Planning education to care for the earth - IUCN Knowledge Network

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Scotland: developing a national strategyThe report was circulated for comment to interested bodies in Scotland.Many replies were received and these will be used in determining theSecretary of State’s response. Almost all the replies were supportive andmany indicated ways in which the respondents were planning to act on therecommendations in the report.The main issuesAll parties seemed to be concerned by the same issues, giving clear pointersto the areas where action is necessary. The recommendations are toonumerous and too closely related to Scottish practice to be described in thispaper. The main areas in which action is proposed however convey auniversal message and are described below.Statements of intentClear leadership from above is needed with an agreed and authoritativestatement of intent from government regarding environmental education togenerate and pave the way for further planning. This statement should beapplicable to all the fields of learning involved. It should be reflected instatements of policy at other levels, and be the basis for monitoring andaudit. The statement of intent should call on those who implementenvironmental policy to promote environmental competence in theirrespective fields; promote learning opportunities and responsible action;set an example of environmentally sound practice; and publicize a policystatement on environmental understanding, skills and behaviour.PartnershipsAll agencies and influences that guide behaviour towards the environmentshould draw together in a common purpose. There is a need for cooperationamong many different interests, for coordination within and between theformal and informal sectors of education, between the education system andthe needs of employers for environmental competence, and betweencommunity interests and others. Influence on those who exert influenceoutside the normal definition of education is also needed.InformationThere must be better access to reliable information, especially as it relatesto local issues on which much environmental education will be based.Information should be accurate, accessible, and easily understandable. Itshould concern both environmental issues and environmental educationand, in addition, development issues which are now poorly integrated.There is a need for a central focal point of entry to specialized informationnetworks.115
Planning education to care for the earthContinuityEducation programmes should encourage people not only to learn but also totake ownership of their learning, and help them to relate local action toglobal issues. This may mean giving more education to environmentalactors in the field by entrusting them with responsibility for environmentalimprovement in real situations. It implies dividing tasks into achievablestages that are rewarded by success. Learners should also be involved inmonitoring and auditing. A high standard of personal and communalbehaviour towards the environment should be encouraged.Follow-upOne of the report’s recommendations is to set up a National Advisory Panelrepresenting all the main sectors concerned, to maintain a continuingcollaborative approach. No recommendations on costs or the timetable forimplementation were made; the Working Group felt that these considerationswould more realistically be a matter for the various sectoral bodies whichwould handle the first stage of implementation.Some of the report’s recommendations, however, are already beingtranslated into action. The Scottish Office has commissioned research onaccess to environmental information and on the penetration intoenvironmental awareness of the environmental education message. A jointworking group of the Scottish Community Education Council, SNH andSEEC is drafting recommendations on environmental training forcommunity educators and for environmental professionals working in thecommunity. SNH is restructuring its education and training policy. TheScottish Museums Council has staffed and financed an environmentalinitiative.The Scottish Consultative Council on the Curriculum and SNH arecollaborating on the development of publications for use in schools and ona seminar for providers of environmental resource materials in governmentagencies and NGOs. With European partners, a consortium of Scottishteacher education institutions and environmental bodies is working on aninitiative to make environmental education a part of all initial teachertraining. Scottish universities and environmental professionals, under theleadership of SEEC, are working on a summer programme onenvironmental issues.Two leading environmental NGOs have created or upgraded education posts.PostscriptIn June 1995, the Rt Hon Ian Lang MP released A Scottish Strategy forEnvironmental Education: The Statement of Intent by the Secretary of Statefor Scotland in which it was declared that “Learning for Life” is the strategicbase upon which he would draw when developing specific policies in whichenvironmental education should have a role.116
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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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