Environmental Education

Environmental Education

Background of environmental education

Environmental education is the study of the surrounding that enables human beings to develop solutions for current and future environmental dilemmas. Some of the initiatives in environmental education involve educating children on the importance of protecting the environment and how to do so actually from a very young age to foster values and attitudes necessary for their surroundings and build a strong foundation both physically, socially and even culturally .This enables them to grow and act environmentally aware. Children should be involved in activities concerned with caring for the environment such as collecting litter, tree planting among others. This fosters attitudes and values in them that last a lifetime and enhance sustainable development. Regardless of age, all ideas should be listened to and sort out for the environment. Children should be given a platform to give their views on particular environmental issues as this enables boost their confidence and also makes them act more responsibly towards the environment (Fullard ,2006).Field study encourages the learner to expand their mind and gathers a broad range of knowledge. In this case, environmental education offered in early childhood education enables the child to grow with a thorough understanding of the environment and gives them a sense of responsibility towards their surroundings .The child can apply knowledge acquired in class practically and relate to their situation more effectively.

Goals of environmental education

This refers to what environmental education is set to achieve. For instance, the primary goal of environmental education is to encourage responsible actions by individuals towards the environment. Educating them about the environment means raising awareness on the various issues affecting the environment such as misuse of natural resources and global warming among others and explaining to them how these effects may change their lives along with another living thing. Secondly, environmental education fosters positive attitudes and values about the environment. Involving children would promote better grounds for improving the surrounding and taking the quality of life to a higher level (Agenda 21,2008). To foster these values and attitudes, children should be well informed about the environment, and this means explaining to them the importance of some of the natural resources and why and how they should be well managed.

Educating children about the environment gives them a sense of responsibility. For instance, practical education such as tree planting, protection of water catchment areas and good waste management makes them grow up as responsible individuals and prepares them for future responsibilities.(Hungerforld et al ,2006)This  bringing in more ideas on how to improve the quality of life and solutions for current and future generations. Environmental Education provides a forum through which children’s views about the environment can be heard, and this makes them feel like part of the society and also enables them to make effective decisions that do not affect the environment negatively. This ensures that they adopt environmentally friendly behaviors. It also encourages open-mindedness and creativity towards ways through which they can make the world a better place. Minding the well-being of future generations is a major concern in environmental matters. Environmental education shapes children’s minds. It enables them to appreciate what they already have and makes them want to improve the available resources for the future generations.

Critiques of environmental education

Critiques of environmental education refer to the analysis of this method of studying the environment for sustainable development. In that case, environmental education can be looked at under social, biological and physical perspectives .Under the biological perspective, environmental education supports sustainable development. Regarding natural resources such as forests and water catchment areas, environmental education encourages meaningful utilization of these resources and discourages their destruction or wastage (Fullard,2006).For example, deforestation is prohibited, and misuse of resources would lead to a shortage of resources for the future generation.

Environmental education promotes effective decision making that is informed and articulate and is based on attitudes, values and skills as well as knowledge of the environment( Champaig et al ,2000). It fosters a positive attitude of an individual towards the environment by making them aware of how they cannot do without the environment and therefore, forces them to take care of it for their wellbeing and that of other living things as their relationship is that of mutual benefit. It also instills values that encourage them to make a positive action towards the environment and act in a manner that is an environmental wedding. Through environmental education, individuals can build up skills that enable them to be creative and innovative in devising better methods of improving the state of the environment. It also equips them with knowledge about the components of the environment and how each is important(Agenda 21,2008).Education for sustainable development (ESD) may plays major role in children geographies it enables children to develop a positive attitude towards the environment at a very young age and makes them familiar with issues affecting the environment. It also equips them with core values, skills, and an attitude that remains in their minds for an extended period and makes them act environmentally aware. These values are a foundation for their physical and developmental growth in support of sustainable development.

Case study on Environmental education

This case study shows how environmental education is used to contribute to Sustainable Childhoods through the use of environmental education initiatives, goals, and critiques. It further explores how EE education for sustainable development relates to children’s geographies. The case studies show how environmental education is contributing to educational reform and sustainable development.Uttaakhand EE Centre (UEEC) is a state in India. This is an environmental education center that is working with nine million residents. In 1986, the governments of India came up with a policy that teaching EE in all schools is important. This resulted in increasing awareness of unsustainable practice in the country. By introducing environmental education in India, the government theme to educational sustainability was developed. This was as a result of observing that the rural poor in the villages could not raise enough food to meet their needs because there was rapid population growth in the country. To   solve this government opted to apply for EE program in schools to enlighten students by offering them knowledge on environmental issues. Students and citizens gained skills and knowledge that relates to sustainable development. The mission of this institution is to bring cohesiveness in the society through empowering the community to create personally and ecologically rich viable live for themselves and future generations (Agenda 21,2008). One of the strategies applied by this institution is constructing pre-schools in rural areas and get trained staff on EE  these makes it easy when implementing environmental education curriculum worldwide.

To meet its mission UEEC, its concepts corresponds to curriculum uses the village as a unifying model and focus on local community ecosystem and environmental interaction that takes place. The UEEC and the government make use of three options in implementing the concept of EE Into Indian schools first one is to infuse theme of education into pre-existing curriculum secondly there was an extra curriculum class, and the last option was the use of a separate class. Among all the options using additional class was the best and most beneficial and holistic for the students in schools. The development and improving the class led environmental education to become a mandatory subject for students during their grade 6 to 10.In Using separate class Ideas and skills from various topics are also incorporated to give the learners enough time to develop their skills in environmental education through practical settings. There was need of new curriculum in India to make it necessary and effectively teaching the concept and skill of environmental education(Barraza,2003). Good relation between teachers , community members, and students enabled the development of curriculum called “our land our life for the class “The government was aimed at increasing students understanding of the idea of education for sustainable development this was achieved through skills development, exploration of ideas and the way this concept is relating to community development. Considering that the curriculum is focusing on successful teacher development in environmental education in using the curriculum in a way of practice and adequate training.

It is evident that extensive training on environmental education, implementing curriculum concept and community inputs led ton positive outcomes in the community. All concepts applied in UEECs curriculum result in improvement of students’ knowledge and skills for instance after the foundational information is presented through developing student-led investigations and data and experiences dissemination(Cooper et al ,2007).Students get the effort to share their studies and potential solutions during community seminars or forums. In this state 6th-grade student for example study, the natural vegetation of the village and 7 to 10 grades apply preliminary experience and knowledge in forest area rehabilitation practices. Many students have gone through this system of education in Uttarakhand and have resorted to being very useful in the society. To increase ensure everyone gets knowledge on Education for sustainable development the government is planning to increase the number of institutions offering EE and improve the modes of teaching. The government and nongovernmental organizations are also playing the major role in creating awareness on EE and teaching capacity building, and training is happening to enlighten the remaining members of the society on benefits of environmental education (Bary,2006). This effort helps to create positive community action towards the environment.

The approach used in teaching environmental education in Indian schools is unique and can result in long-term success to the community members. Expanding this attributes promote UEECs goals and create an opportunity for students to attain experiences and gain firsthand about their community resources. It also influences the sustainable development and resource management. A tertiary engineering and architecture student through this course gets to the concept of sustainability, particularly in the areas of renewable energy and the built environment. Students are presented with a simple model of four principles of sustainable development and the background to these principles is explained (Ernst &Monroe, 2004). The discussion   encourages students to think more critically about the essential issues involved in any discussion on sustainability. It is hoped that ultimately greater clarity will improve their practice. The aim is to challenge the illusions that can hide behind the uncritical thinking. Education for sustainable development is faced by many challenges as discussed below. Such barriers hinder the achievement of set goals and objectives in the society.

Case study critique

Sustainable development addresses several concepts used to promote the improving    human welfare worldwide. The case study was focused on the educational aspect of sustainable development, how incorporation of the environment meets   needs of educational reform and sustainable development. In Chapter 36 of Agenda 21 education and the need to build students capacity to meet the challenges of the 21st century is discussed ( Bory, 2006). This shows the support for the need to improve education globally. This need for educational reform is manifested in the case studies, and uses the environment as the preferred medium to achieve this. Environmental and community resource degradation were issues raised in the case study, and the need to address them in a sustainable manner led to an environmental education approach that focusing on the natural and cultural resources present within each community or region. In the case of India, the federal government mandated that environmental education be taught in school, engaging students throughout the country to address unsustainable agricultural practices (Ashwell et al, 2008).

The case study is focusing on familiar and local natural and human resources available within the community.  Issues   that may be foreign to students, familiar resources are used to connect new concepts to what students have close at hand (Agenda 21,2008). Use of available natural and human resources, linking students to their well recognized environment. This approach can lead to greater student participation, interest, understanding, and willingness to resolve an issue that they know intimately, and affects them directly .An additional benefit is the influence these students have on the rest of the community, including adults, and the example they set forth to be better environmental stewards.

The familiar environments in which much of the students’ education takes place and corresponding participation in community actions have been seen as important components necessary for successful education reform and sustainable development. Structural characteristics play vital role in contributing to education reform and sustainable development. Students are provided with opportunities to develop skills and participate in experiences that allow for the development of critical thinking and other skills seen as necessary for the 21st century (Agenda 21, 2008). The case study is based on inquiry, whether rooted in how to improve the sustainability of a village, addressing solid waste issues in an island environment, or learning traditional knowledge of regional plants. Inquiry led students to formulate, develop, and carry out real-world investigations(Barraza,2003). These investigations have students draw on knowledge and experience from many subject areas providing an understanding of their interrelationship. The skills involved in problem solving and communicating findings and solutions are not only important for students, they will be an absolute necessity for citizens confronting environmental and societal issues in the future. A traditional view of education identifies it as a means to renew life through the transmission of ideas, knowledge and values of society to youth .The case study explored in this paper realize the necessity of extended investments of time in order to give students optimal opportunity for skills development (Cheak et al ,2006). Students involved in the environmental education programs build off of concepts learned in previous years, allowing them to develop a solid understanding of issues, and to see ideas and experiences come to fruition. This commitment to student development implies a genuine concern, and can also ensure greater long term success for students, programs, and the environment as a whole. However, a major contributing factor to educational reform worldwide can be the changing political climate of a country, having both a positive and negative influence on education.

In the case of the India, the government was able to influence the importance of environmental education nationwide through a federal decree, leading to the development of regional solutions to the address environmental education (Culens ,2001).Many factors are incorporated into environmental education programs that successfully address both educational reform and sustainable development. The combination of the need for improved education worldwide and rapid environmental degradation has led to increased opportunities for environmental education programs to enhance both. Programs that focus on familiar environments and communities promote student success and confidence on a local scale, and provide the foundation for solving larger societal and environmental issues in the future (Hungerforld et al ,2006).

Basing programs on sound structural processes supply students with an opportune learning environment to develop the skills necessary for life. Finally, a commitment of time for the long term development of the students, as well on resource conservation, provides students with the opportunity to understand, investigate, and resolve issues they face. However, changing or traditional political environments can directly or indirectly influence the educational process, and need to be accounted for. In order for sustainable development to meet its goals, citizens worldwide must be provided with the skills necessary to face future challenges. Using the environment as a unifying educational theme can be a successful strategy in providing citizens with those skills.

Importance of environmental education

Environmental education being a multidisciplinary field, drawn from the social biological and physical sciences.Environmental education encourage community members to make knowledgeable informed decisions concerning the environmental behavior based on their awareness, knowledge, skills, and attitudes .Environmental education depends on formal and non-formal teaching approaches  to meet  the ultimate vision and mission  of encouraging people  to make positive actions toward the environment(Barnett et al , 2006).

Environmental education applies use of several disciplines, techniques, and resources to accomplish its goals. Since students learn from an array of non-traditional, multiple intelligences like interpersonal or intrapersonal, environmental education can be a strategy that bridges many learning styles. Environmental education’s methodology and goals can be incorporated into Agenda 21’s objectives for sustainable development in education Fien et al ,2002). Education that focuses on sustainable development and critical thought has an increased likelihood of success, and environmental education’s multidisciplinary nature makes it an ideal strategy for development .However, environmental education in the developing world often has different criteria for success because of different socio-economic factors that affect populations. There is a strong need to link the ideals of environmental quality, human equality and human rights together to increase the effectiveness of environmental education and development.

Challenges facing Education for sustainable development

Poor Structuring and placing of ESD in curriculum.Most institutions lack education curriculum on ESD. This Non-inclusion of ESD in education curriculum as a learning subject right from primary to tertiary level has negatively affected the ESD programs in education development. This results to poor knowledge application of ESD in a practical manner to reduce the upcoming world challenges e.g. the climate change which needs basics in ESD mar result to lack of awareness on ESD(Cambridge, 2004) .Most of the people in the state are not aware about ESD programs especially those living in rural marginalized areas due to poor network and communication systems to enable them to learn on ESD these communities have little information on sustainability apart from the indigenous knowledge they have lead to ignorance on matters related to ESD. The people are not educated on the importance of the ESD and also lack knowledge on how to tackle the challenges.

Sharing the responsibility and building human capacity.The people responsible for ESD face challenge in combining efforts in terms of resources, funding, and inter-ministry working. Some stakeholders may fail to contribute in terms of funds, and resource required in ESD programs, this results to negative impact on ESD program. As a result there will be inadequate resources and efforts to spearhead the ESD .e.g. efforts to reduce poor disposal of wastes requires shared responsibilities between the citizens ,the government and private sectors to ensure clean environment. Local empowerment that enhances ability of people to controls their own life and the conditions under which they live. Learning and action to ensure all people participate in decision making in issues of ESD.Lack of capacity building whereby there are no responsible, accountable, leadership and experts to enhance people’s abilities and skills through training in ESD.

Lack of sustainability in popular culture and lack of community participation.Changing the attitude of the people in a dominant culture has hindered the development of ESD since people appreciates their culture more than any other new program like ESD. This has denied more potential programs in to enhance ESD, for instance women recognition in the society to contribute towards environmental sustainability. Lack of community participation can result ineffectiveness in the ESD programs. This is due to lack of support from the community members.

Complexity of sustainable development concept. The people involved in sustainable development have failed to clearly integrate education on sustainable development. They see it as tough task of defining teaching and implementing sustainable development. Thus becoming a big challenge on the community members to understand and internalize ESD. Its goals are not clear and specific and thus achieving them is still challenge. May result to teachers training have insufficient content of ESD.There is likelihood of them becoming incompetent in areas of ESD.The most institution offering higher learning are not integrating ESD in their training and thus teachers my graduate without ESD concepts, in their career they teach without ESD concepts. Education for sustainable development has faced resistance from some members in the community who are unwilling to adapt to ESD programs. So it has become difficult to implement. Some communities have very strong beliefs in themselves and feel they are okay without ESD programs, e.g. the rich in the community are most likely not to cooperate in ESD activities.

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