Unesco published a document entitled “education for a sustainable future: a transcriptional vision for concerted action’ with the aim of spurring debate and monopolizing action in highlighting the importance of environmental education and public awareness on sustainability. The growing prominence of “education for sustainability’. Education for Sustainability has started to provide a sense of reorientation and focus for environmental education around the globe. Jansen van Renumbers alerts environmental educators to the need for a more reflective view of change processes. She focuses on a responsive process of change.
Education has been highlighted for a way to change in social-ecological, political and economic ways. Environmental Education in the international arena: 1990-2002 1992 – Earth Summit had a document called “Agenda 21′ emphasized the need for wide scale environmental De, and the process involving teachers and students. Sustainable development became a major factor. A Treaty on Environmental Education for Sustainable Societies recognized the central role of education in shaping social action and values. The MONGO Forum Principles were formed as a result of this. 997 – A review was done of the progress since the 1992 ROI Earth Summit.
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Unesco Published a document entitled “education for a sustainable future: a transcriptional vision for concerted action” with the aim of spurring debate and public awareness on sustainability. Pre-1994 developments in South Africa Conservation was largely found in AS prior to 1994 which was quite basic and Just focused on ecology. Slowly it became what is now known has environmental education which is holistic and encompasses many aspects, including social, political, cultural, economic and urban environments. Environmental education was during he sass’s confused with outdoor education.
In 1982 the first international conference on environmental education was held in AS. This saw the formation of the SEAS (E Association of AS). Many Mongo popped up, such as the Wildlife Society of AS and the Engine Valley Project. The JIVE enjoyed the cooperation of the Natal DE Department and the Natal Parks Board. Two very good E programmer – Boatswain’s and the National Environmental Awareness Council. The White emphasized the E should be talk all through education. E was pioneered at North West Nun. Rhodes, ANIS and Statelessness both played a major role.
Gold Fields, Swedish International Development Agency and Danish International Development Agency all funded development. Post-1994 developments in South Africa Post 1994 a lot of work was put into a new curriculum. The 1995 White Paper on Education and Training’ set the scene for a focus on E at all school and tertiary levels. The AS Constitution enshrines the right too healthy environment, and truly sustainable development has come to the fore in government policies. A clearer African focus for E is developing and is being found in industry training, public education and communities. Question 5 (10)
Ecological – harmony with your local environment, organic food from good sources, ‘healthy buildings, good waste management, clean and renewable water, renewable, non-toxic energy sources used, technologies used for the common good. Social – safety and trust, adequate opportunities for communication, sharing, diversity is honored, personal growth is valued, options for achieving optimal health exist, the flow of resources is balanced. Spiritual – cultural vitality, creativity and the arts, respect for spirituality, unity and integrity in common life, flexibility to dealing with problems.
Question 6 (8) Environmental learning strategies or approaches There is a multitude of learning strategies, but some are more appropriate for environmental learning – a hands-on, experiential approach is preferred, where learners are actively engaged and focused on environmental problems and challenges. There is a big overlap between these strategies and they should be used simultaneously, they will be discussed separately. A) Active learning Learners should not only learn about the environment but should also be active participants in the learning situation in environmental education.
They must be given the opportunity to be critical and creative, as well as be able to discover things on their own. B) Authentic learning Because of its nature, learning in environmental education should have an applied focus and should be authentic. This implies learning about real environmental threats and problems, and looking for real solutions to these challenges. It also implies active, hands-on learning. C) Problem Solving Problem solving and decision making are critical to ensure meaningful learning experiences (Evans 2002: 5-6) in environmental education.
With the correct guidance ND support, learners will make a genuine effort to solve problems if they are real and especially if adults have been unable to find a solution. D) Critical thinking Critical thinking implies a higher, dimension of thought and requires learners to acquire a lot of information on different perspectives associated with an environmental problem, issue or risk if their critical engagement is to be meaningful. Narrow or simplified interpretation of issues. Question 7 (2) The United Nations Climate Change Conference, Durban 2011, delivered a breakthrough on the international community’s response to climate change.