Planning education to care for the earth - IUCN Knowledge Network

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Scotland: Developing a national strategy forenvironmental educationJohn C.SmythAbstractA Working Group representing a wide range of educational andenvironmental interests in both the public and private sectors hasprepared a report (April, 1993) outlining a strategy for environmentaleducation in Scotland. The group sought to address all the relevantinfluences on behaviour towards the environment. In making thereport, the group cast its net as widely as possible in order to give thechance to contribute to everyone who wished to do so, and to give allconcerned a stake in its outcomes. The main implementers of thestrategy were consulted during the preparation of the report and afterits completion to obtain their views on the practicability of theproposals and to enlist their support. Several initiatives based on thereport’s recommendations have already been taken. The mostimportant features of a strategy for environmental education arecommon to many countries and the Scottish experience may serve asa starting point for others.IntroductionScotland was already engaged in developing a national strategy forenvironmental education before the call made at the United NationsConference on Environment and Development (Rio de Janeiro, 1992) foreach nation to develop such a strategy. A strategy for Scotland is appropriateand genuinely national. Scotland has its own Minister of the Environmentand most of the government agencies and non-governmental organizations(NGOs) dealing with environmental issues have distinct Scottish identities.Scottish education in schools is quite separate from the system in other partsof the United Kingdom, with its own Minister in the Scottish Office. Itdiffers from the English system in important ways.A strategy for Scotland has the additional advantage that it deals with arelatively small, compact country which nevertheless has a very variedlandscape and land-use pattern, a population with distinctive nationalcharacteristics and a culture nurtured by a long and eventful history.Despite an early start on environmental education, and many activities in thefield, environmental education has been fragmented, dependent on voluntaryeffort and lacking in status. A strategy was seen as a means to start toaddress these factors and an important basis for making environmentaleducation a significant part of education for everyone.111
Planning education to care for the earthInitial thinking about the design of a strategy for environmental educationcame from the IUCN Commission on Education (CEC). The relationshipsbetween different groups of people and organizations involved in formingand communicating policies for education are shown in figure 1. Thisdiagram helps to emphasize how important it is that all the players in thefield are identified and taken into account in developing policy and astrategy. It is also a reminder of the number filters through which a policymay have to pass on its way to being implemented, each with its ownopportunities for selection and interpretation. CEC also shared in stimulatingthe strategy process through an appropriately timed meeting.GeneratorsUniversities and othercentres of scholarshipProfessionalInstitutionsEmployers' andemployee' organisaztionsOther NGOs-community,environmental, culturalTransmitters (1)DeterminatorsGovernment advisors, temporaryand permanentPolicy-makers in governmentTransmitters (2)Organisations managing educationexamination boards, local authorities etcInterpreters of educational policy -Curriculum developers, school inspectors, advisers,teacher training institutionsPractitionersTeachers, lecturers, administratorsin formal educationOrganisations and individuals ininformal educationReceiversSpecialists in trainingThe general publicFigure 1. Main two-way connections between groups involved in developingthe form and content of education (from Maas Geesteranus and Smyth 1987).Preparing a strategyA Working Group was established in 1990 by the Secretary of State forScotland to produce recommendations for a strategy. The constitution andmethods of the working group and its report, presented in April 1993,provide a case study for others facing similar tasks.The Working Group had 19 members representing a range of educationaland environmental interests in both public and private sectors. Its membersincluded representatives of both the Environment and EducationDepartments of the Scottish Office, but its administration was entrusted to112
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Planning educationto care for the e
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IUCN - The World Conservation Union
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Published by:IUCN, Gland, Switzerla
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Planning education to care for the
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ForewordMy introduction to IUCN - T
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Pllanning education to care for the
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Influences on pro-environmental pra
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Influences on pro-environmental pra
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Behaviour, social marketing and the
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Social marketing• Perceived benef
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Social marketingnew behaviours. The
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Social marketingchecklist of such d
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Social marketingThe recycling conta
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Social marketing2. Listen to the pe
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A basis for environmental education
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Basis for EE in the Sahelinstitutio
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Basis for EE in the SahelThe stages
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Basis for EE in the SahelCommentsIt
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Communication: an instrument of env
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Communication: an instrument of pol
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Effects of education on seabird con
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Environmental education programmes
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Environmental education in a Brazil
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Environmental education in a Brazil
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Addressing urban issues through env
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Urban issues through environmental
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