Creating an environment to educate about the environment
- Getting EE right
- Visions, Aims and Objectives of EE
- Strategies and Working Frameworks
- An EE Overview
- Essentials of EE for Sustainability
- EE Framework
- Man-on-the-street Strategies
- Working with the Media
- EE: Going Beyond the Blackboard
- Info Delivery: Step-by-Step
- Environmental Action and EE
- The Way Ahead for Environmental Education
- EE Materials: Guidelines for Excellence
- The 'Multi' Strategy Approach
- Implications of the SDGs
- Resources within the GDRC
Section 3 |
Strategies and Working Frameworks |
An EE Overview
| Effective environmental education requires structured frameworks that integrate policy, pedagogy, and practice?linking local relevance with global responsibility. |
- What kinds of organizations are doing EE?
A whole range of organizations in the public, private and popularEsectors are involved, using different messages to target different audiences.
Examples include - local and national governments, private sector, academia, NGOs, professional bodies, research, organizations, donor agencies, UN and international organizations, community and citizens groups, media etc.
- Who are the target audience?
The target is usually the man-on-the-street, the ordinary citizen, but has also included policy and decision makers, business and industry etc. depending on the scale of EE ...
- What is the scale of operation?
The scale of EE changes from a single individual, a household, and a community Eall the way to the nation, region, and globe depending on the message being sent out ...
- What is the message being disseminated?
EE has dealt with many problems and issues, focussing on the need for change, for sustainability, for awareness etc. using different modes of delivery ...
- How is the message being delivered?
A whole variety of modes and media have been used (one-to-one, one-to-many, many-to-one, and many-to-many), both online and offline to achieve different aims and effects...
The Internet has particularly offered a big boost with the flexibility and versatality that it offered.
- What is the intended effect?
The message has aimed to achieve a number of effects - less resource use, less waste, more energy saving, etc. and delivered by partnering with different intermediaries ...
- What intermediaries and partners are being used?
Each actor in the field of EE has partnered with others, depending on the issue - for funding, for information, for expertise, etc. Each partner has brought to the EE programme or project - essential skills, knowledge and resources not available with other partners.
Essentials of EE for Sustainability
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EE Framework
A useful framework for environmental education programmes and projects is the triple foci of education, research and practice. Education helps in building awareness among the target audience, primarily using knowledge and information as its resources. Research helps in assessment of the environment, using a number of problem issues as starting points. Practice helps in developing the apporpriate action, using a number of skills and expertise for the purpose.
| Education plays a foundational role in environmental education by raising awareness and understanding among diverse target groups, from students and community members to professionals and policymakers. It focuses on the dissemination of knowledge and information about environmental systems, issues, and interdependencies. Through formal curricula, informal learning platforms, and public outreach, education fosters critical thinking, values, and attitudes that support sustainable choices and responsible environmental stewardship. | Research serves as the analytical backbone of environmental education, allowing for the systematic exploration and understanding of ecological challenges. Starting with real-world problems?such as pollution, biodiversity loss, or climate change?research identifies root causes, patterns, and potential solutions. It integrates interdisciplinary approaches and scientific methods to assess environmental conditions, monitor changes over time, and generate evidence-based knowledge that informs both policy and practice. | Practice translates awareness and knowledge into tangible actions that address environmental concerns on the ground. It emphasizes the application of learned skills and expertise to implement solutions such as waste reduction, energy conservation, habitat restoration, or community mobilization. Practice involves hands-on engagement and collaborative efforts, empowering individuals and groups to take initiative and contribute to sustainable development through behavior change, innovation, and advocacy. |
Man-on-the-street Strategies
Ultimately, for effective environmental action, it is vital to filter global environmental problems to the local level, to the level of the man-on-the-street, in order to ensure real impacts and change. Some of these strategies to target the man-on-the-street, and to 'package' the message at that level include:- Create links between short-term local actions and its long-term global effects/impacts
- Build scenarios and forecasts - both good and bad
- Make people scared! This is critical for lifestyle changes
- Provide detailed numbers/statistics, but in an easily understandable way, including the implications of that data.
- Give information samples that is directly related to the individual, and at that level (not at the level of the city or the nation)/
- Paint pictures and visions, again at the individual level, so that it is easily understood and achieveable. Tell people what is happening.
- Build networks and share information. Provide an opportunity for more interaction and participation to take place.
Working with the Media
Environmental organizations frequently have to interact with members of the media - whether it is newspapers, or radio and TV personnel or other electronic and online media. It may be necessary to highlight an issue that they are advocating, or bring media focus to a controversy etc.
The key to courting the media is the message - of packaging the issue or blight or action in a way that will attract the attention of the media, and as an extention, its readers, listeners and viewers.
Here is a quick set of guidelines that help in grabing the attention. It is very braod based, and of course, depends on the actual message being transmitted - but it gives an idea of the direction that has to be taken:
- Use word pictures that describe the situation. For example, use comparative ratios like 'three times around the earth' or 'no. of soccer fields'. That is, use measures that are familiar and can be easily visualized or shocked into realization ('equal to three trips to the moon').
- Emphasize the additional features, effects, benefits, or advantages. What are the interlinkages with other issues or problems? How can communities benefit from the action you are taking?
- Don't overdo it. Present the plain facts, in a clear and simple outline. Don't assume that journalists know a lot about the topic or issue you are dealing with. Provide a 'handle' with which the story or byline can be built.
- Work at the appropriate scale. Clearly understand the scale of the problem or issue and work with the media that best addresses that scale. Global/transboundary issues with the appropriate global media, a local river environment problem with the local media.
- Stress the human angle. What ever the issue you are presenting, stress on the human angle - either as the culprits or as the victims. What have humans been doing (or not doing) to result in the situation?
- Cultivate in-house spokespersons. In order to maintain a consistant and constant relationship, and to present a message properly, cultivate in-house spokespersons who are comfortable in a public situation and can present a viewpoint clearly and coherently.
- Create a trend piece. Why should you be the person advocating the issue or problem? Under what authority or experience are you making the stand? Whta other similar initiatives, jobs or projects have you handled?
- Use outside expertise. Bring in independent experts and important personalities to highlight and substantiate your point or issue.
- Admit things you are not doing In order not to create a misunderstood situation that may affect future dealings, admit things you are not doing (yet), or not doing right.
- Be persistant. Keep the media personnel informed - of breaking issues, progress made and other pertinant details in order to maintain interest.
EE: Going Beyond the Blackboard
This write-up focuses on formal EE. Despite steps undertaken to incorporate EE in formal education processes, there is still a clear need to 'go beyond the black board' to broaden and deepen the experience and inclovement with the environment.Some of the suggestions being made include:
- Development of organizational frameworks for student mobility, including work-placement.
Creating formal structures that support student mobility can significantly enrich environmental education by providing students with exposure to real-world contexts. Work-placements in environmental organizations, government agencies, or green businesses enable learners to apply classroom knowledge to actual challenges, enhancing their practical understanding and skill sets. - Structured exchange of students, teachers, trainers and administrators in various types of educational institutions
Facilitating structured exchanges allows for the cross-pollination of ideas, experiences, and pedagogical practices between institutions at regional, national, or international levels. These exchanges can deepen participants' perspectives on environmental issues, promote collaboration, and foster a culture of shared responsibility and learning across disciplines and sectors. - Joint development of innovative curricula, traching materials, methods, and modules, including those that use new educational technologies
Collaborative efforts to design and develop curricula and materials ensure that environmental education remains dynamic, relevant, and responsive to emerging challenges. Integrating new educational technologies such as simulations, virtual labs, or interactive content can make learning more engaging, accessible, and aligned with current environmental realities. - Research internships at university, industry, laboratories, and other places (including NGOs and community groups)
Research internships offer students direct involvement in environmental inquiry and innovation, linking academic knowledge with applied contexts. Whether in universities, industries, labs, or civil society settings, such opportunities help cultivate analytical thinking, problem-solving skills, and a deeper appreciation of the complexity of environmental issues.Intensive programmes such as workshops and training
Short-term intensive programmes provide concentrated learning experiences that can quickly build capacity and motivation in specific areas of environmental education. These formats encourage interaction, skill-building, and networking, making them ideal for addressing targeted topics or competencies within a limited time. - Other innovative approaches such as distance learning, use of new technologies, computer-based education, etc.
Embracing flexible and tech-enabled approaches expands the reach of environmental education to a wider and more diverse audience. Tools such as online courses, webinars, and interactive software not only accommodate different learning styles and geographies but also allow for continuous updating and dissemination of the latest environmental knowledge.
Info Delivery: Step-by-Step
A simple dissemination package - when attempting to 'sell' a message, an organization or an idea, what are the issues to be kept in mind? How can information delivery be designed, step-by-step?- The Message
What is the message that is being disseminated? In what format has it been presented? Is it appropriate to the user or level of dissemination? - The Medium
What medium is being used to disseminate the message? What means of online and offline events, publications or other means, are being identified as the medium of dissemination? - The Material
Through what media or format is the information being packaged and disseminated (both print and electronic)? - The Target
Who are the indended target audience for the message? Is the information being procided useful for them? How are the target being identified? Are they individuals or organizations? Is the message appropriately being modified for the purpose? - The Activity
When should the dissemination actually take place? Where? This is critical in ensuring that the indended target receives the information.
Environmental Action and EE
Environmental action at the local level takes several different forms - such as those listed below. Each needs its own brand of EE. Think ... what would be necessary for each action type?- Provide ...
Environmental activity essentially involves providing the necessary services, information etc. in response to a demand or a need. It is primarily local in nature, in direct relation to the end user of the service. The activity comes at the end of the implementation cycle, but can also include provision of a policy framework, capacity building exercise etc. - Control ...
Control involves the minimization, curtailment or suppression of negative effects. such negative effects can be at the local/individual level, for example affecting the health of a household, living/work conditions etc., or can be regional or transboundary in nature - particularly in the case of pollution of air or water. Control of such negative activities takes the form of laws and legislation, enforcement of rules and regulations, education, public awareness etc. Implementation may also include citations, fines, court orders etc. - Educate ...
A key common denominator that underpins all environmental action, education involves information dissemination and awareness-building, in order to bring about a change in attitudes and consumption patterns. It aims to influence overall resource utilization. Education can be directed either at the individual/household or at the community/region as a whole. Education can be formal, university-based learning and training, but can also be non-formal - on-the-job training, continuing education programmes etc. It can be a continuous process, or a one-time process, providing quick summarized information or more comprehensive information. - Programme ...
Environmental programmes constitute an umbrella of broad approaches that aim at preserving, implementing, educating, or controlling environmental effects, both negative and positive. Questions that needs to be asked include: what programmes are necessary? When should such programmes be implemented? Where - at what level - should such programmes be developed (in terms of its formulation and implementation)? Who should implement the programmes, and who are the target beneficiaries? How should the programme be implemented? - Legislate ...
Certain environmental problems are best tackled through legislation - at the local, national and international levels. Legislative action can take various 'stick-and'carrot' forms, where positive action is rewarded and negative action is punished. Laws, rules, regulation, standards, acts etc. are common legislative forms of action. They may call for the setting up of institutions and regulatory bodies, procedures for action, fees, fines, taxes etc. to be paid. Legislation falls under, and is a part of, the broader umbrella of governance systems. - Maintain ...
Maintenance and preservation of natural reserves or heritage resources typically require extensive maintenance and preservation of their status. The maintenance and preservation may be carried out by a specialized organization, a body of experts, the proximate community, or other local and regional stakeholders. - Finance ...
Most environmental activity, in one form or another, require financial resources to be allocated to operationalize a policy, programme or project. This may come from public funds, provate investment, community contributions/donations, or other sources.
The Way Ahead for Environmental Education
EE is as complex and complicated as the term 'environment' itself. It cuts across many disciplines, sectors, realms, eco-systems and spheres. Because of this EE needs to be planned and implemented systematically for which some suggestions are given below:- Distill best practices and lessons: A large number of innovative practices and lessons already exist in the region. They need to be identified and replicated in other countries of the region.
- Review and revise the existing curriculum: There is an urgency to review the existing curriculum in order to eliminate the dead woods and determine slots to incorporate environmental concerns.
- Reorient the pedagogical approach: There is an urgency to reorient out existing teaching methods from 'chalk to talk' and lecture methods to problem-solving methods, from activity and issue-based approach to field work and case studies, from didactic to advise-based approach, and from rote learning to attitudes and skills development and learning through participation and educational training.
- Encourage traditional non-media: Non-media (such as folklore, folk songs, story-telling, religious institutions, or traditional venue) should be involved to compliment the mass emdia to raise people's awareness about environment.
- Synergize various efforts: Develop a synergy of formal education, media and NGO for promotional activities.
- Establish resource centers: Resource centers need to be established to coordinate and support EE activities at various levels.
- Develop national policies: Encourage and motivate national governments to prepare acts, policies and national strategies on EE.
EE Materials: Guidelines for Excellence
Environmental Education Materials: Guidelines for Excellence Summary
#1 Fairness and Accuracy: EE materials should be fair and accurate in describing environmental problems, issues, and conditions, and in reflecting the diversity of perspectives on them.
1.1 Factual
accuracy
1.2 Balanced presentation of differing viewpoints and theories.
1.3 Openness to inquiry
1.4 Reflection of diversity
#2 Depth: EE materials should foster awareness of the natural and build environment, an understanding of environmental concepts, conditions, and issues, and an awareness of the feelings, values, attitudes, and perceptions at the heart of environmental issues, as appropriate for different developmental levels.
2.1 Awareness
2.2 Focus on concepts
2.3 Concepts in context
2.4 Attention to different scales
#3 Emphasis on skills building: EE materials should build lifelong skills that enable learners to prevent and address environmental issues.
3.1 Critical
and creative thinking
3.2 Applying skills to issues
3.3 Action skills
#4
Action orientation: EE materials should promote civic responsibility,
encouraging learners to use their knowledge, personal skills, and assessments
of environmental issues as a basis for environmental
problem solving and action.
4.1 Sense
of personal stake and responsibility
4.2 Self-efficacy
5.1 Learner-centered
instruction
5.2 Different ways of learning
5.3 Connection to learners' everyday lives
5.4 Expanded learning environment
5.5 Interdisciplinary
5.6 Goals and objectives
5.7 Appropriateness for specific learning settings
5.8 Assessment
6.1 Clarity and
logic 6.2 Easy to use
6.3 Long-lived
6.4 Adaptable
6.5 Accompanied by instruction and support
6.6 Make substantiated claims
6.7 Fit with national, state or local requirements
The 'Multi' Strategy Approach
The myriad range of problems and solutions, of actors and actions, and of resources and strenghts, that cocern the environment clearly requires a 'multi' strategy that takes into account all possible scenarios. The components of this strategy includes -- Multi-Media: the use of different means and technologies to tackle a problem or issue
- Multi-Level: the understanding of issues involved at different scales at the local, regional, national and international levels
- Multi-Purpose: the use of information and resources for different purposes to achieve different goals and objectives.
- Multi-Activity: Use of different forms of formal and informal interaction and collaboration to initiate activities
- Multi-Dimension: Understand the different modes of communications from one-to-one, one-to-many, many-to-one and many-to-many
- Multi-Actor: Involve the different actors, bringing in different resources and strengths - including community groups, NGOs, businesses etc.
- Multi-Time: take a prudent timeline in developing policies that are valid and function on the short-term, medium-term and long-term
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