Investigación Y Análisis
2 2 7 CONCLUSIÓN DE ASPECTOS MEDIOAMBIENTALES EN VILCABAMBA
Environmental Education (EE) refers to a multitude of processes and activities by which an understanding of the environment is developed and through which caring and committed concern for the environment is evolved. it is concerned with knowledge, emotions, feelings and attitudes about the environment. It aims at producing informed and
responsible citizens capable of playing active role in matters concerning the environment in which they live as well as enhancing
appropriate use of the environment. As most environment issues are multifaceted (social, economic and political), Environmental
Economics is a multi-disciplinary field and therefore uses a multi- disciplinary approach.
In EE learners are equipped with the knowledge of ecosystem and current environmental problems and then are exposed to strategies for
tackling such problems. The strategies include discussions, problem-
solving, workshops, action research, decision making and explicit
constructive actions. EE adopts a holistic approach in that it involves
all the clientele of the environment and disseminates information through formal and non-formal means. It spans all ages and all
education levels.
The idea of Environmental Education action started since the inception of International Environmental Education Programme by UNESCO in 1975. During the 1977 Intergovernmental Conference
held in Tbilisi U.S.S.R, EE was recommended and every country was
advised to endeavour to incorporate EE into her educational programme continued co-operation with United Nations Environment
Programme (UNEP) was proposed to supplement or extend activities of UNESCO’s regular programme in EE particularly those involving
research, experimentation, training of personnel, exchange of experiences and development of informal EE programmes, materials
and publications.
Since 1977 many countries have embarked on EE programmes. This involves making deliberate attempt to include relevant environmental issues in educational programmes at all levels
and various EE associations have been formed. Many countries incorporate issues in various curricula. Examples are Ethiopia, Burkina Faso, Indonesia, Latin America, India, Malaysia, Canada, Burundi, Korea and Japan to mention a few. Others, Bahrain, Kuwait,
Qatar, Kenya, Burundi, Costa Rica have specific courses on EE at
some educational levels.
The Faculty of education of Kuwait University offers EE course. Qatar University has course on EE called Man and Biosphere;
in Bahrain it is called Population and Environmental Education. In Burundi primary school pupils have a specific course, Study of the Environment. The University of Costa Rica offers a semester-long course in EE conducted by the Faculty of Education as well as offers courses on environmental themes in Engineering, Law, Agronomy,
Biology, Microbiology, Chemistry, Geology and Architecture.
Numerous other examples abound.
Some countries have taken a step forward by including statements on EE in their constitution. For example, Polish 1980 Environmental Protection Law Article II states Schools at all levels
are obliged to include environmental education in their curricula activities. The law further requires compulsory introduction of EE
into all on-the-job training courses for workers. While EE issues are incorporated in various curricula at all levels, EE is further promoted
by the requirement of every graduating secondary and vocational
student to write a project on environmental issue. Every year, the Ministry of Education and Nature Protection League organise a competition for the best project on protection and management of the
environment. Consideration is also given to environmental training of
biology and geography teachers who attend a one term course in
Ecology and Environmental Education.
Activity 18. 1
List the Universities in Nigeria that runs Environmental Education
programmes.
Kenya, the host country of United Nations Environment Programme (UNEP) leads other African countries in both planning and practice of
EE. The Kenya Development Plan for 1979-83 specifically stated that:
Environmental consideration must be brought to the attention of every citizen. Hence EE will be introduced in the schools not as a separate discipline but as a dimension to be considered in various aspects of
the curriculum.
Kenya educators have played significant part in developing environmentally conscious educational programme. Examples are The Science Education Programme for Africa (SEPA), 1974 Seminar on
Environmental Education Methodology in East Africa. The Kenya Institute of Education prepares syllabuses and appropriate materials of
incorporating EE into school curricula and subjects. At Kenyatta University, there is a special EE programme in the Faculty of Education. This programme has grown into a distinct unit, the Centre
for Environmental Education.
In Nigeria, environmental topics are incorporated into school subjects such as geography and biology. Topics such as pollution,
flooding and desertification are taught. It should nevertheless be pointed out that not up to fifty percent of Nigerian populace are exposed to formal education. Fewer still attain secondary education.
Nigeria has not taken bold steps to ensure that EE is disseminated at
all educational levels and within both formal and non-formal education as an opportunity for providing in-depth understanding of
environmental problems in Nigeria and beyond, which affect Nigerians. For example, while many countries have strong and active
Education, the Nigerian Association for Environmental Education was
initiated last year and is not yet active. Except for the University of
Nigeria, Nsukka, no other University in Nigeria offers courses of EE for trainee teachers. The lack of explicit emphasis on EE in Nigeria might in part explain the nonchalant attitude of the youth and the general populace on issues of environmental concern. In places whereEE programmes are developed, youths alongside with adults have