributions. Use can be made for this and organization. purpose by statistics relating to the provision of, and the requests for. information services. Such statistics 4. To act as a catalyst in EE through: a) fostering might include, for example: number of requests for contact among members and other agencies; and information, and number of publications. Contract eval- b) initiating conferences. meetings. discussions, uation by expert services might also be undertaken and etc. evaluative feedback from network members might be Objectives for national and subnational networks considered. should be: For national and subnational networks: It was sug- I. To provide an EE link between international and gested at the consultation meeting that the effectiveness regional EENs and the country's organization. of the EEN be evaluated at all levels at regular inter- vals with respect to the objectives set. Evaluation in- 2. To coordinate with other national networks of coni- struments would include interviews, reports, question- mon interest. naires, observations gained through visits, and com- 3. To coordinate the activities and programmes of munity responses. The time frame for the evaluation the network aud its members. should be consistent with the objectives of the respective programme. 4. To make available information and expert advice (A 74-page Final Report of the above international to members and interested persons. consUltation meeting on developing EE networks is 5. To evaluate the effectiveness of the network. available, in English, to institutions by writing to: Com ect, address on the last page. The Final Report 6. To publicize the activities of the network and cont iins, inter alia, a summary .of the country report encourage participation. and of the working documents as well as Fuidelines, in 7. To form linkages on EE with national networks detail, for developing and maintaining EENs plus their and with other organizations within and/or out- objectives, structures, functions, activities and methods side the country. of implementation.) EE Activities in Africa Regional Teacher-Training Workshop From 4 to 8 November 1991 a regional workshop for tion given to decision makers and administrators. the training of administrative and teaching personnel in In the nonforrnal sect(the training of group leaders, environmental education was held in Abidjan, C6te communication personn, artists and others in both d'Ivoire, the workshop was organized jointly by the rural and urban areas was underlined. Youth centers African Development Bank and USAID. Participants were to be EE oriented and EE information guides ela- represented a varietyof African countries as well as borated. governmental and nongovernmental international organizations. Similar to the workshop above, the meeting Didactic material was also to be locally adapted and was organized around plenary sessions and two work- aimed at the improvement of attitudes and behaviour ing groups or commissions, one English-speaking, the towards the environment. Television and interactive other French-speaking. radio were mentioned as good EE tools. In both the formal and nonformal sectors, inventory and evaluation of Four strategies were stressed: (1) consolidation of existing EE materials were to be made and renOvation current EE effort.c and progranunes; (2) development sought. Coordination and cooperation between the two of new actions and programmes; (3) reinforcement and sectors at the national level were considered an abso- revaluation of institutional, organizational and human lute necessity, also harmonious school-community rela- potential in EE with the goal of excellence in mind; and tionships vis-a-vis the local environment. Cooperation (4) organizitig the exchange of information and exper- at the regional and international levels was likewise ience. viewed as essential. Regarding EE content, participants emphasized adap- Effective actions as follow-up to the workshop were tation to local environmental situations and problems, recommended which would include: dissemination of but with many themes in common, i.e., environmental all documentation and resolutions of the workshop; concepts, drought, desertification, deforestation, poF- development of EE programmes in the participants' lution, quality of lige, population and resources, envi- countries according to the strategies defined by the work- ronmental sicknesses, drinking water. soil erosion, brush shop; integration of an EE component in all develop- fires, etc. EE content for the training of teachers in the ment projects; establishment of a network for the exchange formal sector should be built around a well-thought-out of information and experiences, reports frotn participants on their own follow-up actions. programme and institutional structure with special atten-_ 6 42 Connect Subregional Teacher-Training Workshop on EE and Development in Central Africa

A subregional teacher-training workshop on environ- talks and general discussions and two working groups to mental education and development in Central Africa was deal with particular themes of the meeting. The themes held in Kinshasa. Zaire. 24-28 June 1991. The workshop were: the environmental problems of Central Africa; the was organized by the Zaire Federation of Associated goals, objectives, content, methods and strategies of EE: UNESCO Clubs in the framework of the UNESCO-UNEP the situation in participating countries; the local impacts International EE Programme. There were twenty-two par- of economic development; rational use of natural resources; ticipants and observers who came from Cameroon, Congo. the incorporation of EE into the training of key education Gabon and the host country. personnel; and the preparation of EE materials for the latter. The objectives of the wokshop were to: (1) familiarize participants with the envirorunental problems of the world The workshop concluded that Central Africa faced fun- and especially of Central Africa and with the goals, contents damentally similar environmental problems and the same and methods of EE, particularly with reference to the African need for increased but sustainable development, which subregion; (2) to analyse the impact of economic devel- called for a policy of rationally exploited natural resources, opment on the local environment and to propose educa- etc., arid effective integration of EE into all levels and tional solutions for remedying it; to furnish participants types of education and schooling formal and nonfor- with guidelines for the incorporation of EE into the train- mal; primary, secondary and tertiary; technical, vocation-. ing programmes for educational planners as well as for al and industrial. With regards to EE for Central Africa, teacher trainers; and (3) to promote the exchange of infor- participants urged the creation of interministerial coordi- mation and experience through the presentation of coun- nating mechanisms at both the national and subregional try reports on respective developments in EE training of levels. educational planners, administrators and teacher trainers (A Final Report of the workshop is available to institu- at the secondary level. tions, in French, by writing toConnect,address on the last The workshop was organized into plenary sessions for page.)

EE News and Publications

The 28th Congress of the International Society of City tunities world-wide is now available by writing to: EE & and Regional Planners will have as its subject. "Towards T Unit, UNEP, P.O. Box 30552, Nairobi, Kenya. UNE') s PlanningforSustainableDevelomentata Bulletin,Industry and Environment.April-June 1991 and Supernational Level." The congress will be held in July-September 1991, features articles titled: "Computers: Cordova, Spain, 1-6 October 1992. For more information, tools for environmental management in industry" - Parts write: Secretariat, ISOCARP, Mauritskade 23. 2514 HD. I and II. and "Information technology as a management The Hague, Netherlands. The Sixth Meeting of the tool in environmental protection: the case of IBM." This Society of Human Ecology will treat the theme, "Human publicationisavailable from: UNEP Industry and Ecology: Crossing Boundaries." The meeting will take Environment Office, Tour Mirabeau, 39/43 Quai André Citron, 75739 Paris Cedex 15, France. place in Utah, 2-4 October 1992. For information about participation, etc., write: Scott Wright, University of Utah, IAEA Bulletin.No. 4, 1991, the quarterly journal of the FCS Dept., 228 AEB. Salt Lake City, Utah 84112, U.S.A. International Atomic Energy Agency, is devoted to A 316-page, folio-size Sourcebook in Environmnetal water, particularly "Devoting isotope techniques for water Education for Secondary School Teachers has been exploration in the Sahel"; "Environmental isotope hydrol- published in English and is available from; UNESCO ogy laboratories in developing countries"; and "Atoms and Principal Regional Office for Asia and the Pacific. P.O. ecology: Saving the Aral Sea and its river regions." Write: Box 967, Prakanong Post Office, Bangkok 10110. Division of Public Information. IAEA, P.O. Box 100, A- Thailand. The sourcebook is the product of a regional train- 1400 Vienna, Austria. ing course organized by the UNESCO Regional Office at The World Health Organization (WHO) has issued the the University of the Philippines in 1989. Part One contains brochure,The hnpletnentation of the European Charter twelve chapters covering the knowledge base of EE. Part on Environment and Health.in English. French, German Two contains twelve chapters on the pedagogical aspects. and Russian. which is a report of the first European confer- There are, as well, exemplar lesson plans, sample instru- rence on the subject, attended by ministers of health and ments for assessing students' achievements and evaluat- of the environment, and others, representine twenty-nine ing training programes and worksheets fororganizing field member countries, Write: WHO Regional Office for investigations. Europe, 8 Scherfigsvej. DK 2100-Copenhagen 0. Denmark. The World Environment Day theme for 6 June 1992 has The UN organization has also issued a list of its publica- been announced by UNEP as "Only One Earth Care tions and documents on community water supply and sani- and Share." The fifth issue of UNEP' sET Worldwide. tation, for which one should write that division of WHO, the periodic compendium of environmental training oppor- Avenue Appia. 1211, Geneva 27, Switzerland.

March 1992 L-1 7 World Development, January 1992, the periodical of stages of progress, or outside material related to it. Issue the UN Development Programme (UNDP) features an No. 3, September 1991, for instance, is on "Cities in articleentitled"Conservation Through Human the 21st Century." For a catalbgue of its publications. Development." or how Madagascar's forests are being Write: Work in Progress, The United Nations University, saved by helping farmers to grow more food as an alter- Toho Seimei Building. 15-1. Shibuya 2-chome, Shibuya- native to the slash-and-burn practises of the past. Write: ku. Tokyo 150. Japan. UIVDP World Development, One UN Plaza, New York, N.Y. 10017. U.S.A. A meeting of OECD ministers on "Environment and A small brochure, Global Change and Global Development" has resulted in a policy affirming a new. Responsibilities, has been published by the United cooperative approach to achieving sustainable devel- Nations University in English and French. It describes opment at the national, regional and global levels. The the second Medium-Term Perspective of the UN statement. in part, is an input of OECD to the UN University for 1990-1995. The university is described Conference on Environment and Development, sched- by its charter as "an international community of schol- uled for early June. Rio de Janeiro, Brazil. The organ- ars, engaged in research, postgraduate training and the ization is continuing, as well, to publish materials on dissemination of knowledge..." and is directed to "devote associated subjects, the latest being booklets entitled, its work to research into the pressing global problems Environmental Policy: How to Apply Economic of human survival, development and welfare that are Instruments and Respond to Climate Change: Selected the concern of the UN and its agencies, with due atten- Economic Issues.Additionally, Citis and New tion to the social sciences and the humanities as well as Technologies has just been published. Normally, as in the natural sciences, pure and applied." In this connec- the latter case, OECD publications are in English and tion the UN University regularly publishes a journal, French. For more information, write: Organization for Work in Progress, in English, French, Spanish and Economic Cooperation and Development, 2. rue Andre-- Japanese, containing samplings of its research in various Pascal. 75775 Paris Cedex 16, France.

Special notice: Enclosed with this issue of Connect is an Earth Pledge, prepared for the reader's signature by the Secretariat of the forthcoming United Nations Conference on Environment and Development, to beheld in Rio de Janeiro, Brazil, 1-12 June 1992, and fully supported by the UNESCO-UNEP IEEP. Please sign and send as soon as possible to : Earth Pledge, UNCED, RoomS-3060, United Nations, New York, N.Y. 10017, U.S.A.

Save trees. This issue is printed on recycled paper.

Connect is also published in French as Connexion, in Spanish as Contacto, in Russian as Kontakt, in Arabic as Arrabita, in Chinese as Lianjie and in Hindi as Sampark. Connect is free. Reproduction of its contents is not only permitted, it is solicited Conned and encouraged: please send clippings, if used. Published by UNESCO ISSN 0250-4490 7. place de Fontenoy. 75700 Paris. France Conned

UNESCO-UNEP ENVIRONMENTALEDUCATION NEWSLETTER Nenwir Vol. XVII, No. 2, June 1992

UNCED The EarthSummit

Conference on UNCED is or has just been the historic United Nations Environment and Development,held in Rio de Janeiro,Brazil, 3-14 June 1992. of state and governmentattended, as did delegates from Over one hundred heads the endangered planet more than 170countries, virtually all pledged to preserve and its protective envelope. for now to the By consensus Agenda 21 the 800-page action programme 21st century was adoptedand the following agreed upon:

Rio Declaration onEnvironment andDevelopment

Principle 1: Human beings are atthe centre of concernsfor sustainable development. They are entitled to ahealthy and productive lifein hanriony with nature. Principle 2: States have, inaccordance with the Charterof the United Nations right to exploit their own and the principles ofinternational law, the sovereign policies, and the responsibility toensure that environmental and developmental the activities within their jurisdiction orcontrol do not cause damage to environment or other States orof areas beyond the limitsof national jurisdiction. equitably meet Principle 3: The right todevelopment must be fulfilled so as .0 developmental and environmentalneeds of present and futuregenerations. 4 Principle 4: In order to achieve sustainable devel- social cost to other countries, in particular developing opment, environmental protection shall constitute an countries. integral part of the development process and cannot Principle 12: States should cooperate to promote be considered in isolation from it. a supportive and open international economic system Principle 5: All States and all people shall cooper- that would lead to economic growth and sustainable ate in the essential task of eradicating poverty as an development in all countries, to better address the indispensable requirement for sustainati.e develop- problems of environmental degradation. Trade poli- ment , in order to decrease the disparities in standards cy measures for environmental purposes should not of living and better meet the needs of the majority of constitute a means of arbitrary or unjustifiable dis- the people of the world. crimination or a disguised restriction on international trade. Unilateral actions to deal with environmen- Principle 6: The special situation and needs of tal challenges outside the jurisdiction of the iMpor- developing countries, particularly the least devel- ting country should be avoided. Environmental mea- oped and those most environmetally vulnerable shall sures addressing transboundary or global environ- be given special priority. International actions in the field of environment and development should also mental problems should, as far as possible, be based address the interests and needs of all countries. on an international consensus. Principle 13: States shall develop national law Principle 7: States shall cooperate in spirit of glob- regarding liability and compensation for the victims al partnership to conserve, protect and restore the of pollution and other environmental damage. States health and integrity of the earth's eco-system. In view of the different contributions to global environmen- shall also cooperate in an expeditious and more deter- tal degradation, States have common but differenti- mined manner to develop further international law ated responsibilities. The developed countries ack- regarding liability and compensation for adverse nowledge the responsibility that they bear in the inter- effects of environmental damage caused by activities national pursuit of sustainable development in view within their jurisdiction or control to areas beyond of the pressures their societies place on the global their jurisdiction. environment and of the technologies and financial Principle 14: States should effectively cooperate resources they command. to discourage or prevent the relocation and transfer Principle 8: To achieve sustainable development to other States of any activities and substances that and a higher quality of life for all people, states should cause severe environmental degradation or are found reduce and eliminate unsustainable patterns of pro- to be harmful to human health. duction and consumption and promote appropriate Principle 15: In order to protect the environment, demographic policies. the precautionary approach shall be widely applied Principle 9: States should cooperate to strengthen by States according to their capabilities. Where there endogenous capacity, building for sustainable del, -7- are threats of serious or irreversible damage, lack of opment by improving scientific understanding full scientific certainty shall not be used as a reason through exchanges and scientific and technological for postponing cost-effective measures to prevent knowledge, and by enhancing the development, adap- environmental degradation. tation, diffusion and transfer of technologies, includ- Principle 16: National authorities should endeavour ing new and innovative technologies. to promote the internalization of environmental costs Principle 10: Environmental issues are best and the use of economic instruments, taking into handled with the participation of all concerned account the approach that the polluter should, in prin- citizens, at the relevant level. At the national level, ciple, bear the cost of pollution, with due regard to each individual shall have appropriate access to infor- the public interest and without distorting internatio- mation concerning the environment that is held by nal trade and investment. public authorities, including information on hazar- Principle 17: Environmental impact assessment, dous materials and activities in their communities, as a national instrument, shall be undertaken for pro- and the opportunity to participate in decision making posed actitivities that are likely to have a significant processes. States shall facilitate and encourage adverse impact on the environment and are subject public awareness and participation by making to a decision of a competent national authority. information widely available. Effective access to judicial and administrative proceedings, including Principle 18: States shall immediately notify other redress and remedy, shall be provided. states of any natural disasters or other emergencies that are likely to produce sudden harmful effects on Principle 11: States shall enact effective environ- the environment of those States. Every effort shall be mental legislation. Environmental standards, man-- made by the international community to help States agement objectives and piorities should reflect the so afflicted. environmental and developmental context to which they apply. Standards applied by some countries may Principle 19: States shall provide prior and time- be inappropriate and of unwarranted economic and ly notification and relevant information to potentially

2 Connect 1 .3 affected States on activities that may have a signifi- Principle 23: The environment and natural cant adverse transboundary environmental effect and rem Tces of people under oppression, domination and shall consult with those States at an early stage and occupation shall be protected. in good faith. Principle 24: Warfare is inherently destructive of Principle 20: Women have a vital role in environ- sustainable development. States shall therefore re- mental management and development . Their full par- spect international law, providing protection for the ticipation is therefore essential to achieve sustainable environment in times of armed conflict and coop- development. erate in its further development, as necessary. Principle 21: The creativity, ideals and courage of Principle 25: Peace, development and environment the youth of the world should be mobilized to forge protection are interdependent and indivisible. a global partnership in order to achieve sustainable development and ensure a better future for all. Principle 26: States shall resolve all their environmental disputes peacefully and by appropriate Principle 22: Indigenous people and their com- means in accordance with the Charter of the United munities, and other local communities, have a vital Nations. role in environmental management and development because of their knowledge and traditional prac- Principle 27: States and people shall cooperate in tices. States should recognize and duly support their good faith and in a spirit of partnership in the fulfill- identity, culture and interests and enable their effec- ment of the principles embodied in this Declaration tive participation in the achievement of sustainable and in the further development of international law development. in the field of sustainable development.

Agenda 21 "Agenda 21 is a programme of action for a sustainable future for the human family and a first step towards ensuring that the world will become a more just, secure and prosperous habitat for all of humanity." Secretary-General, UNCED

For environmental educators, Section IV, Chapter ment and development issues in a local context, draw- 4 'If UNCED's Agenda 21 on "education, public ing on the best available scientific evidence and awareness and training" is of primordial interest. other appropriate sources of knowledge, and giving "The Declaration and recommendations of the Tbilisi special emphasis to the further training of decision Conference on environmental Education," the perti- makers at all levels. nent chapter states, "organized by UNESCO and UNEP and held in 1977, have provided the funda- The activities proposed for the first pro- mental prinaVes for the proposals" of UNCED. gramme area include, in turn: (The Tbilisi Declaration and recommendations are (a) Governments should strive to update or pre- contained in Connect, January 1978.) pare strategies aimed at integrating environment and The programme areas described are: (1) reorient- development as a cross-cutting issue into education ing education towards sustainable development; (2) at all levels within the next three years. A thorough increasing public awareness; and (3) promoting train- review of curricula should be undertaken to ensure a ing. The first programme area includes as its objec- multidisciplinary approach, with environment and tives: (a) to endorse recommendations of the World development issues and their socio-cultural and Conference on Education for All (Jomtien, Thailand, demographic aspects and linkages. 1990), which included environmental literacy (see Connect, June 1989); (b) to achieve environmental (b) Countries are encouraged to set up advisory and development awareness in all sectors of society national environmental education coordinating bodies on a world-wide scale as soon as possible; (c) to strive or round tables of representatives of various envi- to achieve the accessibility of en ironmental and ronmental, developmental, educational, gender and development education, linked to social education, other interests, including non-governmental organi- from primary school age through adulthood to all zations, to help mobilize and facilitate different groups of people; and (d) to promote integration of population groups and communities to assess their environment and development concepts, including own needs and to develop the necessary skills to demography, in all educational programmes, in par- create and implement their own environment and ticular the analysis of the causes of major environ- development initiatives.

3 June 1992 4 7 (c) Educational authorities, with the appropriate of the United Nations system in cooperation with non- assistance from community groups of non-govern- governmental organizations should encourage the mental organizations, are recommended to assist or development of an international network for the achieve- set up pre-service and in-service training programmes ment of global educational aims. At the national for all teachers. administrators, and educational plan- and local levels, public and scholastic forums should ners, as well as non-formal educators in all sectors, discuss environmental and development issues, and addressing the nature and methods of environmental suggest sustainable alternatives to policy makers. and development education. (k) Educational authorities, with appropriate assis- (d) Relevant authorities should ensure that every tance of non-governmental organizations, including school is assisted in designing environmental activi- women's and indigenous peoples' organizations, ty work plans, with the participation of students and should promote all kinds of adult education pro- staff. grammes for continuing education in environment and development, basing activities around elemen- (e) Educational authorities should promote proven tary/secondary' schools and local problems. These educational methods and the development of inno- authorities and industry should encourage business, vative teaching methods for educational settings. They industrial and agricultural schools to include such should also recognize appropriate traditional educa- topics in their curricula. tion systems in local communities. (1) Governments and education authorities should (f) Within two years, the UN system should under- foster opportunities for women in non-traditional take a comprehensive review of its educational pro- fields and eliminate gender stereotyping in curricula. grammes, encompassing training and public awareness, to reassess priorities and reallocate resources. (m) Governments should affirm the rights of indig- The UNESCO/UNEP International Environmen enous peoples, by legislation if necessary, to use their tal Education Programme [MEP] should, in coop- experience and understanding of sustainable devel- eration with the appropriate bodies of the United opment to play a part in education and training. Nations system, Govermnents, non-governmental organizations and others, establish a programme (n) The United Nations could maintain a monitor- within two years to integrate the decisions of the ing and evaluative role regarding decisions of the UN Conference into the existing UN framework adap- Conference on Environment and Development on ted to the needs of educators at different levels and education and awareness, through the relevant UN circumstances. agencies. As for the means of implementation: (g) There is a need to strengthen, within five years, information exchange by enhancing technologies and More support for education, training and public capacitiei necessary to promote environmental and awareness activities related to environment and deve- development education and public awareness. lopment could be provide by: (a) giving higher priority to those sectors in budget allocations, protecting (h) Countries could support university and other them from structural cutting requirements; (b) shif- tertiary aotivities and networks for environmental and ting allocations within existing education budgets in development education. Cross-disciplinary courses favour of primary education, with focus on environ- could be made available to all students. Existing regional networks and activities and national university ment and development; (c) promoting conditions where a larger share of the cost is borne by local com- actions which promote research and common teach- munities, with rich communities assisting poorer ones; ing approaches on sustainable development should (d) obtaining additional funds from private donors be built upon, and new partnerships and bridges cre- concentrating on the poorest countries, and those with ated with thibusiness and other independent sectors, rates of literacy below 40 per cent; (e) encouraging as well as with all countries for technology, know- debt for education swaps; (1) lifting restrictions on how, and knowledge exchange. private schooling and increasing the flow of funds (i) Countries, assisted by international organiza- from and to non-governmental organizations, includ- tions, non-governmental organizations and other sec- ing small-scale grass-roots organizations; (g) pro- tors, could strengthen or establish national or region- moting the effective use of existing facilities, for al centres of excellence in interdisciplinary research example multiple school shifts, fuller development and education in environmental and developmental of open universities and other long-distance teaching; sciences, law and the management of specific envi- (h) facilitating low-cost or no-cost use of mass media ronmental problems. for education purposes; and (i) encouraging twinning of universities in developed and developing coun- (j) Countries shoul facilitate and promote non-fof: tries. mal education activities at the local, regional and national levels by cooperating with and supporting Concerning the second programme area, name- the efforts of non-formal educators and otl- 'r com- ly, increasing public awareness, the basis for action munity-based organization. The appropriate bodies is: The need to increase public sensitivity to envi-

4 Conner:

BEST COPYAVAILABLE ronment and development problems and involvement (c) to strengthen national capacities, particularly in their solutions and foster a sense of personal envi- inscientific education and training, to enable ronmental responsibility and greater motivation and Governments, employers and workers to meet their commitment towards sustainable development. environmental and development objectives and to facilitate the transfer and assimilation of new envi- The objective is: To promote broad public aware- ronmentally sound, socially acceptable and appro- ness as an essential part of a global education effort priate technology and know-how; to strengthen attitudes, values and actions which are compatible with sustainable development. (d) to ensure [that] environmental and human ecology considerations are integrated at all managerial The activities proposed include, inter alia: levels and in all functional management areas, such (a) The UN system should improve its outreach as marketing, production and finance. in the course of a review of its education and public As for activities: awareness activities to promote greater involvement and coordination of all parts of the system. (a) Countries, with the support of the UN system, should identify workforce training needs and assess (b) Countries should stimulate educational estab- measures to be taken to meet those needs. lishments in all sectors, especially the tertiary sector, to contribute more to awareness building. Educational (b) National professionnal associations are encour- materials of all kinds and for all audiences should be aged to develop and review their codes of ethics and based on the best available scientific information, conduct to strengthen environmental connections and including the natural, behavioural and social sciences, coinmitments. The training and personal develop- and taking into account esthetic and ethical dimen- ment components of programmes sponsored by pro- sions. fessional bodies should ensure incorporation of skills (c) UNESCO, UNEP and universities should en- and information on the implantation of sustainable rich pre-service curricula for journalists ok-: environ- development at all points of policy and decision- ment and development topics. making. (d) Countries should promote environmentally (c) Countries and education institutions should sound leisure and tourism activities, making suitable integrate environmental and developmental issues use of museums, heritage sites, os, botanical gar- into existing training curricula and promote the dens, national parks, and other protected areas. exchange of their methodologies and evaluation. (See (SeeConnect,December1986,"Micro- Connect, June 1986 and December 1991) Environments for Environmental Education") (d) Countries should encourage all sectors of socie- (e) UNICEF, UNESCO, UNDP and non-govern- ty, such as industry, universities, government offi- mental organizations should develop suport pro- cials and employees, non-governmental organizations grammes to involve young people and children in and community organizations, to include an envi- environment and development issues. ronmental management component in all relevant training activities, with emphasis on meeting imme- Lastly, regarding the third programme area, i.e. diate skill requirements through short term formal promoting training, it should have a job-specific and in-plant vocational and management training. focus, aimed at filling gaps in knowledge and skill Environmental management training capacities that would help individuals find employment and be should be strengthened, and specialized "training of involved in environmental and development work. trainers" programmes should be established to sup- At the same time, training programmes should pro- port training at the national and enterprise levels.New mote a greater awareness of environment and devel- training approaches for existing environmentally opment issues as a two-way learning process. sound practices should be developed that create Accordingly, the following objectives are pro- employment opportunities and make maximum use posed: of local resource-based methods. (a) to establish or strengthen vocational training pro- (e) Governments are encouraged to consult with grammes that meet the needs of environment and people in isolated situations, whether geographical- development with ensured access to training oppor- ly, culturally or socially, to ascertain their needs for tunities, regardless of social status, age, gender, race training to enable them to contribute more fully to or religion: developing sustainable work practices and lifestyles. (b) to promote a flexible and adaptable workforce (f) Governments, industry, trade unions, and consum- of various ages equipped to meet growinpenviron- ers should promote an understandingof the inter- ment and development problems and changes arising relationship between good environment and good from the transition to a sustainable society; business practices.

5 June 1992 49 (g) Countries should develop a service of locally rally sound, sustainable development, is viewedas a trained and recruited environmental technicians able key factor, that is, the capacity of both a country's to provide local people and communities, particular- people and its institutions. "A fundamental goal of ly in deprived urban and rural areas, with the services capacity-building," it is further stated, "is to enhance they require, starting from primary environmental /their/ ability to evaluate and address the crucial care. questions related to policy choices and modes of implementation among development options" with (h) Countries should enhance the ability to access, an informed understanding of both the potentials and analyse and effectively use information and know- limits of the environment, a need shared by all nations. ledge available on environment and development. Existing or established special training programmes Building this capacity, Agenda 21 stresses, means should be strengthenedlo support information needs not only a country's own efforts, but also a partner- of special groups. The impact of these programmes ship with the international community in the improve- on productivity, health, safety and employment should ment of the level of environmental and development be evaluated. National and regional environmental skills, knowledge and technical know-how on the part labour-market information system should be devel- of individuals, groups and institutions. People parti- oped that would supply, on a continuing basis, data cipation and responsibility are an essential part of on environmental job and training opportunities. anironmental protection and sustainable develop- Environment and development training resource- ment. Education, training and public awareness are guides should be prepared and updated, with infor- essential factors. So is strengthening the roles of mation on training programmes, curricula, methodol- Women, youth, indigenous peoples, farmers, local ogies and evaluation result at the local, national, region- officials, trade unions, business and industry, and the al and international levels. scientific community. (i) Aid agencies should strengthen the training com- Governments are to encourage the emergence of ponent in all development projects, emphasizing a an informed consumer public by providing infor- multidisciplinary approach, promoting awareness and mation on the consequences of consumption choices providing the necessary skills for transition to a sus- and behaviour in terms of environmental impact and tainable society. The environmental management gui- one's own health. In this connection, more empha- delines of UM' for operational activities of the UN sis, should be placed on including the subject of envi- system may contribute to this end. ronmental health in the curricula of secondary schools (j) Existing networks of employers' and workers' and universities and on generally educating the public. organizations, industry associations and non-govern- Governments should ensure adequately educated mental organizations should facilitate the exchange people to undertake and participate in the harmoni- of experience concerning training and awareness pro- zation of environmental concerns and development grammes. at all stages of the decision-making and imple- (k) Governments, in cooperation with relevant mentation process. To do this, they should improve international organizations, should develop and imple- education by including interdisciplinary approaches ment strategies to deal with national, regional and in technical, vocational and university curricula. They local environmental threats and emergencies, empha- also undertake systematic training of govern- sizing urgent practical training and awareness pro- At personnel, planners and managers on a regular grammes for increasing public preparedness. basis, giving priority to integrative approaches and planning and management techniques. (1) The UN system, as appropriate, should extend its training programmes, particularly its environ- Governments should similarly promote the devel- mental training and support activities for employers' opment of the human resources required to plan and and workers' organizations. manage land and land resources sustainably through school curricula, community training, relevant extension services, etc. In combating deforestation, government activities should include training and development of appropriate skills, working facilities and Actually environmental education, training and conditions, public motivation and awareness. information do not end with the special section devoted to them in Agenda 21. They recur consistently as In promoting sustainable agriculture and rural components of almost all thirty-nine chapters of development, national governments are expected to UNCED's programme of action from now until the (I ) train professionals and planning groups down to 21st century, falling under "capacity buildine the village level through formal and nonformal in- primarily, but also under "human resources devel- structional courses, travel and interaction; and (2) gener- opment" and similar subsections. ate discussion at all levels on policy, environmental and development issues related to agricultural land Indeed, "capacity-building," or the strengthening use and management through media programmes, and building of a nation's capacity for environmen- conferences and seminars. _ 6 5 ti Connect With regard to the conservation of biological Science for sustainable development was under- diversity, the vital source of food, fibre and many standably stressed, specifically (1) promotion of the medecines, UNCED laid out four programme areas education and training of scientists, not only in their for action: (1) providing information on biodiversi- disciplines, but also in their ability to identify, man- ty;(2) maximizing and spreading its benefits; (3) age and incorporate environmental values in research improving the conservation of biodiversity and wild- and development projects; (2) ensuring that a sound life; and (4) enhancing the capacity to manage bio- base in natural systems, ecology and resource man- logical resources including wildlife. These Would ageinent is provided; (3) and development of special- require a major shift in thinking at all levels of deci- ists capable of working in interdisciplinary pro- sion-making combined with "strengthening and grammes related to environment and development, expanding environmental education and specialist including the field of applied social sciences. training facilites to develop human resource capaci- In this connection, improved communication and ties." , ! cooperation between the scientific and technolo- Protection of the quality and supply of fresh- gical community and decision makers were indi- water resources, in turn, involves awareness build- cated as indispensable in the design and implemen- ing and education at_ all levels of society with an tation of strategies for environmentally sound, sus- emphasis on hygiene, local management and risk tainable development on the basis of the best avail- reduction. It also entails a high degree of communi- able knowledge. ty participation in the conception, planning, decision- Perhaps the finest statement of UNCED's Agenda making, implementation and evaluation of projects 21 by way of a conclusion is the following: for domestic water supply and sanitation. "Scientists have a special set of responsibilities As for environmentally sound management of which belong to them both as inheritors of a tradition toxic chemicals, international organizations, with the and as professionals and members of disciplines devot- participation of governments and nongovernmental ed to the search for truth. organizations, should launch training and education "A strengthening of the ethical principles, codes projects in order to enable countries, particularly devel- of practice and guidelines for the scientific and tech- aping countries, to make maximum national use of nological community would both increase environ- international asseSsments of chemical risks. Likewise mental awareness and contribute to sustahiable devel- for the environmentally sound management of hazar- opment. It would build up the level of esteem and dous wastes. regard for the scientific and technological commu- Similar management of solid wastes includes nity and facilitate the 'accountability' of science and public education, notably that of consumers, to exer- technology. Increased ethical awareness in environ- cise good housekeeping practices, such as the use of mental and developmental decision-making would reusable refillable and recyclable types of pack- help to place appropriate priorities for the mainte- aging, together with a range of regulatory and other nance and enhancement of life support systems for incentives to encourage industry to produce such pack- their own sake, and in so doing ensure that the func- aging and generally reduce industrial wastes through tioning of viable natural processes is properly valued cleaner production technologies. by present and future societies."

BEST COPY AVAILABLE

A selection of articles, 1976-1991, fromConnecthas just been published in a folio-size, colour-illustrated booklet, entitledChanging minds Earthwise.Copks are available in Eng,lish or French to institutions by writing to UNESCO regional offices or toConnec4address on last page.

June 1992 7 4 First UNCED Follow-Up: A World Congress for Education & Communication on Environment& Development

UNESCO and the International Chamber of Commerce izations will present policies and programmes to protect in cooperation with UNEP are initiating the first global the environment whle advanci»g development. follow-up to the recent UN Conference on Environment ECO-LINKis conceived as a communication and know- and Development (Brazil. June 1992) with a World ledge outreach programme with two components: (1) a Congress for Education & Communication on Environment network of people (regional ECO-ED networks are alread- & Development (ECO-ED), to be held in Toronto, Canada, y being established on every continent; they include repre- 17-21 October 1992. sentatives from all sectors whose task is ta focus on edu- The purpose of ECO-ED is to stimulate informed action cation and communication on sustainable development in by improving the accuracy, quality and delivery of edu- their region); and (2) a technological network (ECO-ED cation and communication relating to the environment and promoting linkages between existing communications net- sustainable development. A practical, action-oriented ini- works and databases while improving access on a broad tiative, the World Congress fosters a cooperative exchange scale). of relevant knowledge among educators, scientists, representatives of labour, business, governments, voluntary Lastly, ECO-ED TRUST is designed to fund on-going organizations and the media as well as educators, students, ECO-ED initiatives with activities and priorities identified aboriginal peoples, and others. at the Toronto Congress and by regional networks also to he supported. ECO-ED includes a conference, an exposition, an arts festival, partner events (15-16 October), ECO-LINK: an (For further information on registration and exhibits, outreach programme, and a trust fund. The "pa niter events" contact: Congress Canada, 191 Niagara Street, Toronto, are being organized by independent organizations repre- Canada M5V 1C9; Tel: 1-416-860-1772; Fax: 1-416-860- senting, thus far, women, youth, aboriginal peoples, ener- 0380. For other information. contact: ECO-ED Secretariat, gy educators and occupational health, say and environ- 110 Eglinton Ave. W., 3rd Floor, Toronto, Canada M4R ment professionals. Each event allows a pecial interest 1 Al Tel: 1-416-482-9212; Fax: 1-416-482-9601.) group to develop themes and action plans of common inter- ECO-ED is also staging under UNESCO sponsor- est. ship a fair for sharing curricula and resource materials Concurrent sessions of the conference will be led by about environment and development topics. The pur- experts in a number of areas that come under the environ- pose ig to gather the materials currently available from ment/development umbrella. Speakers have been charged around the world and present it in table-top format, to be with making their topic whether environmental isues, perused by Conference delegates. There will be a nominal such as climate change or biodiversity, or development charge of $100.00 per six-foot table for commercial sel- issues such as human settlements or technology transfer lers for the four-day period, 17-20 October 1992. This charge relevant to education and communication profession- will not apply to anyone distributing free materials. als. The programmes will be multi-tiered, including overview sessions for those new to the field, advanced utxiates All types of materials are welcome from posters, for those seeking more detailed information, and hands- books, and publications to the latest interactive video disc on workshops. technology. A catalog of all submitted documents will be prepared. If you are interested in participating in this fair, The exposition will offer participants the opportunity to please contact Congress Canada at the adress above. share and acquire resource materials, including the latest publications, films, videos, interactive discs, software, Even if you are not attending ECO-ED, you may books and other traditional and non-traditional materials. send materials for display to the ECO-ED Secretariat Corporations, governments and non-governmental organ- at the address also indicated above.

Save trees.

This issue is printed on recycled paper not treated with chlorine. Connect is also published in French as Connexion, inSpanish as Contacto, in Russian as Kontakt, in Arabic as Arrabita, in Chinese as Lianjie and in Hindi as Sampark. Connect is free. Repróduction of its contents is not only permitted, it is solicited Conned and encouraged; please send clippings, if used. Published by UNESCO ISSN 0250-4499 7, place de Fontenoy, 75700 Paris, France Maulde et Renou/SAG144/46952 - Paris - Printed in Frara 52 Connect

UNESCO-UNEP ENVIRONMENTAL EDUCATION NEWSLETTER

Vol. XVII, No. 3, September 1992

EE responds

Environment or Development a FalseAlternative?

The debate should be closed. False alternatives have been the plague of human history until very recently that of either economic growth at (almost) any cost to the natural environment or zero growth to save the Earth. To begin with, zero growth for whom? For the empoverished of the earth? Poverty is the great polluter of land, water and people. Witness the tragedy of Somalia today. When offered a choice of two desirable things, said Oscar Wilde with his usual wit, <4 choose both.» The most recent response to the false alternative we have just posed has been the Rio Conference on Environment and Development, namely, urgent advocacy of environmental& sound, sustainable development. It should come as no surprise that we place at the heart of the problem environmental education (EE) for sustainable development, along with population education (see page 6). indeed, peace education, as difficult admittedly as it isessential, etc. (Might not one call eco-development a progenitor?)

Admittedly, too, no one can say-with precision exactly what constitutes sustainable development for every country in the world from, say, Somalia to Japan. However, there are definitions which indicate some consensus (fortunately). To take an extreme: A sustainable world. World Bank economist Herman This model presents the concept of sustainable devel- Daly has said, would not use renewable resources opment as a scheme for analyzing the policies and (forests, soils, waters, fish and game ) faster than they investments involved in a country's, or community's. arc renewable. It would not use nonrenewable resources development planning. It further involves a system of (fossilfuels, mineral ores) faster than renewable values and choice of policies that may vary from one substitutes can be found for them. It would not release society to another, each to wisely define its own, advi- pollutants faster than Earth can process them to make sedly in terms of an improved quality of life for its mem- them harmless. bers. And this has suggested another graphic represen- To this Professor Donella Meadows (author of our tion: EE publication,Harvesting One Hundredfold)sensibly remarks: "By that definition, there is not an economy in the world that is sustainable. The human world is a long way from meeting the needs of the present, and it Economic is borrowing massively from the future not only by piling up money debt but also by degrading the resources from which all real wealth ultimately comes." Simply expressed and generally accepted is the definition of the (Brundtland ) report issued by the UN World Commission on Environment and Development: "Sustainable development is development that meets the needs of the present without compromising the abil- Quality ity of future generations to meet their own needs." of Life The distinction betweengrowthanddevelopmentis Ecolog- useful and can be demonstrated by a homely example: ical Social a child normally grows in size until adulthood, but his/her development (one hopes) is lifelong. Similarly, in social terms, one should speak of the goal of a society's development as that of procuring for its members a better quality of life and definequality of lifein terms of health and longevity, employment, education, freedom The triangle indicates the parameters which largely and security, culture and the respect for basic human determine the quality of life of a population in the per- rights. One might add an esthetic dimension. spective of sustainable development. The dilemma for decision-makers is how to improve a people's quality of life through economic growth (cer- Ecological pole: As biological development, the devel- tainly a necessity for most, if not all, countries of the opment of human societies undergoes ecological world) without sacrificing their natural - or builtenvi- constraints and demands. Here environmental educa- ronment. Again, however complex, the solution is in tion has particular relevance (while taking the other para- sustainable development. meters equally into account). The Humanity/Nature dimension is indispensable in planning sustainable devel- It is a unifying concept that takes into consideration opment. social, economic and environmental goals. A graphic model suggested by two Canadian environmentalists Economic pole: The economic vitality of a society (Jacobs and Sadler) looks like this: depends on its capacity to dispose of a surplus which it can exchange for the goods it lacks. The surplus can come from its productivity, technology and know-how, etc. Insofar as it derives from its natural resources, their renewability or nonrenewability is a prime consideration if the society's goal is sustained development. The possibility of substitutes has been mentioned as an impor- Social Economic tant factor. In like manner prices for natural-resources derivatives would best, as well, allow for their recycling Goals Sustainable Goals to the maximum possible, so as to extend the lifetime Development of their usability, ideally for generations to come. Social pole: A country's accumulation of wealth finds its meaning and justification in its social development, that is, in the improvement of the quality of its people's livcs - though not at the expense of another country, or the worl at large. Environmental In each of the three areas a central consideration Goals is the quality of life and its betterment, now and in the future - the central goal of sustainable development.. t- Connect Strategic imperatives

Principle objectives for environment and develop- a social system that provides for solutions for the ten- ment policies (according to the Brundtland commissions arising from disharmonious development sion), which follow from the concept of sustainable a production system that respects the obligation to development, include: preserve the ecological base for development :eviving growth a technological system that can search continuously changing the quality of growth for new solutions meeting essential needs for jobs, food, energy, water an international system that fosters sustainable pat- and sanitation terns of trade and finance, and ensuring a sustainable level of population an administrative system that is flexible and has the conserving and enhancing the resource base capacity for self-correction. reorienting technology and managing risk These strategic imperatives have been approved by merging environment and economics in decision the UN General Assembly. They are still, generally, to making be implementedwith EE as a major factor in sustain- The pursuit of sustainable develoment, in turn, able development. requires: (The above article"s almost wholly based on a text a political systern that secures effective citizen parti- prepared by biologist Claude Villeneuve for the UNESCO- cipation in deci3ion making UNEP International EE Programme. The text contains an economic system that is able to generate surpluses the citations from the Brundtland commission. When and technical knowledge on a self-reliant and sustain- available in final published form, it will be so noted in ed basis an issue ofConnect.)

The Progress of Sustainable Development in Industry Internationally

Forty ministers and heads of industry of twenty-four Subsidiary themes discussed at the March 1992 meet- developing and developed countries met on 24 March ing, whose objective was reinforcement of cooperation 1992 in New York City, under the auspices of the United and exchange between government and industry, dealt Nations Environment Programme (UNEPX and the with: trade and environment, the exportatior ot danger- International Chamber of Commerce (ICC) to discuss ous technology to developing countries, education and the theme, "Industry and Environment." tlaining, the reorientation of production and consump- Participants resolved to establish a permanent inter- tion towards sustainable development and the transfer national panel to periodically evaluate the progress, in of technology. The meeting was organized in conjonc- of The Business Charter for Sustainable industry, don with preparatory meetings for theRio Conference Development,launched the previous year by the ICC and supported since by more than 1,000 of the world's on Environment and Development(seeConnect,June most important companies and business organizations. 1992) and with the participation of the latter's Secretary (See below for theCharteritself.) General.

The Business Charter for Sustainable Development

In view of the world-wide membership of the is reprinting ICC'sBusiness Charterin full. Subtitled International Chamber of Commerce and the vital impor- "Principles for Environmental Management." it has been tance for environmentalists of its declaration,Connect translated thus far into twenty-three languages. September 1992 S 3 Introduction

Sustainable development involves meeting the needs see Connect, June 1988), "Our Common Future." of the present without compromising the ability of fu- expresses the same challenne and calls on the coopera- ture generations to meet their own needs. tion of business in tackling it. To this end, business leaders have launched actions in their individual enterprises Economic growth provides the conditions in which as well as through sectoral and cross-sectoral associa- protection of the environment can best be achieved; and tions. environmental protection. in balance with other human goals, is necessary to achieve growth that is sustainable. In order that more businesses join this effort and that their environmental performance continues to improve, In turn, versatile, dynamic, responsive and profitable the International Chamber of Commerce hereby calls businesses are required as the driving force for sustai- upon enterprises and their associations to use the fol- nable economic development and for providing mana- lowing Principles as a basis for pursuing such improve- gerial, technical and financial resources to contribute ment and to express publicly their support for them. to the resolution of environmental challenges. Market economies, characterized by entrepreneurial initiatives, The term environment as used in this docu- are essentiel to achieving this. ment also refers to environmentally related aspects of health, safety and product steward- Business thus shares the view that there should be a ship. common goal, not a conflict, between economic development and environmental protection , both now and for future generations. Individual programmes developed to implement these Principles will reflect the wide diversity among enter- Making market forces work in this way to protect and prizes in size and function. improve the quality of the environment with the help of performance-based standards and judicious use of The objective is that the widest range of enterprizes economic instruments in a harmonious regulatory fra- commit themselves to improving their environmental mework is one of the greatest challenges that the performance in accordance with these Principles, to world faces in the next decade. having in place management practices to effect such improvement, to measuring their progress, and to report- The 1987 report of the World Commission on ing this progress as appropriate internally and exter- Environment and Development, (Brundtland Report; nally.

Principles

1. Corporate priority: To recognise environmental products or services that have no undue environmen- management as among the highest corporate priorities tal impaei and are safe in their intended use, that are and as a key determinant to sustainable development; efficient in their consumption of energy and natural to establish pclicies, programmes and practices for resources, and that can be recycled, reused, or disposed conducting operations in an environmentally sound man- of safely. ner. 7. Customer advice: To advise, and where relevant 2. Integrated management: To integrate these poli- educate, customers, distributors and the public in the cies, programmes and practices fully into each business safe use, transportation, storage and disposal of prod- as an essential element of management in all its func- ucts provided; and to apply similar considerations to tions. the provision of services. 3. Process of improvement: To continue to improve 8. Facilities and operations: To develop, design and corporate policies, programmes and environmental operate facilities and conduct activities taking into consid- performance, taking into account technical develop- eration the efficient use of energy and materials, the ments, scientific understanding, consumer needs and sustainable use of renewable resources, the minimisa- community expectations, with legal regulations as a start- tion of adverse environmental impact and waste gener- ing point; and to apply the same environmental criteria ation, and the safe and responsible disposal of residual internationally. wastes. 4. Employee education: To educate, train and moti- 9. Research: To conduct or support research on the vate employees to conduct their activities in an envi- environmental impacts of raw materials, products, pro- ronmentally responsible manner. cesses, emissions and wastes associated with the enter- 5. Prior assessment: To assess environmental prise and on the means of minimizing such adverse impacts before starting a new activity or project and impacts. before decommissioning a facility or leaving a site. 10. Precautionary approach: To modify the manu- 6. Products and services: To develop and provide facture, marketing or use of products or services or the

4 Connect conduct of activities, consistent with scientific and tech- 14. Contributing to the common effort: To contri- nical understanding, to prevent serious or irreversible bute to the development of public policy and to busi- environmental degradation. ness';governmental and intergovernmental programmes and educational initiatives that will enchance environ- 11. Contractors and suppliers: To promote the mental awareness and protection. adoption of these principles by contractors acting on behalf of the enterprise, encouraging and, where appro- 15. Openness to concerns: To foster openness and priate, requiring improvements in their practices to make dialogue with employees and the public, anticipating them consistent with those of the enterprise; and to and responding to their concerns about the potential encourage the wider adoption of these principles by sup- hazards and impacts of operations, products, wastes or pliers. services, including those of transboundary or global significance. 12. Emergency preparedness: To develop and 16. Compliance and reporting: To measure envi- maintain, where significant hazards exist, emergency ronmental performance: to conduct regular environ- preparedness plans in conjunction with the emergency mental audits and assessments of compliance with com- services, relevant authorities and the local community, pany requirements, legal requirements and these prin- recognizing potential transboundary impacts. ciples: and periodically to provide appropriate information to the Board of Directors shareholders, 13. Transfert of technolgy: to contribute to the trans- employees, the autorities and the public. fer of environmentally sound technology and management methods throughout the industrial and public sec- (For further information, write: ICC, 38, Cours tors. I ; Albert-ler, 75008 Paris, France.)

Sustainable Development in the Humid Tropics

- A Conference on Environmentally Sound Socio- There was a consensus regarding the need to foster Economic Development in the Humid Tropics was held such South-South cooperation and agreement that in Manaus, Brazil, 13-19 June 1992. The conference UNCED had opened perspectives providing opportu- was organized by the Association of Amazonian nities to move concretely in this-direction. One conclu- Universities, MAB-UNESCO, The United Nations sion was that confronting the variety of ecological and University and the Third World Academy of Sciences. social configurations in the various parts of humid trop- There were about 230 participants from twenty-eight ical areas of the world could improve knowledge of countries. the working of these complex and fragile socio-ecosystems and lead to the formulation of transition stra- The conference was a follow-up to the Rio UN tegiestowardssustainable development. Another Conference on Environment and Development (see conclusion was that much can be gained by studying Connect, June 1992) and aimed at implementing the comparatively across the South the successful cases of recommendations of UNCED's Agenda 21. The confer- management of resources and development processes ence was action-oriented and had four related objec- responding to the three criteria of social equity, tives: ecological sustainability and economic efficiency. A to review the state of knowledge in selected areas comparative study of failures was felt to be equally of research, with a view to identifying some research pertinent. priorities, with special reference to the areas where It was further agreed that research should be future- cooperation among scholars and pratitioners wo:king oriented in order to strengthen the response-capacity of in similar ecosystems situated in different cultural areas the developing countries to the emerging and changing might be of special interest; challenges facing humanity. For this purpose it was to identify the means to strengthen institutionally considered essential that the research and development local capabilities for research and training, and to recom- systems of the developing countries become increasing- mend possible actions in this field; ly self-reliant and resilient to external pressures; that the local capacity for carrying out research and training in N to discuss a cooperative South-South programme the humid tropics should reach at the earliest possible to improve the exchange of information and experiences, time the necessary critical mass estimated by the Third as well as scholars, to undertake parallel and joint research World Academy of Sciences as being at least 1.000 projects, and to disseminate knowledge in the form of scientists per 1 million population by the turn of the cen- comparative publication; tury. N to identify the possible contributions of sponsor- Other conclusions: Efficient dissemination and utili- ing institutions and other international organizations to zation of science and technology requires a better com- foster such South-South programmes. munication between all the actors in the development

September 1992 5 FIKT CON AVAILABLE processes. Scientists (and educators) must learn to inter- populations and the countries concerned. (2) the city as act with policy makers, the business community and a basis for sustainable development in the humid trop- citizens at large. They must equally learn to work within ics; (3) health and environment; (4) biosphere reserves; a holistic and interdisciplinary framework . Research (5 ) mineral resources; and (6) climate and hydrology. on sustainable development requires the concerted effort Strengthening the local capability of educating and of both natural and social science personnel. training high-level specialists capable of planning and implementing sustainable development strategies and Six areas for concentrated effort were identified: (1) managing rationally natural resources was considered management of renewable resources for sustainable by participants as important as strengthening the local socio-economic development with special attention research capacity. given to (a) rehabilitation of degraded areas: (b) agro- forestry; (c) forest management; (d) establishment of (For the Final Report on the Brazil conference, write extractive and biosphere reserves; and (e ) rational use to: MAB Secretariat, UNESCO, I, rue Miollis, 75015 of biodiversity for the benefit of local and indigenous Paris, France.)

Environmental Education for Women

An Environmental Education Seminar for Women was the words of the Final Report, "must be turned around." held in Auckland, New Zealand. 7-8 April 1992. The seminar was organized by the Pan Pacific and South East Asia On poverty: What has been primarily a rural problem Women's Association International with the support of of poverty in the Third World is becoming an urban prob- theUNESCO-UNEPInternationalEnvironmental lem (slums, unsafe water, sewage, etc.) Again, this pover- Education Programme and the cosponsorship of the ty has a strong gender bias, as many poor households are International Council of Women. The objectives of the headed by women. Moreover, "decreasing poverty of land seminar were: to share experiences and ideas ; to gain in affects women most in countries where women eat last knowledge and skills ; to increase understanding of concep- from whatever is left when everybody else has eaten." tual issues related to population, environment, development and women ; and to acquire information about the On pollution: Studies of women as distant as those from development of environmental education. industrial centres as Eskimo women in Alaska have revealed pesticide content in breast milk. The theme-mood of the seminar is summarized in the Final Report: "For too long, women have watched male On population planning and sustainable develop- leaders in their countries follow advice and make deci- ment: "This is the difficult issue which governments are sions which have led to environmental, and cultural, dam- least willing to address; and the alarming irony is that age at local and global levels. Particularly in developing women have too little power over the decisions made on countries, women express their despair that male leaders an issue that involves them above all others." still emulate the economic and technological strategies of the developed countries which are already in dispute for On environmental education: "Environmental edu- their harmful effects upon the world and its people." cation for women is one of the greatest needs the world faces, as well as one of the most powerful potential agents The special character and raison d'être of such a semi- of change." One speaker quoted the well-known African nar for women were stressed in a keynote address by par- proverb: "Educate a man and you educate an individual; ticipant Jocelyn Fish. Speaking of sustainable develop- educate a woman and you educate a community." ment, Ms. Fish said: "Above all, sustainable development is a women's issueand as women we must use our ener- However (the Final Report continues), " 'environ- gy and our skills and our voices to make things change. mental education' is no longer the appropriate term to Women must be agents of change. We are the caretakers describe the educational force which we need to bring of the future world environment not only because women into play if we are to be effective in changing directions do so much of the farming, the wood collecting, the water and improving the environment and the lives of people. hauling in the developing worldbut also because we are Today, we need to orientate our thinking towards the bearers of the children, the tangible products of our 'EducationforSustainability'which combines labourand providing for them is part of us. If we are to Environmental Educationwith Development be purposeful and effective citizens of the world, we trnist Education, Peace Education, and Women's Issues." take a full part in making the decisions that affect us all." (Copies of this remarkable seminar's Final Report are The seminar focused on several of the issues which most available to institutions by writing to: Connect, address on affect and determine thc quality of life in ways which, in last page.)

6 1- Connect Reconciling Economic Growth and Environmental Protection Changing Course is an important work originally written as a report to the Rio Conference on Environment and Development by a young multinational industrialist, Stephan Schrnidheiny, and an international 4-member Business Council for Sustainable Development which he organized. The aim of the 374-page document, now published as a book, is to reconcile economic growth and protection of the environment so as to achieve sustainable development. The recommendations proposed are linked to the conviction that only a free market integrating the "polluter pays principle" into economic and environmental policy can lead to sustainable development. In lively, readable detail the authors outline the other principles that businesses need to adopt to achieve sustainable development. They cover energy use, capital markets, the price of environmental impacts, trade, corporate management, technology cooperation, renewable resources (including agriculture and forestry) and close with an analysis of sustainable development in developing countries. The book is studded with the case histories of 38 enterprises successfully combining environmental considerations and production practices with their own industrial growth and development. Indeed it demonstrates the new growth industry of environmentally aware companies mushrooming around the world. ChangingCourse was first published (for sale) in English by the Massachusetts Institute of Technology, Cambridge, Mass., U.S.A., and has since appeared in other languages, among them French (Changer de cap, Dunod, 1992).

EE News and Publications

Meetings: As part of the follow-up to the Rio "Advertising and Environment."This meeting was organ- Conference, the Association intemationale de ddveloppe- ized by the Environmental and Social Development ment et d'action communautaires (AIDAC) announces a Project pertaining to the executive Secretariat of tile workshop on "Gestion de 1 ' environnement et des ressources Con venio Andrés Bello, which is supported by the Konrad humaines par le ddveloppement communautaire," to be Adenauer Fundation and sponsored by the International held in collaboration with the Community Development Centre for Higher Studies on Communication for Latin Department of theThai MinistryofInterior,in America. The meeting was also under the patronage of the Banglamung, Thailand, 19-22 April 1993. For more infor- Ecuadorian Association of Advertising Agencies. There mation, write: AIDAC, 179, rue du Débarcadère, 6001 were forty-eight participantsadvertisers, communica- Marcinelle, Belgium. A workshop and an international tors, environmentalists ateducators. They underlined the conference will be held at the Virginia Polytechnic Institute important interrelationship of advertising and the envi- and State University, Blacksburg, Virginia, U.S.A., March ronment ; sought mechanisms for identifying and ending 9- 11, 1993 and May 23-27, 1993, respectively. The work- advertisements whose end result is damaging to the envi- shop will be on "Implementing Integrated Environmental ronment ; and planned a coherent and consistent environ- Management"; the conference on "Aquatic -Ecosystem ment-advertising campaign in the Latin American coun- Health & EnvironmentalBioassayTechniques." tries adhering to the Convenio Andrds Bello ; and, lastly, Particularly Ave in such encounters is the University began efforts to obtain the support of television, radio and Center for Environmental and Hazardous Materials Studies press multinationals for the transmission of environment- of the Virginia Institute and University. It is multi- and al messages to the public. For more information, write: interdisciplinary (14 affiliated faculty directors and five OREALC, Casilla 3187, Santiago de Chile, Chile. associate directors). It conducts workshops, symposia, seminars and training sessions and publishes documenta- A Workshop on Environmental Education: an Approach tion. For more details on activities and publications, write: to Sustainable Development, conducted by OECD, took John Cairns, Jr.,Virginia Tech Institute and State place in the organization's Development Centre, Paris, University, Blacksburg, VA 24061-0415, U.S.A. France, 6-7 April 1992. There were some thirty participants, one third of whom came from developing countries. The National Workshop on Strategies for Developmental The workshop reviewed case experiences from Africa, Education in Ecuador, organized by the Ministry of Asia and Latin America. Discussions focused mainly on Education and Culture, was held in Patate. Ecuador, 27- EE approaches best suited for coping with local and nation- 29 November 1991. Twenty-seven educational and envi- al environmental problems as well as common principles ronmental experts participated. The principal output of the to be followed in the varying contexts of developing coun- workshop was the Final Report, which contains a nation- tries. namely, the problem-solving approach : updating al strategy and action plan for EE in Educador. For a copy information and knowledge, in part through action-research in Spanish, write: Ing. Victor H. Valencia, Programa de involving teachers ; and adaptation of methods and contents Educación Ambiental. Ministerio de Educación y Cultura. according to local conditions and situations. For more Bolivar 268 y Venezuela, Quito. Ecuador. information. write: Development Centre, Organization for Another meeting of EE interest was held in Quito. 1,:conomic Cooperation and Development. 2, rue André- Ecuador. (Quito, 23-25 April 1992), The First Encounter: Pascal, 75775 Paris Cedes 16. France.

September 1992 7 colour-illustrated ver- number of publi- UNEP publications : A popular, Sustainable development :There are a Nations Environment increasingly important sion of the report of UNEP (United cations, and a periodical, on this Programme) to the recent RioConference has been pub- theme, published by UNESCO,and available for sale Environment, 1972 to Division, 7, place de lished as Earth Audit : the World through : The UNESCO Press, Sales Where Now ? The organization'sEE materials, Fontenoy. 75700 Paris, France.Environmentally sustain- 1992 appearing in a series called OUTREACH, areapproaching able economic development :building on Brundtland. 100 with "Appropriate published in French and Spanish, 80 in number. The last group deals pp., in English. to be and treats education, water, health,shelter. offers new, provocative ideas onlife-styles, technology, Technology food and fisheries, solar energy.wind and water energy. population and poverty in relation todevelopment. Vol. 4, Nos. Sustainable investment and resource use :Equity, envi- biomass energy, stoves, and transportation. efficiency. 176 pp.. No. 1, 2 and 3, 1992, of UNEP'smagazine, Our Planet, fea- ronmemal integrity and economic "The State of the Global is co-published with ture "Genetic Diversity," 9 in the Man and the Biosphere series, Environment," "California vs. the BigSmog," respective- Parthenon Publishing, who hasexclusive sales rights in lag between policy deci- ly. The UN agency's informationand referral network. the U.K. Concerned about the INFOTERRA, has published a reportof its situation and sions, land use change and environmentalimprovement, fiscal, monetary, activities in its Bulletin, No. 6, 1991.Another newsletter this book identifies policy changes - Programme Activity regulatory, planning, educational -that will stimulate of UNEP' s Industry and Env ironment Issue No. 1, 1992, of Center is titled Ozone Action and reportsongoing impacts investment for a sustainable future. the threatened ozone UNESCO's quarterly, Nature &Resources (published in and protective measures involving development for layer. It appears in English,French, Spanish. Chinese and six languages) is devoted to "Sustainable Publications Section, all" and deals with transitionstrategies, biodiversity, Arabic. Forall but the last item, write : The issue isichly UNEP, P.O. Box 30552, Nairobi, Kenya.For Ozone Action, communication and water scarcity. 39-43 quai André illustrated in colour. write : UNEP IE/PAC, Tour Mirabeau, Citrodn, 75739 Paris Cedex 16, France, Meeting of Social The report of a Regional Sensitizing of WHO (World Health Scientists on Environment andDevelopment, held in The Regional Office for Europe 1991, and organized Organization) announces the publicationof a new perio- Bangkok, Thailand, 3-6 September joint activity of the by UNESCO, is available toinstitutions by writing to : dical. Environment and Health, a Regional Unit for Social Environment and Health Departmentof WHO's regional Connect, address below : or to : Health Studies and and Human Sciences in Asia andthe Pacific. UNESCO office and ISIS (International Post Office, Bangkok Information). The inaugural issue features,inter alia, "The PROAP, P.O. Box 967, Prakanong and Health" and 10110, Thailand. European Charter on Environment "Taking Stock of Europe's Health."For regular receipt Other UNESCO publications :The Status of "State of periodical, write : Editor, Asia and the Pacific free of charge of the new Artin Environmental Education in Environment and Health, WHORegional Office for Region, 123 pp. ; and Bibliography onEnvironment and Copenhagen, Denmark. Both are available Europe, 8 Scherfigsvej, 2100 Environmental Education, 1992, 42 pp. Issue No. 3. 1992. of EnvironmentalBulletin, published free of charge from : UNESCOPrincipal Regional Office Department, contains a Prakanong Post Office, by the World Bank Environment for Asia and the Pacific, box 967, report on the World (Bank)Development Report of 1992, bangkok 10110, Thailand. EnvironmentalEducation for which urges integra- Teachers in Europe, Development and the Environment, Our Common Future, A Handbookfor tion of environmentalconsiderations into development 98 pp., illus., published by theNorwegian University Press with more than a billion International EE policy making and declares that, in cooperation with the UNESCO-UNEP people still living on 1 US$ a day orless, "the achieve- Programme (IEEP) and UNESCOAssociated Schools equitable development remains the by writing to: ment of sustained and Project. Available free to institutions greatest challenge facing thehuman race." The bulletin Connect, address be -w. Lastly, the1992 Catalogue of can be had free bywriting to : Environment Department, Documents and Publica,!-ns ofUNESCO'S Education 1818 H Street, N.W., and others free of charge World Bank, Room S-5029, Sector, some of which are for sale Washington D.C. 20433, U.S.A. TheWorld Development (such as the IEEP's EE Series,available by writing tc the World Bank's from : Documentation Report can be purchased from Connect). The catalogue is available P.O.Box7247-8619, Service, Education PublicationsDepartment, and Computer-Assisted Management Philadelphia, PA 19170-8619, U.S.A. Sector, UNESCO. address below.

Save trees. This issue is printed on recycled paper not treated with chlorine. Connect is also published in French asConnexion, in Spanish as Contacto, in Russian asKontakt, in Arabic as Arrabita, in Chinese as Liwijie and in Hindi asSampark. Connect is free. Connect Reproduction of its contents is not onlypermitted. it is solicited and encouraged; please send clippings,if used. Published by UNESCO ISSN 0250-4499 7. place de Fontenoy. 75700 Paris.France

Maulde et Renou/SAGI 44/47483 - Paris -Printed in France 6 u Conned

UNESCO-UNEP ENVIRONMENTAL EDUCATION NEWSLETTER

Vol. XVII, N° 4, December 1992

Biodiversity: An increasingly important theme in environmental education During the next 20 to 30 years, the world could lose more thana'thillionspe- cies of plants and animals - primarily because of environmentalchanges due to humans. At 100 species per day, this extinction rate will be morethan 1,000 times the estimated "normal" rate of extinction. The list of lost,endangered and threa .ened species includes both plants and animals. About 10%of temperate region plant species and 11% of the world's 9,000 bird species are at somerisk of extinction. In the tropics, the destruction of forests threatens130,000 species which live nowhere else. This alarming rate of extinction is the global problem which haskindled world-wide interest in "biological diversity" or "biodiversity".Biodiversity implies more than simply the number of species that inhabit our planet.The ecological interactions among these diverse species and the physicalenvironment make up the ecosystems upon which the human species depends for survival.Biodiversity also covers the genetic variability of life onthe planet. Without genetic variability, life loses its ability to survive change - a quality known as adaptation. Loss of biodiversity is the problem; conservation biology is thescience to understand the problem and propose solutions. Environmental educationis the means of getting solutions implemented. Defining/Observing Biodiversity Biological diversity usually refers to three levels of variabilityof life: different types of ecosystems (plant and animalcommunities in a given environmental unit), different species and, the diversity of genetic make-up both withinand among species. The planet's biodiversity is important to human beings in many ways.For example, it provides a potential resource for food, medicine andindustrial material.

BEST COPY AVAILABLE Biodiversity also provides vital services such as rene- pattern is not reflected for marine biodiversity. wing the earth's atmosphere, absorbing pollution and maintaining soil fertility. It also provides ethical and spiritual Tropical rain forests, which blanket much of the low- inspiration for many societies. land tropics, cover about 7% of the earth's surface, and may contain half of all terrestrial species on earth. But a Ultimately, the three levels of biodiversity are the fac- cautionary note is needed here. When discussing biodi- tors underlying successful adaptation to a changing envi- versity and its importance, there is a tendency to dwell ronment. As human beings decrease this biodiversity. they heavily on the tropical rain forests. Tropical rain forests decrease the ability of life on the planet to adapt to changes. are the most diverse terrestrial ecosystems and are some- While most animal and plant species adapt to envi- times considered to be the most threatened. However, the ronmental changes primarily by slow genetic changes conservation of biodiversity in less species-rich ecosys- in physiological, structural or instinctive characteris- tems is equally critical. tics, humans prevail as the species which essentially adapts by learning. We are capableat least by desi- The various foods, medicines, energy sources and gn, if not in practice of tremendous adaptive changes industrial products used by humans have come from in our behaviour in the short time span of one genera- virtually every ecosystem from every corner of the tion. The process by which this adaptive behaviour earth. Many sources of such products have not yet been spreads among human populations is education. utilized to their full potential. The loss of these future resources would affect our quality of life, and in some Many difficult questions arise in relation to the distri- cases, human survival. bution and use of the planet's biodiversity resources. Developed countries, which are relatively poorer in bio- It is estimated that more than 25 % of all medicines diversity, have gained their current quality of life at the available today are derived from tropical plants. Four- expense of their biodiversity and in most cases also at the fifths of the human population in developing countries expense of the biodiversity of developi,,g countries'. Should rely on traditional medicines, many of which are derived those countries which have not yet developed their bio- from tropical plants. Over 40% of all pharmaceuticals diversity resources stop this form of development even available in the U.S.A. depend on natural sources. though it impairs their longer term economic develop- Presently, approximately 80% of the world food ment? How should the cost of preserving biodiversity for supply is provided by fewer than two dozen species of the globe be shared between the rich and the poor coun- plants and animals. In the process of depending upon tries? such a few number of species we are also: (1) narrowing In fact, if efforts to conserve biodiversitylocal, regio- the genetic diversity of crops that we depend upon, (2) nal, national and/or internationalare to be success- changing diverse natural areas into monocultures, (3) redu- ful. they must have the support of the citizens of the cing the numbers of actual and potential ancestors of crops world. We must learn alternative ways of using the envi- and domestic animals which may provide genetic diver- ronment which will allow us to attain an acceptable qua- sity to develop new strains or races, and (4) undermining lity of life. Decision m-akers at all levels must be aware of the food security for a growing population. the need for and capable of finding management alternatives to implement sound conservation measures. Most of the agricultural crops currently being cultiva- ted have been selected for a particular geographic area. Species and ecosystems are not uniformly distributed These cultivars may not be as productive or even viable on either the land or in the seas, although some patterns if the climate changes and if new pests or diseases evol- exist. ve. This makes even more pronounced the need to pre- Ecologists have found that the diversity of terrestrial serve genetic diversity needed to find fo xl species which species increases from the poles to the equator but this can adapt to new conditions.

Infusing Biodiversity in the Curriculum through Environmental Education

While biodiversity is basically an ecological topic, bio- Our goal must be to ensure that these students are making divers ity problems and issues are connected to every fabric informed choices which evaluate all known consequences against clearly identified values and with the best infor- of our global society. We must draw upon sociology, psy- ., chology, communications, economics, geography, histo- motion available. ry and many other disciplines in order to develop and Teaching activities in environmental education about implement solutions to these complex problems. Our edu- biodiversity can be conducted in various manners and cational system should prepare world citizens to cope with under various heads like sciences, social sciences, visual biodiversityand other environmentalissues by infu- arts, languages, geography, history etc. An activity may sing the topic appropriately throughout these disciplines be conceived under each head separately or under seve- in the curriculum. Students whose only exposure to bio- ral heads at a time. diversity problems is a short unit on ecology in their bio- For example, a Wokersity problem could be presen- logy classes may be poorly equipped to understand and ted to students in the form of a moral dilemma, thus lin- respond to biodiversity problems. king it with the social sciences. The teacher's role would

Connect

.;"., be to present the problem and explain the dilemma to the knowledge and value priorities, i.e. attitudes. Without these _ students whoindividually, in small groups and all toge- adjustments, at best, new technologies will not be adop- ther would react through individual reasoning, group dis- ted, or worse, technology will add to the existing pro- _cussions and evaluation. The teacher would encourage blems. Obviously, there are many tasks for us as envi- students to experience personal conflict in the dilemma ronmental educators to complete. and to facilitate discussions which allow students to apply and evaluate their own levels of reasoning. At the close Not everyone in the world, however, can afford to value of the activity the teacher could amplify the particular pro- the environment and needs of future generations so high- blem used and link it with other, wider issues. ly. It will be difficult to develop positive attitudes and conserving behaviour towards our natural environment Other biodiversity problems could be presented to stu- among many poverty-stricken citizens of developing dents based on observation of their environment invol- nations. Without food for survival, there is little need to ving the use of their language and artistic skills as well as conserve the environment for future generations. It is not science knowledge. surprising that many people of the world who are barely Such activities have a major role to play in the attain- ableor unableto provide those basic physical needs ment of the 4 basic goal levels of environmental educa- for themselves are unconcerned about actions that bene- tion1) Ecological foundation 2) Conceptual awareness fit environmental quality. The motivations provided by 3) Investigation and Evaluation 4) Issue resolution. This poverty, starvation and ill health cannot be changed mere- would prepare students to develop effective solutions to ly by education about environmental quality. environmental problems and then take actions necessary for the iMplementation of these solutions. However, environmental education can help some of these citizens enhance their survival and the status of bio- Con -elusions diversity by presenting them with more comPatibleoptions.

Proper management of biodiversity is more than an The goals of environmental education must be infused aesthetic desire, it is a life-supporting need. It may or effectivelyintoour world's educational systems. may not be seen as a moral obligation to our environ- Intelligently weighing the environmental consequent . s ment, but it is most certainly a moral obligation to our- of personal, social, institutional, economic and all other selves and to future generations. Effective, optimal mana- decisions must become second nature to our world popu- gement of biodiversity will require appropriate individual lation. and collective behaviour of world citizens. The means to achieve that behaviour is environmental education. (The ideas developed above are based entirely on the Changing human behaviour, however, is not a simple draft Environmental Education Module on Biological "technological fix". There must also be adjustments to Diversity for Secondary Education)

The Follow-up to UNCED The Director-General of UNESCO expressed at is the role of biodiversity in ecosystem functioning, and UNCED his intention to make environment and develop- therefore sustainability? What are the origins of biodi- ment the central focus of his mandate, to maintain the versity and how is biodiversity lost? Where and how quick- momentum created by UNCED, and to guide the United ly are we losing biodiversity? Nations system to live up to the challenge before it. UNESCO's role and niche is to mobilize the scientific Agenda 21 is a daunting programme of what is needed community to provide answers to such questions. In this to achieve sustainable development. The following is a way, UNESCO will be a key player in providing scienti- brief analysis of which recommendations for action inclu- fic underpinning for the Biodiversity Convention, and in ded in Agenda 21 are addressed to UNESCO or to which helping countries understand and conserve biodiversity. action areas the Organization would be expected to make UNESCO also has a role in further developing "bio- a contribution. sphere reserves" as a unique multi-functional tool for For three important action areas included in Agenda 21 enhancing in situ ponservation of biological diversity. governments have expressed their expectati on that UNES- The proposed strategy will be to work primarily through CO would take the lead in implementing the respective a joint initiative ("Diversitas") of the International Union programmes at the international level. These areas are (not of Biological Sciences (IUBS), the Scientific Committee in any order of priority): (I) promoting education, public on Problems of the Environment (SCOPE) and UNES- awareness and training (Chapter 36); (2) Critical scienti- CO. Diversitas seeks to identify scientific issues and to fic uncertainties related to the global oceans and regional promote research on three themes: the ecosystem func- seas, marine environmental protection, and islands tion of biodiversity. the origins, maintenance and loss of (Chapter 17); and (3) In situ conservation of and resear- biodiversity, and the inventorying and monitoring of bio- ch on biological diversity (Chapter 15). As regards edu- diversity. UNESCO's principal responsibility within the cation. governments have supported in particular the joint collaborative programme lies in the third theme, and the UNESCO/UNEP International Environmental Education estimation of the number of species and their distribution. Programme ( IEEP). The work covers diversity in marine, coastal, freshwa- A Biodiversity convention was signed in Rio. However, ter and terrestrial environments and in terms of all living key scientific questions remain, such as: Do we need all things, from whales to microbes. Work on the relation- those species for the functioning of the biosphere? What ships between cultural diversity and biological diversi-

December 1992 63 BEST COPYAVAILABLE 3 ty could also he developed (e.g. in terms of ethnobotany. Secretariat. The actual sites for study will be chosen from traditional ecological knowledge ). The project thus a selected number of biosphere reserves within the UNES- involves several programmes and units within the CO network and of marine sites.

Regional training seminar on environmental education in the context of the Chernobyl Accident

A reeional training seminar on environmental educa- of specialists and the population as a whole, had a consi- tion in the context of the Chernobyl accident, was orga- derable role to play in what led to the Chernobyl tragedy: nized by the Ministry for Environmental Protection of environmental education in post-Chernobyl Ukraine Ukraine and the National Commission of Ukraine for is explorina in two directions: formation of a world eco- UNESCO in collaboration with the UNESCO-UNEP logical outlook as well as the ability to make practical. International Environmental Education Programme (JEEP) in Kiev from 1319 December 1992. It wa's attended by positive and competent decisions on the environment: participants from 13 countries - Azerbaijan. Belarus. a list was drawn up of the most pressing needs of Ukraine Canada. Czechoslovakia. France. Hungary. Mexico. in the matter of environmental education, the most notable Netherlands. the Russian Federation. Switzerland. U.K.. being: Ukraine and U.S.A.. as well as a number of observers. access to the latest information on environmental edu- The main objective of the seminar was to study the envi- cation at all levels, as well as technical and technological ronmental education needs of post-Chernobyl Ukraine as teaching/learning programmes: well as the measures taken in this direction, though a number of environmental education aims. principles and stra- --development of programmes and materials of all levels tegies stemming from Agenda 21 as well as the conclu- for all t) pes of educational institutions, based on world- sions and recommendations of the ECO-ED conference wide experience: held in Toronto. Canada. from 16 - 21 October 1992. were mutual exchange of educators of all levels. specia- also discussed. lists in curriculum and programme developments, and stu- A number of relevant presentations were made by dele- dents of all levels: gates from diverse countries like Canada. Czechoslovakia. assistance in providing educational establishments France, Ukraine, the Russian Federmion. and U.S.A.. and with modern teaching and training materials and equip- working groups were formed to deal with the following topics: ment: Chernobyl. Environmental Ethics. Awareness of the creation of a continuous system of ecological educa- Noosphere and Environmental Education: tion in Ukraine in the context of the Chernobyl accident The Role of Public Organizations and Mass Media in by experts from international organizations and the world's the Enhancement of Environmental Awareness: leading educational institutions: Forms. Methods and Contents of Environmental creation of a network of International Educational Education: Methodological Centres in Kiev and other Ukrainian cities Training Specialists in Ecologically-Sound Urban on environmental education problems of countries having Development. suffered from the Chernobyl Accident; Having noted that: --establishment of a National Council on Environmental improvement of the environment is one of the most Education with the participation of governmental and non- important conditions for a nation's survival; governmental organizations to elaborate and implement a scientifically based and educationally formed return a National Environmental Education Strategy; to the initial principle of harmony between man and natu- organization of an international competition of mass re is necessary: media. world publishing houses on the subject of lack of competence and ecological culture on the part Chernobyl and the coming 2eneration.

Workshop to develop strategies for integrating environmental education into teacher education programme in Nigeria

The Nigerian Educational Research and Development gies on integrating environmental education (EE) into Council (NERDC). in collaboration with UNESCO. orga- teacher training programmes in Nigeria. in Lagos from nized a four-day national workshop to fashion out strate- 13-17 January 1992.

4 lonne( The major tasks of the workshop were to: the siting of industries and other national establishments; appraise the Nigerian physical environment with its "The adoption of the National Conservation Education continuous state of degradation as exemplified by land Strategy (NCES) to -,,hich Environmental Education corn- and soil degradation; air and water pollution; deforesta- ponents have been added in the Citizenship Education tion and desertification; loss of biological and wildlife Programme for use in Primary and Secondary Schools in species and reduced biodiversity; coastal and land ero- the country sion; resource depletion and population pressure (estimated at 113 million in 1991 and having doubled since 1963); "The workshop was also determined to make the following recommendations; appraise the existing teacher education curriculum vis-a-vis its environmental education components ; --The Federal and State Ministries of Education should establish Conservation Clubs in all primary and seconda- develop a model curriculum for in-service and pre- ry schools to deal with local environmental problems and service teacher training programmes ; to organise periodically, with the EE Coordinating Committee of NERDC, orientation seminars and work- establish strategies for the development of relevant shops for school teachers; teaching and learning materials for EE ; The Federal Environmental Protection Agency develop techniques for systematic evaluation of cur- (FEPA) should intensify its efforts to ensure that indus- ricula and educational materials for EE; and . tries that are yet to establish Environmental Monitoring formulate awareness strategies for administrators and Units do so without further delay and that NERDC, under policy-makers. sponsorship of FEPA, should package environmental audit manuals for selected industries ; The workshop noted the efforts of government and non- governmental organisations in EE and Environment rela- When the much-called-for National Education Fund ted issues. In particular, the workshop noticed with satis- tobe contributed to by Governments, Industries, faction the following: Organisations and Individuals is established, 10% of the fund should be specifically earmarked for environmental The establishment of a Federal Environmental education activities; Protection Agency (1-EPA) to, among other things, formulate policies, regulate and enforce environmental stan- Environmental Education should be infused into all dards, and carry out environmental impact studies to guide subjects of Teacher Education Programmes.

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.r- Sub-regional training workshop on developing national strategies and action plans on environmental education in Africa

Delegates from 6 countries - Benin, Gambia, Ghana, Population Education, Family Life Education and Sex Sierra Leone, Togo and the host country Nigeria attended Education Programmes. Advice was sought on how to the sub-regional training workshop for developing natio- integrate EE into the school system without the demand nal strategies and action plans on EE in Africa held from for extra lesson periods and more remuneration for tea- 17-22 February 1992 in Lagos and organized by The chers. Nevertheless, a five-year action plan was being Nigerian Educational Research and Development Council developed and the establishment of local, state and natio- (NERDC) incollaborationwith UNESCO-UNEP nal committees, associations and non-governmental orga- InternationalEnvironmental Education Programme nizations on EE was being considered. (IEEP). - Gambia Summary of country reports EE was reported to be part of the Social Studies, Science The country reports revealed that the countries of the and Population Education curricula at Primary and region had embarked on Environmental Education, though Secondary levels. The Sahel Education programme (SEP) to varying degrees. The highlights are as follows: forthe protection of the environment was being vigorously pursued. A TrainingInformation Programme on Togo Environment (TIPE) based on drought and desertification Environmental Education was reported as a new sub- control in the Sahel region was being organized. A Gambian Environmental Action Plan (GEAP) had been :,ct in Togo. Nevertheless, the Togolese Government had taken steps to create public awareness of the issues and developed. problems of environmental degradation and had introduced experimental EE programmes at Primary, Junior and - Ghana Senior Secondary Levels. The country paper from Ghana indicated strong EE inputs at the Basic and Secondary levels, with provisions The Republic of Benin for non-formal exposures for the whole country. There was no EE at any level except as elements of the Agriculture teachers were cited as having significant res-

5 December 1992 6 5 BEST ropy fkliroiAPI F ponsibility for EE dissemination. The shortcomings of EE - Nigeria implementation in Ghana were identified generally, as The Nigerian paper described the state of the Nigerian lack of qualified teachers for EE and the emphasis on envi- environment and the need for EE was presented along with ronmental studies as opposed to environmental education. guidelines for integrating EE into teacher education curriculum. Strategies for implementing EE within all levels - Sierra Leone of the educational system were given. Furthermore, the paper provided the outline Strategies Environmental Education components had been intro- and Action Plan for Environmental Education which the duced at all levels of the education system, with defi- Sub-Regional Workshops could consider, taking into ciencies in areas concerning global environmental issues. account the discussions of the workshop and the expe- The University of Sierra Leone had established a Faculty riences of the participating member states. of En ironmental Science which is expected to deal with EE. ( the above is based on the final report of the workshop )

Environmental education gains ground in a network of Slovenian Elementary schools

From 1990, Slovenia embarked upon an environmen- within the network of 8 schools; familiarise teachers with tal education project for 8 Elementary schools in and action research methodology and philosophy; try out expe- around the capital. Ljubljana. riential methods of work with pupils; clarify some basic concepts of the environment and environmental educa- Monthly meetings were the means of contact among tion: and presenting each individual teacher's experience these schools, together with a 3-day residential workshop for a col lective evaluation. each semester. The school year 1990-1991 was regarded as a "pilot phase". the following being one of "real- action Much effort w as invested in planning and evaluating research. these workshops and some of thc aims were realised but A great variety of projects emerged from individual at the same time certain dilemmas emerged 1 ike the importance of action as against reflec.ion, of practice as against schools like planting trees around the schools and in the neighbourhood; investigating everyday life in the past in theory; whether the first cycle of research should be completed with the schools and teachers involved from the order to create a vision of the future to compare the qua- start or whether networking with other schools should be lity of life: a project in literature, music, drama, econo- initiated nonetheless etc. my. biology; the effects of the thermoelectric plant on the nearby environment; etc. Meanwhile public recognition has already been achie- Basic questions like the creation of a network of tea- ved to some extent as testifies the intention of the Lord chers and schools to foster exchange of experience. devi- Mayor of Ljubljana to invite representatives of the tea- sing a system of work with teachers so as not to enforce chers, pupils and parents from cooperating schools to a ready-made solutions on them, helping teachers to gain reception at the Town Hall in order to thank them in the the necessary know-how were deal t vith in the 3-day work- name of the city and to offer help from the town's com- shops whose aims were to develop a spirit of cooperation munal service.

EE News and Publications

In a joint meeting of UNEP and the International A conference on the Social Dimensions of Environment Chamber of Commerce (ICC) government ministers and and Sustainable Development, organized by the United industry representatives from 24 countries have agreed to Nations Research Institute for Social Development set up an international panel to review industry's progress (UNRISD ) and the Foundation for International Studies towards sustainable development through the implemen- of the University of Malta was held in Valetta, Malta from tation of the Business Chaner for Sustainable Development 22-25 April 1992. The conference responded to the concern launched by the ICC in 1991. that important social issues associated with environmental degradation and comervation have not been sufficiently For more information on the panel, write:IE/PAC. addressed in the build-up to the June 1992 Pio Declaration or ICC. 38 Cours Albert ler. 75008 Paris, France. +33 (1) on the Environment and Development. 49 53 28 28. ICC can also provide information on the Business Charter for Sustainable Development. For a copy of the conference summary, write:The

Connec !-; Reference Centre, UNRISD, Palais des Nations, 1211 Programme (EAP) on March 18, 1992. Geneva 10, Switzerland. Towards Sustainable Development the European In January 1992 the USA announced a programme of Commission 5th, Environmental Action Programme environmental co-operation between the United States and (Ref. COM(92)23 Final). Asia. The US-Asia Environmental Partnership (USAEP) is designed to boost technology transfer, training and Available from Office for Official Publications, 2 rue investment in Asia, benefiting the region's environment. Mercier, L-2985 Luxembourg, +352 499 281. Also avai- Two of the components of the programme are to provide lable from European Commission offices in Member States. environmental fellowships and training involvinbusi- The World Resources Institute has released Population ness and educational exchanges to study environmental Growth, Poverty, and Environment Stress: Frontier problems and develop solutions and finally a regional bio- Migration in the Philipines and Costa Rica, written by diversity conservation network designed to help conser- Mafia Concepcion Cruz, Carri e A. Meyer, Roberto Repetto ve genetic diversity in Asia's forests and seas. and Richard Woodward (may be ordered from WRI For more information, write: Willy Tjen (Programme Publications/P.O. Box 48521 Hampden Station/Baltimore, Director for Asia Business Relations) or Peter Gourlay MD/ 21211/ 410-516-6963, or dial toll free: 1-800-822- L.4 i (Manager fcir Technical Co-operation), USAEP, 1133 20th 054.) t St NW, suiti 300, Wishington DC 20036, USA, tel:+1 : Recently received the June 1992 issue of the..English (202) 835 033. ;' ; eilition of China Environment News, the onlY national' The GI dial Environnienial Management Initiative neWspaper specialized in environmental issues in China (GEMI), fdunded in 1990, I'S a U.S. group of about 200 and the world. Write to: China Environment NeWs, 15 chief executives, most of whom represent multinationals. (A) Xiaoxinglongjie, Chongwen District, Beijing100062. It includes AT&T, Union Carbide, IBM and Procter & Tel: 752478 Fax: 7013772 Telex 222359 NEPA CN. Gamble. Its aim is to provide a worldwide exchange of Ecological literacy: Education and the' Transition information on cutting-edge environmental management to a Postmodern World, by David W. Cori iS a 210 page techniques. volume on sustainability, its meanings and its applica- For more information contact: GEMI, 1828 L St.,NW, tions on education. It is published by the State University Ste. 711, Washington, DC, 20036, United States. phone: of New York Press, State University Plaza Albany, New (202) 296 74-49. :York 12246, U.S.A. An Environment and Development Kit consisting of Environmental Education Activities for Primary 38 colour overhead transparencies and a 38-page Resource Schools, suggestions for making and using Itm cost Guide with an introduction by Dr. Gro Harlem Brundtland equipment, a new publication in the EE Sc4Fsois now was developed in Norway. The kit covers seven topics: available in English. The emphasis of this gni& is.on the oceans, desertification and soil erosion, rainforests, the construCtion and use of tow cost equipment Willa will greenhouse effect, the ozone layer, the debt problem and help the student's understanding and etibodrage his pro- the arms race. The Resource Guide provides one lesson blem-solving approach in classroom and outdoor activi- plan for each topic. Each transparency has a side panel of ties. , ; ;.'0 ; text (approx. 160 words) providing additional informa- Available from: Environmental Education Unit. tion. UNESCO (address on last page) Language: English, Norwegian. Level: high school. The Victorian Environmental Education Council college/university and adult. (VEEC) has just published Learning to Care for our Available from: Visuell Inform A.S., Ryensvingen 7, Environment: Victoria's Environmental Education N-0680 Oslo 6, Norway, Tel: 02 67 88 00, Fax: 02 67 93 Strategy. This strategy has received recognition' natio- 51; Visuell Inform c/o AL & LS (8th floor). 545 West nally and internationally and is part of a programme to 45th Street, New York, NY 10036, U.S.A.; Natural implement the world strategy for Sustainable Living deve- Heritage Inc., P.O. Box 95, Station 0. Toronto, Ontario loped jointly by the World Conservation Union (IUCN), M4A 2M8, Canada. United Nations Environment Programme and World Wide Fund for Nature. Cost US$115.00 plus postage to your location. Weight: 1 pound 9.3 ounces. Available from: Victorian Environmental Education Council. Level 23 Rialto South Tower, 325 Collins St., The European Community's executiv,.: agency, the Melbourne 3000 Victoria Australia. Phone: (03) 6282703; European Commission published an Environmental Action Fax: (03) 628 3448.

BEST COPY AVAILABLE

December 1992 67 7 Children's Edition of Agenda 21

Given the importance of Agenda 21. widely claimed to Child International has formulated the following request he -the most important document the decade-. Peace for help from students all over the world:

REOUEST FOR HELP to create a CHILDREN'S EDITION OF AGENDA 21

UNESCO is supporting Peace Child,International in the development of aChildren's Edition of Agenda 21one we all can understand. It will have picturesin it: stories, interviews with environmentalists, comments from politicians, background from UN experts. UNICEFis helping us; so are other UN departments. But we all agree the ones who canhelp the most are you teachers and students! We want you to write it for us: if you understand it there's achance your peers (and adults) around the world will too.

An International Network: The UN wants to be sure that we get perspectivesfrom both rich and poor parts of the world. So we are contacting schools in 140 countries,setting up a computer network and phone tree, writing a specialteacher guide. hiring student interns as editors. translators etc. It's a massive task! Your part will be to take 10-20 pages of theAgenda (e.g. the chapter on Forests) and make a 1-2 pacze summary of it. (Dothis by the end of April). We shall then circulate the summaries to all participants and invite you to try tofind examples in your area of the things the Agenda is talkingabout (e.g. you may not have made the summary of the chapter on Toxic Waste. but might have a perfect example of theproblem in your area.) Get your examples to us - with photos etc. by July 1st. 1993. A small groupof students and experts will gather for an Editorial Meeting in England inJuly. The Book is planned to go on sale in September. and this is only Part One! Once we nave the Children's EditiOn we shallbegin the fasci- nating job of checking whether in fact our governments are doing whatthey promisedand whether Agenda 21 promises enough! We shall invite children to begin to developtheir own Agenda. Exhibitions of paintings, television programmes, and a Children'sConference on Agenda 21 are planned. You can be part of all this.

Interested? You ought to be! It's your future they are planning. If you'dlike your school, society or club to be involved, to obtain a participant pack please contact as soon aspossible David Woollcombe. President, Peace Child International, Little Maltings,Maltings Lane, Much Hadham, Herts SGIO 6AW, U.K.

This issue is printed on recycled paper not treated with chlorine. Connect is also published in French as Connexion. in Spanish as Contacto. in Russian as Kontakt, in Arabic asArrabita, in Ukraine as Kontakt. in Chinese as Liemjie and in Hindi as Sampark. Conned Connect is free. Reproduction of its contents is not only permit- Published by UNESCO ted, it is solicited and encouraged: please send clippings, if used. Environmental Education Unit. ISSN 0250-1494 7. place de Fontenoy. 75700 Paris. France Mau lde CL Renou/SAGI 44/48300 - Paris - Printed in France 6 8