Environmental education in third world schools: Rhetoric or realism?

Summary Approaches to teaching about environmental concerns that have been successful either in Western schools or in non-formal Third World projects are unlikely to be effectively implemented in Third World schools. The perceptions of schooling in the Third World, together with the economic, political and social context in which it is conducted, present constraints that are very different. Unless these constraints are recognized, attempted reforms by environmental educators will, at best, remain only at the rhetorical level and, at worst, prove counter-productive. The paper discusses three broad categories of constraint: arising from the socio-political context of schooling, the educational system itself, and issues concerning school-village transfer. The argument is illustrated by reference to research in developing countries on similar educational reforms, such as community schooling, and with examples from the author's research in Papua New Guinea. The paper concludes with some positive lessons for those wishing to see a concern for environmental issues pervade the curriculum of schools in the Third World. The danger of making such reforms over-ambitious is stressed. To be successful, such work must be given high status in the eyes of students and teachers and examination reforms should be introduced to reinforce this.Dr Graham Vulliamy lectures in Sociology in the Department of Education at the University of York. Following field research trips to Papua New Guinea in 1979–1980, 1982 and 1986, he has a special interest in the implementation of educational reforms in developing countries. He is an executive editor of theBritish Journal of Sociology of Education and of theInternational Journal of Educational Development.     

The world conservation strategy: Environmental education and local initiative

Summary In the spring of 1981, Tufts University and the International Union for the Conservation of Nature began teaching the World Conservation Strategy to environmentalists working at the local level. The fourteen-week course that they offered was the first of a series of initiatives to increase public awareness of the need for local action toward the solution of global environmental problems. The success of the first course has encouraged other groups to adapt it to their own social and ecological settings, but there is a pressing need for even more public education. While several aids to teaching the World Conservation Strategy are now being developed to give local conservation educators access to the Strategy, the initiative for bringing the World Conservation Strategy to the public should continue to come from these local leaders. Frank Thibodeau is an environmental biologist and policy analyst with MA and PhD degrees from Tufts University. He is currently a Research Associate in the Department of Urban and Environmental Policy at Tufts, preparing a book on the World Conservation Strategy as a foundation for local environmental initiative under the auspicies of IUCN and the World Wildlife Fund. In addition to his writing and teaching related to the Strategy, he maintains an active research program examining the development of national and international strategies for the preservation of genetic diversity. Hermann H. Field, an urban planner and Fellow of the American Institute of Architects, was director of the Planning Office of the Tufts-New England Medical Center in downtown Boston for 12 years. In 1972 he initiated and then directed a new graduate department of Urban and Environmental Policy at Tufts University. Since 1978 he has been Professor Emeritus in Environmental Planning there. In addition to continued involvement in his department he is active on a range of levels in conservation from the local to the international, including membership on IUCN's Commission on Environmental Planning.     

Environmental education in Sweden

Summary Schools and higher education institutions in Sweden have developed a wide range of innovative and demanding curricula to meet the objectives of Sweden's environmental policy. Environmental education in compulsory schools is taught principally through biological sciences, although social studies are beginning to occupy a substantial component of the environmental curriculum. Upper secondary schools offer more opportunities to develop environmental awareness, understanding and practical skills than comparable sixth form and post-secondary colleges in England. In Sweden there is a strong emphasis on practical work developed through projects based on contemporary environmental issues and their resolution. The development of environmental education has been well supported by a substantial input of new resources, especially materials developed by the Swedish Environmental Protection Agency and Industry. Universities have also begun to adopt new organisational structures to help develop inter-disciplinary teaching and research teams. Several universities are experimenting with common core courses, parts of which comprise environmental elements.Dr P. Brown is currently Visiting Professor of Environmental Education, in the School of Natural Sciences at the University of Hertfordshire. All five authors were until recetly members of Her Majesty's Education Service Inspectorate.     

Environmental technological education in a developing country—Libya

Summary The environmental education needs of a currently wealthy developing country, Libya, are outlined. Because of specific local requirements, the data presented clearly shows how such educational requirements differ in many respects from the various Western-style environmental sciences curricula. The aim is to produce graduates capable of comprehending environmental problems as they arise in the different regions of Libya. This involves not only dealing with the effects of new developments but also with peoples who must adapt to new life-styles.Since most of what has to be learned is communicated originally in English to Arabic-speaking students via lectures, visits and books, special emphasis is laid upon the added importance oflocally produced bilingual audio-visual teaching aids supported by spoken commentaries, printed texts and glossaries of technical terms used in both languages. A technique for producing such aids has been evolved at the Higher Institute of Technology, Brack, Libya.     

Environmental education research news

Summary Note Most of the citations above were selected from three sources:Current Index to Journals in Education, the ERIC system's monthly compilation of citations of literature reported in educational and education-related journals;Resources in Education, ERIC's monthly compilation of abstracts of non-journal educational literature; andDissertation Abstracts International, a monthly compilation of abstracts of doctoral dissertations reported by universities in the United States and Canada and published by University Microfilms International (UMI). Papers from journals are referenced in the normal manner, with notation of reprint availability from UMI as appropriate. Papers cited inResources in Education are referenced by ED numbers, and may be located in ERIC microfiche collections or ordered from ERIC Document Reproduction Service. Papers cited inDissertation Abstracts International are referenced by volume, number, and page; copies may be secured from UMI in most cases. The selections were chosen as representative and reflective of the varieties of environmental education research currently reported in the literature. No selection bias was intended, other than for the purpose of providing a representative variety. In most cases, abstracts printed inCurrent Index to Journals in Education, Resources in Education, orDissertation Abstracts International were used in preparing these notes. Compiled by John F. Disinger, Professor of Environmental Education, School of Natural Resources, The Ohio State University, Columbus, Ohio 43210, USA; also Associate Director, Educational Resources Information Center (ERIC) Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC).     

Environmental education research news

Summary It appears that Harvey’s mediating definition and structural model have in fact subsumed the substance of earlier definitions and models; it also appears that no definitions or models proposed since the completion of his work in 1976 are at variance. The same might also be said about Lucas’ in, about, and for analysis, and to Johnson’s definitional study. But these works do clearly lie ‘mostly unattended by professionals’ (Hungerfordet al., 1983). The basic problem apparently is one of communication—either those concerned are not aware of what each other are saying, or they choose not to acknowledge, discuss, or debate it, for what they must assume are sufficient reasons. A number of apparently viable definitions and models have been advanced; Harvey has provided an analysis of most, and proposed a middle ground. A basis for resolution exists.     

Environmental education research news

This report was by John F. Disinger, Professor of Natural Resources, and Jennifer L. Tomsen, Graduate Teaching Associate in Natural Resources, The Ohio State University, Columbus, Ohio, 43210–1085, USA.