An education 21 programme: orienting environmental education towards sustainable development and capacity building for Rio

Summary Environmental education is essential to the success of Agenda 21. Yet currently it is without focus and effectively side-lined. This paper supplies a strategy and accompanying methodology for establishing environmental education as a major force for implementing Agenda 21. The author proposes the establishment of an Education 21 programme and the designation of the educational community as a new Rio major group. Recommendations are made to appropriate competent bodies.Trevor Harvey is the Director of Studies in the Department of Environmental Management at Farnborough College of Technology. An earlier version of this paper was presented at the International Academic Conference on the Environment entitled, Towards a Sustainable future: Promoting Sustainable Development. Which was in Manchester, UK Part of Global Forum, June 1994.     

Global environmental change: the contribution of social science research to policy in the UK

Research into global environmental change in the United Kingdom, has sought to influence public policy. It has also served to refashion the social sciences themselves, forcing them to consider sustainability as a dimension of all social and economic behaviour. This paper describes the way in which the principle of enhanced sustainability might become a point of reference in social science research. It discusses, some of the lessons that have been learned from the Global Environmental Change Programme and then considers the relationship between this work and research on the environment undertaken within the natural sciences.This paper was presented as a keynote delivery at the Global Forum '94 Conference Towards a sustainable Future: Promoting Sustainable Development, Manchester, UK.     

Environmental management systems in further and higher education institutions

Many people within the further and higher education sector in the United Kingdom (UK) have now accepted that responsible environmental management of their day to day site operations is necessary, but they are still unclear as to what lengths they need to go to obtain marketplace credibility. Many people in other sectors believe that the only way to achieve real credibility in this area is to become accredited by the new British Standard BS7750 Specification for Environmental Management Systems. Others are expressing concern that such systems are cumbersome to operate and generate a needless level of bureaucracy and additional unwelcome paperwork.This paper briefly discusses the responsibilities of further and higher education institutions with regard to environmental management and outlines one possible alternative to the BS7750 approach, the Confederation of British Industry (CBI) Environment Initiative. It also outlines the approach taken by the University of Strathclyde over the past three years in the development of an environmental management manual for the Estates Management Department and the development of a system to control university-wide environmental management.In conclusion this paper will focus on the suitability of BS7750 systems within further and higher education institutions in comparison with the approach adopted in the CBI Environment Initiative.This paper was first presented at Global Forum '94 Academic Conference Towards a Sustainable Future: Promoting Sustainable Development, Manchester, UK.Mr K. McDonach is a research assistant and Dr P. Yaneske is Director in the Safety and Environmental Management Unit of the University of Strathclyde.     

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.     

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.     

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.     

Crisis,argument, and agriculture

Scholarly critics such as Wendell Berry, as well as the popular media, frequently refer to problems associated with agriculture as the agricultural crisis or the farm crisis. Despite the identification of a problem or problems as symptomatic of this crisis, scant attention is paid to why the situation is a social crisis as opposed to a problem, tragedy, trend, or simple change in the structure of agriculture. This paper analyzes the use of social crisis as applied to the state of modern agriculture and, by extension, other crises such as those in legitimation and morality. It concludes that, although important social values associated with farming as a way of life may be in danger of being lost, the crisis we may be facing with respect to agriculture is more properly understood as a sociopolitical crisis that has broader implications than simply the loss of farms or traditional farming values. Indeed, what is in danger of being lost is our ability to affect a secure and sustainable political-economic system.     

Environmental functions as a unifying concept for ecology and economics

Summary In spite of the increased awareness about many environmental problems, degradation and pollution of the natural environment by human actions still continue on a large scale. Some of the main reasons for man's continued abuse of the natural environment are the short-term nature of the economic planning process, which largely ignores the negative long-term effects of economic production on the environment (e.g. pollution), and the fact that the pricing system mainly concentrates on man-made goods and services while considering most natural resources to be free goods.This paper argues that environmental functions (i.e. natural goods are services) are at least as important to human welfare as man-made goods and services and should, therefore, be included in economic accounting procedures. To this end, it is suggested to replace the term natural resources by the concept of environmental functions and, efforts should be undertaken to increase our understanding of the ecological and socio-economic benefits of environmental functions to human society. Only when ecological principles become an integral part of economic planning and political decision-making is there a chance of achieving a happy global village based on harmony between man and nature.Rudolf S. de Groot is an environmental consultant and a Ph.D candidate in environmental planning and management in the Nature Conservation Department of the Agricultural University Wageningen. As a member of the IUCN Commission on Environmental Planning he is involved in the activities of the European Committee for National Conservation Strategies, to implement, monitor and update National and European Conservation Strategies.     

An environmental impact assessment of the proposal to build a wind farm at Langdon Common in the North Pennines,UK

Summary This paper measures the diversity of environmental impacts inherent within a proposal by the Central Electricity Generating Board (CEGB) to build a demonstration wind farm at Langdon Common in the North Pennines, UK. This assessment was made in April, 1989 in the wake of the European Community Directive on Environmental Impact Assessment (EIA) and its subsequent interpretation within the UK Town and Country Planning (Assessment of Environmental Effects) Regulations (1988).Langdon Common lies within an Area of Outstanding Natural Beauty (AONB) and within a Site of Special Scientific Interest (SSSI). These designations create a contentious choice of site made by the CEGB and the extent of environmental impact is subsequently made more broad. While the conclusions drawn are specific to Langdon Common, the methodology evolved within the project lends itself to further application to other sites in the future. The following Environmental Impact Assessment can, therefore, be seen as a step towards the reconciliation of the acceptable siting of wind turbines in the UK and the capacity of the planning system to regulate such development.This paper by Alex Steele received the Institution of Environmental Sciences award and First Prize for the best undergraduate environmental project in the UK in 1989. Alex Steele graduated from Sunderland Polytechnic in that year and now works as an Environmental Planner for a leading company of Environmental Management Consultants.     

Economic, social, and environmental sustainability in development theory and urban planning practice

In ten years, more than half the world's population will be living in cities. The United Nations (UN) has stated that this will threaten cities with social conflict, environmental degradation and the collapse of basic services. The economic, social, and environmental planning practices of societies embodying urban sustainability have been proposed as antidotes to these negative urban trends. Urban sustainability is a doctrine with diverse origins. The author believes that the alternative models of cultural development in Curitiba, Brazil, Kerala, India, and Nayarit, Mexico embody the integration and interlinkage of economic, social, and environmental sustainability. Curitiba has become a more livable city by building an efficient intra-urban bus system, expanding urban green space, and meeting the basic needs of the urban poor. Kerala has attained social harmony by emphasizing equitable resource distribution rather than consumption, by restraining reproduction, and by attacking divisions of race, caste, religion, and gender. Nayarit has sought to balance development with the environment by framing a nature-friendly development plan that protects natural systems from urban development and that involves the public in the development process. A detailed examination of these alternative cultural development models reveals a myriad of possible means by which economic, social, and environmental sustainability might be advanced in practice. The author concludes that while these examples from the developing world cannot be directly translated to cities in the developed world, they do indicate in a general sense the imaginative policies that any society must foster if it is to achieve urban sustainability.     

Attitudes Toward Wilderness Study Areas: A Survey of Six Southeastern Utah Counties

Southeastern Utah is a region of world-renowned red-rock sandstone formations, large tracts of federal public land, rural communities centered on agriculture and extractive industries, and is often at the epicenter of environmental protection efforts in the western United States. Environmental groups have proposed formal Wilderness designations for much of the regions public land—proposals that have been actively fought by rural community leaders who do not want large areas locked-up from traditional livelihood and recreational uses. The debate over wilderness designation in the region has been characterized in the media as one that is particularly contentious and polarizing. A survey of southeastern Utah residents was conducted in order to better understand this conflict. The survey focused on attitudes toward wilderness designation and management. We found that residents of southeastern Utah have negative attitudes towards the designation and management of Wilderness Study Areas. We propose that these attitudes should be carefully considered and engaged in future policy and management decisions. We suggest that negative opinions expressed by residents of southeastern Utah are not directed primarily at the concept of environmental protection but rather at the strong perception that these programs and initiatives have been carried out in a heavy-handed manner and dominated by outside influences that have overwhelmed local voices.     

Risk-taking and environmental perception

This paper investigates the relationship between pupils' environmental perception (in terms of preservation and utilisation of nature) and personality (in terms of risk-taking). 713 secondary school pupils in Switzerland were investigated. Environmental perception was assessed via three factors: Preservation, Utilisation of Nature and Consideration for Conservation. Risk-taking was evaluated via six factors: Positive Risking, Ambivalence, Thrill in Gambling, Ineffective Control, Effective Control, and Anger Reaction. Analysis of the correlation matrix between Risk-taking and Environmental perception revealed three profiles (types): the high scorer on Preservation is the controlled and cautious gambler. The Utiliser (anthropocentric) profile is essentially a mirror image of the first: the Utiliser does not enjoy unpredictable risks, reacts with anger when risks fail and has little control over his/her own risk-taking behaviour. The Consideration for Conservation (ecocentric) profile assumes a position between these two profiles.     

Wastewater reuse in Muslim countries: An Islamic perspective

Recycling wastewater seems to have become a highly useful technique for meeting the shortage of fresh water in all parts of the world. It seems all the more important for Muslim countries because a large number of these countries face acute fresh water shortage. This paper views the problem from an Islamic viewpoint, that is, in the light of the Qur'n, theSunnah, andFiqh works.In Islamic law, water is classified into three categories oftahr,thir, andmutanajjis. The last two categories can be transmuted intotahr water and thus may be used for all mundane as well as religious purposes if they are assimilated into the overall supply oftahr water. This would be lawful from the Islamic viewpoint even without treating the water. To make use of modern technology in order to recycle wastewater effluents after treatment seems quite in keeping with the spirit and letter of the Islamic teachings.     

A Survey of Strategies Adopted by UK Wildlife Trusts in the Promotion of Gardening for Wildlife

With the decline of wildlife due to, among other things, agricultural intensification, gardening for wildlife has an increasingly recognized role in the conservation of biodiversity and habitats. The United Kingdom (UK) Wildlife Trusts have a key role in the promotion of awareness and best practice of wildlife gardening. In spring 2001, a survey of all 46 United Kingdom County Wildlife Trusts was carried out, focussing on their level of awareness of the issue, whether they actively promoted it, and what literature they employ, and whether they form partnerships in implementing this project.The survey achieved an 83 percent reply rate. The Trusts carried out a wide variety of promotional activities, although its importance as an issue varied from Trust to Trust. Some Trusts have developed excellent promotional literature and strategies, but there could be a greater degree of sharing of ideas and cross fertilization to avoid reinventing the wheel. Few Trusts had developed partnerships, although local government was the most frequent partner.     

Environmental accounting: Neo-classical framework or alternative?

Summary Traditional environmental accounting framework is based on a neo-classical economic theory that treats environmental assets and liabilities as if their contribution to economic acitivity were similar to that of conventional, marketed assets and liabilities. The environment is viewed as a producer of outputs consumed by other productive economic sectors. It is proposed in this article that the environment is not only a producer of outputs, but also an output itself. The environment requires not only its protection, but importantly its continual improvement. Under this framework environmental accounting as a discipline is split into two categories: corporate environmental accounting and social environmental accounting. Two information streams exist under this framework: products-oriented information and environment-oriented information.Dr Simon S. Gao is a Senior Lecturer in the Accounting and Finance Division of the Business School at Staffordshire University. He obtained a BA in Economics in 1993, and an MA in Accounting and Finance, in 1987, both from Shaanxi Institute of Finance and Economics, China. He was recently awarded a PhD from Faculty of Economics, Erasmus University Rotterdam (The Netherlands). His research intersts include among others, environmental accounting and reporting, environmental cost and risk analysis, and environmental asset management. He has published papers widely on accounting and finance issues.     

Labelling ecofriendly products in india — an emerging option for environmental production

Summary The labelling of ecofriendly products has been introduced in a number of developed countries to assist in the protection of the environment. Recently, developing countries like India, have introduced the scheme. This paper examines the steps involved in establishing the Indian Ecomark. For the successful implementation of the scheme the effective coordination of a number of agencies is necessary. Consumers, as well as manufacturers, have to be educated in the longterm benefits of the scheme. Initiatives necessary for the successful implementation of Ecomark have been highlighted.Mr S. S. Arvind is a member of faculty at the Centre for Energy, Environment and Technology, at the Administrative Staff College of India. He is currently on secondment to the Centre for Technology Development, Clark University, 950, Main Street, Worcester MA 01610-1477, USA. Mr E.V. Muley is a scientist working for the Ministry of Environment and Forests, Government of India, Paryavaran Bhavan, CGO Complex, Lodi Road, New Delhi 110003, India.     

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).     

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.     

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.     

Some pitfalls of ‘manstream’ environmental theory and practice

Summary Radical environmentalists consider the environmental crisis to be ultimately one of culture and character. However, in analyses and strategies for social transformation, non-feminist greens have generally accepted the Patriarchal conception of human motivation, which is based on a rational, impersonal (read Masculine) model of Man. Thus, it is implicitly assumed that the motivations underlying the environmental crisis are greed or self-interest (deemed rational motives in Western Patriarchal culture). Owing to this male-centred perspective on human nature, green strategies have ultimately relied on an appeal to reason. This, at least, has failed relative to the accelerating pace of environmental destruction.It is argued that a focus on the abuse of power leads to a more useful analysis of the causes of human oppression and environmental exploitation. The abuse of power can be understood as an attempt to overcompensate for unmet emotional needs (e. f. for love, recognition, and a sense of belonging) through an excessive drive for gratification in other dimensions of life. In Patriarchal thought, emotional needs are largely denied, being non-rational and non-masculine, and hence have also been largely ignored in social policy. This realisation suggests new strategies.Dr Janis Birkeland was an attorney, architect and planner San Francisco, USA, and now teaches at the Department of Architecture, University of Tasmania. A more extensive discussion of these points can be found in Birkeland (1993a).