FRANCE (key points)
Environmental education is not a subject of itself, like in Ireland.
In primary school and before (children garden) teachers must educate an approach, on health problems, caring environment first class, then in school and at home.
But one teacher can chose a topic to develop.
Green classes, mountain classes, seaside classes exist. A class or a school can go to discover a place, and life with relations between man, nature, environments, technology, etc... That is exceptional the exception at the rule.
In a secondary school environmental education takes place in a curriculae of disciplines such as geography and biology.
Topics like citizenship, open school and work, meeting cultures, economic and scientific problems may be chosen by teachers teams.
Sometimes collaborations with INRA, CNRS (Institutes of Agriculture, Scientific, forestry research) exist. A few teachers and pupils, students work in workshops.
Sometimes national projects between Educational Ministry and Environment Ministry take place. Schools and colleges can particpate.
In upper secondary schools we have also forestry, agricultures, environment, colleges for special education.
Environment education as a large practice and philosophy of man activities between them and nature, is not yet a real fact in educational system.
BELGIUM Core curriculae and environmental education
In primary education there are final terms formulated for the whole learning period of six years, but separately for each subject. So world orientation is the main theme in which we can find environmentel education-objectives. Quite a number ofenvironmental educations - linked terms are formulated with examples in the following groups:
1. living nature: 6
2. non-living nature: 2
3. relationship man-nature: 5
In the first grade of secondary education, rascross-curricular themes as:
- citizenship
- learning to learn
- social skills
- health education, and
- environment education.
The options for the first grade of secondary education was the local environment. More global and scientific deeper going research was saved for the terms of the second and third grade, to be developped this year
Five general objectives were formulated:
1. acquiring insight in the environmental circumstances in a local environment
2. controlling social skills to promote communications between several groups involved in environmental issues
3. practising elementary techniques and in a concrete environmental research
4. prepared to take responsabilites in the search for measures in the advantages of a sustanable development
5. recognize values and develop a capacity to judge the diversity of influences in the interaction between man and his environment.
The fundamental objectives for the first grade are cognitive, psycho-motoric and affective. Concrete final terms are grouped in 4 chapters: air, water and soil, living world and environment, society and urbanplanning and waste.
GERMANY
Environmental education is not a subject of itselfs. It is included in mainly Sachunterricht (primary school), biology, chemistry, physics and geography. But in project works environmental education touches alle subjects.
In the daily school life we practice nature protection.
For example: we devide the waist in glass, paper, tin, plastics and we try to safe water, electricity and oil. in same primary schools tins and glassbottles are not allowed.
POLAND
The organisation of the educational and environment management sectors in Poland:
- Level central (national), Ministry of Education with colleges and universities and national center for teaching materials.
Also Ministry of Environment, Directory for the Cultural Heritage.
- Regional level, National Education Office and County Environmental Agency.
- Local level, Municipality of communities
- School level, Primary and secondary school principals.
We have the differance, environmental curriculum in education system in Poland.
The environmental education is realized in Kindergarten (playing, excurtion°
The primary school realizes it in the form of “interdisciplinary path” - The green path.
Another authority curriculum is realized after lessons for differant pupils.
Secondary school provides environmental education in biology lessons or another ecological lesson. The practice in this curriculum is very important.
SPAIN
(1) In primary geography and nature go together in a materia called “knowledge of environment”. Not only in this materia pupils and teachers doing EE, but is the most important.
In secondary in nature sciences and in social sciences curriculum they doing EE.
All the schools have to develop their curriculum (PCC) “School curriculum project”. Where EE is developped as cross-curriculum.
For the development of this goals every region has his own.
Basque specialist support for environment education for teachers
Catalonia specialist centres to help with environment education
GREECE
In the Greek Education System first efforts tot develop EE in schools, started during late seventies, especially after the intergovernmental congress in Tbilisi (UNESCO-UNEP, 14-16 October 1977). Environmental education was integrated in the curriculum of secondary education in the schoolyear 1990-1991 (Law 1892, 1990).
According to the above law the aim of EE is defined as follows “The aim of Eeis to make students realize the relationship between man and his natural and cultural environment, to develop awareness about relevant problems and to take action, by special programmes, contributing to the solution of environmental problems”.
According the same law, positions of EE consultants (or coordinators) were established in all prefectures of the country, as well as EE Training Centers (EETC) where it was possible.
EE consultants have the responsibilty of guiding, coordinating and supervising EE activities in their prefecture. Specificaly they are responsible for the development and support of EE programs, cooperation with governmental and non governmental organistions and implementation of the Ministry of Education policy.
EE consultants are also responsible of decentralising activities concerning the Ministry of Education. They may also submit proposals to the Ministry of Education tot promote EE.
In this way, EE consultants contribute to the definition of high emergency environmental problems and make decisions in local level towards achieving the aims and objectives of EE. Generally, Law 1892, 1990 and the guidelines of the Ministry of Education were decisive factors, to actively involve schools in the implementation of EE programs and activities.
Environmental Education Training Centers are of two types, urban and regional. All centers have teaching and workshop classrooms, libraries and study rooms, etc... while regional centers have in addition to the above restaurants and youth hostels for 40-50 people. All centers are properly equiped according to their type.
NORTHERN IRELAND
Environmental education is a non-statutory cross curricular theme (1).
In the geography curriculum it is compulsory to give students the opportunity to study at least one environmental issue at Key Stage 2 (upper primary) and Key Stage (lower secondary).
The issue can be local, national or international.
It is the process of investigating the issue which is important (5 W’s)
- what is the issue?
- where is it?
- when did it occur?
- why is it an issue?
- who is involved?
- suggest possible solutions.
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