The implementation of environmental education to promote sustainability: an overview of the processes and challenges

ABSTRACT

This paper interprets aspects of the implementation of environmental education in a Higher Education Institution, situated in a developing country, to promote Education for Sustainable Development (ESD). The paper will allow educators to categorise the multiplicity of ESD programmes and projects in higher education institutions, determine their limitations and acceptability, and benefit from the theoretical framework of affective learning in designing new ESD interventions. The paper will also provide an overview of the processes required to establish ESD in developing and developed countries. This paper will further help universities to develop a better understanding of how integration of the three components of sustainable development – economic development, social development and environmental protection – can be incorporated in higher education. The paper explores the challenges for planning the implementation of ESD in an education faculty, outlining the potential lessons learned that could assist in improving ESD efforts in Faculties of Education.     

Occupational Health and Safety post-graduation courses in Europe: A general overview

The education of safety professionals shows a high variety in their level of approved qualifications, ranging from a technician level up to university master courses, and more recently, doctoral programs. In European countries, it seems that there are some differences in what regards the characteristics of the courses. These may be due to national particularities and legal issues, but also to the nature of the institutions and people ‘behind’ the courses.This paper presents the results of a survey carried out in the scope of an European research project and it aims to provide a basic understanding of the range and diversity of the OHS post-graduation courses. With an estimated average answer rate of 50%, the survey has only included courses with more than 120 teaching hours, from a post-graduation level, and with complete programs. Results are presented for 90 courses, from 18 countries, mainly (84.4%) from universities.It is possible to highlight the fact that, as expected, the majority of the courses (59%) are Masters (or equivalent), and are organised primarily by Engineering, Applied Sciences and Management schools/faculties, which together accounted for nearly 65% of the courses. In what regards the adopted quality systems reported by respondents, there is a predominance (65.8%) of the use of “internal” tools, such as the students and teachers evaluations and internal audits.One of the main conclusions is that there is a large variability amongst the analysed courses. However, it should be emphasised that these results are not representative of the situation all around Europe, as it was not possible to obtain information from all OHS courses. Considering the identified differences within all the European countries, the harmonisation of post-graduation courses on OHS, if it is to occur, has a long way to go.     

A building education programme in North Yemen

In December 1982 the central highlands of the Yemen Arab Republic suffered an earthquake that caused extensive damage to traditional buildings in the area. In the aftermath of the relief effort for victims of the disaster, a project was set up to provide local builders with simple information about the means of strengthening homes. This education programme has now been running for almost three years. This report describes the activities of the project, and assesses some of the issues that emerge from this kind of education work, and the methods that have been used.     

高职院校学生思想状况浅析

根据高职院校学生中出现的问题进行了分析,指出了社会改革、现行教育体制及管理方式给学生思想教育带来的影响,并提出了自己的观点,认为应采取多种方式加强学生思想教育。     

走环境与可持续发展教育之路创建绿色和谐校园——内蒙古自治区绿色学校创建工作的实践与探索

本文从内蒙古自治区绿色学校创建工作的实践情况、存在问题及今后建议几个方面阐述了内蒙古自治区＂中小学绿色行动＂在我区的重要性,从不同的方面阐述了创建绿色学校是环境教育的基础工程,是加强学生素质教育的重要环节,是环境与可持续发展教育的重要内容。     

School building condition,school attendance,and academic achievement in New York City public schools: A mediation model

Little is known about how the condition of school facilities affects academic outcomes. This study examines the role of school attendance as a mediator in the relationship between facilities in disrepair and student grades in city and state tests. Data on building condition and results from English Language Arts (ELA) and Mathematics (Math) standardized tests were analyzed using a sample of 95 elementary schools in New York City. Variables relevant to academic achievement such as ethnicity, socioeconomic status, teacher quality, and school size were used as covariates. In run-down school facilities students attended less days on average and therefore had lower grades in ELA and Math standardized tests. Attendance was found to be a full mediator for grades in ELA and a partial mediator for grades in Math. This study provides empirical evidence of the effects of building quality on academic outcomes and considers the social justice issues related to this phenomenon.     

The Bhopal tragedy: its influence on process and community safety as practiced in the United States

The chemical accident at 12:45 AM on December 3, 1984 in Bhopal India had a profound effect on the practice of chemical process safety in the United States. Fearing the possibility of similar events occurring in the United States, the United States Congress convened several hearings and investigations into the causes of the disaster. The inquiries focused both on the state of process safety within the US chemical industry and on the readiness of communities located near chemical operations to respond to sudden and dangerous toxic discharges. Of equal significance were concerns over the safety of workers in chemical plants. This paper reviews the major legislative, academic, and industrial changes initiated in the area of process safety after the event, their influence on saving lives, and on improving living conditions surrounding chemical complexes in the United States.     

Sustainability Capacity Building Based on Educational Method： A Case Study on China and Sweden Joint Program

Environmental Education and Education for Sustainable Development （EE＆ESD） have been widely accepted as an effective educational method to contribute to capacity development and processes of change in developing countries. This paper takes SIDA supported EE＆ESD in formal educationadvanced international training program, China as an example. By analyzing and reflecting its orientation, implementation, outcomes and evaluation, experiences and lessons learned are expected to help improve the sorts of international cooperation capacity building programs both from international and also Chinese perspectives.     

Community-Based Participatory Research Helps Farmers and Scientists to Manage Invasive Pests in the Ecuadorian Andes

Participatory research has not been a conspicuous methodology in developing nations for studying invasive pests, an increasing threat to the sustainable development in the tropics. Our study presents a community-based monitoring system that focuses on three invasive potato tuber moth species (PTM). The monitoring was developed and implemented by young farmers in a remote mountainous area of Ecuador. Local participants collected data from the PTM invasion front, which revealed clear connection between the abundance of one of the species (Tecia solanivora) and the remoteness to the main market place. This suggests that mechanisms structuring invasive populations at the invasion front are different from those occurring in areas invaded for longer period. Participatory monitoring with local people may serve as a cost-effective early warning system to detect and control incipient invasive pest species in countries where the daily management of biological resources is largely in the hands of poor rural people.