Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" , March 13-15, 1997

The final workshop report Contents

1. General report 1

2. Agenda 11 ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••5

3. List of participants 8

4. Final Resolution 15

5. The Results of the Final Survey of Final Questionnaires 18

6. Section Performance Report 26

7. Round Table Discussion Report 46

8. Performance Report on the Exhibition 50 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15,1997

1. General Report

1. Conference Design, Goals and Objectives

The main goal ofthe conference was to contribute to the development of environmental education (EE) in Primorye krai through : drawing the attention ofgeneral public to the issues of EE development in Primorye krai; consolidating efforts ofd,ifferent governmental and non-governmental organizations for EE development in Primorye.

To meet the goal it was considered important to establish an organizational c~mmittee (OC) represented by the key government organizations and NGOs actively involved in EE field in Primorye krai. The OC was established as an independent body and operated for several months (December 1996 - March 1997) in preparation for the conference. The OC operated based on democratic principals ofstrategic planning which became a major factor in organizing and holding a conference focused exclusively on what is appropriate for EE development, without the interjection ofparochial interests. The conference was designed to include an assessment ofthe current status ofEE activities as well as developing new strategies and priority tasks in Primorye. Specific conference objectives were: to demonstrate the diversity ofapproaches in EE~ to identify the priority fields in EE development to provide methodological base for environmental educators to contribute to public opinion formation ofthe necessity ofEE development to determine the principle ways ofcooperation between different organizations and all parties interested in EE development

Based on the main objectives the following conference structure was discussed and adopted by the OC:

1. Plenary sessions. Delivered general information to the audience, necessary to all participants. The presentations were designed to provide the newest methodological concepts ofEE to the participants. 2. Workshops. Sharing positive experience in EE ofselected educators with the interested groups. During the 40-50 minutes ofdetailed presentation on a particular program the presenter included descriptions ofpedagogical methods used, fragments ofclasses, etc. The OC selected the workshops leaders based on a number ofcriteria, the main being a creative approach to development and use ofnew EE programs that could be easily learned and used by other educators. 3. Sections. Designed for exchange among all participants on their experience within a specific field in EE. Each participant who signed up in advance was given 10-15 minutes for a short presentation. 4. Round table discussions. Designed for exchange ofopinions, discussions and possible solutions to principal problems ofEE development. Topics were formulated in conformance with the conference goals and objectives. Q Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 5. Displays. Demonstration ofthe EE materials provided by the participants.

The decision was made by the OC that every participant would have to make a choice as to what sessions to attend since some ofthem were being held at the same time. The opportunity given to the participants to make their own selection largely contributed to the overall conference success and provided good atmosphere for effective exchange and contacts among the participants. The OC was actively involved in conference preparation for 5 months prior to the conference. Each meeting agenda was carefully developed beforehand by the OC chair and EPT management consultant. Each OC member was responsible for preparation, organizing and holding ofa particular segment ofthe conference. All decisions were made on a democratic basis. A six hour training course was provided for section and round table leaders several days prior to the conference. Therefore in addition to excellent conference organization, the OC was established as a good working team ofpeople with extensive experience in holding krai level forums. During the course ofthe conference questionnaires were distributed to the participants ofworkshops and sections as a tool of assessment ofthe presented methods, approaches and achievements. The final questionnaire was designed to reflect the overall conference assessment by the participants. Thus the rating system for a complete conference analysis was provided. The OC also paid much attention to providing an informal, friendly atmosphere at the conference. Each ofthe three days ofthe conference was followed up by the "pictures ofthe day" display, different contests, slide and video shows, and an EE book fair. In addition the EE Resource Center opening were held. Organizational help was provided by volunteers including Far Eastern State University students, Peace Corps volunteers, and Small Marine Academy students­ "Wondering Environmentalists" project activists.

2. Conference Results

Over 230 participants took part in the conference. One hundred and twenty two (122) participants (including 14 OC members) came from the Vladivostok city. Eighty people represented over 30 towns and ofPrimorye krai. In addition, over 20 volunteers, guests, invited specialists and mass media representatives joined the conference at different times.

The conference fulfilled the following established objectives:

1. It demonstrated different approaches and methods in EE that were initiated in Primorye krai as well as some experience ofenvironmental educators from Khabarovsky krai. Twenty workshops, 9 plenary sessions and 4 round tables were held, while over 100 people shared their experiences in the section meetings. The conference fulfilled its role as a "big display" ofinformation, contacts and achievements. It presented to each participant an opportunity to demonstrate his(her) results and to assess them in comparison with other's results and experience through their work in different structural elements ofthe conference. The "big display" effect combined with the assessment had a stimulating impact on the EE development in Primorye krai. A friendly, cooperative atmosphere and EnvironmentalPolicy and Technology Project .,vir'onnlental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 the opportunity to communicate with colleagues was another positive impact especially under the current conditions ofeconomic hardships in Primorye. 2 - 3. The conference identified major achievements and barriers for EE development in the krai which was the first step in setting up the priorities in EE development. A finding for priority action was the urgent need for junior grades (5-8) ecology classes methodological support. The conference also demonstrated another weakness, which is the lack oflocal specialists in EE theory. Therefore, articles by some Russian and foreign experts had to be included in the final conference materials to meet the conference objective ofproviding a theoretical bases for EE program development to the participants.

The following is a list of different types oforganizations whose summary presentations were included into the final conference materials volume: schools. - 24 authors preschools - 18 authors NGOs - 10 authors Zapovedniks - 8 authors Colleges - 8 authors Teachers Perfection Institute - 6 authors Junior technical educational establishments - 4 authors Research institutes - 4 authors Commercial educational establishments - 2 authors Committees for environmental protection - 2 authors Non-governmental schools -1 authors

The numbers reflect the participation level by different social groups in EE field . showing that EE in Primorye is strongly supported by the educators which is one of the key factors for "step-by-step" introduction ofa continuing EE system into schools. The final questionnaire completed by the teachers reflected the need for more problem-oriented EE materials. Thus, the round table "Environmental Problems of Primorye krai and EE" and the workshop on the problem of waste clean-up and utilization discussions turned out to be the most needed and most applicable for the teachers in their school ecology classes. The conference materials represent a serious base for future analysis and strategic planning in EE development. 4. The conference contributed to the strengthening ofpublic opinion on the need for EE. It was extensively covered by mass media including 3 radio and 7 TV programs on local channels broadcast during and after the conference. Articles were published in the local newspapers: "Utro Rossii", "Vladivostok" and "Arsenievskie vesti". Several analytical articles will be published in scientific journals. The following examples demonstrate direct impacts on public opinion: a non-governmental school submitted a request to the OC to conduct an EE seminar for their and other schools teachers; the Vladivostok city and Primorye krai environmental fund authorities made a decision to jointly sponsor publishing the EE program for elementary school grades by M. Markina ( member ofOC, one ofthe conference workshops and . round tables leaders);

3 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 since the conference final materials volume originally published by ISAR in the amount of300 copies didn't nearly meet the demands, ISAR is currently considering the possibility ofadditional publication the decision was made to introduce experimental EE classes in the city of Arseniev with the assistance ofthe Ecology Department ofthe Far Eastern State University

5. The objective offinding ways ofcooperation between different organizations for EE development was in fact met through holding the conference because it became a joint action and provided an opportunity to consolidate efforts and resources ofdifferent organizations, such as: Krai Department ofEducation Vladivostok City Youth Center (provided space for the conference free ofcharge) Far Eastern State University "Green Cross" (Vladivostok office) "Ecologos" (local NGO Information Center) Lomonosov's Foundation (book fair on EE literature)

Besides holding krai level forums other important ways ofcooperation were identified, such as establishing an Independent Expert Council based on membership and active participation in the OC ofthe conference. This idea was independently expressed and discussed at several sections, workshops and round tables and then supported at the conference final session. It was agreed by most of the participants that functioning ofsuch Independent Expert Council would largely facilitate and speed up the process ofestablishing the EE Interagency Commission at the krai level. Suggestions on Interagency Commission establishment were included into the conference final document (see Appendix 3). The conference also contributed to strengthening the role ofthe environmental NGO community and recognizing their contribution to EE efforts which was an important step towards cooperation. The final questionnaire demonstrated that 95.5% ofparticipants considered that holding ofsuch conferences is critical for EE development in Primorye krai.

4 Environmental Policy and Technology Project Coriference"Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March13-15, 1997

2. Agenda

March 12

Participants arrive and check into the hotel. Arrange displays at the Youth Palace.

March 13

9:00 - 10:00 Participants registration. 10:00- 10:45 Opening ceremony.

11 :00_- 12:30 Plenary session. Presentation by :

1. Prof. Khristoforova N.K. (FESU) On the Urgency of Environmental Education. 2. Petrunko A.V. (Teachers Retraining Institute) Regional EE Goals and Values 3. Kubanina V.N. ("Krug" Association) On Different Approaches in EE 4. Rynkov V.S. (Geographical Society chairman) On Some Aspects ofSocial Ecology and EE.

12:30-12:45 Announcements on the conference structure

12:45-14:00 Lunch

14:00- 15:00 Workshops 1. Belozior A., Chou Phillip Classes on "Planet ofthe Sea" EE project 2. Borisovskaya Olga. Sharing the experience ofchildren's ecocenter "Mandarinka" based in Vladivostok city children's library. 3. Kondrashkina Vera (Vladivostok) Lessons from WWF "Tiger and Tiger's Habitat" EE program 4. Nikitenko L.M. (Mikhailovka) Experience and Accomplishments ofthe "Green Beam" Ecocenter in Mikhailovka . 5. Pankova T.V., Martynova N.N. (, Slavyanka) Lessons from "Ecology in Games and Colors" Program by T.V. Shpotova for children of7-8 years ofage 6. Melnikov Dmitry (Komsomolsk-on-, Khabarovsky krai) Experience ofconducting youth summer camps. Principles of developing a program

15:00-16:00 Displays in the hall. Coffee. Ceremony ofthe EE Resource Center opening

5 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 16:00-18:00 Round Table Discussions. 1. Problems and Solutions for EE Development in Primorye krai. (Leaders: Smetanina and Markina "Green Cross") 2. EE Goals and Objectives (Leaders: Petrunko, Teachers Perfection Institute and Donets, EPT/RFE) 16:00-18:00 Sections 1. Programs ofT.V. Shpotova for elementary schoolchildren (Chan Galina) 2. EE in extracurricular educational establishments (Khrapova G.) 3. Regional Aspects ofEE in Schools (Gulbina A.)

March 14

9:00-10:30 Plenary Session 1. Zhirmunsky A.V., academician. Continuing Environmental Education 2. Prof. Preobrazhensky B.V. Philosophical Aspects ofEE 3. Boyarintseva N.!. (Khabarovsky krai) Traditional Arts Applications in EE 4. Chugunov YD. Teaching EE in a Village School. 10:30-11:00 Displays. Coffee 11 :00-12:45 Sections 1. EE programs for junior grades (Poddubny A.V.) 2. EE Activities in reserves and other protected territories (Bersenev Y!.) 3. EE for elementary schoolchildren (Przhemenetskaya V.F.) 4. Research and environmental monitoring activities for schoolchildren (Kondrashkina V.) 5. Ecology activities at schools (Permyakova O.G.) 12:45-14:00 Lunch 14:00-15:00 Workshops 1. Troinin V.I. (Writer's Association ofRussian Federation) Lessons ofAdmiring Nature. Holding a "Tiger's Day" Holiday in Primorye Krai 2. Tomchenko (Vladivostok) Applying trip reports ofthe "Peshetop" club for geography lessons for 8 grade 3. Boyarintseva N.!. (Khabarovsky krai) Application oftraditional arts and ethnography elements to EE 4. Maksimova G., Permyakova O. () Lessons from "Colored Ecology" program for children of 6-7 years old 5. Vasiutina L.V.(Vladivostok) Human Ecology Aspects Applied for High School EE Programs 6. Bakhareva (Vladivostok) Health program for elementary school grades 7. Markina M.V. (Vladivostok) Traveling around the krai. Programs for preschool and elementary schoolchildren.

6 Environmental Policy and Technology Project Conlfere:rice"EnlvirUlDml~ntalEducation Development In Primorskiy Krai: Treuds and Prospects" Vladivostok, MarchJ3-I5,1997 15:00-15:15 Displays. Coffee. 15:15-17:00 Round Table Discussions 1. Cooperation between NGOs and government organizations as a key element for EE development in the krai. (Leaders: Kubanina V.N., Kolomyts L.)

15:15-17:00 Sections 1. Museums and Libraries Role in EE (Loenko O.G.) 2. Introducing preschool children to EE (Markina M.V.) 3. Environmental summer camp (Lomakina T.V.)

17:00-18:00 Working in teams on drafting the conference final documents 17:00-18:00 Exchange between the workshops leaders 20:00-21 :00 Evening meeting. Environmental aspect of P.K. Ivanov's theory •

March 15

9:00-9:30 Plenary Session

9:30-10:30 Workshops 1. Smetanina N.M., Markina M.V. EE through tours and excursions. Demonstration tour "To the mysteries ofthe Vladivostok fortress underground " 2. Polovnikova A.I. Educating through arts. Children's theater in a village school. (Shumny village, Chuguevsky rayon) 3. Crabtree N., Peace Corpse "Getting a resource out ofgarbage" 4. Minskoi S.S. Three viewpoints on the earth origin. Binary lesson example geography-literature. 5. "Strolling Environmentalists" Project

10:30-11 :00 Displays. Coffee.

11 :00-12:45 Round Table Discussion Environmental Problems ofPrimorye Krai and EE (Leaders: Prof. Khristoforova) 12:45-14:00 Lunch 14:00-15:00 Plenary Session. Summing up the conference results. 15:00-15:30 Distributing and filling questionnaires. 15:30-17:00 Closing ceremony.

7 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 3. List ofParticipants

Last Name First Name Position Place of work or Study Abramova Lidia Teacher Secondary School # 6, Gornorechensk, Kavalerovo Region, Primorskiy Krai 2 Agapova Irina Deputy Director Ecological and Biological Center, Vladivostok 3 Antonova Lidia Teacher Secondary School # 69, Vladivostok 4 Artushenko Tamara Teacher Kindergarten # 172, Vladivosrok 5 Ashepkov Andrei Coordinator Protected Territories Commission RUS RFE, Vladivostok 6 Ashepkova Larisa Associate Department of Ecology, Far Eastern Professor State University, Vladivostok 7 Sahareva Zinaida Chairman Family Club "KREPYSH", Vladivostok 8 Baldina Svetlana Teacher Secondary School # 4 , Vladivostok 9 Baranova Nina Director History Museum, , Primorskiy Krai 10 Baranova Olga Director Young Environmentalist Club, Ussuriisk, Primorskiy Krai 11 Belozer Aleksandr Leader Environmental Education Consulting Center, Vladivostok 12 Beregovets Ksenia Teacher of Secondary School # 2, Biology , Primorskiy Krai 13 Beresenev Juri Senior Specialist Department of Protected Territories, Environmental Protection Committee, Vladivostok 14 Bibikov Mikhail Chairman Primorskiy Krai Committee on Environmental Protection, Vladivostok 15 Bisikalova Victoria Program Environmental Center "Ussuriiski Specialist Endemic", Kamenushka, Ussuriisk region, Primorskiy Krai 16 Biskun Valentina Teacher Kindergarten # 22, Vladivostok 17 Bivol Natalia Teacher Secondary School # 17, Vladivostok 18 Bojarintseva Natalia Leader Environmental Tourist Company "Ekzotour", Komsomolsk-on-Amur, Primorskiy Krai 19 Bojko Galina Teacher Secondary School # 56, Vladivostok 20 Borisovskaya Olga Program Children's Environmental Library, Specialist Vladivostok 21 Bondarenko Loudmila Deputy Director Vocational School # 2, Lesozavodsk 22 Brodiagina Olga Teacher Kindergarten # 65, Vrangel, Primorskiy Krai 23 Burmakina Valeria Pensioner Vladivostok, Primorskiy Krai 24 Bykova Raissa Senior Specialist City Administration, , Primorskiy Krai 25 Chan Galina Program Environmental Association, Specialist Vladivostok 26 Chechilenko Loubov Teacher Secondary School, Rakitnoe, Dalnerechenskiy region, Primorskiy Krai 27 Cherkashina Ekaterina Teacher Secondary School # 24, Nakhodka, Primorskiy Krai 28 Chinuk Natalia Teacher Secondary School, Anuchino,

8 Environmental Policy and Technology Project Confetence"EllvironmentaIEducation Development In PrimorskiyKrai: Trends and Prospects" ... Vladivostok, March 13-15,1997

Primorskiy Krai 29 Choy Philip Program Consulting Center, Vladivostok Coordinator 30 Chugunov Juri Teacher of Secondary School, Marianovka, Ecology Kirovskiy Region, Primorskiy Krai 31 Chuikova Raissa Teacher Vocational School # 36, Ussuriisk, Primorskiy Krai 32 Chuprina Ntalia Program Children's Club of Pervomaiskii Specialist District, Vladivostok 33 Darkina Svetlana Program Far Eastern State University Specialist Zoological Museum, Vladivostok 34 Dashukova Marina Program Peace Corpse, Vladivostok Specialist 35 Davydova Irina Teacher Industrial College, Vladivostok 36 Derjavin Dmitrii Teacher Small Marine Academy, Vladivostok 37 Doroshenko Nina Teacher of Teachers Training College # 1, Biology Vladivostok 38 Dovgal Inna Head of the City Youth Committee of Russian Center Federation, Artem, Primorskiy Krai 39 Drozdova Antonina Teacher Secondary School, Melnichnoe, Krasnoarmeiskiy Region, Primorskiy Krai 40 Drujinina Tatiana Director Young Environmentalist Club, Nakhodka, Primorskiy Krai 41 Ebinger Margarita Director City Museum, , Primorskiy Krai 42 Eremina Lidia Teacher Kindergarten # 60, Vladivostok 43 Eremneko Ada Teacher Kindergarten # 22, Artem, Primorskiy Krai 44 Esunina Sveylana Program Pervorechenskii District Education Specialist Department, Vladivostok 45 Ermak Elena Teacher of Secondary School # 66, Vladivostok Biology 46 Fadeeva Natalia Associate Department of Ecology, Far Eastern Professor State University, Vladivostok 47 Faiman Olga Teacher of Secondary School # 44, Bolshoi Ecology Kamen, Primorskiy Krai 48 Forikova Natalia TV Journalist Vladivostok TV, Primorskiy Krai 49 Gatunok Tatiana Teacher of Secondary School # 24, Vladivostok Chemistry and Biology 50 Gileva Tatiana Teacher Gimnasia # 1, Vladivostok 51 Golubeva Natalia Program Center for Children's Tourism. Specialist Vladivostok 52 Grigorevskaya Svetlana Teacher Secondary School, Khorol, Primorskiy Krai 53 Grin Olne Project WWF, Vladivostok Coordinator 54 Gubareva Tatiana Teacher of Secondary School # 44, Bolshoi Ecology Kamen, Primorskiy Krai 55 Gukov Gennadii Assistant Forestry Department, Teachers Training Institute, Ussuriisk, Primorskiy Krai 56 Gulbina Anna Research Fellow State Marine Reserve, Vladivostok 57 Isaeva Tatiana Teacher of Secondary School # 71, Vladivostok Chemistry 58 Ivanova Nadejda Director Kindergarten # 172, Vladivostok 59 Ivanova Natalia Research Leader City Historical Museum, ,

9 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997

Primorskiy Krai 60 Jyanpol Vladimir Director Center for Children's Development, Vladivostok 61 Jermunskii Aleksii Professor Department of Ecology, Far Eastern Sate University, Vladivostok 62 Jurchevskiy Andrei Deputy Director Hankaiski State Reserve, Kamen- Rybolov, Hanka Region, Primorskiy Krai 63 Kakorina Galina Assistant Institute of Teachers' Upgrading, Professor Vladivostok 64 Kameneva Natalia Research Fellow Museum of The Institute of Marine Biology, Vladivostok 65 Kaminskiy Oleg Teacher Secondary school # 35, Environmental Association "RADUGA", Uglovoe, Primorskiy Krai 66 Karpenko Aleksander Research Fellow Institute for Marine Biology, RFE RAS, Vladivostok 67 Karpenko Svetlana Teacher Kindergarten # 2, Vladivostok 68 Khamatova Aleksandra Teacher Secondary School # 51, Vladivostok 69 Khmel Loudmila Program Manager Environmental Education Section, US Charity Catholic Mission, Vladivostok 70 Khohriakova Olga Leader Environmental Center of Lazovkiy State Reserve, Lazo, Primorskiy Krai 71 Kholoden Irina Teacher School of Children's Development "MIR", Vladivostok 72 Khrapova Elena Dead of the Environmental and Biological Center, Department Vladivostok 73 Kh ristoforova Nadejda Professor Department of Ecology, Far Eastern State University, Vladivostok 74 Khromova Julia Curator Small Marina Academy, Vladivostok 75 Kiselev Evgeni Head of the City Administration, Vladivostok Department 76 Kiseleva Lidia Teacher of Municipal school and Lyceum # 41, Biology Vladivostok 77 Klimenko Olga Head of the Young Environmentalist Club, Association Dalnerechensk, Primorskiy Krai 78 Klimenkova Margarita Teacher Secondary School # 43, Vladivostok, Primorskiy Krai 79 Klimova Olga Program Institute for Teachers' Upgrading, Specialist Vladivostok 80 Kniazeva Tamara Deputy Director Secondary School # 252, Fokino, Primorskiy Krai 81 Kocherga Valentina Program N.K.lvanov Society, Vladivostok Specialist 82 Kolomyts Lev Specialist Fund "Eco-Logus", Vladivostok 83 Koneva Tamara Teacher of Secondary School, Jakovlevka, Ecology and Primorskiy Krai Geography 84 Kornienko Galina Research Fellow Museum of Marine State Reserve, Vladivostok 85 Kozakov Oleg Program Peace Corpse, Vladivostok Specialist 86 Krachko Svetalana Teacher of Secondary School # 40, Vladivostok Biology 87 Kochetkova Loudmila Teacher Secondary School # 77, Vladivostok, 88 Krivosheeva Tatyana Program Manager Kindergarten # 172, Vladivostok

10 Environmental Policy and Technology Project COitference.'$llviJ'lmmentaIEducation Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997

89 Kojaev Trofim Program All Union Society of Environmental Specialist Protection, Vladivostok 90 Kondrasheva Lilia Program Environmental Association "KRUG", Specialist Vladivostok 91 Kubanin Andrei Director Environmental Information Center "ECOLOGOS", Vladivostok 92 Kubanina Vlaentina Research Fellow Institute fir Marine Biology RFE RUS, Vladivostok, Primorskiy Krai 93 Kurgak Valentina Teacher of Secondary School # 3, Bolshoi Chemistry Kamen, Primorskiy Krai 94 Kuchenko Konstantin Deputy Chairman Krai Committee on Environmental Protection, Vladivostok 95 Kudelina Natalia Director Kindergarten # 35, Fokino , Primorskiy Krai 96 KuIikova Loudmila Teacher Secondary School # 69, Vladivostok 97 Kuleshova Larissa Director Education Department of Children's Development Center, Vladivostok 98 Kuznetsova Marina Teacher Young Environmentalist Club, Partizansk, Primorskiy Krai 99 Latysheva Loudmila Teacher of Vocational School # 9, Vladivostok Chemistry and Biology 100 Lebedev Anatolii TV Journalist Program "Zapovedano", Vladivostok's TV, Vladivostok 101 Lebedeva Larissa Teacher Municipal School and Lyceum, Vladivostok 102 Lenskaya Svetlana Research Fellow Zapovednik, Kamenushka, Ussuriisk Region, Primorskiy Krai 103 Levchenko Irina Teacher Secondary School # 22, Vladivostok 104 Lisiakova Valentina Teacher Kindergarten # 150, Vladivostok 105 Loenko Olga Head Nature Department, V.G.Arseniev's Museum, Vladivostok 106 Logvinova Irina Director Institute for Teacher's Upgrading, Vladivostok 107 Lomakina Tatiana Director Environmental and Biological Center, Vlad ivostok 108 Lubenskaya Valentina Director Kindergarten # 19, Anuchino, Primorskiy Krai 109 Lushnikova Olga Teacher Kindergarten # 31, Bolshoi Kamen, Primorskiy Krai 110 Lutiens Miranda Program ISAR/RFE, Vladivostok Coordinator 111 Maksimova Galina Leader Environmental Club "URAGUS", Ternei, Primorskiy Krai 112 Malyshev Aleksandr Regional "Green Cross", RFE, Vladivostok Coordinator 113 Manaev Vladimir Teacher Young Environmentalist Club, Nakhodka, Primorskiy Krai 114 Mariash Tamara Program Manager City Education Department, Dalnerechensk, Primorskiy Krai 115 Markina Margarita Program Environmental Tourist Company Specialist "EKZOTOUR", Vladivostok 116 Martynova Nadejda Teacher Secondary School, Siavianka, Primorskiy Krai 117 Matlyn Sergei Chairman Committee on Young People Activity, Vladivostok 118 Medelian Elena Teacher Secondary School, Cherniatino, Oktiabrskii Region, Primorskiy Krai

II Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997

119 Melnichuk Vera Teacher of Secondary School # 9, Subirtsevo, geography Chernigivskiy region, Primorskiy Krai 120 Melnik Tatiana Psychologist Consulting Center "Blue Bird", Vladivostok 121 Melnikov Dimitrii Program Manager Environmental Tourist Company "Ekzotour", Komsomolsk-on-Amur, Primorskiy Krai 122 Melnikova Loudmila Teacher Secondary School # 78, Vladivostok 123 Mesheriakov Vladimir Director of Center for Children's Development, Entomology Vladivostok School 124 Miagkova Julia Director Kinder garden # 1, Fokino, Primorskiy Krai 125 Minskoi Sergei Teacher of Non governmental Educational Geography Institution "Russian College", Vladivostok 126 Nagornaya Valentina Teacher Secondary School # 22, Vladivostok 127 Nedolujko Valeri Director Botanical Garden RFE RAS, Vladivostok 128 Nesterenko Valeri Director Hankaiski State Reserve, Kamen- Rybolov, Hanka Region, Primorskiy Krai 129 Nevalennaya Tatyana Senior Specialist Primorskiy Krai Committee on Environmental Protection, Vladivostok 130 Nikitina Victoria Teacher Secondary School # 42, Vladivostok 131 Nikitenko Loudmila Teacher Secondary School, Mikhailovka, Primorskiy Krai 132 Nisiakova Valentina Teacher KIndergarten # 150, Vladivostok 133 Nodvednikova Larissa Teacher Kindergarten # 34, Artem Primorskiy Krai 134 Nosova Elena Teacher Municipal School and Lyceum # 41, Vladivostok 135 Novik Alia Journalist Newspaper "PRIBOI", Vladivostok 136 Offshoskaya Natalia Teacher of Far Eastern State University, Architecture and Vladivostok Design 137 Ogurtsova Tamara Head of Environmental and Biological Center, Department Vladivostok 138 Olesova Tatiana Teacher Teenagers Club "CHUDETSTVO", Fokino, Primorskiy Krai 139 Onufrienko Evgenia Program "Green Cross"/RFE, Vladivostok Specialist 140 Ovcheriak Olga Senior Specialist Museum of V.K.Arseniev, Vladivostok 141 Oznobihin Valeri Program Institute for Teachers' Upgrading, Specialist Vladivostok 142 Pankova Tatiana Teacher Secondary School # 3, Kvalerovo, Primorskiy Krai 143 Patasheva Lidia Librarian City Library, Fokino, Primorskiy Krai 144 Permiakova Iya Journalist Newspaper "Utro Rossii", Vladivostok 145 Permiakova Olga Teacher of Kindergarten # 157, Vladivostok Ecology 146 Peshkova Anna Teacher Environmental Association "Zelenoe Kolechko", Novomikhailovka, Primorskiy Krai 147 Petrochenko Zinaida Program City Your Tourists Club, Vladivostok

12 Environmental Policy and Technology Project C:onference"Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 Specialist 148 Petrunko Aleksandr Deputy Director Institute for Teacher's Upgrading, Vladivostok 149 Poddubnii Andrei Associate Department of Ecology, Far Eastern Professor State University, Vladivostok 150 Podosinnikov Aleksandr Director Krai Environmental Foundation, Vladivostok 151 Pokudov Valentin Acting Director "Green Cross"/RFE, Vladivostok 152 Poliakova Olga Teacher of Secondary School, Roshino, Geography Krasnoarmeiskiy Region, Primorskiy Krai 153 Polovnikova Aleksandra Teacher Secondary School, Shumniy, Primorskiy Krai 154 Poltorak Loudmila Post graduate Geographical Department, Far Student Eastern State University, Vladivostok 155 Pomytkina Olga Teacher Secondary School # 37, Vladivostok 156 F.?opova Elena Teacher of Secondary School # 22, Vladivostok Geography and Ecology 157 Potasheva Valentina Director Kinder garden # 12, Fokino, Primorskiy Krai 158 Preobrajenskiy Boris Head of the Pacific Institute of Geography, Laboratory Vladivostok 159 Prikhodko Anatoli Head Forestry Department of Krai Administration, Vladivostok, Primorskiy Krai 160 Prjemenetskaya Valentina Associated Department of Ecology, Vladivostok Professor 161 Pronin Artem Journalist N'ewspaper "Vladivostok", Vladivostok 162 Protasova Olga Teacher Kindergarten # 9, Partizansk, Primorskiy Krai 163 Protasova Olga Director Kindergarten # 12, Fokino, Primorskiy Krai 164 Ralko Vitalii Head Environmental Protection Department of City Administration, Vladivostok 165 Revunova Tatiana Research Fellow Institute for Marine Biology, RFE RAS, Vladivostok 166 Rodina Galina Teacher Kindergarten # 4, Vladivostok

167 Romanenko Artur Journalist Newspaper II Arsenievskii Vesti", Arseniev, Primorskiy Krai 168 Rudenko Loudmila Teacher Kinder Garden # 13, Dunai Veteranov, Fokino Region, Primorskiy Krai 169 Rynkov Vladimir Professor Society of Amurskiy Krai, Vladivostok 170 Sabusiva Loubov Director Secondary School # 20, Vladivostok 171 Sadov Vladimir TV Journalist Vladivostok TV, Primorskiy Krai 172 Salul Loubov Head of the Guide Society of Amurskiy Krai, Section Vladivostok 173 Safonova Evgenia Teacher Kindergarten # 67, Vladivostok 174 Sakovich Igor Teacher Secondary School # 45, Blagoveshensk, Amurskaya oblast 175 Salaub Galina Teacher Kindergarten # 103, Vladivostok 176 Samchinskaya Loubov Teacher Secondary School # 45, Partizansk, Primorskiy Krai 177 Sapojnikova Valentina Program Institute for Upgrading Skills of

13 Environmental Policy and Technology Project Conference "Environmental Education Developmeut In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 Specialist Teachers, Vladivostok 178 Sarkina Tatiana Teacher Scout Team "Drakosha", Fokino, Primorskiy Krai 179 Savchenko Larissa Teacher of Teachers Training College # 2, Biology Vladivostok, Primorskiy Krai 180 Semenov Anton Program ISAR/RFE, Vladivostok Specialist 181 Shapkin Nikolai President "Green Cross"/RFE, Vladivostok 182 Shapsherova Marina Program US Catholic Charity Service, Coordinator Vladivostok 183 Sherstuk Irina Program Manager City Education Department, Bolshoi Kamen, Primorskiy Krai 184 Shetinina Olga Teacher Secondary School # 35, Vladivostok 185 Shimko Irina Teacher Non governmental School "GARMONIA", Vladivostok 186 Shinakova Lilia Teacher of Secondary School #17, Artem, Ecology Primorskiy Krai 187 Shirova Valentina Teacher Kindergarten # 44, Vladivostok 188 Shugai Nikolai Head of Education Krai Administration, Vladivostok Department 189 Shumar Galina Teacher Kinder garden # 27, Spassk, 190 Shuvalov Valerii Teacher of Secondary School # 56, Vladivostok 191 Silin Juri Teacher 192 Sklianchuk Marina Teacher of Secondary School # 40, Vladivostok, 193 Skripko Tatiana Director Kindergarten # 49, Vladivostok, 194 Slits Loudmila Teacher Kindergarten # 27, Artemovskiy, 195 Smirnova Elena Journalist Primorskiy Krai Radio "Vostochniy Express", Vladivostok 196 Smetanin Victor Director Environmental Tourist Company "EKZOTOUR", Vladivostok 197 Smetatnina Natalia Program Environmental Tourist Company Coordinator "EKZOTOUR", Vladivostok 198 Soldatova Tatiana Head of the Environmental Management Department Department of City Administration, Fokino, Primorskiy Krai 199 Solkin Vasilii Chief Editor Magazine "Zov ", Vladivostok 200 Solovieva Olga Program IW"stitute for Teacher's Upgrading, Specialist Vladivostok 201 Sokolov Andrei Director City Environmental Foundation, Vladivostok 202 Stankevich Victor Deputy Head Education Department, Krai Administration, Vladivostok 203 Stepakina Loudmila Teacher Kindergarten # 121, Vladivostok

204 Stepukina Loudmila Director Kindergarten # 21, Vladivostok

205 Stomatiuk Evgeni Chairman Committee on Natural Resources of Krai Administration, Vladivostok 206 Sushitskiy Juri Deputy Director Hankaiski State Reserve, Kamen- Rybolov, Hanka Region, Primorskiy Krai 207 Talebina Olga Teacher of Secondary School # 6, Vozdvijenka, Chemistry Ussuriisk Region, Primorskiy Krai 208 Tishenko Evgenia Teacher Secondary School # 67, Vladivostok 209 Tomchenko Vladimir Teacher of Secondary School # 45, Vladivostok Geography 210 Trofimova Anna Program Environmental Education Consulting Specialist Center, Vladivostok 211 Troinin Vladimir Journalist Children's Environmental Information

14 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 .... Center, Vladivostok 212 Udalova Irina Program Institute for Teachers' Upgrading, Specialist Vladivostok 213 Vakurina Loubov Teacher Kindergarten # 4, Vladivostok 214 Vasineva Loudmila Research Fellow Botanical Garden, Vladivostok 215 Vasutina Loubov Teacher of Secondary School # 62, Vladivostok Biology 216 Vectomova Loudmila Program Manager Kindergarten # 4, Vladivostok 217 Veriga Sergei Teacher Young Environmentalist Club, Arseniev, Primorskiy Krai 218 Vigovskaya Larissa Project WNF, Vladivostoki Coordinator 219 Vlasenko Loudmila Leader NGO "PERVOTSVET", Vladivostok 220 Voronaya Galina Teacher Non governmental Environmental Organization "ZARZVER", Lazo, Primorskiy Krai 221 Voropaeva Tatiana Teacher Vocational School# 7, Vladivostok 222 Volkova Nadejda Teacher of Secondary School # 251, Fokino, Biology Primorskiy Krai 223 Vrish Alexander Teacher Secondary School # 1, Vladivostok 224 Yarmolik Ekaterina Director Kindergarten # 15, Vladivostok 225 Yaronskaya Valentina Teacher Secondary School # 3, Bikin, Khabarovskiy Krai 226 Volvenko Irina Engineer Far Eastern State University, Zoological Museum, Vladivostok 227 Vyshin Igor Director WWF/RFE, Vladivostok 228 Zadorianskaya Raissa Teacher Kindergarten # 22, Artem, Primorskiy Krai 229 Zaeva Tatiana Teacher Environmental Center, Primorskaya, Hasan Region, Primorskiy Krai 230 Zagibina Tatiana Teacher Kindergarten # 22, Artem, Primorskiy Krai 231 Zimina Natalia Teacher Secondary School # 7, Vladivostok, Primorskiy Krai 232 Zolotchenko Marina Teacher Gimnasia of Pervorechenskii District, Vladivostok 233 Zubkova Nadejda Program City Administration, Vladivostok Specialist 234 Zviagentsova Tatiana Teacher Young Environmentalist Club, Torgoviy, Primorskiy Krai

15 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13.15, 1997

4. Final Resolution

Environmental Education Conference conducted in Vladivostok on March 12-15, 1997 was initiated by: Association ofEnvironmental Educators "Krug" Far Eastern Office of"Oreen Cross" and supported by: EPT/RFE Primorye Krai Department ofEducation Primorye Krai Teachers Retraining Institute Kraikompriroda Vladivostok City Youth Center ISAR Far Eastern State University Information Center "Ecologos" Ecology and Tourism Company "Pacificintour" Central Children's Libarary

Over 230 people from Primorye krai and some representatives from Khabarovsky krai and Amurskay oblast participated in 2 plenary sessions, 11 sections, 18 workshops and 4 round tables. Different aspects oftheory and practice were presented and widely discussed at the conference. The conference resolution points out that EE is an essential element in the environmentally sustainable development ofthe Primorye Krai with its specific geographical, environmental and socio-economic conditions and specific environmental problems.

Therefore, as a result ofdiscussions and exchange on the EE development problems and perspectives the conference concludes that the following represents important strategic objectives towards EE development in 1997: establishing the Krai Interagency Commission as the structure for the long-term strategic planning and regional EE concept development development of regional EE regulations for Primorye krai

The conference considers the priority EE tasks to be following:

introduction ofa continuing EE system in the krai teacher's training and retraining courses strengthening developing regionally oriented EE programs and introducing them into schools based on cooperation between NOOs and government organizations on one hand, and on diversity of methods and approaches, on the other publishing an EE information journal

The conference considers the following to be important for further EE development in the krai: to apply to the Teachers' Retraining Institute to: a) prepare for publication the EE programs and technologies that received positive assessment during the

16 Environmental Policy and Technology Project Confer'encle'''E:nvilromneRtal Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15,1997 , conference; b) conduct on a regular basis exchange type seminars for teachers using a particular EE program. to conduct annual EE conferences for teachers and specialists to hold children's environmental festivals and conferences to apply to the krai administration and kraikompriroda to speed up decisions on establishing natural and national parks to establish an Independent Expert's Council on EE that will further promote EE andprovide the leadership for implementation ofconference decisions

The conference applies to the krai administration with the following suggestions for EE development in Primorye krai:

1. The conference considers establishing the Interagency EE Commission in Ptimorye krai to be an important tool for coordination ofefforts of all parties interested in EE development: The Interagency EE Commission should consist ofthe following representatives: the government executive structures environmental protection agencies educational establishments non-commercial educational establishments research organizations and colleges NGDs commercial organizations 2. The following aspects are important to be considered while establishing the Interagency Commission: to provide representation ofthe above mentioned groups in the commission to develop a charter that provides for rotating membership, and a democratic decision-making process including in the Commission representatives ofPrimorye krai EcologicallBiological Center, Vladivostok City Youth Palace, WWF, "Ecologos" Foundation, Botanical garden, Primorye krai reserves

17 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15,1997

5. The Results of the Final Survey of Completed Questionnaires Distributed Among Participants at the Conference A total of 157 completed questionnaires were processed. 1. Do you think such conferences need to be held in order to form the basis for environmental education throughout the territory? Yes - 150 persons. No - 1 person. Undecided - 5 persons. One respondent did not give any answer.

2. What do you think are the most effective forms of work used during the conference? • Creative workshops - 143 persons; • Discussions in sections - 126 persons; • Round-table discussions - 104 persons; • Exhibitions - 83 persons; • Plenary sessions - 55 persons. 3. What are the reports whose findings you plan to use in your future work (e.g. reports delivered during plenary sessIons, reports delivered during discussions in sections, creative workshops or exhibitions)?

Reports: "The Philosophical Aspects ofEnvironmental Education", by B.V. Preobrazhensky­ 18 persons; "Work Relating to Environmental Education in Rural Schools", by Yu.D. Chugunov­ 18 persons; "Certain Aspects of Socially-oriented Environmental Science and Education", by V.S. Rynkov - 13 persons; "The Goals and Values of Environmental Education in the Primorye Territory", by A.V. Petrunka - 11 persons; "Concerning Various Approaches to Environmental Education", by V.N. Kubanina ­ 9 persons; A report by Yu.S. Salin - 4 persons: "Traditional Folk Art and Environmental Education", by N.!. Boyarintseva persons; "The Topical Nature of Environmental Education", by N.K. Khristoforova 3 persons~ "Continuous Environmental Education", by A.V. Zhirmunsky - I person.

18 EnvironmentalPolicy and Technology Project CO~lferl~I\CI~!!EnvhroDlnentalEducation Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 Discussions in sections: Research and Practical Work Conducted by School Children - 14 persons; A Program for Junior School Children Designed by T. V. Shpotova - 11 persons; Environmental Camps - 9 persons; Environmental Education at School: the Regional component - 5 persons (3 persons pointed to a brief report made by a.v. Falman (Bolshoi Kamen), and one person pointed to a report delivered during the round-table discussion chaired by Ye.V. Medelyan (valeology); Environmental Steps Taken at School Level- 4 persons; Environmental Education at Institutions ofFurther Training - 3 persons; Environmental. Education ofJunior School Children - 2 persons; Environmental Programs for High Schools - 1 person; National Parks and Environmental Tourism - 1 person; Work in the Area of Environmental Education Conducted by Museums and Libraries - 1 person; Environmental Education ofPre-School Children - 1 person.

Creative workshops: N. Krabtri. Garbage Can Also Be Put to Use - 26 persons; V.l. Troinin, Member ofthe Union ofWriters. Teaching Admiration for Local Nature. Celebrating the "Day ofthe Tiger" - 20 persons; L.V. Vasyutina. Ecology of Man. The Social Habitat of Man. Psychological Aspects (city ofVladivostok) - 15 persons; T.D. Maksimova, O.T. Permyakova. Lessons Taken from the Program Ecology in Colors Designed for Children of Six to Seven Years of Age (settlement of Ternei) ­ 14 persons; MTV. Marina. Traveling Locally. A Program for Pre-School and Junior School Children - 14 persons; OA Borisovskaya. The Work Conducted by the Center "Mandarinka" - 11 persons; 10M. Nikitenko. Concerning the Performance of the Environmental Center "Zeleny Luch" (settlement ofMikhailovka) - 11 persons; T.V. Pankova, N.N. Martynova. Lessons Taken From the Program "Ecology in Games" Designed by T.V. Shpotova for Children of Seven to Eight Years of Age (settlement ofSlavyanka) - 10 persons; 1.1. Vlasenko. Let Us Decorate Earth with Flowers. The Informal Organization "Pervotsvet", city ofVladivostok - 9 persons; A. Belozer, F. Chan. A Lesson Relating to the Program "Planet ofSeas" - 9 persons;

19 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 D.A Melnikov. Experience Gained from Organizing Environmental and Health Summer Camps. The Principles of Developing Programs, city of Komsomolsk-on­ Amur - 9 persons; A Lesson Relating to a Project Designed by the Student Group "Vagabond Environmentalists" - 9 persons; Z.M. Bakhareva. A program on Valeology and Health Lessons for Junior School Children (city ofVladivostok) - 8 persons; V.V. Kondrashkina. Lesson Taken from the "Tiger and its habitat", a WWF Program -7 persons; N.I. Boyarintseva. Some Experience Gained from Noosphere-Related Educational Programs; Work Conducted at a School of Ethnography and Applied Art (city of Komsomolsk-on-Amur - 5 persons; S.S. Minskoi. Three Views on the Origin ofEarth. A Combined Lesson of Geography and Literature (city ofVladivostok) - 4 persons; L.M. Smetanina, M.V. Markina. The Importance of Environmental Education for Excursion Parties. The Excursion Penetrating the Underground Secrets of the Vladivostok Fortress - 3 persons; AA Karnenko. Procedures for Determining the Levels of Toxic Substances in the Air. A Demonstration Experiment - 2 persons; V.V. Tomchenko. Applying the Findings Made by Members ofthe Club "Peshekhod" During Their Trips to Geography Lessons for 8th Grade Pupils (city ofVladivostok) ­ 2 persons; AI. Polovnikova. A Children's Theater in the Settlement of Shumny. Education Through Art - 1 person;

Round-table discussions: Cooperation of State and Non-State Organizations as a Development Path of Environmental Education Throughout the Territory (presenter V.N. Kubanina) ­ 1 person; Challenges in the Area of the Environment and Environmental Education Facing the Primorye Territory (presenter N.K. Khristoforova) - 13 persons; The Goals and Objectives of Environmental Education (presenter AV. Petrunko) ­ 2 persons; The Issues of Developing Environmental Education Throughout the Territory and Their Potential Solutions (presenter N.M. Smetanina) - 3 persons;

Exhibits: Six persons + exhibits displayed at an exhibition arranged by Ms. Volkova (town ofFokino) won special praise - 3 persons;

In addition, praise was given to the contributions made by the following persons and entities: Environmental camp"Azimut" - 1 person;

20 Environmental Policy and Technology Project Coulf~1"4~jicf~··~.E."..n.."r..ir01Bmf~ntal Education Development In Primorskiy Krai: Trends and Prospects" •.•.•• Vladivostok, .March 13-15, 1997 Introduction of an environmental tutorial course in a college forming part of the Far Eastern State University (DVGU) - 1 person; Materials presented by PIPKRO and DVGU employees (Department of the Environment) -1 person; Abstracts - 2 persons; ISAR literature - 1 person; Insights into the work of the Federal Coordinating Center for Environmental Education (FKTs EO) (Ms. Kondrashova) - 1 person; Bulletin issued by "Eco-Logos" -I person; Environmental association "Krug" (Ms. Chan) - 1 person; Report delivered by Ms. Sklyanchuk - 1 person; another report made by Ms. Ashchepkina. Business games -I person; 4. Are you satisfied with your personal involvement in the work of the conference? Yes - 111 persons; No - 21 persons; Undecided - 17 persons; Eight respondents did not give any answers. 5. What are the results ofthe conference that you consider most important? Sharing experience - 34 persons; Meeting new people - 25 persons; Communicating with persons who hold similar views - 20 persons; , Gaining information - 11 persons; Aquisition ofLiterature - 11 persons; Establishing contacts - 10 persons; Getting an awareness ofnew methods ofwork - 5 persons; The resolution - 5 persons; The exhibition - 3 persons; Abstracts - 1 person. In addition, two persons pointed to: The Round-table discussion on "The issues of developing environmental education throughout the territory and their potential solutions" and Ms. Shpotova's programs. Creative workshops: chaired by Ms. Vasyutina - 1 person; chaired by Ms. Kondrashkina - 1 person; chaired by Mr. Troinin - 1 person; chaired by Mr. Krabtri - 1 person; chaired by Mr. Boyarintsev - 1 person; chaired by Ms. Minskaya - 1 person. Replenishment ofthe database - 2 persons; Richness and diversity ofthe exhibition - 2 persons;

21 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 Discussion in the section Research and Practical Work of School Children - 1 person; Report delivered by Yu.S. Salin - 1 person; Meeting with Mr. Preobrazhensky and Mr. Salin; Work conducted by A.S. Peshkova; Work ofthe section "National Parks" Information on environmental camps - 1 person and information on environmental routes - 1 person; Meetings with scientists - 1 person; Free access to a copying machine - 1 person; And also: • consolidation ofeffort; • diversity ofthe ways and methods ofenvironmental education; • identification ofdevelopment prospects; • an opportunity to put various organizations together; • an awareness of the roles of their respective organizations III terms of environmental education.

Participants in the conference also pointed to the following tangible results: • development ofnew concepts - 2 persons;

• an ability to share one's experience -I person; c • high appreciation ofone's work (seven hours dedicated to learning) - 1 person; • presentation ofone's museum - 1 person; • supply ofenergy; • an opportunity to choose adequate forms of involvement in the conference - 1 person; • getting to know more about state, public and commercial entities involved in environmental education - one person; • identification ofthe goals and objectives ofenvironmental education - 1 person; • integration of those involved III territory-wide environmental education 1 person; • methodological improvements III territory-wide environmental education 1 person; • an awareness ofthe level ofterritory-wide environmental education - 1 person; • the very fact that the conference was held - 1 person; • an interest in and support of an extra-mural environmental and biological school as a form of environmental education proposed by the Primorye Environmental and Biological University (PEBU);

6. What do think was a revelation for you during the conference? Many enthusiastic people (stressed by 8 persons); Mr. Chugunov's report - 3 persons;

22 Environmental Policy and Technology Project Conferellce;~El\vironmentalEducation Development InPrimorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 Mr. Rynkov's report - 2 persons; Exhibitions - 2 persons; An excursion to Advanced Post No.3 - 2 persons; Books presented by ISAR - 1 person; A pleasant atmosphere, a profound and concerned approach to environmental issues; Mutual understanding, creative and concerned people; An informal and generally creative working environment; Meeting with talented individuals who have developed programs oftheir own; Coming to know about teachers who specialize in human sociology; Unification oforganizations in the Primorye territory in order to hold this conference; • Cooperation between various institutions; The holding ofthe conference itself; An awareness ofthe "Day ofthe Tiger" celebration; Meeting with Ms. Borisovskaya, Ms. Peshkova and Ms. Markina; Creative workshop "Garbage Can Also Be Put to Use" - 3 persons; "Let Us Decorate Earth with Flowers" - 2 persons; Knowledgeable work ofthe organizing committee - ~ persons; ISAR services - 2 persons; Becoming aware ofthe program "Leaves Held in Palms" - 2 persons; A nice exhibition - 2 persons; The palace itself, its contents, and the organization ofwork - 2 persons; Ms. Shpotova's program "Ecology in Colors" and Games"; A creative workshop on ethnography and applied art; Work on the EPT project; "Pacificintour"; Payment ofbusiness trip expenses; A rich selection ofliterature; An interested approach to developing ecotourism by territorial environmental protection officials; A successful mutual understanding between particular state and commercial organizations; Support from commercial entities; Support for the protection ofnature; Availability ofvarious options so that each participant could chose what he liked best;

23 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 The fact that environmental education issues have finally been put at the top of the territorial agenda; Ms. Maksimova's book "Environmental education ofpre-school children" A deep interest in valeology - Mr. Derzhavin and Ms. Kondrashova.

7. The EPT project held a series of training seminars from 1995 through 1997. Note your seminar attendances: • The Program for "Ecology in Colors" and games designed for junior school children - 44 persons; • "Interactive Methodologies In Environmental Education" - 20 persons; • "Seven Steps Towards Learning" - 3 persons; • Others (please specify) Ecojuris - three persons; WWF's Program "The Tiger and Its Habitat" - 3 persons; principles ofenvironmental information - 2 persons; Environmental leadership - 2 persons; Environmental education ofpre-school children - 2 persons; A seminar on ecology - 1 person; A tutorial course on ecology presented by professor Zakhlebny - 1 person; Ethnography and ecology - 1 person. a) Which ofthe above do you think have been most useful for you? • Ms. Shpotova's program of"Ecology in Colors" and games - 34 persons; • interactive methodologies - 13 persons; • principles ofecological information - 2 persons; • environmental leadership - 2 persons; • the first seminar ofEcojuris, ecology - 1 person; All seminars were useful both in terms of involvement in them and the information presented by colleagues - 1 person. b) What do you think are the seminars that need to be arranged in the future? • "Ecology in Colors" and games - 18 persons; • An ecological tutorial course on field research methodologies - 6 persons; • Seminars for teachers ofteenage school children - 4 persons; • Ecotourism and national parks - 4 persons; • Seven steps towards learning - 3 persons; • Research work conducted by students - 3 persons; • An ecological tutorial course on environmental pollution - 2 persons; • Ecological leadership and business plus ecology theme - 2 persons; • Popular research methods in ecology - 2 persons; •A lesson on valeology - 1 person; • Coordination ofwork in the area ofenvironmental education - 1 person;

24 Environmental Policy and Technology Project CO~lferl~nc~~"~Envil'onrnellitalEducation Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13·15, 1997 •A lesson on practical psychology - 1 person; • How to use the Internet, a survey of work conducted under the EPT project, and an outline ofmethods used by NGOs in their work - 1 person; •A seminar on the environmental condition ofthe city ofVladivostok; • Ms. Vyzhova's environmental programs; • Mr. Nikolayev's environmental education programs; • Ms. Peshkova's working experience; • Work conducted by environmental organizations with the mass media; • Discussions on environmental issues in sections; • International environmental competitions under the auspIces of the United Nations' UNESCO; • Environmental education ofpre-school children; • Competitions conducted through the mass media; • The importance ofregion-wide ecology for school children; •A discussion on forest utilization issues; • Environmental games; • Environmental excursions; •A course of lectures on environmental issues faced by the Primorye territory; Training seminars relating to region-specific programs; • To hold a children's conference on environmental issues; • To create a center which would put together environmentally-minded school children and coordinate their work; • Monitoring ofthe environment; • Environmental education in cultural institutions (museums; libraries, etc.) ­ 2 persons.

25 EnvironmentalPolicy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok,. March 13-15, 1997 6. Sections Performance Report

1. Environmental Education at School: the Regional Component Presenter A.A. Gulbina

A total of35 persons were present. Reports were delivered by 12 persons. The reports covered general issues of environmental education, issues relating to continuous environmental education, and the necessity ofupgrading the contents of disciplines making part ofthe cycle ofnatural sciences. M.R. Sklyanchuk shared her experience relating to preparing an environmental passport for the school No. 40 of the city of Vladivostok. Her report showed that the environmental condition ofa school may affect the physical and psychological state of students. The school carries out work which relates not only to assessing the environment but also to improving it. The report provoked much interest from teachers and was recognized as the best one judging from their comments provided in completed questionnaires. a.v. Falman who works as a teacher at school No. 44 of the town ofBolshoi Kamen shared her experience in teaching ecology to students. She stressed the need of continuous environmental education at school and reported that children were engaged in a campaign for the preservation of the environment of their home town and against building purification facilities for the waste of nuclear submarines. Ye.V. Medelyan, a high school teacher from the Oktyabrsky district of the town of Chemyatinsk, expanded the course entitled Man and Health by introducing certain components of the Ecology of Man program, using data from the district sanitary and epidemiological station and conducting practical field work (such as evaluating the condition of drinking water) and excursions. The training process forms a new approach by humans towards their health and the environment. O. Khokhryakova spoke of how environmental education of school children is provided at the Lazo national park. They designed a program called Love and Knowledge of Homeland. Accomplishment-driven competitions are arranged. The teacher and students keep a record ofmajor developments of regional importance. An environmental camp is organized at the national park in summer. G.V. Gukov, a lecturer of the chair of geography in the Ussuriisk Pedagogical Institute, reported that its geographical department was about to offer a course on how to establish forest areas placed under the supervision of schools. V.V. Kondrashkina, an educational adviser with the Primorskaya environmental and epidemiological station, spoke about the research work conducted by school children while they stayed in an environmental camp on Rikorda island. a.M. Polyakova, a teacher of the Roshchino high school, shared some exceptional experience ofexploring her native land. School children laid an environmental path which goes through various environments induding a river, a meadow and a marsh. The path runs across sites where archaeological excavations were carried out and helps identify anthropogenic factors. Children established a game preserve supervised by their school where rallies are held. An environmental passport ofthe area has been prepared.

26 Environmental Policy and Technology Project Conference"Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15, 1997 Virtually all speakers stressed the need of an integrated and interdisciplinary approach to environmental education and stressed the necessity of research work conducted by school children and their involvement in practical steps aimed at protecting the nature of their homeland. It was also noted that teachers are not equipped with an environmental research methodology and that there is a lack of region-wide recommendations as to how to organize such work.

Proposals: To introduce continuous environmental education into curricula. To introduce ecology into various school disciplines with account taken of regional specifics. • To design methodologies enabling school children to carry out environmental research ofthe nature oftheir homeland. To take preparatory steps in order to publish a territory-wide informational bulletin which would sum up the practical environmental experience gained by both teachers and school children.

2. Environmental Steps at School Presenter O.G. Permyakova The discussion in this section was held within the framework ofthe conference Forming the basis for environmental education throughout the Primorye Territory. Trends and Prospects on March 14, 1997. A total of 90 persons attended the discussion in this section. Seven reports were made. According to participants, they believed that reports delivered by L.R. Sklyanchuk (high school No. 40 from the city of Vladivostok), L.M. Vlasenko (PEBU from the city ofVladivostok), S. Lenskaya (Ussuriisk national park) and T.V. Zayeva proved to be most informative. Despite the fact that the lecture revealed that environmental actions covered mostly children ofjunior and middle ages in territorial schools, high school No. 40 of Vladivostok carries out active work with school seniors. Teachers of this school proposed to organize an action related to children's health because this issue currently draws very little attention. They suggest that a debate called "To Smoke or Not to Smoke" should be held with school children of senior age. Another proposal is to conduct a survey "Which Study Room Gives You Most Comfort and The Day of Health". In addition, the following forms of environmental actions were proposed during the discussion in this section: 1. Research-based (compilation of a school environmental passport, publication ofa bulletin on environmental issues). 2. Competition-based (exhibitions of drawings, competitions on various disciplines similar to Olympic games, publication of a "Lesnaya Gazeta", etc.).

27 EnvironmentalPolicy and TechnologyPr~ject Conference "Environmental Edncation Development In Primorskiy Krai:Trends and Prospects" Vladivostok,. March 13"15, 1997 3. Game-based ("Environmental Boomerang", "Eco-Casino", "Eco- Accident", etc.). 4. Inquisitive (excursions, lectures, debates). 5. Productive (collection ofwaste paper, planting offlowers and trees). It was recommended that considerable attention should be given to environmental holidays because they affect emotional conscience and help build a positive attitude towards nature. In addition, special attention was given to carrying out large-scale environmental actions. A proposal was made to incorporate the following scheduled environmental actions in a resolution: 1. April 22 - To hold an environmental festival of children's creative works because there are several children's theaters and public consciousness teams operating in the territory, of which two were represented at the conference (this proposal was initiated by T.V. Zayeva), (S. Lenskaya is the head ofthe environmental theater "Ecotera"); 2. May - "The holiday of Primroses" (Adonis' Day). It is recommended that a leaflet be issued and distributed concerning the protection of Adonises on the eve ofthe holiday (proposal initiated by L.M. Vlasenko). 3. November - "The Holiday ofBirds". 4. February -"The Day against Smoking". Section members believe their proposals will be taken into account.

3. TV Shpotova's Programs for Junior School Children Presenter G. Chan

A total of 20 teachers and employees of kindergartens and institutions of further training were involved in the work of this section, of which 17 use programs such as "Ecology in Colors" and "Ecology in Games" " in their work. The list of speakers during the discussion included the following persons: N.N. Martynova from Slavyanka, T.V. Pankova from Kavalerovo, a.p. Brodyagina from Vrangel, G.P. Shumar from Spassk-Dalny, G.N. Tkachenko from Anuchino, O.V. Protasova from Avangard, L.P. Samchinskaya from Partizansk, O.G. Permyakova from Vladivostok, L.I. Vlasenko from Vladivostok, T.O. Olesova and T.V. Sarkina from Fokino, and T.V. Gatunok from Vladivostok. The speakers noted that: 1. Children are fond of the programs "Ecology in Colors" and "Ecology in Games" "; the program "Ecology in Colors" enjoys success with pupils ofthe 1st and 2nd grades, while the program "Ecology in Colors", Part I, is successful in the 3th and 4th grades. 2. Children are fond of drawing, being engaged in other "productive" work or performances during environment-related lessons.

28 Environmental Policy and TechnologyProj¢ct .. Conference "Environmental Education Development InPrim()rskiyID'lli:Tre Vladivostok,·.• March 13-15;1997 3. Despite the fact that much work (such as producing all sorts of visual aids) ­ needs to be done in preparation for classes, teachers enjoy using these programs. 4. All teachers who use these programs need to have their final parts available to them. 5. While experiencing annual workloads of 144 hours during work in study groups, teachers have made contributions oftheir own to these programs. 6. Work relating to these programs involves more fun and visual effect in rural areas featuring rich natural landscapes. 7. There is a need to complement programs with regional flavor such as local species ofplants and animals. 8. There is a need for a meeting among kindergarten tutors using the program "Ecology in Colors" in order to share their experience in adapting this program to children ofpre-school age. 9. There are certain difficulties in terms of helping children comprehend particular themes of the program "Ecology in Games" ", Part II, such as lessons dedicated to ecosystems and ecotones. 1O. A great number of people have expressed a wish to work using T.V. Shpotova's program. , 11. As for communicating the program through seminars, the right to conduct· such seminars has been given by T.V. Shpotova to "Krug", an environmental association of teachers, on the condition that presenters have spent at least one year using these programs and ethical 'Considerations are taken into account. 12. There is a need for organizing a meeting in the form of a seminar for the purpose of sharing experience among teachers who use all T.V. Shpotova's programs in their work. The teachers who work using these programs have accomplished the following: 1. Detailed syllabi have been prepared relating to all the lessons under the program "Ecology in Colors", and several environmental tales have been written . (O.P. Brodyagina). 2. After the beginning of work under T.V. Shpotova's programs in the Anuchino high school, an environmental cabinet was established where exhibitions of children's works on environmental issues have been permanently displayed, among other things (G.N. Tkachenko). 3. Sets of bird-related color pictures were made for children on the eve of a holiday of hibernating birds, one copy of which was given to the cabinet of methodological studies under the project Ms. Shpotova's "Programs for Junior School Children" (T.V. Pankova). 4. Classes were designed in addition to the program such as "A Book of Winter's Complaints" and "A Book of Spring's Complaints" which may be printed out (L.P. Samchinskaya).

29 EnvironmentalPoli~y and TeehnologyProject Conference "Environmental Education DevelopmentIn.Ptimorskiy Krai: Trends and Prospects" Vladivostok, March 13.15,1997 5. Negative photos are available for lessons relating to the program "Ecology in Colors" such as "A Sun Ray and A Magical Rainbow", "A Village in Winter", "Multi-Colored Clouds in a Multi-Colored Sky" (G.M. Chan). 6. High-quality photo pictures of flowers and insects made by a professional photographer are available, which may be ordered in any quantity (from the cabinet of methodological studies ofthe Resource Center for Environmental Education). 7. In a kindergarten which serves as an environmental center in the town of Spassk-Dalny, some experience has been gained in terms of dividing responsibility for implementing the program "Ecology in Colors" between an environmentalist who takes care of the initial learning part of a lesson and a painter who takes care of the artistic part (this part of the lesson is set forth in syllabi which are available to all those who are interested) (G.P. Shumar). 8. "Drug", a children's environmental tutorial course (DEP) dedicated to cats and dogs, has been established on the basis ofthe DEP Dom (V.V. Yaronskaya).

Some difficulties and problems identified during class preparation and program implementation 1. A shortage of reliable and high-quality visual aids and, in particular, a shortage ofreproductions ofpictures relating to the following themes: biocenosis ofwoods - reproductions ofpictures depicting mixed woods; biocenosis of water reservoirs - the reproduction of a picture depicting a waterfall, reproduction ofpictures depicting sea colors; biocenosis of meadows - pictures of meadows, steppes, savannas in order to show aspects in which they differ~ 2. It is difficult to assemble a collection ofrocks and minerals. 3. Teachers face a shortage of color photographs of animals and plants of the Primorye territory (there is a need to somehow provide such visual aids to teachers). 4. Teachers face a shortage of slides about the nature of the Primorye territory (birds, plants) as well as slides depicting indoor plants. 5. Some teachers allow optional attendance at their lessons instead of including them in curricula, which gives rise to poor attendance. 6. There is a shortage of visual aids needed for lessons which deal with hibernating birds of the Primorye territory. (Some solutions to this problem have already been identified, and a collection of works about birds of the Primorye region compiled by N.M. Litvinenko has been prepared for publishing). Several solutions to the visual aids issue were proposed during the work ofthe section such as: 1) to distribute sets of visual aids relating to particular lessons among teachers, which need to be considered later for the purpose of printing more copies of them; 2) to assemble sets ofpostcards relating to particular lessons.

Teachers who have not worked using T.V. Shpotova's programs noted that they find these programs very familiar to them because they work using similar teaching methods and that they are eager to work using T.V. Shpotova's programs.

30 Environmental Policy and Technol~gy~l'~ject Conference "Environmental Education Development In PrimorskiyKrai: Vladivostok, March 13·15,1997 They stressed an exceptional atmosphere of creativity, mutual understanding and ­ assistance which provides linkage among teachers who use Shpotova's programs.

During the work of the section, a list was made ofthose who wish to undergo training at seminars on T.V. Shpotova's programs. Employees of the juvenile club "Chudetstvo" and members of the scout group "Drakosha" from the town of Fokino took particular interest in this option. An assessment of the completed questionnaires submitted by participants in the section showed that, according to some teachers, the most successful lessons forming part of the program "Ecology in Colors" are as follows: "Autumn Leaves" ; "Trees in Winter"; "Birds"; "Birds in Winter"; "The Bark ofTrees"; "Indoor Plants"; "Mosses and Lichens"; "Admiring a Blossoming Branch"; "Colors of Vegetation" (the latter may be considered a successful lesson because it was conducted really well). No lessons which might prove difficult to conduct were identified within this program. The following lessons falling under the program "Ecology in Garnes", Part I, were successfully conducted: "Time and I"; "Beaks", "Legs and Feathers"; "Ever­ Growing Woods"; "Biocenosis of Meadows"; "Biocenosis of Woods"; "Soils". Some found the lesson "Biocenosis of Woods" somewhat difficult. Presumably, various teachers conduct the same lessons in a different manner. As for the program "Ecology in Games" , Part II, successful lessons were conducted on subjects such as the theory of strata tectonics, ecotones, "What Do Trees Need Leaves For". It was noted, however, that this program causes many difficulties to some teachers. Many teachers expressed a willingness to produce visual aids for their lessons, and seven teachers of those" present (L.P. Samchinskaya, V.V. Yaronskaya, T.V. Pankova, L.I. Vlasenko, N.N. Martynova, O.G. Permyakova, G.M. Chan) who are members of the environmental associations of teacher "Krug" feel ready to conduct training seminars using T.V. Shpotova's programs. Based on the above, the section T.V. Shpotova's "Programs for Junior School Children" made the following proposal for inclusion in the resolution of the conference: acting on behalf of school teachers, employees of kindergartens and institutions of further training using T.V. Shpotova's programs in their work, to request the territorial administration of public education (KUNO) to organize a . seminar in the form of a meeting in order to let them exchange their experience of using this program and to discuss arising problems and difficulties; and to orgailize a series of training seminars relating to these programs due to the vast amount of applications for them. The list ofteachers who attended the section: 1. N.N. Martynova, settlement ofSlavyanka 2. V.V. Yaronskaya, town ofBikin 3. T.V. Pankova, settlement ofKavalerovo 4. L.M. Abramova, settlement ofGornorechensk 5. O.P. Brodyagina, settlement ofVrangel 6. G.P. Shurnar, town ofSpassk-Dalny 7. T.V. Gatunok, city ofVladivostok 8. S.r. Grigorevskaya, village ofKhorol 9. G.N. Tkachenko, village ofAnuchino

31 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai: Trends and Prospects" Vladivostok,. March 13-15, 1997 ...... 10. LN. Kholoden, city ofVladivostok 11. O.V. Protasova, settlement ofAvangard, Partizansk district 12. L.P. Samchinskaya, town ofPartizansk 13. G.R. Isayeva, settlement ofTrudovoye 14. G.D. Maksimova, settlement ofTernei, Primorye territory 15. LV. Sherstyuk, town ofBolshoi Kamen 16. O.D. Lushnikova, town ofBolshoi Kamen 17. L.L Vlasenko, city ofVladivostok 18. T.O. Olesova, town ofFokino 19. T.V. Sarkina, town ofFokino 20. O.G. Permyakova, city ofVladivostok

4. Environmental Camps

Presenter T.Lomakina

A total of 26 persons attended this section, and the following reports were delivered: 1. "The Role of Environmental Camps in the System of Out-of-School Education", by N.P. Fadeyeva. 2. "Environmental Shifts", by V.N. Bisikalova. 3. Reports delivered by a group of co-speakers including T.V. Isayeva, M.R. Simchuk and L.A. Poltorak involved in the implementation of "Azimut" projects. 4. "The Work ofthe Petty Academy ofMarine Biology", by Mr. Derzhavin. 5. "The Territorial Environmental and Biological Camp-School", by T. V. Lomakina. 6. "Lazo Environmental Camp 1995-1996", by T.N. Voronaya. The majority of those attending the section actively shared their methods of work in environmental camps as well as the pros and cons and general difficulties which arise while organizing and establishing environmental camps. According to N.P. Fadeyeva who has extensive experience in the work of environmental camps, the latter have followed two major development paths in the Primorye territory: 1. Environmental learning. 2. Environmentally-oriented tourism. Obviously, both paths are important because the above two types of environmental camps serve as a unique educational environment paving the way for the balanced environmentally-safe development of children within a natural environment. Environmental camps enable children to carry out practical work in order to master their knowledge and skills acquired through both primary and additional education.

32 Environmental Policy. and·Technol0gYPt"jec Conference "Environmental Education DeveI{}pmentIn Primorskiy]( Vladivostok,:·March13·15,.1997 Most often, environmental camps carry out their work at picturesque sites .. (Khasan area, Popov island, Rikorda island, Ussuriisk and marine national parks, Lazo, Sidimi, Difriz, etc.), where children are able to grow familiar with the unique nature of the territory featuring a great diversity of flora and fauna species. While staying in environmental camps, children acquire knowledge about adequate behavior in a natural environment, field ecology and monitoring of the environment. This enables children to apply such knowledge and skills not only during subsequent group and individual work but also during their everyday life. Shifts often last not longer than 10 to 12 days, and groups range from small bodies of people to 120 persons. They consist of people of either differing or similar ages. However, school seniors stay most frequently at such camps. The majority of environmental camps are tailored to the needs of children with an average level of training. However, there are camps (such as environmental camp-schools) where programs are designed for persons possessing leadership skills because they are required to be able to defend a research project during city, territorial or ~wide environmental competitions in order to have their environmental knowledge tested. While staying in camps focused on environmental learning, children may acquire not only practical experience in conducting research and master necessary methodologies but also collect necessary materials in an environmentally civilized manner, which might be subsequently used during school classes or conferences. Camps focused on environmental learning carry out their work in the following areas: hydrobiology; flora studies, basics of environmental science, zoology; whereas geomorphology, soil science, geology and cartography are taught far less frequently. Environmental camps use diverse methods of work such as surveys; excursions; trips relating to various subjects; discussions; collection of materials; work on environmental paths; business and role games; and creative workshops. Environmental camps of various focuses are sure to use games because the latter represent the most accessible form of education matching the needs of children of any age and level of training. In addition, environmental camps as a form of environmental education ofchildren do not seek to teach subjects to them in an overly academic manner. Environmental camps use research methodologies based on both working experience gained in Russian cities or through the association "Ecosystem" and regional findings presented by scientists of the University and institutes attached to the Far Eastern Division of the Russian Academy of Sciences. However, most of the staff ofenvironmental camps have been conducting searches for these methodologies. As a result of its working sessions, the section made the following conelusions: 1. To expand the network of environmental camps focused on both environmentalleaming and enviromentally-oriented tourism. 2. To set up a council ofthe heads of environmental camps in order to pave the way for future cooperation, thus making it possible to develop a uniform regional strategy.

33 Environmental Policy and Technology Project Conference "Environmental Education Developme~t InPrimorskiy Krai: Trends and Prospects" Vladivostok; March 13"15,1997 3. To arrange further training courses for those who establish environmental camps, which will provide a breadth and depth of information about the structure of and staff involved in organizational, instructive and methodological work.

5. Environmental Education Within the System ofInstitutions o"fFurther Training

E.Khrapova

The section sought to carry out the following tasks; 1. To determine the role to be played by institutions of further training in the environmental education ofschool children. 2. To share work experience: • new forms ofwork with students; • environmental education programs in further training schemes; • new teaching methodologies; • proposals aimed at upgrading educational processes. 3. To identify problems and difficulties faced by educational institutions in their work in the course ofdiscussions. The section was attended by a total of 23 teachers from cities and towns such as Vladivostok, Bolshoi Kamen, Ussuriisk, Partizansk, Nakhodka, and Komsomolsk-on-Amur. Participants in this section represented the following organizations: (area) stations of young naturalists; Primorye Environmental and Biological Center for Students; tourist stations; Central House of Creative Work for Youth; DVGU; DVGTU; and the Peace Corps. Section Performance Outline 1. Ye.!. Khrapova delivered a report entitled "An extra-mural environmental and biological school of learning as an experimental form of training". Participants in the section were given an outline ofthe statute ofthe extra­ mural school in question and performance results during its first year of existence. While discussing the report, teachers took an interest in the proposed form oftraining and asked the following questions: 1) May students in the city of Vladivostok be involved in the work of the school? 2. What development prospects does the school have? 3. Will the school continue its work? Will new assignments be distributed? 2) A brief report on the opening ofa museum of the IBM attached to the Far Eastern Division of the Russian Academy of Sciences and an exhibition of butterflies (a collection from BPI) delivered by N.V. Kameneva. 3) V.B. Smetanin made a report entitled "Concerning environmental work in commercial tourist organizations". Citing the case of "Pacificintour", he spoke of the

34 Environmental Policy and Technology Project Conference "Environmental Education Development In PrhnorskiY.KrahTfe Vladivostok, .March 13~I5;1997 environmental education work among children. Several photographic materials were ­ shown. The speaker commented on the issue of funding actions for children and shared his own experience ofdealing with sponsors. 4) Reports concerning compilation of "The Course on Ecology", a new textbook on environmental issues, delivered by A.V. Zhirmunsky. 5) A report made N.r. Boyarintseva. She spoke of the creation of the "Black Dragon" society and commented on the current ways of survival which are available to institutions offurther training. Based on the discussion ofthis issue, a proposal was made to create a public organization ofenvironmentally-minded teachers. 6) S.V. Veriga spoke in favor of the proposal made by N.r. Boyarintseva. He also raised the issue of a lack ofidentifiers on hydrobiology, botany, entomology, etc. facing school students in the Primorye territory. 7) Briefreports on the museum attached to DVGU (a museum ofthe biology and soil department is meant) delivered by S.M. Darkina. 8) N.M. Oshovskaya made a report on her work entitled "Wood plants ofthe south of the Primorye region. Part r. Trees". The work received positive assessments from teachers and educational advisors. Because of the difficulties in publishing this manual, all participants in the section unanimously decided to make a call in support of publishing this work and to address it to the organizing committee of the conference and all its participants.

Section Performance Analysis. C~nclusions and Proposals

Institutions of further training are currently engaged in a great deal of diverse work relating to environmental education. In addition to work in study groups established within stations of young naturalists throughout the territory, the Central House for Creative Work by Youth has been trying to implement and support new forms of training such as an extra-mural environmental and biological school attached to the Primorye Environmental and Biological Center for Students. Stations of young . tourists and the commercial tourist organization "Pacificintour" single out ecological tourism as a major area oftheir work. While taking children on excursions, guides not only help them learn more about nature but also perform an environmental mission by teaching environmental behavior standards to them. Ecology is not currently listed as an obligatory discipline to be included in curricula; therefore, institutions of further training carry out their work in order to eliminate this gap, thus paving the way for providing universal environmental education. What are the difficulties faced by institutions of further training, which have been noted during the work ofthe section? 1. The majority of speakers emphasized insufficient funding of their institutions, which is allegedly explained by saying that these institutions do not have anything to do with primary education. This affects their work to a great extent.

35 Environmental Policy andTechnology Project Conference "Environmental Education Developmentln PrimorskiyKrai: Trends and Prospects" Vladivostok, Mllrch13-15, 1997 2. A shortage ofteaching aids and a lack of identifiers relating to the flora and fauna of the Primorye territory which hits children (particular emphasis was made on identifiers relating to entomology and hydrobiology). Several proposals were made during the work of the section, which are as follows: 1. To create a public organization of environmentally-minded teachers which would provide support for their innovations. 2. To expand the work ofthe extra-mural environmental and biological school for students (PEBTs). 3. To assist in publishing "Wood Plants of the South of the Primorye territory". Part 1. "Trees", a methodological manual written by N.M. Oshovskaya. 4. To request the biology and soil department ofDVGD and institutes attached to the Far Eastern Division of the Russian Academy of Sciences to assist in developing and publishing identifiers ofthe flora and fauna ofthe Primorye region. In an analysis of the work of this section, one critical comment needs to be made with respect to the structure of the reports developed: reports during the discussion were scarce. Judging from the tasks posed to the section, a conclusion can be made that it materialized.

6 Work with pre-school children pn ecological education Presenter M.Markina

The section worked on March 14 within the framework of the conference "Development of ecological education in the Primorye Territory. Trends and Prospects". 34 delegates took part in the deliberations, from the cities Vladivostok, Artem, Spask-Dalny, Bolshoi Kamen, and settlements Vrangel and Tikhorechnoe, representing DOD, PIPPKRO and "Pacificintour", a firm specializing in ecological education and programs for children. The Section had the following objectives: 1. Change of experience: finding out most interesting and promising forms and methods to work with pre-school children. 2. Identification ofproblems and challenges. 3. Search ofways and means to overcome them. 12 speakers were on the list. The papers by M.V. Markina, N.V.lvanova, a.v. Klimova, S.S. Minsky, V.N. Lisyakova, T.V. Krivosheeva, G.A. Rodina and T.B. Skripko were noted as most interesting and informative. Analyzing the work ofthe section, the following should be pointed out: 1. At present, there are some DOD in the Territory working in the field of ecology. Ecological education and upbringing is a long and continuous

36 Environment.alpoli¢yandTechnology ~fojl;ct Conference "Environmental Education Development In PrimorskiyKrai: l' Vladivostok; March 13.15,1997 process. Therefore, it is very important to start from an early age when a child is most receptive to everything that is around him. Ecological education is, first of all, breeding of ecological culture in a developing human personality. On the other hand, a significant part of the adult population (pre-school teachers and parents) get involved in the process by educating children. 2. Ecological education is directly related to ecological science, whose fundamental notions are: • interaction between an individual living organism and its habitat; • functioning of ecosystem, which is a community of living organisms and environment; • human being and environment. These notions, in the form of specific examples from the nearest environment of a child, must be the basis of developing an attitude towards nature and its perception. In the end, the basis to form ecological culture and thinking in children. 3. In the course of discussion the following educational methods were identified as most productive and widely used in work with pre-school children: • games (including role playing and theatrical performances); • observations, experiment; • talks (including indivigual ones); • outdoor excursions (park, forest etc.); • museum excursions; • ecological trail.

37 EnvironmentalPolicy and Technology Project Conference "Environmental Education DevelopmentIn PriinorskiyKrai: Trends and Prospects" Vladivostok, March13.15,J997 Means to achieve the desired results: • recitation (including fairy tales); • TV, video, audio; • vividly illustrated printed matter; • visual aids. Methods leading to higher levels of ecological awareness in children when used in combination with each other: • Observation provides a direct contact with nature and living objects; • Year-round keeping and raising plants and animals; • Reflection in painting of images and experiences at art classes, perception ofworks ofart created by professionals and handicraft pieces. This enables children to see and realize that nature inspires people, acts upon their emotions, motivates the to create the beautiful. • Verbal and literature method (teacher's monologue, dialogue-discussion, subject-oriented talk, binary studies). 4. It was especially pointed out in the Section that Primorye Territory is a unique part of the Earth because of its natural resources. Therefore, it is necessary to emphasize, first ofall, this feature in ecological education and the upbringing of children living there. To have elements of local lore in educational programs, including the program "Ecology in Colours" by Trushkina and Shpotova. Positive results of some DOD in Vladivostok (No.172) and Artem (No.I8), using methodological recommendations by M.V. Markina in the ~brochure "Travelling in the land where I belong", were noted. 5. Speaking about challenges and problems faced by educators, absolutely all the participants stressed the need to have in DOD not only "observation rooms" and "living nature rooms" at group premises, but also a specialized ecological room where classes can take place. Design of such a room should be a joint creative work done by educators, children and parents. Another, even more serious problem, is training of ecologically skilled educators. On the one hand, an educator must know the basic ecology and methods of pre-school ecological education. On the other hand, he (she) must be well versed not only in the global ecological situation, but, most importantly, in local regional problems. And, thirdly, an educator must constantly recognize new developments in nature, their features and qualities, and, at the same time, to notice and evaluate the emerging personal qualities in each his (her) student. The presence and activity of a specialist-ecologist in DOD by no means relieves the rest of the pedagogical personnel from ecological education of children. This is a collective creative work of committed people. As in schools, the process of ecologization in DOD covers all disciplines, including mathematics, speech skills, music, art classes, etc. In the above context, a consensus was reached that it is necessary to train educators at annual (maybe even once in six months) problem courses, and provide them with up-to-date literature and local lore-based methodological guidelines.

38 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai~ Trends a Vladivostok, March 13.15,1997 7. Research and Practical Work ofSchoolchildren V.Kondrashkina

Section tasks: • exchange ofexperience with colleagues; • identify trends and forms of research work in the Territory (in school, in the system ofsupplementary education, in public organizations); • methodology ofresearch; • constructive proposals for further cooperation in this field and development ofresearch activity ofschoolchildren in Primorye Territory. Thirty-eight delegates from various cities and districts participated in the Section, including representatives of the Far East scientific community (2 persons), school teachers (25 persons), supplementary educational institutions (6 persons), informal public organizations (2 persons). Papers were presented by: 1. V.V. Kondrashkina, Section coordinator (PEBU, Vladivostok): "Research Activity of Schoolchildren in PEBU. Methodological Recommendations for Research Work in School". 2. T.V. Soldatova (Fokino): "Practical Work of Ecological Monitoring Groups". 3. E.N. Popova (school No.22, Vladivostok): "Ecological Monitoring. Analysis and Assessms:nt ofAir Conditions Near a School". 4. N.!. Boyarintseva ("Ekzotour", Komsomolsk-on-Amur): "Tourism and Research Work". 5. T.A. Kozhaev (OOP City Council, Vladivostok): "Creative Work of the Young". 6. L.G. Kondrasheva (Resourse Consulting Center, Vladivostok): - short contribution. 7. G.N. Voronaya (school No.1, Lazo): - short contribution. 8. O.P. Kaminsky ("Raduga" Club, school No.35, Artem): - short contribution. 9. A.A. Zhirmunsky (IBM, Russian Academy of Sciences): - .short contribution. 10. S.V. Veriga (pre-school teacher, SUN, Arsenyev): - short contribution. 11. N.P. Fadeeva (Asst. Prof., General Ecology Chair, Far-East State University, Vladivostok): - short contribution. The participants were active in sharing experience and exchanging opinions about research work in the region, as well as about shortcomings, challenges and achievements in this field. According to V.V. Kondrashkina, there are three stages in research work: Stage 1. Theoretical and preparatory, which includes theoretical studies with explanation of goals, objectives and stages ofthe work, and recording ofresults: talks (lectures) on the subject, learning the methodology, study tours (excursions).

39 EnvironmentalPolicy·andTechnology Project Conference "Environmental Education DevelopmentInPrimorskiy Krai: Trends and Prospects" Vladivostok,l\iarch13-15, 1997 Stage 2. Proper ecological research. Collection offield material joindy with an instructing educator. Stage 3. Making reports. Processing ofthe material collected, description. In the opinion of most educators, the school research activity requires Stage 4 - a conference (school, district/city, regional). Presently, practical and research work in the region is carried out by schoolchildren (under educators from schools, supplementary educational institutions, public organizations) along various lines (monitoring - schools of the region; comprehensive ecological survey of territories - PEBU; inventory of flora and fauna of the territories covered, industrial ecology, ecology of plants and animals - by various means (ecological camps at PEBU, young naturalist stations, schools, ecological practical works within the program of the Full-Time and Correspondence Ecologo-Biological School at PEBU, summer practical works under MAMB, research and experiments in hobby groups and optional courses of ecologo-biological character, etc.). Research is carried out under various methodologies (for instance: the Primorsky Ecologo-Biological Center is doing research work under the Program for Comprehensive Ecological Survey ofthe Territory, which includes education together with mastering methodologies in the following areas: • hydrobiology with basic ecology; • floristics; • soil science; • geology; • zoology (ornithology, entomology); • cartography and topography, etc. In the opinion ofN.P. Fadeeva (General Ecology Chair), any trend or form of research is valid "because the educator selects what is (methodology, forms, trends) within his (her) capabilities". And, which is most important, (L.G. Kondrasheva) what such research is needed for: • train scientific workers? • get some results? • formulate a project (synapsis) to participate in regional olympiads (conferences)? According to most teachers (S.V. Veriga) this is needed "to find response in the soul of a child" - that is to bring up an ecologically educated, harmoniously developed human being. Research work in school requires professional training of teachers and consulting from scientists in the field. As well as availability of a base (laboratory), methodological assistance and financing. Absence of any link in this chain can be the reason for underdevelopment ofsuch activity in most schools ofthe region. As a result, the Section participants formulated the following constructive proposals:

40 EnvironmentalJ>~n~yand·Technology P"~ject Conference "Ellvironmental Education Development In PrimorskiyKrai: Vladivostokj. March 13-15, 1997 1. Set up a coordinating Council (interdepartmental) for research work of ­ schoolchildren in the region, with the purpose of promoting cooperation and development ofa single Regional Monitoring Program. 2. Organize advanced training courses for school teachers in the field of research. 3. Intensify the efforts to produce methodological recommendations on research work ofschoolchildren, aids for teachers etc.

8. Museums and Libraries in Ecological Education Presenter O.G. Loenko Participating in the Section were representatives of museums: IBM, Far-East State University, V.K. Arsenyev Museum, from the cities of Dalnegorsk, Lesozavodsk, Spassk; representatives ofteachers' collectives ofthe city and region, librarians ofthe city. The speakers stressed the need to step up development of ecological educational programs on the basis of museum and library collections. Museum exhibits, exposition subjects, as well as excursion and lecturing activities were reviewed. The participants were informed about the trends of ecological education in city museums and the Regional Children's Library. The experience of A.S. Peshkova ­ director ofthe school museum in Novomikhailovka village of Chuguev District - was recognized as interesting and informative. Summarizing the experience gained, the following must be noted: creative approach of museum and library workers to the formulation and implementation ofecological education programs; • vast material collected, on the basis of which such implementation is possible; • free access of children and young people to this material outside school hours, thus stimulating their creative activity; • inadequate ecological knowledge.

List ofspeakers: 1. A.A. Guldina - "Popov Museum" 2. N.V. Kameneva- "IBM Museum" 3. S.M. Arkina - "University Zoological Museum" 4. O.A. Borisovskaya - "Work ofthe Central Children' Library" 6. O.G. Loenko - "V.K. Arsenyev Museum" 7. A.S. Peshkova - "School Museum in Novomokhalovka Village of Chuguev District"

41 EnvironmentaIPolicyand'fechnOlo~ Project Conference "Environmental Education DevelopmentlnPrimorskiy Krai:Trends and Prospects" Vladivostok, March.· 13':'1S{1997

9.Natural Reserves and Ecological Tourism B.Bersenev The Section worked on March 14, 1997 Participating in the Section were more than 25 people (25 on the list, but some were late and did not register). Unfortunately, invitation were sent mostly to public organizations, and only one reserve was represented by its official executive person. The work of the Section was structured on the principle of discussing individual subject-matters. This included exchange of experience, identifying key aspects and problems, finding out ways and means to solve them and eliminating the shortcomings. For each subject-matter, the coordinator ruled as to the key questions to discuss, and the time-limit was fixed. To expedite the work, the self-evident problems were shown on posters, thus being excluded from the discussion. Judging by the title, the main subject-matters in the Section were the following: 1. Natural reserves: their role and participation in ecological education. 2. Ecological tourism in the Primorye Territory. 3. Ecological tourism in specially protected areas. Under the first subject-matter the speakers were Y. Bersenev, O. Khokhryakova, D. Melnikov, A. Gulbina, Y. Sushitsky. The ecological education experience of three reserves (Lazovsky, DVGMZ and Khankaisky), situated in absolutely different geographical"and socio-economic conditions, was discussed. The most rich experience was demonstrated by the Lazovsky reserve. This was due not only to well-organized work and the personal qualities ofthe managers, but also to the remote location of the reserve which is the only scientific institution of the district. The marine reserve showed a higher activity in this field after a financial donation by the WWF. A question was raised at the Section concerning museums in the reserves, especially in relation to the Khankaisky reserve. The reserve central estate is located in Spassk-Dalny, where at present a wonderful museum is set up, with beautiful dioramas of the district landscapes. Unfortunately, there is no creative interaction between the museum and the reserve. At the same time, the museum exhibits are decaying. It is necessary to join the efforts of the two organizations in ecological education. Even more so, since the reserve is based in a city located in the center of the region, and is easily accessible by transport. As to the second subject-matter, following a short introduction by Y. Bersenev, the report from students of school No.22 of Vladivostok (teacher LA. Levchenko) about their ecotour was presented, as an example of how it should be done. The fundamental feature of ecotours organized by students ofthis school is that they not only work during the tours, but are well prepared in advance, by studying historical literature and local lore. That is, they know in advance what they are going to see, what to pay attention to. After a tour, a report is made as well as a photographic folder, together with a slide-film. V. Shuvalov, 1. Shimko, A. Prints, D. Derzhavin and D. Melnikov told about their experience in ecological tourism, shared some ideas.

42 EnvironmentarPoli~! and Technology Project Conference "Environmental Education Developmentln PrimorskiyKrabTren Vladivostok., March 13-15, 1997 Much attention was given to objectives of ecotourism, its importance, including preservation of natural heritage, as well as to difficulties in developing ecotourism in the region and ways and means to overcome them. Taking stock of the discussion, the coordinator singled out the following aspects: 1. Ecotourism plays a great role in ecological education; therefore it must be of mass character. Accordingly, most important for the region there must not be many-day tours of elite groups, but one-day tours and excursions involving the maximum possible number of schoolchildren. 2. Tours and excursions must not be subject-oriented, but comprehensive, i.e. it is necessary to give information and show all features and sights ofthe route. 3. Combined tours are preferable, i.e. using various modes of moving. The maximum effect is reached through bus and walking tours, permitting during the bus ride to "tune up" the participants and give them complete information about what they should see and what to concentrate. Concerning the third subject-matter - "Ecological Tourism and Specially Protected Areas (SPA)" - Y. Bersenev made an introduction pointing out in which categories of SPA ecotourism is possible. V. Bisekalova, N. Golubeva, O. Volkova and O. Khokhryakova also spoke on the subject. Discussion results: 1. In reserves, a mass ecotourism is prohibited, that is, one can not speak seriously about school ecotourism there. Therefore, it is necessary to lay ecological trails in protected zones of the reserves, but this is the territory of other land users and land owners. That is, investing in construction of ecological trails, which would not produce an adequate payback, may prove inefficient. Consequently, when drafting regulations and regional legislative acts, it is necessary to envisage a special use of some areas for ece>tourism. 2. In "zakazniks", ecotourism is generally prohibited (by individual regulations). 3. Natural monuments, depending on the type and individual regulations, may serve as objects of mass ecotourism, limited ecotourism, or be an area where any recreation activity is strictly prohibited. 4. Botanical gardens have a vast potential for development of ecotourism, but it is realized very inadequately. 5. Three national and 3 natural parks are to be set up in the region, where all the conditions must be created for ecotourism, but this is just a prospect. Therefore, to speed up the process, it is necessary right now to test routes in their territories and organize the flow ofecotourists and vacationers. In conclusion, the problems and challenges in developing ecotourism, were discussed. Discussion results: 1. The main problem is the availability of a large number of persons interested in such development. At present, the problem can be partially solved by an alternative way - providing ecotourism services by special units (firms). Even if there are leaders, a relevant training of ecotourism managers is necessary. 2. Financial problem - the need to pay for transport which has become the main expense item in ecotourism. Despite a relatively low cost (on the brink of profitability ofa one-day ecoexcursion (ecotour), organized by "Pacificintour", it does not correspond to the income of most parents. The main way to a solution is to search for sponsors, possibly addressing the regional and municipal administration to obtain some privileges, including tax benefits. 3. In many-day and specialized (for instance waterway) tours the problem of equipment arises. It is solved by acquisition of complete equipment and letting it on hire, but here again the financial problem emerges, i.e. the cost ofhire should be minimal and, besides, it is not clear who must

43 Environmental Policy and Technology Project Conference "Environmental Education DeveloPfilenHn Primorskiy Krai:Trends and Prospects" Vladivostok; .March 13-15,1997 responsible for this service. 4. Development of many routes is required, and it is desirable to develop the ecology-educational part of routes, that is not only where to go and what to see, but instructing where and what to tell and show. 5. It is necessary to calculate capacities and loads on routes. 6. There is a lack of infrastructure in ecotourism, and it is impossible to create it without organizing a relevant security service - free access and absence of security on sights and recreation facilities makes it impossible to develop the objects due to immediate degradation as a result of extremely low culture in common vacationers. To solve the above problems completely or partially, as well as for the search ofalternatives, the Section proposed to set up an ecotourism coordinating center. List ofspeakers: 1. Y. Bersenev 2. O. Khokhryakova 3. D. Melnikov 4. A. Gulbina 5. Y. Sushitsky 6. V. Shuvalov 7.1. Shimko 8. A. Prints 9. D. Derzhavin 10. V. Bisekalova 11. N. Golubeva 12. O. Volkova

10. Environmental Education in Primarv. School Presenter V.Prjementskaya

1. V.F. Przhemenetskaya - "Experience of Ecological Work with Children of 7-8 Years and Older" 2. V.S. Peshkova - "Ecological Education Based upon Folk Traditions" 3. V.Y. Lubyanskaya- "Ecological Education ofKindergarten Children" 4. O.A. Borisovskaya - "Literature on Ecological Education in "Mandarinka" Center" 5. Z.M. Bakhareva - "Ecological Problems of Children Health Care and Their Solution in "Krepysh" Club.

Substantive part The audience was wishing not only to share their opinion, but rather to know more about some other's, therefore in the first hour I had to tell about my six-year experience ofecological education in a small group ofchildren of 7-8 years and older, and about literature understandable for primary school children. The main problem in the ecological education of children Gudging not by papers but by comments from the floor) is lack of good literature: regional field

44 · Environmental Policy an~Technology frojt;ct Conference "Environmental Education.DevelopmenUn•PrimorskiyKrai:l're*d$~nd Vladivostok, March 13~15,1997 definitions of plants and animals; guides of Primorye Territory and various well printed popular books on nature of the region, with simple and clear description of ecological truth and ecological problems. At the same time, many, including the authors of papers and other speakers, do not have a clear understanding ofwhat is ecological education. It is regarded not as a comprehensive program - parallel education and upbringing, formation of world outlook. Most often it is regarded as one aspect of working with children: physical health or spiritual health, or separate examples of abusing some resources, in particular, forests, water and some other problems.

Conclusion Ecology refers to sciences which the sooner are learned by man, the better. This is necessary to form an ecological world outlook, since a world outlook, including an ecological one, is easier to form in the younger generation, i.e. in childhood, preferably in early childhood. Therefore it is important to introduce elements ofecology in teaching children (in all disciplines) from the early school age, better in the kindergarten, or even from the moment ofbirth, in the family. But where can we find ecologically educated mothers and young kindergarten mistresses knowing ecology? They are not available. Therefore, the burden of ecological education and upbringing, formation of ecological world outlook in new generations is borne by school teachers, who, at the same time, have to do educational work with mothers, grandmothers, and administrators at various levels. Also to help each other: get together, establish contacts, talk, exchange the experience. The problem is how to do that at the present poverty level, to which the state brought teachers and other educational workers? Regrettably, the low activity ofthe Section was also manifested in completing the questionnaire. Ofmore than 30 participants, only 5 returned the questionnaire.

45 Environmental Policy and Techl1ologyProject Conference "Environmental Education Development InPrint0rskiyKrai:Trendsand Prospects" Vladivostok.. MarchJ3·15;1997 7. Round Table Discussion Report

l.Interaction Between Public and Governmental Organizations: the Wav to Develop Ecological Education in The Region"

More than 30 people participated in the round-table. The work started by the coordinator asking the representatives oforganizations and departments involved in ecological education to present themselves. Thus the participants were able to identify themselves as subjects in this activity. After that, with the help of the audience, the most possible complete list of participants was made, including organizations in both public and non-public sectors (hereinafter we understand as sectors the division adopted in the West: public sector, business sector and non-commercial or third sector).

Governmental organizations and Non-governmental organizations and departments: departments: system ofpublic education: Non-governmental (private) schools pre-school Public organizations school International and foreign foundations and supplementary (young naturalist organizations and young tourist stations etc.) Commercial structures (firms) Academy ofsciences Environment protection committees Natural reserves Higher education institutions Youth committees at administrative organs Cultural institutions The participants listed functions and activities oftheir organization in the field under discussion. Through a collective effort, the participants were able to correlate their professional position with the general picture and positions of other ecological education (EE) subjects. A lively discussion started about the role of various organizations in EE development. In particular, only the public organizations stated that they had certain ideas of how to develop EE, as well as that they were prepared to be responsible for the results ofthis work. The next step in the discussion were reports by the participants about examples of already existing interaction with each other in practical work. There were rather many examples cited, and the areas of cooperation proved to be very diverse. As a rule, organizations or departments have an experience of interacting with several different partners, often representing other sectors of the society. Types of interaction vary from case to case. Thus, governmental organizations and departments (administrations, environment protection committees) more often render financial and organizational support to their partners in joint projects. Non-governmental and

46 . EnvironmentalPolicy and Technology Proj¢ct Conference "Environmental EducatioD'Development In PrimorskiyKraifTfends Vladivostok,March 13-15,1997 scientific organizations ensure their intellectual and organizational input; foreign firms and foundations - financial input, and so on.

Interaction between EE partners can be regarded in another aspect: what resources have various structures for a successful joint efforts in this field? In the course of discussion the participants agreed that the presence of many interested parties is beneficial for achievement of desired objectives (this question was subject for a special round table). Interaction and joint use of resources, as a necessary precondition, require availability and use of certain mechanisms. The participants gave examples of successful joint work and named some forms and mechanisms of interaction used in their practical work: • exchange ofinformation • organization ofmeetings • training • inviting specialists • work with mass media • joint actions and projects • development ofeducational programs • charity support • setting up extra-departmental bodies for EE The latter was proposed as a rational step in realization of EE goals in Primorye Territory. After a lively discussion, the participants agreed that such a mechanism could be the interdepartmental EE commission, now under formation, and formulated a number ofrequirements to be met by this commission: • members ofthe commission must have real resources at their disposal • working plan • possibility to invite experts • regulatory basis for work • working mechanisms • availability ofa working group • free access to commission documents • possibility to admit new members One ofthe round table results was the demonstration ofwork efficiency, based on interaction of various types of organizations involved in EE development in the region. On the basis of round table materials, proposals of the Conference to the draft Regional Administration Decision on the interdepartmental EE commission were formulated. A significant part of the round table participants expressed their wish to take part in drafting the final resolution ofthe Conference.

47 Environmental Policy and Technology Project Conference "Environmental Education Development In.Primorskiy Krai: Trends and Prospects" Vladivostok, March 13-15; 1997 2. Purposes and Objectives ofEcological Education

About 15 people participated in the round table. At first, the coordinator made a short introduction where he explained the substance of the round table work and outlined possible results - formulation of EE purposes and objectives. As a "primer" for discussion, the coordinator proposed several versions of possible EE goals expressed in the course of various meetings and events by EE teachers before the Conference.

Below is given the wording ofEE objectives: • sustained development ofthe region? • consistent world outlook? • survival ofmankind? • health (good living habits)? • integration and continuity?

Some versions were proposed by the round table participants. The mam discussion focused on versions 1,2 and 4. Version 1. Sustained development. Several interpretations were given: non­ depletable and rational use of natural resources. As a problem for this version was stated "awareness ofglobal and local problems and ways and means to solve them". Version 2. Consistent wdrld outlook. The discussion was parallel to Version 1, and the participants divided into proponents of Versions 1 or 2. The consistent world outlook was interpreted here as existence in harmony with environment and one's own self. Version 4. Health. In the course of discussion this proposal was included in Version 2 as an integral part. The list of tasks to achieve this objective was the following: the need to be in harmony with oneself and the environment; formation ofthe need to have good living habits. Version 1, supported by many participants (possibly due to the predominance of representatives of scientific organizations dealing with the use of natural resources), was supplemented by the list ofregional aspects ofnatural resources use: 1) unique character ofthe region, biodiversity 2) "temporary living" psychology ofpopulation, 3) resource orientation of the economic system; orientation to immediate benefits in decision-making 4) differentiation ofthe society in relation to resources 5) differentiated ecological education for various population groups. Both in Version I and 2 the necessary logical link is the wording "formation of ecological thinking", used in various meanings. Therefore, the participants discussed this question for some time.

48 Environmental Policy and Technology Project Conference "Environmental Education Development In Primorskiy Krai:Tr Vladivostok, March 13-15,1997 . The process offorming ecological thinking was presented as follows: ascertaining facts historical aspect rational use of natural resources (environmental behaviour). In discussing Version 2 some ideas were expressed concerning the relationship between various types of world outlook - pre-scientific, scientific and post-scientific. The forms ofpre-scientific world outlook (tales, myths) were recognized as important in ecological education ofchildren and teenagers. The outcome of the round table was an integral wording of EE purposes and objectives, close to Version 1 and including elements of Version 2 which was recognized as one ofthe objectives. Purpose. Formation of a personality capable to take ecologically sound and responsible decisions. Objectives. 1. Creation ofa continuous EE system, with age and departmental differentiation 2. Formation ofa consistent world outlook. 3. Interaction between all structures (departments, organizations, institutions) to realize the purpose. The participants expressed their belief that discussion and round table materials would enable them in future to approach the practical EE work with better awareness.

49 · Environmental Policy and Technology Project Conference "Environmental Education Development InPrimorskiy Krai:Trends and Prospects" Vladivostok, March 13·15;1997 8. A Performance Report on the Exhibition

The exhibition which displayed works by 29 environmental and educational institutions of the Primorye territory was arranged on two floors of the conservatory ofthe Central House ofCreative Work By Youth. The main sections ofthe exhibition were as follows: - environmental education at school; - environmental education in pre-school institutions; - out-of-school environmental education; - environmental education in national parks and museums; - environmental education in public organizations. The exhibitions featured colorful wall newspapers of an introductory nature (club "Khasanets", zoological museum of DVGD, museum of the Institute for Biology and Medicine (IBM) ofthe Far Eastern Division of the Russian Academy of Sciences, "Pacificintour", Far Eastern Green Cross, environmental association "Raduga", etc.), wall newspapers dedicated to particular themes such as "Our Planet Is Our Health" (produced by a high school from Chernyatinsk), "Protection of Atmosphere" (produced by a high school from Dalnerechensk), "Vegetation at the Side of the Road" (a school of the station Primorskaya), and a publication entitled "WE and I" produced by a Development School from the city ofVladivostok. A high school from Maryanovka presepted publications by its students in the district newspaper "Selskaya Nov". Interesting methodological aids were demonstrated by day nurseries Nos. 15 and 60 ofthe city ofVladivostok and day nursery No. 65 ofthe settlement ofVrangel, which included consultations on various themes for tutors, didactic games and photo albums. A marvelous phito-design composition was presented by the club "Pervotsvet" from lycee No. 1 of the city of Vladivostok. Close attention was paid to monotype­ style drawings by students and a photo exhibition arranged by the club "Turist­ Ekolog" based in Nakhodka. Collections such as "Benthic Living Beings", "Lichens of Rikorda Island", "Rocks of Rikorda Island", assembled by school children while staying at a summer environmental camp on Rikorda island, showed their ability to conduct research work. The exhibition displayed a great amount of articles made from natural substances and useless things, which were assembled in a collection named The Second Life ofThings (environmental association "Raduga"). One particular reason for satisfaction is the level of seriousness and creativity shown by the children while writing their abstracts which were submitted by almost all the schools involved, as well as creative concepts developed by teachers in the area ofenvironmental education.

50