Research presentation final

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Research presentation final

  1. 1. UK, Newcastle, 07-10.04.2014 Country Research Presentations
  2. 2.  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
  3. 3. 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
  4. 4. 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
  5. 5.  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
  6. 6. 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
  7. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. 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.
  11. 11. 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…
  12. 12. 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…
  13. 13. 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.
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. 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)
  18. 18. 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)
  19. 19. ROMANIA Scoala cu calsele I-VIII ”Nicolae Velea”Cepari The national framework 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 2013-2020-2030
  20. 20. ROMANIA Scoala cu calsele I-VIII ”Nicolae Velea”Cepari In terms of general orientation, this document addresses the following strategic objectives for the short, medium and long run: Horizon 2013: To incorporate the principles and practices of sustainable development in all the programmes and public policies of Romania as an EU Member State. Horizon 2020: To reach the current average level of the EU countries for the main indicators of sustainable development. Horizon 2030: To get significantly close to the average performance of the EU Member States in that year in terms of sustainable development indicators.
  21. 21. ROMANIA Scoala cu calsele I-VIII ”Nicolae Velea”Cepari Regional and local level projects for the students with objectives to reduce the negative impact of waste in the environment by reducing the quantity due to separate selection, particularly of aluminum waste stimulating creative potential of the children by drawings of recyclable materials, giving them new life /such as plastic, paper, cardboard, glass/ the involvement of students and teaching staff in the collecting recyclable waste, interactive discussions about environment EE in Romania is not only for the students, but also for people from the rural communities EE is realized through project for the better knowledge of the environmental issues in the rural communities from the region a better information of citizens about the investments with environmental impact which is done in the community /giving information about the institutions and organizations which are activate in the field of environmental protection/
  22. 22. 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.
  23. 23. 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
  24. 24. 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
  25. 25. 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+):
  26. 26. EDUCATION SYSTEM: COMPULSORY Full-time education for all children aged between 5 and 16; HIGHER EDUCATION UNITED KINGDOM The Environmental Academy Ltd
  27. 27. 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
  28. 28. 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
  29. 29. 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
  30. 30. 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.
  31. 31.  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.  All activities in environmental education and practices subject to the Sustainable development;  The first event on Sustainable development in Bulgaria was held on 1972 and leaded by Bulgarian Academy of Sciences; BULGARIA Association "Social center Burgas"
  32. 32. 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. Vocational High Schools education in field of Renewables, Energy savings equipment, bio technology and bio energy sources, clean industry, renewables and smart tech.
  33. 33.  The Universities in Bulgaria are independent. In Bulgaria Universities are Government and Private.  All Universities are subject of accreditation from Government Accreditation Commission according Higher Education Act Adopted by the National Assembly of Bulgaria 1995 amended December, 2013.  Development Strategy Of Higher Education In The Republic Of Bulgaria 2014 – 2020 with terms to 2025  University education in "Ecology and Environmental Protection", Qualification degree “bachelor”  University education in "Ecology and Environmental Protection", Qualification degree “Master of Scientist”  University education in Communications and Electronisation for Renewable Energy Sources” “bachelor”  University education in Communications and Electronisation for Renewable Energy Sources” “Master of Scientist”  Post University education in field of Environment Protection or Nature Scientist – Qualification degree “Ph D” BULGARIA Association "Social center Burgas"
  34. 34. ¾ BULGARIAN ACADEMY OF SCIENCES Institute of Biodiversity and Ecosystem Research at the Bulgarian Academy of Sciences; http://www.iber.bas.bg/?q=en; Institute of Forest; http://www.bas.bg/fribas/; Institute of Plant Physiology and Genetics http://www.bio21.bas.bg/ippg/en/ National Museum of Natural History http://www.nmnhs.com/; Botanical Garden http://www.cu.bas.bg/garden/index-en.html; Energy and energy efficiency Institute for Nuclear Research and Nuclear Energy http://www.inrne.bas.bg/; Institute Of Electrochemistry And Energy Systems http://www.bas.bg/cleps/; Institute of Chemical Engineering http://www.iche.bas.bg/index.htm; Central Laboratory of Solar Energy and New Energy Sources - http://www.senes.bas.bg/home_eng.htm; BULGARIA Association "Social center Burgas"
  35. 35. 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
  36. 36. Challenges …  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  Many activities of NGO with subject of Environment education and public participation;
  37. 37. Some children’s drowings from different contests dedicated to the Envoronment protection
  38. 38. Let us learn to keep our planet!

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