Continuous feedback and adjustment. 7. Sustainability: Replication and dissemination of experiences. 8. Institutionalization: Inclusion in the curriculum and school management plan. 9. Networking: Articulation with other initiatives. 10. Impact: Changes in attitudes, knowledge and practices.

1. Environmental Education
Strategies for sustainability

2. From where? Why?
Relationships
- Cultural • Culinary
• Comercial
- Historical • Health
- Organizative • Politic
- Economical • Education

3. From where? Why?
Relationships
Environmental Issues

4. What is education?
• The process of linking cultural, moral awareness and
behavior which makes better human beings, citizens
with ethical values, respectful for the public, that exert
human rights and live in peace. A formative process
that generates legitimate opportunities for progress
and prosperity for everyone and for the country.
Education close gaps of inequality, focusing on an
academic space in which the entire society is involved.

5. Development of students skills
SABER PRO
SABER 9° Examen de
Estado - SABER
11°
SABER 5°
Skill descriptors
Development of
integral
competences
BASIC SKILLS
COMPETENCIAS BÁSICAS
Infancy Basic Proffesional Technolocgical University
Secondary Medium Post-degrees
SUPERIOR
EDUCACIÓN DURANTE TODA LA VIDA

6. VIDEO
Types of Education
Paradigms of
the education
Formal Education Non formal Education Informal Education
Private and public Curses, academies The one provided
schools, colleges, without any in the social
modules. curriculum . areas.

7. What is Environmental Education?
• It is a teaching strategy that offers the
educational community, opportunities to
articulate the dynamic school with the
community and geographical dynamics
considering entrepreneurship and the use of
resources in the environment, as a basis for
learning and the social development.

8. What for?
• Generate pedagogical spaces that allow the development of
practical and experiential educational processes.
• Build positive learning environments that allow the
integration of basic and elective areas of the curriculum and
its practical application
• Create spaces and articulation of the technical, the teaching
and the productive resources.
• Promote the implementation of environmentally sustainable
practices.
• Develop strategies for projection of the educational institution
to the community. (Exchange of knowledge).

9. Environmental education also makes it
possible to:
• The identification, prioritization and analysis
of environmental impacts on natural capital.
• The decision-making for sustainable
environmental intervention.
• Training for environmental responsibility.
• Prioritization of the well-being of life;
personal, occupational, professional, and
community projects.

10. Herramientas para la EA
Environmental school projects (PRAES)
Are projects that incorporate local environmental issues to the work of educational
institutions, taking into account natural and socio-cultural dynamics of context. This
incorporation has the transversal and interdisciplinary nature of the needs of the
understanding of the systemic vision of the environment and of the integral formation
required for understanding and participation in the transformation of local, regional
and/or national environmental realities.
Productive Educational Proyects (PPP)
It is a project of investment, or productive in a pedagogical setting. It is incorporated in
the school, as a generator of school and academic fabric, an economic-productive
experience through which boys, girls and young people construct ways of thinking
through creative dialogues between the universal knowledge and the popular local
knowledge
Inter-agency technical committees of environmental education (CIDEAS)
Are intersectional spaces to join technical, financial and projection efforts, for an
ethical culture in the sustainable management of the environment

11. PRAES Vs PPP
CRITERIA PRAES PPP
The idea of the project must emerge from the
Yes Yes
community
It must take into account the central or
No Yes
governmental instance
The design of the project must be carried out by For
the educational community without the No
consideration
intercession of external specialists
The first step is the acquisition of awareness of the
Yes Yes
problem.
The first step is the awareness of the biophysical,
No Yes
cultural and political environment of the area.
For
The implementation is gradual with the pace of the Yes
consideration
training of the educational community action.
The assessment is continuous and made for the
Yes Yes
purpose of feedback process
Sources of co-financing can be searched according For For
to the dimension of the project. consideration consideration

12. PRAES Vs PPP
CRITERIO PRAES PPP
The participation of the educational community to
Yes Not necessarily
develop, implement and evaluate the project.
The dimension and nature of the project due to
Not necessarily
the degree of maturity of the educational Yes
community.
The "mistakes" in the formulation and execution
of the project are recognized as pretexts for Yes Yes
learning.
In the first project the community can receive
external consultancies; but with the passage of Not necessarily
Yes
time, it must be self-sufficient to avoid
dependence on external agents.
Within the results must include the acquisition of Not necessarily
Yes
economic gains.
It should include principles of entrepreneurship Not necessarily
Yes
and business.

13. Path of development for environmental
education projects
1 . Stage of awareness: Artistic activities, contemplative walks,
outdoor recreational activities.
2. Diagnosis: Techniques for dialogue, participatory appraisals and
group dynamics and observation on general aspects of
communication, management of resources, animal production
and gender systems.
3. Formulation: Responds to the needs and priorities of funding.
4. Implementation: Methodology proposed by the community
with the support of instruments that will strengthen the process
such as analysis of problems and planning.
5. Evaluation: monitoring and participatory evaluation.