Suchergebnisse

There is a strong commitment to environmental content and issues of sustainability in a number of subjects in the new Curriculum and Assessment Policy Statement (CAPS). Analysis of the CAPS shows that up to 50% of content in CAPS is about the environment or related to sustainability, and that environment and sustainability permeate a wide range of subjects. The newly approved HEQT for Teacher Education requires teacher education institutions and programmes to foreground environmental knowledge in their accredited programmes. However, teaching about the environment can be challenging as the issues are complex and much environmental information is new to teachers. Teachers therefore need to be introduced to relevant knowledge, teaching methods and assessment practices that will enable them to teach the existing environmental content in the CAPS more confidently and successfully. Environmental Education: Guidelines and principles for teachers will assist in this regard.

The need for a new profession devoted to environmental matters is asserted. The qualities of such a profession are sketched, and it is argued that new initiatives in environmental education are needed in the form of graduate, professional programs with primary emphasis on practice. An example 2-year program is presented. A fundamental requirement is scientific competence; undergraduate preparation in the sciences or engineering is mandatory. The graduate curriculum itself is built on three primary cores: environmental science and engineering, business and management, and public policy. Additionally, an environmental round table is proposed as a focal point for academic, industrial, governmental, and public discussion on environmental matters. The round table would provide oversight for the professional educational program and an affiliated research institute.

The need for a new profession devoted to environmental matters is asserted. The qualities of such a profession are sketched, and it is argued that new initiatives in environmental education are needed in the form of graduate, professional programs with primary emphasis on practice. An example 2-year program is presented. A fundamental requirement is scientific competence; undergraduate preparation in the sciences or engineering is mandatory. The graduate curriculum itself is built on three primary cores: environmental science and engineering, business and management, and public policy. Additionally, an environmental round table is proposed as a focal point for academic, industrial, governmental, and public discussion on environmental matters. The round table would provide oversight for the professional educational program and an affiliated research institute.

In Indian context

1. Introduction to China's environmental education project -- 2. Confucianism as an environmental ethic -- 3. Environmental education in China's primary and middle schools -- 4. The environment in post-secondary education and the "Green University" in China -- 5. Environmental education in China's training of teachers -- 6. The media and environmental education -- 7. Non-state actors (NSAs) and environmental education -- 8. Environmental education variation in China -- 9. Measuring changes in environmental consciousness, knowledge and behavior -- 10. Environmental education differences in greater China -- 11. Conclusions

Theory of change -- Evaluation -- Environment, sustainability, and climate change -- Environmental behaviors -- Environmental action -- Knowledge and thinking -- Values, beliefs, and attitudes -- Nature of connectedness -- Sense of place -- Efficacy -- Identity -- Norms -- Social capital -- Positive youth development -- Health and wellbeing -- Conclusion : resilience : adaptation and transformation.

Preliminary Material /Neil Taylor , Michael Littledyke , Chris Eames and Richard K. Coll -- Environmental Education in Context /Neil Taylor , Michael Littledyke , Chris Eames and Richard K. Coll -- Environmental Education as a Political Event in Papua New Guinea /Ann Ryan -- To Mine or not to Mine on Bougainville /Bert Jenkins and Kathy Jenkins -- Environmental Education in Fiji /Neil Taylor , Kelera Taloga and Sereana Tagivakatini -- Environmental Education in the Sultanate of Oman /Abdullah Ambusaidi and Ahmed Al-Rabaani -- Environmental Education in India /Kartikeya V. Sarabhai and Kiran B. Chhokar -- Environmental Education in a Troubled Land /Princy Selvaruby and Mike Watts -- Emerging from Limbo /Paul Pace -- Environmental Education Programs in Greek Secondary Schools /Evangelos I. Manolas -- Environmental Awareness and Challenges for Environmental Education in Poland /Joost Platje and Krystyna Słodczyk -- An Integrated Model for Environmental Education in Turkey /Muammer Çalik -- Waste Management and Disposal in Botswana /Joseph Thoko Matsoga -- Environmental Education in Botswana /Josiah O. Ajiboye -- The Status of Environmental Education in Namibia /Choshi D. Kasanda -- Environmental Education in Ethiopia /Temechegn Engida and Solomon Areaya -- Participation in School-Based Environmental Education in Tanzania /Upendo Mtaita -- Establishing Environmental Education in the Formal Curriculum in South Africa /Callie Loubser -- Addressing Climate Change in South African Business Education Curricula /Hennie Stoffberg and Paul Prinsloo -- Prospects for and Constraints to Effective Implementation of Environmental Education in Malawi /Gilbert R. Phiri -- Environmental Education in Southern and Eastern Africa /Henry Sammy Wanyama -- Environmental Education in Malaysia /Maria Salih and Noor Azlin Yahya -- Environmental Education in Context /May May Hung Cheng -- Environmental Education in Singapore /Kim Chwee Daniel Tan , Yew-Jin Lee and Aik-Ling Tan -- Helping Displaced People on the Thai-Burma Border Understand their Environmental Rights and Responsibilities /Glenda Kupczyk-Romanczuk -- Conceptions of Environmental Education in Malaysia /Mohd. Zaki Ishak , Hamzah Md. Omar and Mashitoh Yaacob -- Environmental Education in Bhutan /Wangpo Tenzin and Tom W. Maxwell -- Development of Environmental Education in Thailand Under the Philosophy of a Sufficiency Economy /Chanyah Dahsah and Tussatrin Kruatong -- Korean Students' Environmental Literacy and the Environmental Education Program /Hye-Eun Chu and David F. Treagust -- Non-Formal Environmental Education /Nguyen Minh Hang , Do Hai Linh , Nguyen Hong Phuc and Dang Anh Nguyet -- Environmental Education in Context:Observations, Conclusions, and Some Recommendations /Neil Taylor , Michael Littledyke , Chris Eames and Richard K. Coll.

Preliminary Material /David B. Zandvliet -- Diversity in Environmental Education /David Zandvliet , Carlos Ormond , Susan Teed , Veronica Hotton , Melanie Young and Quirien Mulder Ten Kate -- Towards Epistemologically Sound Approaches in Environmental Education /Michiel Van Eijck and Wolff-Michael Roth -- Three Perspectives of Environmental Education in Israel: Ideologies, National Conflicts and the Environmental Movement /Tali Tal -- The Impact of Methodological Practices in Research and Evaluation in Environmental Learning /Bruce johnson and Constantinos C. Manoli -- Visual Methodologies: Exploring Indigenous Constructions of Self and Environment /Joanna Kidman -- Using Chat to Identify Barriers to Education for Sustainable Development /Ahmad Qablan , Sherry Southerland and Yavuz Saka -- Unpacking the Complex Influence of Schooling, Sense of Place and Culture on the Motivation of Taiwanese Elementary Students to Learn Science in School: Using A Socio-Cultural Approach With Phenomenological Research Methodologies /Eleanor Abrams , Chiung-Fen Yen , Erica Blatt and Lihua Ho -- Critical Discourse Analysis: A Research Methodology for the Analysis of Environmental Education Materials /Joan M. Chambers -- Globalization and Education for Sustainable Development in Teaching Science: Perspectives from Chile, China and Canada /Susan Barker , Pat Rowell , Pilar Reyes , Jianzhong Zhou , Frank Jenkins , Zhaoning Ye , Min Wang and Evelyn Leyton Fuentes -- Living in and off the Environment: Educating for Sustainable Development in an Unequal World /Bob Manteaw -- Place-Based Learning Environments in India, Mauritius and Australia /Rekha B. Koul and David Zandvliet.