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CHAPTER FIFTEEN INTRODUCTION The key international conventions on environment place a high value on public awareness, The pursuit of sustainable development and education and training and obtaining information environmental conservation policies, objectives and through monitoring as essential elements for the targets requires the public to be sufficiently sensitized success of the conventions. For example, the about the multiple dimensions of environment and Convention on Biological Diversity, emphasizes the development. Awareness and understanding of importance of public education and awareness environmental issues provide the basis and rationale through promoting and encouraging measures for commitment and meaningful action towards required for the conservation of biological diversity. environmentally sound and sustainable development. Since the convention came into force in December This chapter provides an overview of 1995, the contracting parties (countries) have been developments in environmental education, motivated to address issues related to education and information, awareness and training in the Asian and awareness on biodiversity. Pacific region during the 1990s. The trends and In addition countries in the region recognize patterns in environmental education in formal and the immensity of the challenges they face, and of the non-formal sectors, and initiatives and programmes vital role that environmental education can play in that have been undertaken by governments, meeting these challenges. There is a growing non-governmental organizations, communities and perception by governments of the need to integrate by regional and international organizations are also environmental education information and identified. The underlying needs for environmental communication into the country’s on-going education, information and communication are also programmes. As a result of the Agenda 21, the level discussed with a particular emphasis on the of cooperation and collaboration between constraints and key issues that need attention. environmental and the educational institutions has increased. In some countries, governmental ENVIRONMENTAL EDUCATION environmental agencies have statutory requirements to engage in activities related to environmental A. Main Trends and Conditions education and awareness. For example, the Education has been identified as a critical Malaysian Department of Environment has driving force for change in the Asian and Pacific established an educational division under the Region, and countries and regional organizations Environmental Quality Act, which is actively engaged have adopted a range of strategies for implementing in promoting and implementing a variety of activities. programmes in environmental education (Fien 1999a). In many countries of the Asian and the Pacific The overall trends in environmental education Region environmental topics have been included in information and communication in the region reflect education courses, through integrating environmental the concerns of people and societies in transition. concerns in other subjects and through specific Environmental education is now being seen as courses for the environment. Government, NGOs, an instrument and a process that enables participation educational institutions and media have undertaken and learning by people of all ages, based on some serious efforts to meet the growing two-way communication rather than the old environmental challenges by promoting paradigm of a one-way flow of information, from environmental education, information and teachers to pupils. The content and substance of communication in their respective countries. environmental education is also undergoing review Activities such as green bank, green press, eco-lubs, and change. Reorienting education as a whole eco-polies, eco-farming and eco-harvesting; are towards sustainability involves the various levels of emerging in the region. Special economic incentives formal, non-formal and informal education at all (such as subsidy, tax-exemption and other incentives) levels of society. Environmental education has are provided to schools in some countries where developed within the conceptual framework that environmental education courses are offered. emerged from the first international conference in There is greater recognition of the role of NGOs Tbilisi (1977) and is now seen as education for and civil society organizations, and the need for sustainability. This allowed environmental education meaningful community participation in debates and to address the broad range of issues and concerns action programmes aimed at education and training included in Agenda 21 and others which evolved for sustainable development. NGOs and through the meetings of the Commission on governments are increasingly working together, Sustainable Development (UNESCO 1997). reinforcing each other’s strengths and outreach. Linkages between governmental institutions and 318 EDUCATION, INFORMATION AND AWARENESS NGOs are improving in most countries of the region, and awareness programmes highlight issues of the and in some cases, governments are actually marine environment emerging from the National depending on mature and experienced NGOs to Environment Action Plan of 1989 (IUCN 1998). promote environmental awareness, communication, Whereas in Nepal, the national goals of education and training activities (See Chapter 14). are to teach thoughtful protection and wise use of the natural environment and national heritage. In B. Formal Environmental Education Nepal, the general need of environmental protection Environmental education is increasingly a from specific problems resulting from population prominent part of primary, secondary and tertiary pressure on natural resources, and the links between education in Asia and the Pacific. The formal environment, population and natural resources, were education sector plays a vital role in environmental addressed in the environmental education plan education and awareness by exposing the younger (IUCN 1998). generation to the information, issues, analyses and In Republic of Korea, during the 1990s, interpretations on environment and development. “Environment” and “Environmental Science” were A number of factors have influenced the included in the middle school curriculum as separate development of environmental education in the courses, attributing to the common understanding region. The two over-arching factors are national that environmental education for young children was education policy and national environment and the most important means to solve persistent population policy. These policies are a reflection of environmental pollution (Kang 1999). In order to national cultural values, priorities and socio-economic raise young people’s awareness of environmental goals in most countries. The national environmental preservation, and to cultivate environmental education policy is usually the result of decisions perspectives, the Republic of Korea designated made in these broader fields (UNESCO-PROAP 1996). 63 schools as demonstration environmental schools For example, environmental education in Australia from 1985, and has disseminated their best practices has seen two major shifts since 1970s. First, there to an additional 26 schools in 1999. These schools has been a distinct move away from nature and are now eligible for subsidies and environment- science-based environmental education to a concern related educational materials (Green Korea 1999). with the social, economic and political aspects of In People’s Republic of China, environmental sustainable development. There has also been a education is coupled with the working schedule of major shift from schools to adult and community public agencies and educational institutions. This environmental education. (Fien 1999b). was formalized by a regulation issued by the National Rather than establishing a new subject, most Bureau in the Conference of National Environmental countries have opted to infuse environmental Education in 1992. At pre-school and primary levels, education objectives and strategies into the existing environmental education is carried out through curricula, while some other countries practice both games, audiovisual means and the study of natural options. In addition, the focus on practical learning systems. In secondary schools, environmental in the real world in environmental education helps concepts are infused into the courses of physics, schools to address important general educational chemistry, biology and geography. At the same time, objectives related to values and to skills development the teachers use local examples to help develop (UNESCO-PROAP 1996). environmental understanding among the students Nationally determined syllabi often provide for (UNESCO-PROAP 1997). a coordinated programme of environmental topics in In small island countries of the South Pacific both primary and secondary schools in countries of subregion, considerable effort is directed towards the region. However, there is some lack of infusion of environmental education into various coordination at different levels of education in the subjects within the primary and secondary school national framework, which prevents the development systems. The syllabus for the secondary level has a of a comprehensive environmental education strong emphasis on environmental studies, developed programme. either independently, as in the Solomon Islands and Papua New Guinea, or in collaboration with the South 1. Primary and Secondary Levels Pacific Regional Environmental Programme, SPREP The diversity of approaches in primary and (Ravuvu 1998). secondary education seen across the Asian and Pacific Region are based on each country’s major and 2. Tertiary Level threatened resources, and issues of concern. For Tertiary level education has responded to the example, in the Maldives, environmental education increasing demand for environmental managers and 319 CHAPTER FIFTEEN experts in the 1990s. Key trends have been observed year undergraduates. The courses raise awareness across the region in relation to environmental and understanding of topical environmental issues education at tertiary level these include: and are integrated with other courses, especially science and social science (UNESCO-PROAP, 1997). • basic environmental concepts and elements In People’s Republic of China and Pakistan, added to existing courses at undergraduate and many colleges and universities have introduced postgraduate levels, for all students irrespective environmental courses for undergraduates and of their courses; postgraduates, and have also directed then towards • new environmental units or modules training professionals and officials. In Mongolia, introduced into a large number of courses at the government has prepared a masterplan for undergraduate and postgraduate levels, thus environmental education and awareness, which will increasing the depth and detail of cover both formal and non-formal education and environmental study; communication (IUCN 1998). • new non-degree programmes and courses However, constraints that prevent countries in (at foundation, certificate or diploma levels) Asia and the Pacific from achieving their introduced by tertiary education institutions to environmental education and training needs are cater to the demand for in-service training and evident. At a UNESCO sponsored regional seminar upgrading of knowledge and understanding on environmental education in 1996, it was noted: on environmental issues and practices; “Each country has already initiated a number of • an increase in the publication of relevant education and training programmes at the tertiary textbooks and audio visual material; or higher level of education that are related to aspects • greater emphasis on training the trainers, and of the environment. In various ways and to varying in strengthening the tertiary education system degrees, each of the countries has responded to the and research capabilities; problems of the environment with environmental • more research on environmental education laws and regulations, and with associated political policies and practices; and institutional initiatives. However, in all countries, • a greater dialogue and information exchange the development of persons with the conceptual between the users of environmental skills and understandings and skills that these regulatory talent, in government, private and NGO sectors intentions require for implementation and etc., and the institutions of tertiary education, management lags well behind what is needed” ensuring, education and training address (UNESCO-PROAP 1997). prevailing practical needs; and • increasing emphasis placed on adult and 3. Materials and Study Aids community education, using both formal and In line with the growing interest and activity non-formal methods to raise the overall in environmental education, awareness and training, environmental literacy levels. the demand for educational materials and study aids Increase in environmental studies has been a has also increased. However, the limited availability response to the market realities, and also to the of materials may not meet individual country growing recognition of the environmental crisis and requirements in terms of local language, and in the management options available. Countries have coverage of the most relevant issues to the country. adopted different mechanisms to cater to their specific Many government and non-government needs in tertiary education. For example, in Viet institutions have risen to this challenge. For example, Nam in 1995, the Ministry of Teaching and Education in Malaysia, the Academy of Writers was enlisted to made it compulsory for a course in Environment and produce storybooks that will instill environmental Man to be taught in all aspects of natural sciences, values and attitudes amongst primary school social sciences, humanities, agriculture etc., with more children. A similar initiative has been made in the specialized environmental science and technical South Pacific subregion where there have been several courses in other university courses. Since the early efforts to produce locally relevant environmental 1990s, short, medium and long-term postgraduate education material at the primary and secondary courses for environmental managers and researchers school levels. have been conducted in various specialized centres A widely felt constraint has been the lack of (UNESCO-PROAP 1997). standardization in textbooks and other material on Specialized degree courses have been environmental issues and a failure to provide the introduced in Thailand, at graduate level, with full information base. While the subject of compulsory course introduced and targeted to first environment can be interpreted and presented in many ways, and it can be looked at through a 320 EDUCATION, INFORMATION AND AWARENESS scientific or cultural angle, there is a basic need to educational systems are often insufficiently dynamic present facts accurately and discuss issues in a to accommodate the evolving social, economic, balanced manner. If this is lacking, the wider goals political and conservation aspects of sustainable of environmental education cannot be met. An development. extensive review of environmental textbooks, The important pre-requisites for the successful supplementary readers and other material is required introduction of environmental education in schools in many countries of the region as part of a process include: the existence of clear and well to improve their quality. communicated policies; the political will and Establishment of environmental study centres availability of sufficient resources for implementation; has helped a great deal in developing materials and curricula revision; proper preparation of teachers study aids for both formal and non-formal through in-service training; the availability of relevant environmental education. Such centres also provide materials in local languages; networks for exchange students with information, insights and practical of expertise between teachers; and adequate activities, and adult visitors gain information and assessment and incentives for teachers development. advice. In Indonesia, the Ministries of Environment It is encouraging to note that in spite of many and Education have been collaborating since 1979 in constraints, practitioners and promoters of establishing Environmental Study Centres (PSLs) in environmental education have found innovative ways all public universities. By 1997, there were more than of teaching throughout the region. 72 PSLs covering all 27 provinces of Indonesia. These centres perform three functions: education and C. Non-formal Education training pertaining to environmental management; Non-formal environmental educational extension services, fostering public education and activities exist alongside the formal educational awareness; and research and surveys in support of systems, at curricular and extra curricular levels, in environmental management. occupational training, and through wide public The Department of Environmental Quality awareness activities through non-formal channels Promotion (DEQP) in Thailand has supported the such as mass media, and voluntary organizations. establishment of Provincial Environmental Education Different communities, institutions and individuals Centres (PEEC) in selected schools since 1995 and choose methods and practices that best suit their local are expected to expand these to every province by needs and capacities. 2001. The main objectives are to develop environmental education materials and tools in 1. Learning by Doing relation to local environmental problems, and to In several countries, there are efforts to get strengthen the capability of environmental educators students to relate to local problems, while in all parts of the country. understanding their global implications. In Bangladesh, an environmental education programme 4. Issues and Constraints called Muktangan Siksha, or open-air education, There are many constraints and barriers to the encourages field programmes related to the widespread adoption and practice of environmental surroundings and communities. In Myanmar, an education in the region. In the formal education imaginative pre-school and lower primary sector, class sizes are often large and teachers lack environmental programme bases its teaching on a resources and experience in interactive pupil-centred study of the surroundings, or patwinkyin, without teaching strategies. School curricula are also formal textbooks (Kartikeya V. 1995). In Sri Lanka, a dominated by competitive academic curricula which WWF-supported innovative environmental education prioritizes end–of-course examinations and programme involving over 750 schools has been discourages the development of locally and implementing an approach called ‘greening of personally relevant intellectual skills. Outside the learning’. In this, students are encouraged to beautify formal education sector, environmental education is the school garden, start a plant nursery or engage in often poorly organized and resourced. other ‘green’ activities within the school premises. Another common constraint is the lack of clear Due to its success the WWF has started introducing integration of environmental education objectives the same concepts and approaches in other countries, and programmes with national education and such as Viet Nam. environmental policies. In some countries, the Research and advocacy organizations are absence of national policies or guidelines for increasingly involved in developing non-formal environmental education has resulted in a lack of environmental activities. For example, Development coherent strategies and long term planning. Even in Alternatives (DA) located in India, has launched the those countries which do have such policies, the Community Led Environmental Action Network 321
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