KAMPALA INTERNATIONAL UNIVERSITY.

DEPARTMENT OF BIOLOGICAL AND ENVIRONMENTAL SCIENCES.

COURSE: BSC. ENVIRONMENTAL EDUCATION AND BED

COURSE TITLE: ENVIRONMENTAL EDUCATION AND COMMUNICATION.

COURSE CODE: BIO2101

HOURS TAUGHT: 3 HOURS PER WEEK

PREREQUISITES: NONE

Mario Salomone, Secretary General of the WEEC International Network (organizer of the
World Environmental Education Congress), appealed to the governments present at the
COP15 on climate being held in Copenhagen so they would strengthen environmental
education and sustainability as a key instrument to help combat
global warming.

Mario Salomone said: “Against climate change we of course want strict rules, clear and
courageous agreements, substantial financial resources, investments and concrete measures.
But we also need to develop suitable knowledge and skills to build a society capable of emitting
fewer greenhouse gases, addressing complex problems, weaving webs of relations and
partnerships, choosing among various options.

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Introduction.
ENVIRONMENT
The Different people in different contexts have defined the term “environment” in many
different ways. It is therefore impossible to give a universal definition of the word
“environment.” Rather, we need to articulate understandings that are useful in particular
contexts. The term “environment” means surroundings. This includes all the conditions under
which an organism survives. These conditions play a bigger role in influencing the development
and behavior of living things in a given environment, thus the concept environment is socially
constructed.

The environment is also the surroundings with all that it contains. It is the totality of what we
live in and these includes the three components of living things, non living things and the
human components. These components interact with themselves and among one another. The
interaction lead to several products and process in the environment.

Dichiro (1987) says the concept environment is understood to be the conceptual interactions between our
physical surroundings and the social, political and economic forces that organise us in the context of our
surroundings.

The environment is made up of majorly components that interact with each other to Maintain
system.

The three components are:

1. Physical component or the abiotic or non living things component. e.g. lands, soil, air,
rock, mountains, water e.t.c.
2. The living things component or the biotic or biological component e.g. animals ,
plants , bacteria , viruses , human beings ,
3. humans , or the social cultural components e.g. the people (construction of roads ,
buildings . e.t.c,
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 The environment can also be known to be composed of the 4 spheres and these include
the following.
The biosphere (all living things)
The hydrosphere(all water on earth)
The lithosphere the(soil/rock part)
The atmosphere.(gases surrounding the earth)

COMPONENTS OF THE ENVIRONMENT

1. Hydrosphere:

It is composed of all the water on the earth. The abundance of water on earth is a unique feature
that clearly distinguishes our blue planet from the solar system. Water on earth is found in many
places/forms, e.g streams, lakes, rivers, ocean, seas, within rocks, in the soil and even moisture in
the air.

Approximately 71% of the earth is covered by water and the rest 29% is landmass. 97% of this
water is salty and exists in oceans and seas, the remaining 3% are fresh water; ¾ of the fresh
water is solid and exists in ice sheets. Water in earth is in constant move and changes state from
liquid, gas to solid and then back to liquid, this is known as “Hydrological cycle”. There are a
number of ways through which water gets to the atmosphere, e.g: through the process of
evaporation, liquid water at the surface of oceans, lakes and rivers becomes water vapour in the
atmosphere. This is the most common way through which water vapour moves. Water vapour
can also form snow and ice through the process of “Sublimation” and it can be formed from
plants through a process of transpiration.

The water vapour rises in the atmosphere and cools forming little water droplets in the
atmosphere through a process of “Condensation” and it is these droplets that make up “Clouds”.
If these droplets combine with each other, they will grow large in size and therefore become too
heavy to stay in the atmosphere and will fall to the ground as “Precipitation”. Some precipitation
falls as ‘rain’ while some falls as ‘snow and ice’ depending on the temperatures on the
atmosphere. Most of precipitation that falls becomes part of the water falls, lakes and rivers,
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while some stays as ‘glaciers’ (= ice sheets) and in ‘snow films’. Some of the precipitation sinks
in the ground and becomes part of the ground water, e.g: drop of water may spend over 3000
years in an ocean before moving in to another part of water cycle, while a drop of water spends
an average of just 8 days in the atmosphere before falling back on to the earth as rainfall.

Causes of water pollution

Agriculture
Urbanization
Agrochemicals
Damming
Industrialization (industrial discharges)
Urbanization
Deforestation
Domestic waste disposal
Poor fishing methods
Oil pollution
Radio active materials
 Climate change
 Flooding
 Surface runoffs from fuel stations
 Eutrophication
 Institutional failures
 High population growth
 Inadequate capita.
 Poor fishing methods

Combating Water Pollution

 Legislation
 sensitization
 urban planning

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 monitoring
 institutional performance improvement
 funding the water sector
 agriculture regulation
 pollution standards
 privatizing water supply and management
 education and sensitization
 Proper waster management

Atmosphere:

This is the thin layer of gases surrounding our planet. Many of the planet in the Solar system
have atmosphere but none is so far known to have an atmosphere like that of earth which can
support life. The atmosphere is composed of gases, smoke, dust, water vapour and other minor
particles that influence the different reactions taking place. The gases include Nitrogen (N 2),
Oxygen (O2), Carbon dioxide (CO2), Neon (Ne), Helium (He), Methane (CH4), Hydrogen (H2)

The Atmosphere can be divided in to four (4) regions, namely:

 Troposphere:

Troposphere is the lowest or bottom layer of the atmosphere from the earth’s surface going up
between 7km at the poles and 17km at the equator with some variations. In this layer
temperatures decrease with altitude and it contains 75% of all of the atmospheric gases and it is
the all weather takes place.
 Stratosphere:
It extends up to 50km above the earth’s surface. The temperatures increase with height until it
reaches about 10 Ċ at an altitude of 50km. the primary reason the increase in temperature with
altitude is because of the presence of “O-zone” in the atmosphere. O-zone absorbs the ultraviolet
radiation (uv) from the sun thus it is hazardous to the evolution of life.
 Mesosphere:

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It is also known as ‘warm layer’ and in this layer temperatures increase with height to about
1000 Ċ. It ranges from 80-85 km. A number of molecules present in this layer are so few that
even though they are very energetic, they have such a low density in that mean temperatures vary
a little in this layer.
 Ionosphere/ Thermosphere:

Above the Mesosphere lies the ionosphere, also sometimes known as ‘the exo-sphere’ meaning
‘outer layer’. In this layer the temperatures may increase beyond 1200 Ċ because there are
individual molecules that absorb the gamma rays, the x-rays and the ultra violet rays (uv)
reducing heat.
IMPORTANC OF ATMOSPHERE
 The presence of the atmosphere plays a significant role in the water cycle. It facilitates the
formation of clouds which remains suspended until they are heavy enough to pour down on
the earth as rain, hail or snow.

 Protects the life forms of the earth from the harmful UV rays of the sun. The presence of the
ozone layer does this by reflecting the UV rays of the sun.
 It keeps the temperature of the earth constant so that it is suitable to support life.
 It protects the earth from smaller meteors.
 Contains Oxygen and other gases which are necessary to support the life form on the earth.
 Facilitates combustion and without the atmosphere combustion is not possible.

 Radiation Absorption and Reflection

 Ultraviolet radiation (UV radiation) is energy created by the sun. UV radiation is harmful
in large amounts and can cause sunburn, skin cancer and eye problems. The ozone layer is
a section of the Earth’s atmosphere that acts as a barrier between the Earth and UV
radiation. The ozone layer protects the Earth from too much radiation by both absorbing
and reflecting harmful UV rays.

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 Meteorite Protection

A meteoroid is a small rock or object drifting in space. A meteoroid is called a meteor (also
called a falling or shooting star) when it penetrates the Earth’s atmosphere. When a meteor hits
the Earth, it is called a meteorite. Meteorites can be dangerous depending on their size and the
location of impact with the Earth. However, harm caused by meteorites is extremely rare. The
atmosphere provides protection against meteorites. Most meteors are small and will burn up
when they pass through the Earth’s atmosphere.

Vacuum of Space

The vacuum of space is a region where there is very little pressure and air. It is a space of
emptiness that contains little to no matter (has mass and can be a solid, liquid or gas). The
atmosphere protects the Earth from the vacuum. The gasses and pressure of the atmosphere
allow living organisms to breathe. The atmosphere also prevents water from vaporizing into
space. Without the atmosphere, there would be no life on the Earth.

3. Biosphere:
The Biosphere is the ‘life zone’ of the earth that including all living organisms and organic
matter that has not yet decomposed. From the biophysical point of view the biosphere is the
global ecological system integrating all living things and their relationships including their
interaction with the element of the lithosphere, hydrosphere and atmosphere. Nearly every part
of the planet from the Polar ice-caps to the equator support life of some kind. Recent advances in
microbiology have revealed that microbes live deep beneath the earth’s terrestrial surface and
that the total ‘micro-bind’ life in so is called the ‘un-habitable zone’, and mainly in biomass
exceed all plants and animals life on the earth’s surface.

The actual thickness of biosphere on earth is hard to measure; for example birds typically fly at
an altitude 650-2000m and that fish which live deep under water can be found as low as 8372m
in the Puerto Rico trench located in the boundary between Carribean sea and Atlantic ocean.
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4. Lithosphere:

This is the solid or rock part of the earth’s environment and it is majorly divided into three
(3) parts, namely:

The core (inner and outer core)

The mantle (lower and upper mantle)
The earth’s crust

The core
i) Inner core: This is the most inner part of the earth and it is theorized to be solid with a
density of about 13g/cm3 and radius of 1220 km. It is a layer rich in ion and Nickel (Ni)
ii) The outer core:
It is liquid and has a density of 11g/cm 3. It surrounds the inner core and has an average thickness
of about 2250 km. Because of the originating high temperatures from the inner core and the high
pressure exerted the rocks on the outer core are on a constant move and they are the source of
‘molten magma or vulcanicity’.
The mantle: Is about 2900 km thick and it comprises about 83% of the earth’s volume. It is
composed of several different layers, that is:

i)The lower mantle

It is hot and plastic. Because of high temperatures in this layer, there is formation of minerals
which are different from those of upper mantle.

ii)The upper mantle,

It exists from the base of crust downwards to a depth of about 670 km. the rocks in this portion
of mantle are more rigid and brittle because of the cooler temperatures and lower pressure.

The Earth’s crust:

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This is the top most part of the earth. The crust is made up of many other types of rocks and
hundreds of minerals which are made up of mainly eight (8) elements, that is: Oxygen (O 2),
Silicon (Si), Aluminium (Al), Iron (Fe), Calcium (Ca), Potassium (K), Sodium (Na) and
Magnesium (Mg).

Envionment problems

Analysis of the nature of the interactions between man and requires the following:-

1. Understanding
People understand the environment differently. So understanding can be:

a. Mythical- where phenomenon of things cannot be explained because of limited

understanding e.g. a certain tree cannot be touched because it has godly powers such
as the Nakayima tree in Mubende. Traditionally this is a form of understanding
developed from cultural trends.
b. Critical: - At this level of understanding all aspects should be included in the
understanding e.g. tree species may not be touched because of their long maturing
age. Critical goes with thinking and analyzing from an informed point of view.
The above levels of understanding determine to a great extent the way we understand our
interactions with the environment. We must have a proper understanding of the environment in
order to interact and utilize the land resources in a better way.

2. Adaptation to:-
This means understanding what the environment is and adapt to it and use it in accordance with
what it can serve best. e.g. if your environment is suitable for agriculture or pastoralism adapt to
it other than running away.

3. Transformation:-

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To transform the environment with the objective of meeting human needs (basic needs).
Environment crisis arise because of mans failure to interact with the environment in a more
sustainable way. Man’s utilization of the environment leads to undesirable outcomes due to the
destructive and inappropriate ways of transformation. The different ways through which man
uses the environment include cultivation, damming, use of inorganic fertilizers, rock blasting,
construction etc. The interwoven challenges of sustainable development—from extreme poverty
and disease control to climate change and ecosystem vulnerability—can only be resolved by
leveraging knowledge and skills.

Education
Education is defined in the Oxford English Dictionary as “systematic training and instruction
designed to impart knowledge and develop skill” (OED, 1990); effectively, both the acquisition
of knowledge and the ability to evaluate that knowledge.

Environmental Education
Many organisations have defined Environmental Education in different ways. e.g.
‘Environmental education’ is defined in its broadest sense to encompass raising awareness,
acquiring new perspectives, values, knowledge and skills, and formal and informal processes
leading to changed behaviour in support of an ecologically sustainable environment.

Environmental education is the process of recognising values and clarifying concepts in order to
develop skills and attitudes necessary to understand and appreciate the inter-relatedness among
man, his culture, and his biophysical surroundings. Environmental Education also entails
practice in decision-making and self-formulation of a code of behaviour about issues concerning
environmental quality. (IUCN; 1971)

The above definition is widely accepted, as it was adopted by the inter governmental conference
on environmental education at Tbilisi – USSR (1977) and it was used as a basis for the education
component of Agenda 21, the global framework for action adopted by United Nations conference

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on Environment and Development (UNCED) held in Rio de Janeiro, Brazil (1992) which states
that:

“Education including formal education, public awareness and training should be recognised as a
process by which human beings and societies can reach their fullest potential.
Education is critical for promoting sustainable development and improving the capacity of
people to address environment and developmental issues. While basic education provides the
underpinning for any environmental and developmental education, the latter needs to be
incorporated as an essential part of learning.

In its most basic form, Environmental Education implies learning about the environment. Lucas
(1972) suggested that EE is education in, about, and for the environment. This simple
description reinforces the different purposes that EE often serves: programs provide
opportunities to explore nature in the outdoors, information about conservation and
environmental issues, and opportunities to gain knowledge and skills that can be used to defend,
protect, conserve, or restore the environment.

In details education about the environment focuses mainly on cognitive aspects. It is concerned
with the acquisition of skills, knowledge and understanding of the environment and the related
issues. It is crucial to perception and judgment and is a necessary facet of environmental
education.

Education in the environment refers to the processes of education conducted outside the
classroom. It provides direct contact with the environment, gaining experiences, stimulating
interest as well as relevant context for acquiring knowledge and developing skills.

Education for the environment aims at the development of an informed attitude and behavior
towards the environment. It goes beyond the acquisition of skills and knowledge, and involves
values and attitudes that affect behavior. It is concerned with the formation of attitudes that lead

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to a personal environmental ethic, in order for people to involve responsibility in actions for the
sound management of the environment and the protection of natural resources.

Environmental or conservation education aims; to provide learners with the opportunity

to gain an awareness or sensitivity to the environment, knowledge and experience of
the problems surrounding the environment, to acquire a set of values and positive attitudes, to
obtain the skills required to identify and solve environmental problems and, the motivation and
ability to participate.

Environmental education has a philosophical base holism, sustainability, enhancement and

stewardship. It is, by nature, committed and action oriented, promoting its objectives and
principles, not by imposing them, but conveying and indicating them, as it develops critical
thinking and decision-making skills to individuals in order to adopt conscientiously responsible
attitudes and behavior. As it was defined in Tbilisi’; ‘’ The goal of environmental education is to
aid citizens in becoming environmentally knowledgeable and above all, skilled and dedicated
human beings, willing to work individually and collectively towards achieving and maintaining a
dynamic equilibrium between quality of life and quantity of the environment.

Aims of Environmental Education

1. To foster clear awareness of and concern about environmental issues that affects us at local
and national levels.
2. To provide opportunities to acquire knowledge attitudes and values needed to protect,
manage and improve the environment.
3. To create new forms of behaviour in individuals, groups and society as a whole towards
the environment.
4. To produce citizens who are knowledgeable of problems associated with the biophysical
environment and are aware of how to help solve these problems and motivated to
work towards their solution. (Stapp, W.B et al (1969))

The development of environmental education.

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The first IUCN conference in Paris, held in 1948, was the first time that the term environmental
education was used, however it was not until the 1960s that the term began to gain more
common usage. In 1970, at an IUCN meeting in Nevada, US, the official definition of
environmental education was coined (IUCN, 1970), but it was not until the late 1970s that the
first international conferences were held specifically on the subject of environmental education
(UNESCO, 1975, 1977). In 1980 the World Conservation Strategy was launched (IUCN et al.,
1980), followed by the Tbilisi Plus Ten Conference and The Brundtland Report (UNESCO,
1987, WCED, 1987), all of which served to consolidate the international principles of
environmental education laid down the decade before. The Brundtland Report was later revised
into Caring for the Earth: A Strategy for Sustainable Living (IUCN et al., 1991), which was
widely considered to be a timely contribution to the debate on the definition of environmental
education, with its focus on translating ideas and principles of sustainable living into practical
actions. The declaration of 2005 to 2014 as the Decade of Education for Sustainable
Development heralds a new phase in the continuous evolution of environmental education and its
subsidiary, conservation education. This initiative, for which UNESCO is the lead agency, is an
international educational effort that aims to encourage changes in behaviour that will create a
more sustainable future in terms of environmental integrity, economic viability and a just society
for present and future generations (UNESCO, 2005).

Approaches to environmental education have evolved dramatically from their natural science
base of the 1960s to a social sciences orientated perspective in the 1990s and present day.
Originally environmental education was considered to be simply nature studies and it was only in
the 1970s that environmental studies and conservation education first emerged. In the 1980s, the
promotion of environmentally responsible behaviour became the primary goal of environmental
education, so that the broad title of environmental education now included global educat ion,
politics and development studies. In the last 15 to 20 years this has been expanded to incorporate
capacity building and action research aimed at the resolution of socio-economic problems. In effect
environmental education has become education for behavioural, personal and social change.
Table 1.1 Landmark events in the history of environmental education
Date Event Where By whom Main features and outcomes
1962 Publication of the USA Rachael Documents the influence of chemicals on the rural

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 Silent Spring Carsons, a environment- The Silent Spring is the result of the
Scientist, songbirds dying because of pesticides. Her potent
and mix of scientific evidence and restrained emotion
environment gave strength to the emerging green political lobby
l Activist. and date of its first publication is often cited as the
birth of the modern environmental movement.
1972 Report for the Europe International This report on environmental decline had a major
club of Rome’s group of impact on world opinion at the time, its message
project on the industrialists being that infinite growth in a finite system was not
predicament of , Scientists, possible. Criticisms of the report are that it was
mankind Researchers over-pessimistic and was based on crude computer
called the models. Its current value lies in the identification of
Club of growth beyond ecological limits as the root cause
Rome of environmental problems.
1972 UN Conference Stockh The United A recommendation that UNESCO and UNEP
on the Human olm, Nations. establish an international programme in EE
Environ. Swede interdisciplinary and encompassing all levels of
n. education. This (the IEEP) was launched by
UNESCO and UNEP in 1975.
1977 The Tbilisi IEEP Tbilisi, UNESCO Brought together delegates from 66 UN member
Conference Russia and UNEP states and 20 international NGOs. The conference,
like its predecessor in Belgrade, developed and
endorsed the concept of education for the
environment. The Tbilisi declaration listed 5
objectives and 12 principles of EE that are still
widely quoted and applied today. Probably the
most important EE gathering to date.
1980 Publication of the Gland, IUCN, Describe the cornerstone of conservation policy as
World Switzer UNEP and the maintenance of essential ecological processes
Conservation land WWF. and life support systems, the preservation of
Strategy. biological diversity and the sustainable use of
species and ecosystems. Although based on a
narrow vision of ecology without
acknowledgement of people, politics and
economics, the document stresses interdependence
of conservation and development and introduces
concept of sustainable development.
1987 Publication of WCED The report of the World Commission on
our common Environment and Development (WCED).
future Sustainable development central to this documents
which links poverty and environmental concerns.
Economic growth was promoted as the solution to
both concerns. Criticised for this approach and for
the ambiguity (uncertainty) within the concept of
sustainable development.
1991 Caring for the Gland, IUCN, Broadened the concept of conservation as described
earth Switzerl UNEP and by its predecessor (World Conservation Strategy)
and WWF. by acknowledging the role of economics, culture
and tradition in practices affecting ecology.
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 Challenged the idea of sustainable development
with its emphasis on economic growth and
proposed the concept of sustainable living as a
more appropriate
for improving environments and human well-being.

1992 The earth summit Rio de Un and

(UNCED) Janero, country Five major documents produced: a biodiversity
Brazil. working Treaty, conversion on climate change, Rio
groups declaration, statement on Forest principles and
Agenda 21. Most important contributions EE was
to introduce the idea of environment and
development Education (EDE) or Education for
Sustainable Living. Value of event widely
questioned as key nations refuse to endorse
documents and follow-up action insignificant (see
below).

1992 NGO gathering at Rio de The For EE a set of principles for equitable and
the Earth Summit Janeiro, internation sustainable Societies, view of value based EE as an
Brazil al forum of act for social transformation.
NGOs and
Social
Movements
1996 Montrea IUCN Commitment made to address issues not dealt with
Largest meeting l, at Rio, in particular impact of global trade and US
of conservation Canada private investment on global trade; role of World
experts since Bank and UN, IUCN and UNESCO to cooperate in
UNCED promoting alliance on EE and awareness.

1997 State of the Washin World Western governments accused of spending billions
World Report gton, Watch subsidising destruction of oceans, atmosphere And
USA Institute land, and apparently ignore the possibility that this
damage could disrupt world economies.
1997 UNEP Report Nairobi, UNEP Address by Elizabeth Dowdswell, director of
Kenya UNEP. Dealt with population growth , soil
erosion , over fishing of oceans species loss
pollution .Governments not acting with sense of
urgency and not honouring pledges made at the
Earth Summit.
1997 Earth Summit +5 New Commissio This Commission created to monitor
York, n on implementation of Earth Summit agreements. Aim
USA Sustainable of this meeting (scheduled for June) to review
Developme Earth Summit progress after 5 years and assess
nt how the response to the challenges of the Earth
Summit
2002 World Summit Johanne UN Review of progress made since Rio +5
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 for Sustainable sburg Issues of globalisation, Market integration,
Development Rio South Environmental Justice. Civil Society participated in
+ 10 Africa this meeting.

The Conference endorses the following goals, objectives, and guiding principles for
environmental education:

The goals of environmental education are:

1. to foster clear awareness of, and concern about, economic, social, political, and
ecological interdependence in urban and rural areas;
2. to provide every person with opportunities to acquire the knowledge, values, attitudes,
commitment, and skills needed to protect and improve the environment;

3. to create new patterns of behavior of individuals, groups, and society as a whole towards
the environment.

The categories of environmental education objectives are:

1) Awareness—to help social groups and individuals acquire an awareness and sensitivity to
the total environment and its allied problems. This is meant to alert people on environmental
issues /problems /factors which influence their environment. We live in un environment
which we do not understand until some body point out something to us.

Stages of awareness.

Magical awareness: here people take thing for granted. They never pose any queries and
they believe as they were told by the forefathers.

Naïve awareness looks at issues as they are without looking at the root causes of the
problems /factors

Fanatic awareness at this level people are aware but there is no act of reasoning or
analysis of the problem i.e. excessive attachment to issue sometimes referred to as
unreasonable devotion.
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 Critical awareness in this type of awareness there is balance in the ideas (look at both
positive and negative issues ) related to the wise use of the environment .This is when
one over goes all the above stages .at this stage one analyses issues critically and then
makes judgment.

2) Knowledge—to help social groups and individuals gain a variety of experience in, and
acquire a basic understanding of, the environment and its associated problems. ( A system
of facts, concepts, laws, relations, unifying themes (generalizations), hypotheses, theories,
prognoses, scientific picture of the world, related to the structure and functions of the
Biosphere and to interaction of society with nature). This aims at promoting environmental
illiteracy where people acquire knowledge of the environmental component of the systems
they live in. i.e. the dynamics of the environment. They need to know the causes of the
changes and the impact they have on their environment. (Dynamics: natural process that
occurs in the environment )

3) Attitudes—to help social groups and individuals acquire a set of values and feelings of
concern for the environment and the motivation for actively participating in environmental
improvement and protection.This objectives calls for the environmental responsibility.
People should be meant to realize that the environment is for every body and there is
therefore need for shared responsibility. People should understand their role in determining
the changes in the environment and thus their responsibility in management of the
environment ,

4) Skills—to help social groups and individuals acquire the skills for identifying and solving
environmental problems. (Readiness and expertise for activities in studying and protection
of nature and for sustaining environmental equilibrium; a system of skills to participate in
nature conservation activity ). It implies the degree of mastery of the environment or systems.
There is need to evaluate the environment and the need to act appropriately and
responsibility.

5) Participation—to provide social groups and individuals with an opportunity to be actively

involved at all levels in working toward resolution of environmental problems.This involves

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ensuring environmental citizenship among the people where every body should be a member
or a citizen of the environment. A member or citizen is supposed to care for the environment
more than a none member. This implies the concept of participating members in the
environment or systems. [this objective can also be referred to as citizenship].

Guiding principles—environmental education should

1. Consider the environment in its totality—natural and built, technological and social
(economic, political, cultural-historical, ethical, esthetic);
2. Be a continuous lifelong process, beginning at the preschool level and continuing
through all formal and nonformal stages;

Information about environmental problems is always improving, as we learn from our

past experiences and mistakes. As we develop and apply better environmental
technologies, the ability of society and individuals to respond effectively also improves.
3. Be interdisciplinary in its approach, drawing on the specific content of each discipline in
making possible a holistic and balanced perspective;
4. Examine major environmental issues from local, national, regional, and international
points of view so that students receive insights into environmental conditions in other
geographical areas;

5. Focus on current and potential environmental situations while taking into account the
historical perspective;

6. Promote the value and necessity of local, national, and international cooperation in the
prevention and solution of environmental problems;

7. explicitly consider environmental aspects in plans for development and growth;

8. Enable learners to have a role in planning their learning experiences and provide an
opportunity for making decisions and accepting their consequences;

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 9. Relate environmental sensitivity, knowledge, problem-solving skills, and values
clarification to every age, but with special emphasis on environmental sensitivity to the
learner's own community in early years;

10. help learners discover the symptoms and real causes of environmental problems;

11. Emphasize the complexity of environmental problems and thus the need to develop
critical thinking and problem-solving skills;

12. Utilize diverse learning environments and a broad array of educational approaches to
teaching, learning about and from the environment with due stress on practical activities
and first-hand experience.

Forms of education.
Educators, especially environmental educators, often differentiate between formal and non
formal education although there is also Informal education which is incidental and therefore not
organized and not planned for.

Education is often only considered to be the formal aspect, undertaken in schools or higher
education. However, Agenda 21, drawn up at the Rio Earth Summit in 1992, states that:

“Education, including formal education, public awareness and training should be recognised as a
process by which human beings and societies can reach their fullest potential. Education is
critical for promoting sustainable development and improving the capacity of the people to
address environmental and development issues. . . . Both formal and non-formal education are
indispensible to changing peoples attitudes so that they have the capacity to assess and address
their sustainable development concerns. It is also critical for achieving environmental and ethical
awareness, values and attitudes, skills and behaviour consistent with sustainable development
and for effective public participation in decision-making ” (UNESCO, 1992).

Ham (1992) refers to formal and nonformal learners as ‘’captive’’ and ‘’noncaptive’’ audiences.
Mullins (1984) defines formal education as ‘’a societally approved sanctioning system in which

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participants are required to learn and demonstrate certain competencies. The typical setting for
formal education is the school or university classroom, although formal learning could take place
on a field trip, in a hotel meeting room, or at a residential EE center It is therefore usually
organized, structured and examinable. After completion credentials, certificates or testimonials
are given. Here are some examples of formal Education
Public school classes.
Courses, seminars, and workshops for certification or licensure.
School groups attending residential EE centers as part of the School’s curriculum.
School field trips to parks, museums, or zoos
In contrast, nonformal education features voluntary learning in which learners are not officially
required to learn... Non formal educational settings include facilities like parks, zoos, and
museums, although these sites may also be locations for formal educational activities as well.
Examples of nonformal education:

Recreational visits to parks, museums, zoos, and nature centers.

Non-credit courses, seminars, and workshops.
Summer camps for youth.
Elder hostel programs

Characteristics of non-formal education include;

1. It is an organized activity (intentional).

2. It is aimed at identifiable groups (clientele) e.g. farmers, pastoralists, mothers, widows,
medical personnel drivers etc.
3. It has a purpose of achieving the set learning objectives.
4. It does not adopt the rigid set forms of formal schooling e.g. time –tables, rules and
regulations, school uniforms, curriculum etc.
5. It is always organized and provided when the learners are available and employs a variety of
means to meet the learning needs and circumstances of each group.
6. It is non credential i.e. no issue of papers like transcripts for degrees of diploma unless the
organization organizes to award those that have attended.
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7. It is non examinable
8. It is a short term training programme i.e. from a few days to weeks. It may not be centrally
administered
9. It is also geared towards improvement of people’s skills that will be used immediately.
10. It is attended voluntarily.
11. It targets people of the same range of education, background, age or interests.

Approaches used to teach Environmental Education.

Two approaches commonly used in teaching environment education
are the multidisciplinary and interdisciplinary respectively. In the
formative years of learning, multidisciplinary approach is common while interdisciplinary
approach more common as higher education is approached.
Multidisciplinary approach:
Under this approach, environmental contents are infused into the disciplines/subjects taught
in schools. Environmental education is taught through subjects such as science,
geography, history, literature, and social ethics. The advantage of this approach is that the
curriculum is not loaded with an extra subject called environmental education.
No specialized teaching and learning resources are required.
However, in some levels, for example, wherelearners have to drop some subjects, the
chances are that some learners end up not learningsome contents of environmental
education. Indeed this approach is financially cheap toimplement but not very effective
in sensitizing the learners. Furthermore it re
quires constant coordination which
in most cases it is not done. The approach is used in primaryand secondary schools, teacher
training colleges, and some faculties of tertiary institutions.

See Figure below, showing a multi-disciplinary approach of teaching pollution as an

environmental issue.

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History. Origin of
pollution, management
practice time, trends in
pollution.
RELIGION
Cleanliness is second to
Godliness,
BIOLOGY Concept of good sanitation,
Impact of pollutants on food Moral and ethical concern of ga
chains, garbage.
Biodegradable and non
biodegradable pollutants. POLLUTION
As an environmental MATHEMATICS

issue Quantities of waste generated,

TECHNOLOGY Percentage of people affected

by each category of waste
Appropriate technologies
to manage pollutants,
ECONOMICS
cleaner prodction.
Cost-Benefit analysis of
pollution effect,
Polluter-pay principle,
Pollution effect on GDP.

Inter disciplinary Approach of teaching environment.

Under this approach, environmental education is taught as a subject or discipline that is

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included in the timetable. Teachers have to be trained on special methods of teaching

environmental education, and the teaching and learning resources have to be provided. The

approach is somehow costly to implement but it is effective in changing learners’

behaviour, lifestyles, and in making them environmentally friendly. This approach is

used in diploma teacher training colleges, and in some universities where departments of

environmental studies exist.

Whether formal or non-formal, Environmental Education takes place in a wide variety of settings
with a wide variety of learners. EE may occur in public and private schools, state and private
colleges and universities, parks, zoos, museums, nature and EE centers, soil and water
conservation districts, governmental agencies, business and industry, environmental
organizations, and community-based groups. In all of these cases, educators must consider both
the audience and the setting in the design or implementation of any learning activity or program.
With respect to the audience (learners), developmental stages and learner motivations should be
given particular attention. For the learning setting, the learning environment itself and the
timeframe for learning deserve special consideration.

Audience (Learners)
All educational programs should be appropriately designed for the developmental
stages of the intended learners. There are mainly three broad developmental categories of
learners:
 Early childhood and primary
 Secondary education.
 Adult/general public

Early childhood encompasses birth throughout early primary. This range of ages spans a
multitude of developmental changes As with early childhood, higher education category
includes tremendous developmental differences. While adult and general public audiences are

23
considered together, the general public category presents a unique challenge in that general
public programs often serve learners in mixed age groups.

Care must be taken to address the diverse developmental stages of the learners in the types of
programs. The motivations of the learners should be a primary consideration in the design and
implementation of any educational program. While the topic of learner motivation is very
complex, we may generally think of it as running along a continuum from extrinsic to intrinsic.
Extrinsic motivation refers to external rewards or incentives to learn, such as grades,
certifications, diplomas, employment advancement, or even the approval of others. Formal
education usually incorporates these types of extrinsic motivation. Intrinsic motivation is related
to the internal interests or desires of the learner.

Examples of intrinsic motivators include personal interests in a specific topic or activity, or a

desire for personal growth or achievement. Intrinsic motivation is often associated with
nonformal educational activities such as those that take place in parks, museums, zoos, nature
centers, or even the media.
No matter where or how an EE program takes place, the educators must always ask, ”What do
the learners hope to get out of this program?”

Setting
The educational setting, which includes the learning environment and the timeframe for
learning, is another important consideration in the design and implementation of EE programs.
Learning can occur in all types of environments, but the best learning environments are those
that are carefully chosen because they are compatible with the goals of the educational activity.
Some activities may be best suited to traditional classroom or laboratory settings. Outdoor
settings, effectively used, can help learners of all ages become more familiar with and sensitive
to the natural world, and can unlock natural curiosity and appreciation of the environment.
Special care may be needed, though, to help acclimate some learners to the outdoor world and to
ensure safety and respect for natural resources during the course of EE activities held outdoors.

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In addition to natural settings, the built environment can also be an excellent setting for
environmental learning. For example, playgrounds, parking lots, water treatment plants, landfills,
and industrial sites can effectively demonstrate relationships between human systems and the
environment.

The timeframe for learning must be taken into account when planning an EE program.
Formal educational activities take place over a wide range of timeframes, from part of a day to a
full year. Some non-formal activities may only last for an hour or less. Educators must ensure
that the goals and objectives of their programs are reasonable for the learning timeframe.

Examine your country’s efforts to environmental literacy.

What are the obstacles of environmental education.

DESIGNING CURRICULUM IN ENVIRONMENTAL EDUCATION

What is learned in Environmental Education?

In environmental education it is very important to organize what it to be learned by the learners,

how it is organized, and how it relates to learners. Content includes the knowledge, skills,
attitudes, and behaviors that are the subject matter of EE programs, products, and services

Knowledge emphasizes conceptual understanding of subject matter.

Skills include a full range of processes and abilities, higher level thinking, and communication
skills that encourage lifelong learning.
Attitudes and values involve analysis and clarification of individual and group attitudes and
values, rather than the acceptance of a particular set of attitudes and values.
Behavior refers to individual and collective actions that contribute to healthy and sustainable
living in a global community, linking today’s actions with future consequences. It includes an
emphasis on the strategies that lead to responsible behavior and global stewardship.

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At its best, EE content includes a balanced emphasis on all four of these ‘’domains’’ of learning
and reflects the core characteristics of EE.
 EE relates to an environmental topic or issue. EE content should show clear connections
to the environment or environmental concerns.
 EE is interdisciplinary, drawing upon many fields of study and learning. EE content
should emphasize an integrated thematic, or interdisciplinary, approach where ideas are
expressed through unifying themes and big ideas rather than isolated parts.
 EE is relevant to the needs, interests, and motivations of the learner. EE content should
relate learning to the real world. It should be personally relevant to the learners and
encompass issues important to society.
 EE is a lifelong learning process. EE content should equip learners with the necessary skills
to continue learning throughout life.
 EE is based on accurate and factual information. EE content should be based on accurate,
reliable, and credible information.
 EE presents information in a balanced and unbiased manner. EE content should be
balanced and unbiased, and should consider differing values and points of view.
 EE makes use of the outdoors as a learning environment whenever possible and
appropriate. EE content should, when appropriate, emphasize knowledge of, comfort with,
and sensitivity to the natural world.

The above are general guidelines that can be applied to any EE program for any audience. The
following section present specific content guidelines for three broad categories of learners: early
childhood, primary and higher education, and adult/general public.

CONTENT GUIDELINES FOR EARLY CHILDHOOD

When dealing with very young children say up from kindergarten to primary it is very
important to foster a sense of wonder so that that EE can help them understand themselves
better as well as discover the world around them. Here we present six goals, each with a set of
related understandings, which may be used as content guidelines for early childhood EE.

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Goal 1: Develop an awareness and enjoyment of the beauty and wonder of the natural
world.
Related Understandings:
 The natural world is full of beauty and wonder.
 Many works in art, music, and literature are based on different aspects of nature.
 The natural world can be a source of personal joy and inspiration.

Goal 2: Become aware of the concepts of cycles, diversity, and interconnectedness in

nature.
Related Understandings:
 The natural world is in a state of constant change.
 Everything in nature is connected.
 All living things, including people, need food, air and water to survive.
 All the resources we use come from the natural world.
 Wildlife is found everywhere.
 Diversity is part of the natural environment.

Goal 3: Develop a sense of appreciation and respect for the integrity of the natural
world.
Related Understandings:
 The natural world is ordered, balanced, and harmonious.
 Change is a natural part of the workings of the Earth.
 All living things and non-living things should be treated with respect.

Goal 4: Develop a sense of caring for Planet Earth and an understanding of how different types
of pollution might harm the Earth.
Related Understandings:
 Earth is our home.
 It is important to relate to the natural environment in a respectful, caring way.

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 There are many different types of pollution Ð noise pollution, visual pollution, air pollution,
water pollution, etc.
 Pollution harms the natural environment and our enjoyment of it.

Goal 5: Develop an awareness that people are a part of the natural world, not separate from it.
Related Understandings:
 The health and well being of people are affected by the quality of the natural environment.
 The actions of individuals and groups affect other individuals, society, and the natural
environment.

Goal 6: Develop an understanding of how to contribute to the well being of the Earth.
Related Understandings:
 We can reduce pollution through our personal actions.
 It is our responsibility to respect and take care of all aspects of the natural world.

These goals and related understandings reflect the developmental needs of young children to
explore their surroundings in response to their natural curiosity and their ‘’sense of wonder’’
about the world. In fact, according to Wilson (1993), the most important thing that young
children can learn about the Earth is that it is full of beauty and wonder.

CONTENT GUIDELINES FOR SECONDARY AND HIGHER EDUCATION.(formal

education)
They are organized into four strands, each representing a broad aspect of EE and the goal of
environmental literacy.

Strand 1: Questioning and Analysis Skills. Environmental literacy depends on learners

“Ability to ask questions, speculate, and hypothesize about the world around them; seek
information; and develop answers to their questions. Learners must be familiar with inquiry,
master fundamental skills for gathering and organizing information, and interpret and synthesize
information to develop and communicate explanations. Specific skills in this strand are:

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 Questioning
 Designing investigations.
 Collecting information.
 Evaluating accuracy and reliability.
 Organizing information.
 Working with models and simulations.
 Developing explanations.

Strand 2: Knowledge of Environmental Processes and Systems. An important component of

environmental literacy is understanding the processes and systems that comprise the
environment, including human systems and influences. That understanding is based on
knowledge synthesized from across traditional disciplines. The guidelines in this section are
grouped in four sub-categories

2.1 The Earth as a Physical System

 Processes that shape the Earth.
 Changes in matter.
 Energy.
2.2 The Living Environment
 Organisms, populations, and communities.
 Heredity and evolution.
 Systems and connections.
 Flow of matter and energy.
2.3 Humans and Their Societies
 Individuals and groups.
 Culture.
 Political and economic systems.
 Global connections.
 Change and conflict.
2.4 Environment and Society

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 Human/environment interactions.
 Places.
 Resources.
 Technology.
 Environmental issues.

Strand 3: Skills for Understanding and Addressing Environmental Issues. Skills and
knowledge are refined and applied in the context of environmental issues. These environmental
issues are real-life dramas where differing viewpoints about environmental problems and their
potential solutions are played out. Environmental literacy includes the abilities to define, learn
about, evaluate, and act on environmental issues. In this section, the guidelines are grouped in
two sub-categories:
3.1 Skills for Analyzing and Investigating Environmental Issues
 Identifying and investigating issues.
 Sorting out the consequences of issues.
 Identifying and evaluating alternative solutions and courses of action.
 Working with flexibility, creativity, and openness.
3.2 Decision-Making and Citizenship Skills
 Forming and evaluating personal views.
 Evaluating the need for citizen action.
 Planning and taking action.
 Evaluating the results of actions.
Strand 4: Personal and Civic Responsibility. Environmentally literate citizens are willing and
able to act on their own conclusions about what should be done to ensure environmental quality.
As learners develop and apply concept-based learning and skills for inquiry, analysis, and action,
they also understand that what they do individually and in groups can make a difference. Specific
skills in this strand are:
 Understanding societal values and principles.
 Recognizing citizens’ rights and responsibilities.
 Recognizing efficacy.

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 Accepting personal responsibility.
The four strands of the Guidelines for Learning demonstrate that the content of EE is much more
than factual knowledge of ecological, scientific, or technical information. EE helps learners build
important life skills and develop into responsible citizens. In other words, environmental
education is good education.

Relevance of environmental education in schools

The fundamental aim of environmental education in schools is to help children/students to
understand, appreciate and care for the environment. This will help to develop active and
informed minds about the environment. The aim is to develop attitudes and levels of
understanding which leads to a personal environmental ethic i.e. to educate students so that their
actions and influences will positively affect the environment.

Skills.
The skills will differ depending on the level of learning eg.

 Communication skills. This may help for example one to pass over important conservation
information. Or even train others.

 Dissemination skills. These also may aid in propagation or spreading of conservation

knowledge to the different recipients.

 Study skills. These are skills that are need for one to be able to search for more knowledge
through reading, consultation, internet researching etc.

 Problem solving skills e.g. in the problem is soil erosion then the skill should be soil erosion
control techniques.

 Information technology skills e.g. the use of Geographical information techniques, or Global
positioning systems techniques in addressing environmental issues.

 Leadership skills are equally important in the management of the environment.

Attitude.

31
This will help in starting up programmes such as wildlife clubs, and environmental clubs.

knowledge
Acquisition of knowledge and understanding of the environment will enable the learners not only
to hold a store of relevant concepts, facts and figures but also to critically evaluate issues and
situations with informed minds.
 Knowledge will also encourage appreciation and promotion of desired values and attitudes
especially if that knowledge is gained as a result of addressing real problems and issues.
 Personal experiences, investigations and problem solving techniques “in” or “through” the
environment enables deflection and development of critical awareness and concern.
 Working in or through the environment e.g. soil and water conservation techniques results
into first hand experiences as well as the refinement of skills such as those needed for
investigation, communication, negotiation and problem solving.
 Encouraging school learners to explore their personal response to the relationship within the
environment and this will help them to develop a personal ethic to the environment.
 Learning and reflection on the environment is likely to an issue-based, action-oriented and
problem solving nature. This will help to develop attitudes, values and behavior necessary for
sustainable living patterns and caring use of the earth and its resources.

Environmental education in schools should therefore enable students and pupils acquire a range
of knowledge, understanding and concepts of the environment so that critical judgments can be
made. Investigatory tasks and opportunities for sensor experiments and deflection in the
environment should be planned for, so as to develop focused skills, gain further knowledge
appropriate attitudes and awareness.

Integrating environmental education in communities. (non-formal)

QNPlanning for implementation of environmental education in the community should be both at

micro and macro level. It requires a quantitative analysis and understanding of the empirical
reality in which a specific community is living. The basic principle to bear in mind is that

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communities vary in their characteristics and needs. The simple formula may not therefore be
unproductive but may even be detrimental to the development of the communities.

Community level of action should therefore examine the following:

Community characters.

 Structure of the group and this includes the following; age, population distribution, cultural
norms and values, sex etc.
 Socio-economic situation of the groupie the rich, poor, industrial setup farmers etc.
 Cultural context e.g. traditional beliefs, religious affiliation and attitudes etc,
 Political context. There is need to understand the existing laws and regulations, by-laws,
policies, customary laws etc.
Community needs.

 Education needs. The community needs to be educated on various aspects

 Economic needs –by providing ways on how the poor communities can lobby for the funds
from funding NGO.
 Political needs
 Healthy needs
 Nutrition needs
 Conservation needs e.t.c.
 However with in community needs, there can be different categories e.g under the education
needs, various categories in the community may include the following.
 Non-illiterates
 Neo-illiterates
 School dropouts
 Education needs of the elderly. E.g. read and write, numeracy, Learn English e.t.c.
 Minority group-special interest groups like the mentally handicapped people ,disabled etc.
 Education needs for women
Community participation

Participation/ involvement of community leaders

33
  Local leader must be involved in the task of planning the environmental educational
programs, assessing the resources and implementing the programs.e.g in problem
identification, formulation of plans, programs and project .implementation and evaluation of
education programs ,mobilizing institutional and community based resources e.t.c
 Institutions present the importance of NGO, CBO, and government organization that may be
required in the training program to the communities
 all other community members should be made to participate in all the activities

Integrating environmental education into community education is a source of social economic

improvement and of social economic advancement of the individual with in the community.
Education should therefore be geared toward reducing and eliminating inequalities i.e reducing
the disadvantages of the group that are underprivileged.

There must there fore clarity about the strategies which are to be employed in the integrating of
environmental education in the community education.

Strategies chosen must consider issues such as social justice severegnity, democracy, issues of
trade, corruption, displacement of people e.t.c

They must also consider what existed in the community before and use it as abase of planning
environmental education program.

Gender analysis must also be included in planning community level participation. (Men and
women roles)

Sensitization of people should also be done among the people to make them aware of their
development problems.

Steps taken in designating community education programmes include:

I. Carrying out a needs assessment. Here one can use rural reference tools or assessment on the
real ground by surveying and observations. These may include rural rapid appraisal (RRA) ,
participatory Rural assessment etc.

34
 II. Designing a programme to address the needs assessment.
III. Choosing an appropriate format, develop its contents and identifying the resources to be
used,
IV. Choosing the appropriate methods and materials to be used, this is the way the programme
content will be organized for the learners. For example the systems design for group learning
may include workshops for capacity building, conferences, seminars, exhibitions, festivals,
drama, field trips and excursions, trade fairs etc.
V. Many of the formats can be combined to maximize learning experiences. E.g. a workshop
can be combined with a field trip and drama presentation.

Community training in environmental management must consider the following.

 It must be people centered. Community education should consider what the people’s
situation and the education must be based on what people have. It should also take into
account people varied cultures and end environments..
 It must also be related to the peoples needs and expectations e.g. if people want water in
their community the community education should therefore be related to the provision,
management and use of water for example rain water harvesting,, spring or well protection,
water purification etc.
 It should be participatory. The people must be able to participate in the management of the
programme.
 Empowering. The education programme should be empowering the learners by giving the
straight skills assistance. Training personnel so that they may be able to carry on a given task
after the training.
 Geared towards structural transformation. It should lead to change of attitudes e.g. helping to
change society form traditional beliefs to modern way of thinking.
 Gender sensitive, for effective integration of environmental education in a community both
men and women should be equally involved.
 Relevant to specific region. Approaches to training in environmental education should vary
form region to region since different regions are have different issues to address therefore the
education should be made to suit these different issues.

35
 Designed to promote coordination. This requires an interdisciplinary approach since
managing the same ecosystem may involve different departments e.g. the forest department,
the water department, the wetlands department, wildlife department etc.

Techniques of imparting environmental education.

It is important to know choose which methods best helps the learners to acquire knowledge
skills and thus change their attitude in relation to what they have learnt. Efficiency of the method
will depend on the motivation and knowledge of the trainer. Therefore the techniques used must
be

 Cost effective
 Meet the objectives of the course
 Be the best approach to the learning community.
Techniques used can be determined by content, objectives of the programme, nature or
characteristics of the participants resources available etc,.

The methods used involve:

 Procedures
 Techniques
 The process of learning
Techniques are methods that can be used to facilitate learning. There are several techniques that
can be used conveniently and these include the following.

1) Demonstrations.
This is a method used to facilitate or teach practical skills. It is used to give the participant an
opportunity not only to see how a task is done but actually practice what should be done .it
emphasizes the use of practical, tangible and complete materials .the facilitators
systematically tells and shows how something is to be done .after the skills have been
described,it must be demonstrated with the explanation if need to be .

Advantages of demonstration

36
 (a) Shows the steps and techniques in carrying out activities
(b) It is also convinces the observers. It is thus important that if practical skills are taught, a
learner is given an opportunity to practice.
2) Lecture method.
This is alone way communication which does not encourage discussion during
delivery .personalities or the trainer matters a lot of trainees are to absorb content since they are
only meant to listen ,their attention must be held .

self presentation matters a lot e.g. language used, dressing ,mannerism gestures e.t.c preparation
is crucial in the success of a lecture ,taking into account the available time ,the trainer or
facilitators must be organized with organized content . It is important to give summary usually
at the end since a lot of words are given in larger doses. The lecture method takes in only the
lectures opinion, leaving out active participation of the learners.

Success of a lecture also depends on the audibility of the lecturer. Comfort of the audience is also
necessary e.g. writing facilities, comfortable seats properly light room, suitable environment e.t.c

3) Exhibition
An exhibition is a collection of related materials put on display for the purpose of educating
large group of people .its an organized display of material purposely meant to pass on the
learning message. Display of visual aids that assist the participants to vividly recall the
knowledge associated with the theme.

Advantanges of exhibition

(a) Exhibits aid learner they communicate the message very quickly and there fore people do not
take long to look at them.
(b) Exhibition can be modeled and meet the need of other senses apart from seeing .e.g.
feeling ,trying them out to believe and understand.
(c) Can also be studied by groups of individual and can be used after the formal training to act as
reminders to reinforce what has been learned.
4) simulations

37
Simulation methods are based on imitation of real situation. The real life situation are sometimes
dangerous for learners e.g. if learners are supposed to learn about management of steep highlands
and it may be impossible for them to get access to the steep slope therefore an artificial
environment may therefore be created. Simulation can be very life-like, others can less real. A
simulation is a model or an imitation of reality created in such away that participants can observe
and analyse the effects of certain action in a given situation

Simulation method involves participants in role presentation, and or games imitating real life
situation. The facilitator can enable the learner to acquire and practice various types of skills.
They can also help to develop self confidence in social skills

There are many forms of simulation e.g

(a) Simulated environment

(b) Simulated training ,games.
(c) Computer simulations e.t.c
However, training in the field and coming into contact with the real world ,real people ,real event
and real problems is the best method of learning but expenses of time and other cost may not
always make field experience possible.

To reduce all these constraints and to provide learners with practice and a variety of situation and
roles ,learning opportunities which are step away from the real life may be created through
imitation real life or simulation.

The main aim of simulation is to provide the learner with an opportunity to practice and
experience the situation before being exposed to the actual situation .e,g the different kind
simulation include;

(a) Skits
(b) Educational games e.t.c
How to organize a simulation

(1) There must be problems that can be best presented and solved in simulation
(2) Need to determine the type of simulation suitable to learners.
38
(3) Base on the subject matters characteristics of the learner and try out the simulated learning.
(4) After it has been tried out, let the learner react to the situation presented.

Advantages of using simulations

(a) It reduces on time and finances costs associated with actual field experiences.
(b) It allows the learners to discover relation ships between various process in a particular
situation and effects of these relationships
(c) Also allow the learners to experience the feeling of what to do in certain situation and it is
after used to introduce information and problem solving skills
Qualities of good facilitators

(1) A good facilitator should be a learner and be able to learn the concepts.
(2) He should be respectable and respects the learner and him self.
(3) Should be able to know information or real facts and should not have half baked information
about the topic of the study.
(4) Should be confident (be sure of him self and avoid panicking ) he should be a source of hope
to the learner for any thing they are hope full of the topic in terms of
knowledge ,skills ,problems solving e.t.c
(5) He should be disciplined ( self respect)
(6) Dressing should be descent ( not so expensively) and be able to present information to the
audience
(7) He should actually be friendly and should be in position of answering questions very well
and be kind to them.
(8) Must be able to use good language (sense of appreciation) e.g thank you, welcome, well done
e.t.c.
(9) The facilitator should be able to show interest in the course of the study so that the learner
can adopt
(10) Able to learn the title, status and names of the learners in the community.
(11) Should be accepted by the leaders and he should avoid arrogance i.e. showing up his wrong
and ill behaviors to the trainee especially after the training ( or training break )

39
(12) Be familiar with government policies and laws
(13) Be sympathetic and kind to the trainers
(14) Should not punish the participants
(15) No laughing at participant however silly mistakes they make.
(16) Use many devices while you are on training like audio –version ,photograph ,e.t.c

Challenges of implementing environmental education in developing countries.

Environmental education is taking an upper trend in most of the developing countries however
environmental activists and educators are becoming aware of the kinds of situation that create
barriers to implementing environmental education and these include the following.

Lack of policy and guidelines

There is a lack of environmental awareness and commitment to environmentally friendly policies

among governments. Most governments have not taken into account how to include
environmental education in their policies right and this leaves the population with lack of
knowledge but also they feel they do not even need to get more knowledge about the
environment.

Rigid curriculum.
Most of the curriculums in developing countries were drafted very many years ago and it
normally takes time for them to be revised. It so happens that most of the environmental issues
came to the limelight during the 1940’s a time education was already in place but not inclusive
of environmental education. Therefore most of the environmental education is not include in the
formal education.

Conventional teaching methods still dominant.

When it comes delivering environmental education most of the developing nations still hold on
to the conservative teaching methods which illustration a very big gap between teacher and
students. This leaves a lot in terms of understanding about the functioning of the environment
management.
40
Shortage of trained teachers.
There is lack of trained teachers in the field of environmental management. This is because the
different institutions have just started adopting environmental education.

Lack of coordination between the different sectors.

Because of a lack of coordination, several ministries and departments adopt individual policies
and procedures to pursue their own mandate, without any collective actions and vision.
Forexample the departments of wetland, water, forests may all adopt individual policies which
act centrally to each other leading to environmental degradation.

Environmental education carries with it the inherent idea of implementing programs that are
locally relevant and culturally appropriate. Just as any sustainable development program must
take into consideration the local environmental, economic, and societal conditions, so too must
environmental education programs consider these same conditions. As a result, each region must
create its own program. It is impossible to create an international, or even in many cases a
national, curriculum that would be relevant to all communities.

QUESTION. WHAT RECOMMENDATIONS WOUD YOU SUGGEST AS TO IMPROVE

ON ENVIRONMENTAL LITERACY IN UGANDA.

ENVIRONMENTAL COMMUNICATION

Environmental communication has now emerged as strong complementary practice to

environmental education. A broad definition of environmental communication would be, “the
sharing of information, insights and opinions on environmental issues, trends, conditions and
solutions using any means of communications, ranging from inter-personal methods to means of
mass communication using the modern as well as traditional media”. In this sense,
environmental educators constantly engage in environmental communication. However, an
important distinction is that, while all environmental educators are communicators, not all
environmental communicators are necessarily educators. Across the world individuals and
institutions engage in a very wide range of environmental communication activities with varying
degrees of sophistication, outreach and impact.
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 A. Communication Trends In the mid to late 1990s.

The main focus in environmental communication was to inspire positive behaviour, on the part
of individuals, communities, corporate and industrial bodies and others, to help conserve the
environment and achieve sustainable development. A key issue for many countries is to integrate
environment into development policy, and to use communication and education in an integrated
way as an instrument of policy. There is, however, a tendency to focus on formal school
education target groups, both by governments and NGOs, rather than addressing other groups
who can make a difference in a policy issue, or in an immediate practical sense (IUCN 1998).

One of the major channels through which environmental communication is practised is the mass
media, which includes both print and electronic sections. The communication media in parts of
the world such as Asia and the Pacific underwent rapid change during the 1990s, with
liberalization of media policies allowing private sector involvement, spread of global media
networks owned by trans-national companies and the proliferation of new communication
technologies which have removed the barrier of large investments required to enter the media
field. Trans-national television is the most prominent example of the changes taking place in the
communications scenes. Cellular phones, faxes, email, electronic networks and cable are also
expanding countries’ outreach, often at unprecedented growth rates. The Asian and Pacific
Region forexample is experiencing a trend where the public service component on television is
declining while the number of broadcast hours and channels continues to increase. The
medium’s potential for non-formal education and for raising public awareness remains largely
untapped. While advertisers and sponsors compete to support entertainment, news or sports
programmes, the more educational programmes, documentaries, investigative current affairs
programmes or in-depth interviews, are having to contend with budget cuts, intense competition
for prime-time slots, and an overall decline in the public service spirit in broadcasting .

Media’s role in environmental communication remains effective only to the extent that the
environmental experts, researchers and activists engage and use the media to influence and shape
the accuracy, balance and scope of environmental coverage. In response, throughout the region,
governments and NGOs are adopting strategies to mobilize communications and cooperate with

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the media, and in some cases, to strengthen the media’s capacity to cover environmental issues
more effectively.

B. Print Media.

Environmental reporting is now well-established within the print media, newspapers and
magazines. Investigative journalism on environmental issues has resulted in exposing
environmentally damaging plans, polices or practices. Newspaper exposures and subsequent
public pressure have forced governments, local authorities, industries and others to change their
plans, to tighten laws and regulations, and to abandon certain development projects whose
environmental and social costs outweighed any benefits. Examples include projects that have
been halted of even permanently stopped for using technology that are environmentally
destructive of non compliance to the EIA regulations.

The newspapers have a recognized tradition of covering groundbreaking environmental stories,

and the production of a weekly environmental pages. Many news papers have supported and
managed national environmental education programme for students, which aim to enhance the
awareness of the environment, culture and social values, whilst encouraging problem solving,
motivation and participation in environmental programmes. Producing special publications for
children is another important strategy. Many conservation organizations produce material meant
for children and young adults. Uganda has the tree talk a New Vision publication gives an
opportunity to young people to become engaged in environmental awareness, The NEMA
Newsletter are periodic publication also uses the media for environmental communication. The
Centre for Science and Environment (CSE) in India, for instance, has published the science and
environment fortnightly Down to Earth since 1992 and launched a children’s supplement in
1998, called Gobar Times. It aims to stimulate young minds to question prevailing development
patterns, lifestyles and governance systems. The supplement carries news and views on the
environment, science and technology, stories from various traditions including environmental
movements and inventions, and highlights of social implications of the issues. It uses comic
strips, cartoons, quizzes, essay competitions and interactive pages to engage children’s minds.

B. Broadcast Media.

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The broadcast media, radio and television, in all their variations, have established themselves as
the most pervasive and powerful forms of mass media. They represent a major channel through
which information on environment can be conveyed to the people. Recognising the need for
programmes in the regional language and context, major international media groups have
associated with regional and national companies.

A wide range of activist groups and media organizations also produce television and radio
programmes on environmental issues, using the media as a means to raise awareness. Other
private sector organizations are also engaged in producing environmental material for broadcast.
For example, a private television production company named Nation Media has been producing
a television series Nature files which combines news and views on environment with clever
visuals and interactive segments, making the programme both educational and entertaining.

D. Major Constraints and Responses.

Even though the quantity of environmental coverage in media has continued to increase since
the mid-1990s, several constraints and drawbacks remain. A major difficulty faced by journalists
and producers covering the environment is access to reliable sources of information and having
the technical information interpreted by experts. Although identified some time ago, the response
to this constraint has been slow.

The restriction of access to information by the public and media, still prevails in some countries
and inhibits open coverage, discussion and debate of issues that are of public interest. In other
cases where information is available, journalists lack credible means of interpreting technical
issues and explaining them in layman’s terms. In some countries, such as the Philippines, the
scientific community has set up media referral services which offer free advice and information
to journalists working on a science or environment related story, directing them to relevant
experts and institutions.

In the few instances where such collaboration has been established between the environmental
community and the media, impressive results have been recorded. In Pakistan, for example, the
IUCN has involved the media as a key target group and stakeholder in the implementation of the
National Conservation Strategy, resulting in a strengthened capacity of the media to cover the
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complex issues of sustainable development. However, in many countries, environmental activists
and government agencies handling the subject of environment have not developed fruitful media
relations and use the media only to generate publicity for events and individual actions. While
such publicity campaigns are useful, the greater interests of communities and sustainable
development are better served by permitting investigative, balanced and accurate reporting.

Environmental journalism encounters other problems that are not easily overcome. For example,
bottlenecks sometimes exist, where editors and programme managers may not appreciate, and
thus pay limited attention to, environmental news. These bottlenecks remain partly because the
sensitization that has occurred among reporters and producers has not been extended sufficiently
well to cover the media gatekeepers.

Another limiting factor is legitimacy of environmental issues and where such legitimacy is
derived from. For instance, sometimes major environmental stories are under-reported in the
country of origin until the foreign media picks it up and gives international coverage. In other
cases, owing to prevailing restrictions on media freedom or due to problems of accessing reliable
information, local journalists are unable to cover certain environmental stories. Foreign
correspondents, operating at a different level are usually not as restricted by domestic
information policies, and are better positioned to cover such stories. However, coverage by
global news networks or international features services are tailor-made for a global audience, and
as a result only highlights of a complex situation may be covered. The anomalies of global media
are such that sometimes the international media organizations enjoy a disproportionately high
degree of influence. A case in point is the mass-scale arsenic poisoning in Bangladesh and West
Bengal in India due to naturally occurring arsenic levels in the groundwater. Some fifteen
million people in Bangladesh are forced to use the groundwater contaminated by arsenic, and it
has become one of the largest cases of poisoning in history. This major environmental story has
been reported and covered in the Bangladeshi media for several years since the mid 1990s. But
worldwide attention increased only after the influential global media started reporting on it. The
BBC and the New York Times, between them, covered the story and raised the issue to a new
level of recognition among donors, the development community and the public than had been
achieved by the previous media coverage in Bangladesh and in the region.

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E. The Internet and World Wide Web.

Recent years have seen the extremely rapid growth and development of the Internet as an
information provider. However, large disparities in access and use of the Internet exist across
many nations. Major constraints remain that hinder the rapid expansion in Internet access in
developing countries such as: poor telecommunications (lack of working phone lines); an
inability to afford computers; and the higher cost of providing Internet services. However it is
predicted that the Internet will move from a minority to a mass medium, with wide accessibility
in a short period of time. The earliest users and disseminators of Internet use and technology
were academic and research organizations, belonging to the Association of Progressive
Communications (APC). These have actively supported or established networks in regions
around the world for several years, and often provided countries with their only link to the
Internet until commercial Internet Service Providers (ISPs) became operational. Partly because
of these initiatives, analysts say the Internet may have a greater social impact in developing
countries than anywhere else, as the academic organizations are some of the best-informed and
are often campaigning for greater democracy, social equality and protection of the environment
(Panos 1998). During the past few years, an increasing number of environmental organizations in
the region have recognized the potential of the Internet and started using it for exchanging
information; for advocacy and activism; for public awareness and education; as well as for
publicity and promotional purposes. Although the number of websites with a strong
environmental content originating from the region is still numerically low, the quality and scope
of some of the currently available sites are impressive.

F. Traditional Media. For many years, environmental communicators have recognized the value
and power of using folklore and traditional media, such as, dance, songs, drama, puppetry and
miming, to take environment and development messages to the public. Historically, traditional
or folk media have often played a role in the communication and promotion of new ideas, apart
from its traditional role of preserving and teaching established values. Today, in spite of
advances in the modern forms of mass media, many people still relate more readily and easily to
traditional media, which are closer to their local cultures, and are often more interactive and
participatory than the regular forms of mass media. Various forms of traditional media are being

46
used or adapted to convey environmental messages to children, communities and specific target
groups in different countries.

With reference to any environment related article in a national and international newspaper
of your choice explain the relevancy and importance of the message that that the article is
trying to put forward. Explain how the different forms of mass media contribute to
environmental education.

What are the challenges of mass media in conveying environmental communication in

developing countries.

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