Sustainable development in a country with extensive presence of valuable biotopes

Summary The Greek natural environment shows an extensive diversity of flora and fauna and a significantly high density of important biotopes. This notable ecological wealth is threatened with rapid degradation caused by human activities. Its protection through nature conservation measures and through the control of development projects and activities is obstructed by factors such as the existence of a large number of non-point sources of disturbance which are related to a large number of people, the inefficiencies of State mechanisms, the indifference of local societies with regards to planning procedures and long-term social benefits, and a traditionally indifferent or hostile attitude of countryside people towards nature. A study of the threats against the natural environment shows that the most important of these derive from activities that bring people closer to nature, but which follow a development model that is not sustainable. Such activities are: farming, animal grazing, fishing, tourism, vacation house-building, the opening up of roads, hunting, motorized recreation, etc. Contrary to this, the development of industry and the big enterprises of the tertiary sector appears more compatible with the preservation of a rich natural environment when certain conditions such as effective control, use of modern technology and convergence of business and environmental benefits occur. Consequently, this kind of development shows a better perspective as a sustainable development.Kimon Hadjibiros is a physicist-cum-ecologist working at the National Technical University of Athens. This paper, like others in Volume 15, No. 4 ofThe Environmentalist, was presented at the Global Forum '94 Academic Conference Towards a Sustainable Future: Promoting Sustainable Development, Manchester, UK, in June, 1994.     

Teaching strategies for environmental education

Summary It is possible to distinguish four target groups for tertiary environmental education: the Technical Group, the Subject Specialist Group, the Management Group and the Lay Group. Each of these groups requires different sets of skills and abilities. The Technical Group needs to know how to measure environmental parameters. The Subject Specialist Group needs to know about environmental systems. The Management Group needs to have the skills and abilities to resolve complex environmental issues and problems. The Lay Group needs to have attitudes, philosophies and values about the environment. Each of these in turn require different teaching strategies. For the Technical Group, practical experimental teaching methods based on the traditional subject approach appear to be the most suitable. The Subject Specialist Group needs presentational methods based on either an infusion approach or a new subject approach. For the Management Group, a combination of high level disciplinary teaching combined with intensive short skills courses and more extensive junctions or environmental encounters, all of which make use of practice methods of teaching, are suggested. For the Lay Group, experiential methods, where the student's attitudes are challenged by experiences in either an in-service situation or through simulation exercises, seem to be most appropriate.Dr David Stokes is Dean of the Faculty of Applied Science and Head of the Department of Environmental Studies at Victoria College, and Bruce Crawshaw is currently a lecturer seconded to the Universiti Pertanian Malaysia.     

A national strategy for environmental education: an approach to a sustainable future?

Chapter 36 of Agenda 21 called on each nation to bring together a widely cross-sectoral group of people to prepare a national strategy for environmental education and training. In Scotland this process had already begun and the Secretary of State's Working Group on Environmental Education presented him with its recommendations for a strategy in April 1993, which he accepted in a statement of intent in June, 1995. The process itself, the comments received on the report since publication and continuing developments in the field, have demonstrated the importance of adopting broad definitions for both environment and education, spreading involvement in production of the strategy to all sectors and as wide a range of individuals as possible, dividing up the work so as to focus on all the main contexts in which learning takes place, working with the main potential implementers and not depending entirely on the availability of new resources. The process was in itself rewarding and its importance should not be underestimated. The approach adopted and the issues which it raised appear to have wide applicability to similar programmes elsewhere. This paper describes the process adopted in preparing the strategy, reviews some of the subsequent developments in Scotland, and assesses the factors which may have contributed to its success so far.Professor John C. Smyth, OBE is Emeritus Professor of Biology at the University of Paisley. He is President of The Scottish Environmental Education Council and he presented this paper at the Global Forum '94 Academic Conference Towards a Sustainable Future: Promoting Sustainable Development, Manchester, UK.     

Urban policy and environmental regeneration in two Scottish peripheral housing estates

Summary In the UK, particularly post-Second World War, urban renewal and decongestion programmes created peripheral housing estates. From the beginning these estates were not endowed with any sustaining social and economic life. Moreover, most of the residents were in the lower percentile of the urban poor, as well as being disadvantaged from a multiple perspective. Over the years, these estates have deteriorated socially, environmentally and economically. A number of limited efforts made in the past to improve the general well-being of the residents have not achieved appreciable success.In recent times, it has been recognised that only by a comprehensive approach can the peripheral estates be regenerated (or generated?). The New Life for Urban Scotland programme is aimed at doing this. This paper attempts to evaluate the impact of the programme of environmental improvement in Castlemilk and Ferguslie Park, both peripheral housing estates on the outskirts of Glasgow, Scotland. The impact areas studied are: land-use pattern and environmental quality; retail and shopping facility development; leisure and recreation; roads, streetscape and local transport services; environmental improvement expenditure. Some possible improvements in the programme are proposed for the future.Dr Sam C. Ofori undertook this study as part of a Master's Thesis with the School of Planning at the University of Central England.     

Educating the South Pacific about the environment

Summary Environmental education is currently fashionable. However, some educators are viewing it with suspicion as a trendy subject which will disrupt their carefully planned syllabii which are geared largely towards the passing of examinations. In the South Pacific there have been a number of attempts to increase people's awareness of their surroundings and to build up a respect for what is loosely termed our physical environment. These programmes have included, increasing the amount of environmental examples in a range of primary and secondary school subjects, formal courses in environmental planning at the tertiary level, and conservation messages through the media.Dr Jenny Bryant is a Lecturer in Geography at the University of the South Pacific, and recently Secretary, now Acting Chairperson, of the South Pacific Action Committee for Human Ecology and the Environment (SPACHEE).     

Desertification Control and Management of Land Degradation in the Thar Desert of India

India has 2.34 million km² of hot desert called Thar located in the north-western part of Rajasthan between latitudes 23°3 and 30°12 North and longitudes 63°30 and 70°18 East. The Indian desert is spreading annually over 12000 ha of productive land degrading it and slowly advancing towards the national capital New Delhi at the rate of 0.5 km per year. The Indian desert is characterised by huge shifting sand dunes; high wind speed; scarce rainfall; and intense solar radiation. Tremendous efforts have been made since the 1960s to arrest desertification and for ecological restoration of the Thar desert. An Ambitious afforestation programme including stabilisation of shifting sand dunes and creation of micro-climates through tree-screens and shelter-belt plantation was launched by the forest department of Rajasthan. A huge canal, 649 km long was also introduced to the Thar desert for ecological restoration.     

A course in Environmental Planning and Management

Summary This paper describes a 13-weeks, third-year course in Environmental Planning and Management developed and taught by the authors. Initiated in 1969, the course consists of a mix of lectures, seminars, workshop/laboratory sessions and field-based projects. The objectives of the course are for students: to become aware of the need for, and the complexities of, environmental management; to be able to criticise constructively work done by environmental agencies and consultants, managers and decision makers; and to learn and apply some of the methods and techniques used in environmental management.Topics covered by the current syllabus are: concepts of resource and environment; constitutional aspects; international law and the environment; Australian and Canadian environmental legislation and agencies; human manipulation of ecosystems; energy subsidies; modification of biogeochemical cycles; population dynamics and cropping; fisheries; national parks and reserves—policies in different countries; international heritage areas; environmental assessment (including impact assessment, land evaluation, land capability and land suitability assessment); and regional, integrated land-use and environmental planning and management. Techniques taught include: field surveys and interviewing; laboratory analysis of selected water quality, sediment and soil parameters including nutrient concentrations, heavy metal and pesticide residues; and for some students, applications of geographic information systems (GIS) technology following preceding GIS courses.A major problem is selecting the most appropriate mix between the social and natural sciences—appropriate, first in terms of students' heterogeneous skills and backgrounds, and second, in terms of understanding the causes of environmental problems and issues, and devising practicable solutions.     

Problems encountered when linking environmental management to development aid

Summary Environmental management is defined as a mechanism for alleviating the worst of environmental damage and reducing the most unacceptable aspects of social inequalities but without really altering the patterns of political and economic power. It is now increasingly regarded as accepted practice in development partly because it is economically and socially counterproductive to ignore it. The purpose of the paper is to illustrate the difficulties involved in incorporating environmental management into economic growth with special reference to development assistance. Much environmental damage in the Third World is a product of the forces of development rather than the fault of the people, and in the past development assistance projects have often inadvertently led to environmental destruction and social distress. Case examples are given. The paper argues that among the many impediments to the full incorporation of environmental management into development are the following: the administrative structure of the agencies involved, suspicions in the past of receiving nation governments and the risky nature, and expensive labour intensity of programmes aimed at integrated rural development and appropriate technology. Some recommendations are advanced involving administrative reorganisation, new training skills and diplomacy, although no major breakthroughs are expected to come quickly.Geography graduate from the University of Edinburgh, Harkness Fellowship and Carnegie Scholarship to study at Cambridge (UK) and Cornell (USA). University appointments in Canada and UK. Authority in the field of Resource Management. Author of Progress in Resource Management and Environmental Planning.     

Environmental education — Implications for public policy

Summary This paper examines first the practical requirements of educational participation, and attempts to define the kind of education system (both structure and curriculum) which would meet these requirements. Next, it describes the special role of environmental education for all age groups, not just those of school age. Organizational and curriculum models are presented to illustrate how locally based education could be developed in such a way as to draw together teachers, local people and technical professionals working in the locality, to make a collective learning process. Finally some conclusions are drawn about the politics of environmental education.Miss Jean Forbes is a Senior Lecturer in the Department of Town and Regional Planning at the University of Glasgow.     

Towards a new system of environmental governance

Summary Planning, the visible hand of government, is the resource allocation sphere that has the potential to prevent destructive conflict over resources, by creating a long term, rational, ethics-based and participatory decision-making process. Other public decision-making systems (the market, legal and political arenas), by their very nature, cannot adequately protect the environment or ensure sustainable development. However, as presently conceived, Planning⁺ cannot do so either. Reform has been impeded by an ideological bias which defines Planning as diametrically opposed to the market, such that creative alternatives to the two systems of social choice have not been developed.To address this problem, a new tri-partite structure of environmental governance is proposed. Based on an ecofeminist paradigm, it is primarily designed to constrain the potential for the abuse of power, and allow society to address environmental (ethical) as well as social (distributional) and economic (efficiency) issues. In a sense, it rationalises the social decision-making system by re-aligning rights, wants and needs with the appropriate decision-making forum (representative democracy, the market and Planning respectively). The model exposes the need to redesign all these institutions so that they better correspond to their logical functions within the resource allocation system. However, this paper focuses on the Planning system itself.Janis Birkeland was an attorney, architect and planner in San Francisco, USA. She now teaches at the Department of Architecture, University of Tasmania. This article is drawn from a longer 1990 paper Myths and Realities of Planning and Resource Allocation (Department of Geography and Environmental Studies, University of Tasmania), which was presented at the Socialist Scholars' Conference, Melbourne, 18th July, 1991.     

Tropical forests: The policy challenge

Summary Tropical forests are being destroyed faster than ever, the rate having almost doubled during the 1980s. The main agent of deforestation now turns out to be the displaced peasant or landless farmer, sometimes known as the shifted cultivator; that group accounts for more forest loss than the combined impacts of the commercial logger, the cattle rancher and all other better known sources of deforestation. Yet, the over-riding target of conservation efforts remains the minor players in the forest's decline. All too little attention is directed towards the shifted cultivator, and next to nothing is done to address the problem which this group represents. Policy purviews need to be expanded to include the key factor of the shifted cultivator. In turn, it must determined what impels these people to abandon established farming areas in the countries concerned and to migrate into the forests. It appears that these people are driven by an array of forces: population growth, maldistribution of arable lands, inadequate rural infrastructure and lack of government attention to subsistence agriculture. In other words, the source problem is an amalgam of non-forestry factors, and conservationists will not achieve success in safeguarding the remaining forests unless they direct much more emphasis towards these root causes of deforestation.Dr Norman Myers is a consultant in environment and development, a member of this journal's Advisory Board and a regular contributor to the journal (seeThe Environmentalist,8(3), 187–208 and10(4), 243–256).     

Two paradigms of professional development in environmental education

Summary In environmental education in this information age, it is particularly important to adopt the approach of enquiring critically into the environmental, educational and social values informing environmental, educational and social actions when and where required, rather than to simply adopt the approach of emphasising the acquisition and retention of information of an alleged universal type — information drawn from the stockpile of objective knowledge collected by others. This paper argues that to achieve this aim, environmental education in an information age requires aparadigm shift in the areas of professional development — a shift from a paradigm of information technology to a paradigm of information critique. A perspective on the form of this paradigm shift in the particular field of professional development in environmental education is the subject of this paper.Dr Ian Robottom is Senior Lecturer in the Curriculum Studies Centre of the School of Education, at Deakin University, Australia. His main interests lie in teacher education, educational enquiry, and environmental education. He conducts an off-campus environmental education course (B.Ed level) for practising teachers studying at a distance, is a member of the Council of the Australian Association for Environmental Education., and Editor of theAustralian Journal of Environmental Education.     

Sewage as a resource: a case study of afforestation using sewage irrigation in Jaipur,Rajasthan, India

Summary Human beings use huge quantities of water every day for drinking, cleaning and various cultural functions and dispose of it as wastewater within sewage. With increase in population, the magnitude of this waste is multiplying enormously and beyond the recycling capacity of local ecosystems to become a major health and environmental hazard. Re-use of wastewater for afforestation purposes in the form of sewage silviculture combines the dual benefit of water conservation with environmental sanitation. Such experiments are being carried out at the World Forest Arboretum in Jaipur, Rajasthan, India. Biological treatment of the sewage before application, to improve its irrigational quality, to remove harmful chemicals and to prevent the risk of these passing into the human food chain is being undertaken. The aquatic weeds Lemna and Eichhornia are being used to purify the wastewater. The technique is both economically viable and ecologically sustainable.Dr Rajiv K. Sinha is assistant professor in Human Ecology at the University of Rajasthan.     

Educating for our environment: an Australian experience

This paper examines how some of the principles of environmental education have been taken up in environmental strategies and activities in Victoria, Australia. The focus is upon the efforts of the State Government-funded Victorian Environmental Education Council (VEEC) to encourage the development of environmental education in sectors and organizations outside the formal education sector and not usually associated with either the environment or education. The relative success of initiatives fostered in marginalized community sectors and in the private industry sector are discussed. Following the abolition of the VEEC (late 1993) with a change of government, questions are raised about the sustainability of environmental reform agendas in the public political domain. In view of the fragility of sympathetic political environments, it is argued, that for environmentally sustainable development a broader commitment to social justice and social change must be fundamental to environmental education principles and processes to both include all sections of the community and, also, to actually change who makes decisions and how and where they are made.Jeannie Rea lectures in environmental policy and polities at Victoria University of Technology, Victoria, Australia. She was the Trades Hall Council representative on the Victorian Environmental Education Council and worked with others, on a publication chronieling exemplary environmental education projects in Victoria.     

The readability of federal land management plans

Regulations to implement the National Environmental Policy Act state that environmental impact statements shall be written in plain language. Federal land management agencies operate under this guideline when they prepare plans for their lands. We examined 23 agency plans, using the Flesch Reading Ease Scale, to determine if they met this criterion. The scores show that the plans are written for people with three to six years of college education, far beyond the reading ability of the average person. The results suggest that the plans may limit or bias who participates in agency planning. National policy on the readability of the plans needs to be clarified, and agencies need to evaluate, and defend or revise, their writing programs.     

Ethics and the Genetic Engineering of Food Animals

Biotechnology applied to traditional foodanimals raises ethical issues in three distinctcategories. First are a series of issues that arise inthe transformation of pigs, sheep, cattle and otherdomesticated farm animals for purposes that deviatesubstantially from food production, including forxenotransplantation or production of pharmaceuticals.Ethical analysis of these issues must draw upon theresources of medical ethics; categorizing them asagricultural biotechnologies is misleading. The secondseries of issues relate to animal welfare. Althoughone can stipulate a number of different philosophicalfoundations for the ethical assessment of welfare,most either converge on Bernard Rollins principle ofwelfare conservation (Rollin, 1995), or devolve intodebates over the ethical significance of animaltelos or species integrity. The principle of welfareconservation prohibits disfunctional geneticengineering of food animals, but would permit alteringanimals biological functions, especially when (as inmaking animals less susceptable to pain or suffering)do so improves an individual animals well being.Objections to precisely this last form of geneticengineering stress telos or species integrity asconstraints on modification of animals, and thisrepresents the third class of ethical issues. Most whohave formulated such arguments have failed to developcoherent positions, but the notion of species being,derived from the 19th century German tradition,presents a promising way to analyze the basis forresisting the transformation of animal natures.     

Environmental planning at the local level: The example of local conservation strategies in Victoria,Australia

Summary While there is a burgeoning literature on national approaches to environmental policy and programmes, much less interest thus far has been shown in the role of local government. However, the State of Victoria in Australia, in the period 1988–1990, took a world lead in encouraging local municipalities to formulate Local Conservation Strategies (LCSs) with a high level of citizen input. The paper places this programme initiative in context and reports on the results of consultations and workshops with local Municipal Conservation Officers who have been in the front line in terms of developing and implementing LCSs in that State. In particular, the paper explores the process of LCS formulation and highlights some of the benefits and problems with the programme so far.Dr David Mercer is a Senior Lecturer in the Department of Geography and Environmental Science at Monash University, Melbourne. His major research interest is Australian environmental policy. Dr Meg Keen's research interests are in environmental education and management.     

Environmental Education: Biodiversity

Environmental education was a principal topic on the agenda of the Stockholm 1972 Conference. In response to its recommendation UNESCO and UNEP developed and launched the International Environmental Education Program (IEEP) in 1977. Environmental education was perceived to encompass in-school and out-of-school activities and public awareness. Later developments added training to its objectives and the concept of sustainable development to its dimensions. The international Convention on Biological Diversity (CBD) represented a phase in the world commitment to conservation of nature. It underpinned biodiversity in the fields of environmental education. Biodiversity education is based on five pivots: scale of boundaries (from local to worldwide), perspectives, goals, themes (vary according to actors), and assimilation (evaluation of programs of action). Directions relate to learners and teachers, and processes address: awareness, school education, education (and professional training) at tertiary level, roles of communication and media institutions.     

The challenge of sustainable tourism

The paradigm of sustainable tourism is discussed in terms of analysing what it actually means. Certain questions are raised and these include the means of its measurement, the question of intergenerational impacts and how these may be assessed, the determination of what exactly is meant by environment, the aspect of tourism as an industry and, with specific reference to tourism in the developing world, the potential for neocolonialism. It is argued that, although sustainable tourism may be a worthwhile goal, inherent problems in the definition and measurement of its success make it an elusive if not academic target. The challenge of sustainable tourism is to see it in a broader context as but one tool of development and to ensure that it is examined in the context of the local community as well as a global perspective.     

Environmental problem-solving and land-use management: A proposed structure for Australia

A three-tiered structure of land-use and environmental management is here proposed for Australia. The structure is based on the idea that environment means the environment of people, and that environmental problems arise when a change in the interaction between people and their environment leads to conflicts about the use of land and resources. The heterogeneity of society means that a range of human aspirations and value systems must be satisfied by environmental managers. Existing methods of environmental management fail to achieve these objectives, due to inadequate perception of environmental problems by decision-makers, and the inability of currently available impact assessment techniques to resolve human conflicts associated with the use of land and resources. The main work of planning and managing land use and the environment would be carried out by regional authorities, supported by federal and state policy. Examples are given of moves towards regional administration in England and Wales, Western Australia, Australia and New Zealand. Community participation in the decision-making process is essential and can be achieved by electoral representation to the authoritative bodies and through procedures that ensure informed public comment on planning proposals.