UK, Newcastle, 07-10.04.2014 Country Research Presentations

1965, Bangkok Conference - the introduction of the concept of

environmental education;

1972, Stockholm - a document of the UN Conference, introduce

the necessity to protect the environment arose as a means to assure progress and development to the future generations;

1977, Tbilisi - First International Conference on Environmental

Education sets the strategic importance of environmental

education and defines the theoretical paradigms of the discipline;

1987, Moscow - the UNESP-UNESCO Congress, confirms that

environmental education should be oriented to the practical

problems of the human environment in an interdisciplinary perspective;

1988, UE deals with the themes of environmental education with

the Decision of 24th of May, integrating environmental education within all the sectors and activity programs, identified as primary;

Historical overview… 1/2

1992, the UN conference on “Environment and Development”, held in Rio de Janeiro

(Earth Summit) and the World Congress of Toronto, for the environmental education

and the communication on environment and development, draw up the document of

“Agenda 21”

In chapter 36 of the Agenda 21, EE is established as an instrument for the sustainable development promotion.

1997, the European Commission Working Group produced the text "Environmental

Education in the European Union" which is a guide on what has been achieved so far

in the EU and gives guidance about methods used and on how EE is incorporated in national educational systems.

1992, the Rio Conference produced officially 5 agreements:

Agenda 21, Rio’s Declaration, the Forest Principles, the Framework Convention on Climate Change and the Convention on Biological Diversity.

Ten years later Rio’s Conference, the first great official continuation of the Earth

Summit was organised in 2002 at Johannesburg, South Africa: the World Summit on Sustainable Development, more commonly known as Rio+10.

In 2012, 20 years after Rio, it was organised World Conference of the United Nations on

Sustainable Development, known as “Rio+20”

Historical overview… 2/2

DENMARK Syddansk Erhvervsskole

Key points

The Danish Ministry of Climate and Energy is responsible for national and

international efforts to prevent climate change;

The ministry was created in 2007 as a part of the Danish government's

increased efforts to promote a greener and more sustainable society.

Governmental goal: Denmark to becomes independent of fossil fuels.

Aims to achieve by 2025: doubling renewable energy's share of overall energy

consumption, increasing efficiency and a doubling of public funding of

renewable energy technology.

The Ministry of Climate and Energy is ensuring that Denmark contributes to

global efforts to reduce CO2 emissions.

The illustration of institutions and the information about the Ministry of Climate and Energy is from the official website:

http://www.kebmin.dk/en

Study about the supply and demand for candidates at all

educational levels within the clean technology sector;

Published: 2011 by the Ministry of Climate and Energy in

collaboration with the Ministry of Higher Education and Science;

Performed by the independent consultant company Brøndum &

Fliess. http://www.broendum-fliess.dk/forside

A significant lack of candidates with the educational background

and competence required by cleantech companies.

The shortage is of candidates with a technical education from any

level of the educational system.

Needs in technological areas: Biomass energy, Wind energy, Smart

Grid, and Smart Buildings.

DENMARK

A NEED FOR QUALIFIED STAFF IN THE CLEAN

TECHNOLOGY SECTOR

Ministry of Climate and Energy’s website has a webpage called “Undervisning” – “Education” - In an effort to inspire new generations to choose an education and a career within the sectors of clean industry, renewables and smart tech. Environmental education – national framework for Upper Secondary Education: This level of education typically begins at the end of full-time compulsory education – Ministry of Education (see website)

In Denmark, this level divides into:

1. General education qualifying for access to higher education; 2. Vocational or technical education qualifying primarily for access to the labour

market

DENMARK Syddansk Erhvervsskole

For the 16-19-year-olds and comprises: 1) The general upper secondary education provision of the Gymnasium:

the higher preparatory examination or HF-programme; the higher commercial examination or HHX-programme; the higher technical examination or HTX-programme;

2) the vocational education and training programmes

the basic social and health training programmes etc.” http://eng.uvm.dk/Education/Upper-Secondary-Education

DENMARK Syddansk Erhvervsskole

The NTS centres - is a national initiative trying to increase young people’s interest in

education in natural science and health;

On April 21 in 2009, the Danish Parliament adopted Bill L143 - thereby creating the

basis for the National Centre for Science Education, Denmark.

report “A common boost”

NTS - strategy with three main objectives. http://nts-centeret.dk/eu

Development of systematic knowledge;

Improving the scientific dimension of the general education of all children and young

people

Supporting the development of knowledge environments with special competences

in science, technology and health

DENMARK Syddansk Erhvervsskole

The Ecolarium – a knowledge and learning NTS centre in Vejle, Denmark;

http://en.okolariet.dk

Municipality of Vejle to the Agenda 21 plan - Rio-92

The Ecolarium is an official knowledge and educational activity centre (VPAC)

- economical support from the Ministry of Education.

The teaching events and materials are divided into the following target

groups: kindergarten (3-6 years of age), up to 3rd grade, 4th to 6th grade, 7th to

10th grade, and upper secondary school;

http://en.okolariet.dk/exibitions

DENMARK Syddansk Erhvervsskole

HUNGARY NORTH MATRA ENVIRONMENTAL PROTECTION ASSOCIATION

Key points

April 1988 Environmental Protection and Water Management Ministry

12 regional Environmental Protection Agencies

Strategy and regulations - Ministry is responsible

Implementation, consultations, legislation and co-financing- local

governments are responsible

The Economic interest group and civil organizations intensively

participate in the rule making process.

By 2002 Hungary has adopted most of the EU’s environmental regulations

and norms.

According to the Act on Public Education from 1993 all Hungarian public

educational institutions must expend the local pedagogical programme by a

local strategy for school based environmental and health education.

Mid-term Strategy for Public Education, issued by the Ministry of

Education in 2004

The National Core Programme of Pre-Primary Education (1999) laid

down the foundations of a differentiated and decentralized pre-school

education.

A great number of kindergartens tackle environmental protection

and natural conservation as a priority in their educational

programmes. Forest-based pre-school educational methods are

popular but not widespread

HUNGARY Strategyes and programmes…

The so-called “green kindergartens” participate actively in public calls for

proposals on environmental education and their teachers regularly organize

extracurricular activities such as special days to celebrate the Earth, Animals,

Water, etc...

There are several strengths and weaknesses observable in the provision of

environmental education. In pre-school education this form of activity starts with

the creation of a timetable and covers the formation of environment-awareness.

In the routine of every day kindergarten education there are effective ways of

establishing positive attitudes to cherish nature.

At school level environmental education usually takes place in the classes of

science subjects The lack of funding and insufficient teacher training is

general obstacles to successful environmental education.

No separate school subject definition it is realized mainly in other subjects or

in extracurricular teaching situations.

HUNGARY Strategyes and programmes…

ITALY Ulixes scs

The national framework

EE is not the mere study of natural environment, but must be the trigger to change individual and common attitudes and behaviours

SSE is not focused on environment only, but also on economy (consumption, poverty, north and south of the world) and on society (rights, peace, health, cultural diversities). SSE is a lifelong process.

Since long time Italy has counted on a huge amount of documents on EE, appeared in the circular n. 149/1996 (La Ferla) of the Ministry of Education, where EE was proposed as a link between nature and culture

In Fiuggi, in 1997, the Ministries of Environment and Education developed

the "Charter of Principles for Environmental Education" which is the first document of its kind produced in Italy. The Charter proposes guidelines for research, consideration and comparison, highlighting the importance of diffusion, qualification and socialization of public choices aimed at sustainable development. Not least, it is integrated with the renewal

process of the educational facilities of the training system.

Educational initiatives

In cooperation with the Ministries of Environment and of Education,

some initiatives have been applied in the school field.

The “Guidelines for EE and sustainable development” have been sent

to schools in order to promote EE and sustainable consumption

among the young. This project is integrated in the new school subject "Citizenship and Constitution”.

Two contests are linked to these guidelines.

- The first, "Things change if...", is dedicated to childhood and

elementary schools and will collect, within a publication, ideas of

environmental protection proposed by children through posters, photos and drawings.

- The second, “School, Environment and Legality”, focuses on the

realisation, carried out by children, of a communication campaign

on recycle, sustainable consumption and fight against eco-mafias.

ITALY Ulixes scs

National system I.N.F.E.A. The program INFEA (Information Environmental Education) was

created by the Ministry of Environment, with the aim to spread,

throughout the territory, information, training and EE structures. INFEA

is an open and dynamic integration of systems, on a regional scale.

The regional Administration fulfils a role of listening, proposal and

coordination, promoting in this way a continuous dialogue in the field

of EE. Through a financial support, INFEA contributed to the diffusion of

structures and tools on the national area, with the aim to assist and

strengthen the role of Regions and to address the actions towards the

establishment of a National System for environmental Education, Information and Training.

Therefore, the State, the Regions and the autonomous Provinces will

work together on programs planned and subsidized with European,

national and regional resources, aiming at launching and improving

the National System INFEA and its role on the territory. The task is the

strengthen and development of their a joined action oriented to EE

and sustainable development.

ITALY Ulixes scs

PORTUGAL MONTE, Desenvolvimento Alentejo Central ACE (PT)

The history

Environmental Education (EE) emerged in Portugal as an organized field about 40 years ago.

1986

- Portugal entry to the European Economic Community

- Basic Law for the school system

- The National Institute for the Environment

1987 - The beginning of the Fourth Environmental Action Programme /1987 - 1992/

1988 - The adoption of the European Resolution on EE

april 1987 - The Law for the regulation of Environmental Protection Associations

april 1987 - The Law in the Environment

1990

- Ministry of Environment and Natural Resources

Important changes in school curricula were confirmed by the Basic

Law for the School System, while a specific governmental

organization devoted to environmental information and education

was created - the National Institute for the Environment. With the

financial support and patronage of the Commission of the

European Communities, the European Blue Flag Campaign was

launched in 1987, during the European Year of the Environment.

Initiatives from both education and environment reached a

highpoint by the mid-1990s,

The training of school teachers

1990 the Portuguese Association for Environmental Education.

PORTUGAL MONTE, Desenvolvimento Alentejo Central ACE (PT)

The Educational System The last report published from Eco-Schools (2011/2012) in

Portugal tells us that: - the number of registered schools decreased from 1515 schools in 2011 to 1 443 schools in 2012;

- 85% of the registered schools completed the program successfully being awarded the Green Flag;

After one year of implementing the Programme and reaching a high level of performance in complying with seven steps, among other mandatory criteria, Schools are then awarded the Green Flag. (http://www.eco-schools.org/menu/process/seven-steps)

Eco-Schools currently covers all levels of education from pre-school, including even one establishment of higher education;

In Portugal, local and regional authorities are included in the preparation of national sustainable development strategies. The regional framework is mainly guided by Local Agenda 21 and the Educational Letter of Évora’s Municipality.

PORTUGAL MONTE, Desenvolvimento Alentejo Central ACE (PT)

ROMANIA Scoala cu calsele I-VIII ”Nicolae Velea”Cepari

The profound political changes after December 1989, particularly access to information that was outside the public domain during the communist regime, considerably expanded the interest in such matters among the public opinion and the media.

lot of non-governmental organisations and even political parties with an environmental agenda came into being within a short period of time, mirroring the initiatives that had long been functional in Western Europe.

Institutions dedicated to environmental concerns were created within the executive and legislative structures (ministry, parliamentary committees), and the first acts of primary and secondary environmental legislation were adopted.

Sustainable Development Strategy

ROMANIA Scoala cu calsele I-VIII ”Nicolae Velea”Cepari

ROMANIA Scoala cu calsele I-VIII ”Nicolae Velea”Cepari

TURKEY Malatya Province Directorate of National Education

9/8/1983 - Date of ratification of the Environmental Law

The objective of this Law is:

to protect and improve the environment which is the common asset

of all citizens;

make better use of, and preserve land and natural resources in rural

and urban areas;

prevent water, land and air pollution;

by preserving the country's vegetative and livestock assets and

natural and historical richness, organize all arrangements and

precautions for improving and securing health, civilization and life

conditions of present and future generations in conformity with

economical and social development objectives, and based on

certain legal and technical principles.

The educational system

Since 2013, educational and awareness-raising activities about the

separate collection and recycling of waste vegetable oil have been

carried out.

Trainings are being organized mainly at pre-schools,

primary,secondary, adult learning and at sectoral level.

Programs are being held about the importance of separation waste

batteries from other waste collection and disposal.

Trainings and campaigns are organized by the Municipality of

Malatya and the cooperation with Malatya Provincial Directorate of

National Education.The trainings and the campaigns are caried out

together.

TURKEY Malatya Province Directorate of National Education

Educational activities are more important than environmental

protection activities about the issue “Sustainable Environment for

Sustainable Development ”

It is aimed to be permanent of those activities that are organized

short-term,mid and long-term

In this context, trainings are being organized mainly at pre-schools,

primary,secondary, adult learning and at sectoral level. In the

housing areas, trainings about the importance of recycling and the

disposal of packaging waste. It is aimed to result successfully in the

long-term. Raising awareness activities with the common sense will

help to reach the goal.

TURKEY Malatya Province Directorate of National Education

UNITED KINGDOM The Environmental Academy Ltd

Part 1: Framework for Environmental Education within the UK

Section 1: National Framework for Formal Education in the context of "Environment“

Education for Sustainable Development (ESD)

Responsible bodies: The Department for Education and the Department for Business, Innovation and Skills and Las;

EDUCATION SYSTEM:

Nursery (ages 3–4)

Primary education (ages 4–11),

Secondary education (ages 11–18)

Tertiary education (ages 18+):

EDUCATION SYSTEM:

COMPULSORY

Full-time education for all children aged between 5 and 16;

HIGHER EDUCATION

UNITED KINGDOM The Environmental Academy Ltd

Bachelor's Degree - three-year;

Master's Degrees - Postgraduate degrees include, either taught or by research;

Doctorate, a research degree that usually takes at least three years;

Universities require a Royal Charter in order to issue degrees, and all but one is financed by the state via tuition fees, which have increased for both UK and European Union students.

ESD for Sustainable future

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/69412/pb10589-securing-the-future-050307.pdf

http://www.unesco.org.uk/uploads/Brief%209%20ESD%20March%202013.pdf

UNITED KINGDOM The Environmental Academy Ltd

Sustainable Schools Framework

Sustainability and Environmental Education (SEEd)

The Sustainable Schools Alliance

Eco-schools (see case study in Part 2)

The Environmental Association of Universities and Colleges (EAUC)

The Higher Education Academy (HEA)

Research by the National Union of Students

The English University Funding Council (HEFCE)

The Learning and Skills Improvement Service (LSIS)

Post-16 sector (FE colleges and work-based learning)

UNITED KINGDOM The Environmental Academy Ltd

NON-FORMAL EDUCATION FOR SUSTAINABLE

DEVELOPMENT3:

Schools expose young minds to ideas and skills that may

prepare them for roles as future citizens.

HE and FE can contribute through their close links with

employers and the professions, and a specialist focus on

employment-related education and training.

Community-based ESD activity can be crucial in making a

difference to people’s lives.

However, the report suggests that none of this is yet done

methodically or effectively. http://www.unesco.org.uk/uploads/Brief%209%20ESD%20March%202013.pdf

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/ESD-guidance-consultation.pdf

UNITED KINGDOM The Environmental Academy Ltd

BULGARIA Association "Social center Burgas"

The National framework

Bulgaria's European future is impossible without raising ecological

culture of population, especially adolescents.

In Bulgaria state policy for environmental protection is done by the

Minister of Environment and Water.

Since 1976 we have a Committee for Environmental Protection,

which is part from the Council of Ministers

1990 - Committee for Environmental Protection is transformed to the

Ministry of the environment

1997 - Ministry of Environment changed its name to the Ministry of

Environment and Water

2002 - LAW FOR THE ENVIRONMENTAL PROTECTION This Act regulates

the protection of the environment for present and future generations

and the protection of human health.

In connection with the Environment Education, Ministry of

Environment and Water announced a competition on the theme “I

love nature - and I participate" in a national campaign for clean

environment in which projects involving schools and kindergartens.

BULGARIA Association "Social center Burgas"

BULGARIA EE in curricula of the Bulgarian schools

Pre-school education /for children 5-6 years old/, educational

subjects "Guidance in the social world" and "Guidance in nature“

Primary school /from 1st to 4th class/ environmental education is

practiced mainly in subjects 'Around the world' /2 class/ and "Man

and Nature" - /3rd and 4th class/

In the lower secondary school education /from 5 to 8 class/ study

subject: "Man and Nature" /5 and 6 class/ "Chemistry and

Environmental Protection" and "Biology and Health Education" /7 and

8th class/

In the secondary stage of schooling /from 9 to 12 class/ EE is

widespread, by subjects 'Biology and Health Education", "Chemistry

and Environmental Protection“, Physics and Astronomy”,

"Geography“

Except through these topics EE is present in all stages and levels in

the school with separate topics in other subjects.

University education in "Ecology and Environmental Protection" ,Qualification degree “’bachelor”

Municipal Children’s Complex - Burgas is servicing extracurricular units in the education system and it is carried out specific educational process, with children 6 to 20 years- “School of Ecology”

Many different competitions stimulating children's creativity dedicated to Earth Day, Earth Hour, Day of the woods and others.

So-called "Forest or green school" - delivering the learning process outside the classroom, somewhere in the mountains.

BULGARIA Association "Social center Burgas"

Conclusion: … more similarities than differences between countries

a huge amount of documents concerning the EE in every country;

similar situation in the countries from Eastern Europe - serious

development of EE after the political changes in 1989;

important role of NGOs;

The EE is not only studying about how to protect nature but it is for

sustainable development of the society

Chanllenges … Environmental education was ground to

educational innovation. How environmental education may still be opportunity for innovation in terms of methodology and educational?

Proposal 1: Establishing minimum ‘standards’ & guidelines

Proposal 2: create a shared and easy system for exchange of experiences, innovative projects and other data

Some children’s drowings from different contests

dedicated to the Envoronment protection

Let us learn to keep our planet!