Distribution: Limited UNITED NATTONS EDUCATIONAL, SCTRNTIFTC AND CULTURAL ORGANIZATION QUES TTONNATRE, Assessment of Resources for Environmental Education : Needs and Priorities for Member States a») Country sees b) Please mail the completed ‘uestionnaira by 15 June 1975 to: Environmental Faucation 2 Department of Curriculum, Structures and ilethods of Fducation (BSH) UNESCO. Place de Vontenoy & 75700 PARIS | France Paris, March 1975 Original: fnglish 5Assessment of Resources for Environmental Kducation : Needs and Priorities for Kember States Introduction Purpose of the questionnaire Directions for responding to questionnaire Time period Definition of environmental education Information on questionnaire respondents Needs and priorities regarding selected environmental education types Section I : Instructional materials for environmental education Section II : Physical facilities for environnental education Section III’: Programmes of environmental education of all types: (formal and non-formal) Section IV : Personnel for environmental education Section V: Organizations and associations active in environmental education ‘ Section VI + Funds for innovations in environmental education Section VII : Legislation affecting environmental ‘education Section VIII : Priorities between categories of resources for environmental education 3 Section IX : Overall and/or specific comments regarding the needs and priorities of particular environmental education resources in your country: ED 75/W5.12 10-11 1p = 13 16 = 17 18 - 19 Q 20 = Al 22 23Page Three Assessment of Resources for Environmental Education : Needs and Priorities for Member States Introduction — Unesco, jointly with the United Nations Environment Programme (UNEP), and in cooperation with the University of Belgrade, will convene an International Workshop on Environmental Education in Belgrade, Yugoslavia, on 22 September 1975. The major purposes of this Workshop are to : (a) review general trends in environmental education throughout the world; (b) assess the availability of, need for, and priority regarding selected types of resources for environmental education within each of the Unesco Member States; and (c) establish a set of tentative guidelines and recommendations to further environmental education internationally. ‘The guidelines and recommendations will be reviewed and revised in regional workshops and serve as an input to an International Conference on Environmental Education, tentatively planned to be held in the USSR in September of 1976. The major purpose of the International Conference on Environmental Education will be to adopt policies to further environmental education internationally. This questionnaire is an integral part of this sequence of events. Purpose of this Questionnaire -- The purpose of this questionnaire is to A obtain information from each Member State on the needs and priorities regar- ding selected types of resources for environmental education. Information " collected from this questionnaire will, among other things, assist Unesco in working with each Member State, insofar as it wishes, in developing the most effective possible environmental education programmes. Directions for Responding to Questionnaire — Given the many types of environ- mental education covered by this questionnaire, it is strongly recommended that its completion be @ team effort involving representatives from the appro- priate organizations or groups in your country. Examples of possible menbers of the team might be : one or more officials of the Ministry of Education; representatives of other ministries (e.g. natural resources); representatives (teachers and/or administrators) of various levels of formal education (including teacher education); ; representatives of. groups active in "non- formal". types. of environmental education (youth groups, community groups, ete.); curriculum specialists}. appropriate librarians; representatives of education materials :centres} representatives of various relevant professions (ecology, economics, political. science, sociology, engineering, planning, architecture, etc.); legislator, etc. TabPage Four Because many sections of the questionnaire may be of concern to more than one member of the tran, it is further reconmended that the team be convened on to discuss aspects of mitual interest. Hou on at least one ace: er, one person should be designated as responsible for meking certain that the questionnaire is properly completed and returned by the date indicated. To assist you in completing this questionnaire, ue have trained one or more ith Homber Ste upon request, in individuals in your region to work responding to this questionnaire. We have provided each of these indivi- duals with a budget to meet travel and per die expenses assnei ated sith this ass Plane cotant one of the intividu.ts in your region | (see nance of individu.ts treincd in your rogion on the Jast page of thir stan | questionnaire) if you believe that yon might bunePit from such services. — In onder for participsnts of the Bl grite Yorkshop to have yal tion to recormond says of furthering onvironme snd to meet specific nends of Lember States, it ia) that Uneses receive complotnd quastiannairas ty 15 June 1975. 4 this deadline, plore rend completed question- Bnvironmontal Bduevtion A Working Definition of Fnvironnental vducntion in firet of all, a form of education. Por purpoxen of this questionnaire, RDUCATION is uned in the broad nense to menn any deliberste attempt to help gomeone learn something in some setting. that: tmong other things this implie: + Blucation embr all types and levels of "formal" education (in school), as well as all forms of "non-formal" education (ic. deliberate attempts to promote ony kind of learning in the home, a on-the-job, through clubs, etc.). 7 + Fducation covers all deliberate efforts to promote learning, regerd- : less of the nature uf the things to be learned -- concepts, principles, skills, attitudes, facts, etc.; therefore, as used in’ this question- naire education. includes the various activities which focus on helping students achieve particulor types of learning objectives. e Baucation clearly encompasses all deliberate cfforts to promote learn- ing, regardless of the particular characteristics of the learners -~ their age, number, ability, motivation, prior achievement, etc.Page Five ‘The term SHVIRONMENT is also used in this questionnaire in the broad sense, to include everything which surrounds and/or touches an individual. Including: + The natural and the "man-made" environment, as well as the "socio- cultural" environment (human groups and their interactions, insti- tutions, laws, policies, etce). The interaction of humans with the environment which can be compre- hended in part through the learning of related concepts, principles, facts, etc. The environment is an area about which individuals can form values and attitudes. They can influence this interaction if, in addition to knowledge and attitudes, they acquire relevant skills. In the light of the broad useages of the terms "environment" and "education", it is clear that ENVIRONMENTAL BDUCATION is not and cannot be one thing; it has an immense number of legitimate forms, depending on such things as: (a) the age and prior education of the learners, (b) the particular objectives to be achieved, (e.g., broad understanding required of any citizen versus d skills for on engineer), (c) the overall educational situations speciali (esge, the orgenization of the curriculum and the school system), (a) the general socio-economic-cultural conditions, etc. Consequently, ENVIRONBENTAL RDUGATION is any deliberate attempt to help indi- viduals (whoever they may be) learn something (whatever may be the objectives -- concepts, kills, attitudes, facts, ete.) in some setting (in school or out- of'-school) about the environment (broadly conceived), the dynamics of man's reciprocal interaction with it (individually and collectively), and the need for and ways of affecting this interaction process. Information on Questionnaire Respondents -- Please provide the full name,’ title and address of the person ultimately responsible for completion of this question- naire and of ench individual who contributed to this team effort in a significant way (please print the information) : 1. Renponsible for questionnaire Wame Title Adilress! nNOther contributorsName Title Address Mame Title Address, Nane Title Address Wome Title Address Name Title Address Name Title Address : Name Title Address Page SevenPage Right SECTION I : Instructional Materials for Environmental Education Assessment of Needs This section lists various types of INSTRUCTIONAL MATERIALS for environmental education. Please indicate (by circling the appropriate number of the scale associated with each item) YOUR best estimate of the DEGREE OF NEED for ADDITI- of of of ONAL such materials in order to EET ADEQUATELY THE NEEDS low moderate high of your country. i need need need A. list or directory of producers and distributors of instructional aids for environmental education. B, Publications that provide descriptions of available Pa gg S instructional aids for environnental education (such ‘ilms, records, charts, slide sets, etc.). C. Visual aids (films, slides, charts, etc.) suitable for 7 - 3 4 5 various levels and forms of environmental education. D. Instructional es oriented to the environment and 12 3 4 5 suitable for various levels and forms of environnental education. E, Environmental monitoring kits (air, water, soil, noise, 1 2 3 4 5 etc.) suitable for use in educational programmes. FP. Garriculum guides and/or textbooks for environmental Yo BEE Sg ogi g: ‘sducation Criuary tevel)oo 5 G. Curriculum guides and/or textbooks for environmental 1 2 3 4 5 education (Secondary. Level). H. Textbooks for the general student and teachers (pre- 1 2 3 a 5 service) in higher education (Third Level)*. Ie one guides for out-of-school programmes to 1 2 3 4 5 educate youth on environnental matters. bs J. Books for out-of-school progrannes of environmental 1 ae. education for youth. Books to help educate adults (outside of formal 1 2 3: 4 5 education) on environmental matters. L. Magazines and journals (for the average reader) to BIBER SU tis help educate the public on environmental matters. M. Other. MR BEd 5 Ny Other. 1 Biter Eg * Colleges, universities, and teacher training institutionsPriority Assessment Please rank each of the selected types of instructional materials, in order of priority (for example, if visual aids are your highest priority, place number "1" in box number "C"), according to your views as to their relative effectiveness for improving environnental education in your country. 3. c. a I Ws Me Ne Page Nine Comments Space is provided to enable you to clarify responses or to include additional information if needed.SECTION IT : Physical Facilities for Fnvironmental Education Assessment of Needs This séction lists various types of PHYSICAL FACILITIES for : environmental education. Please indicate (by circling the : appropriate number, of the scale associated with each item) i 3 YOUR best estimate of the DEGREE OF NEED for ADDITIONAL of! of of such facilities in order to MEET ADEQUATHLY THE NWEDS of low moderate high neod need need your country. A. Libraries equipped with materials for environiental education. B. Museums with exhibits on environnental topics. 1 2 aa G. Parks, zoos and wildlife reserves (national, regional; 1 Bessette te siy and local) which could be utilized for environmental education at one or more levels. ‘ Ds. School buildings (as well as other facilities) where Programmes could be developed to train youth and adults in environmental education (need not be a special facility devoted to this purpose). f. Snvironmental. education centres (incorporating 1 2 3 4 5 exhibits, library, meoting room, instructional programmes, etc.). F, Other. G. Other.Priority Assessment education in your country. 2 @ rank each of the selected types of cal facilities, in order of priority 9 example, if libraries are your highest .-priority, place number "1" in box-number ."A"), according to your views as to their-relative effectiveness for. improving. environmental. Page Eleven Comments rt Space is provided to enable you to clarify responses or to include \ ‘additional information if needed.Page Twelve SECTION III : Programmes of Environmental Hducation of all Types (formal and non-formal) Ass ent _of Needs ‘This section lists various types'of PROGRAMMES for environ- mental education. Please indicate (by circling the appro- priate number of the scale associated with each item) YOUR best estimate of the DEGREE OF NEED for ADDITIONAL ‘such programmes in order to MEET ADEQUATELY THE NEEDS of your country. As Progrannes of environnental education at the pre-school level. a Programmes of environmental education in primary schools. ‘c. Programmes of environmental education in secondary chool D. Programmes of environmental education for the training of primary school teachers. E. Programmes of environmental education for the training. of secondary school teachers ‘ F, Programmes of environmental education for the training of college and university teachers (particularly those who will ‘be te: ng environmental education and re- lated subjects). | “ G, Programmes ‘of environmental education for the training of environmental education specialists* in colleges, universities, and teacher ‘training institutions. Programmes of environmental education in colleges and universities for the general student. I. Ozt-of-school programmes of environmental education for youth. * J. Qut-of-school progrannes of environmental education for’ the general public. K, other. L. Other. SCALE of of of low. moderate high need need need uyPriority Assessment Please rank each of the selected types of ‘grammes, in order of priovity (for example, TP pninsy cchosie are yous highest priority, place number "1" in box "5"), according to your views as to their relative effectiveness for improving environmental education in your country. O Oot O° Page Thirteen icompants) Space is provided to enable you to clarify responses or to include additional information if needed.Page Fourteen SECTION IV : Personnel for Environmental Education Assessment of Needs ‘SCALE This section lists various types of PERSONNEL for environ- mental education. Please indicate (by circling the appro- priate number of the scale associated with each item) YOUR dest estimate of the DEGREE OF NEED for ADDITIONAL such of of of personnel in order to MEET-ADEQUATELY THE NEEDS of your low moderate high country. \ need need need TTT ‘A. Pre-school teachers with training in environmental To yas education. , B. ‘Primary level teachers with training in environmental 1 2 3 4 5 education. ©. Secondary level teachers with training in environ- fe 3 a mental education. D. College and university teachers with training in 1 2 3 4 5 environmental education. B. Environmental education specialists (individuals 1 203 4 5 trained. to teach environmental education full-time or to assist institutions in developing environmen tal education programmes). F, Youth leaders with training in environmental education. ely a Fn ge ag G. Professionals with training in the environment whose Pee BZ gg fields of practice have considerable impact on the serteerment (engineers, planners, architects, lawyers, etc.). H. Community’ leaders with training in environmental es education. + Other. Vioeabh Bat ae 5 J. Other. 1 2 3 4 5Page Fifteen Priority Assessment Comments Please rank each of the selected types of Space is provided to enable you personnel, in order of priority (for example, , 40 clarify responses or to include if youth leaders are your highest priority, additional information if needed. place number "1" in box up"), according to your views as to their relative effectiveness for improving environmental education in your country. As Re a OOPage Sixteen SECTION V : Organizations and Associations active in Environmental Education Assessment of Needs This section lists various types of ORGANIZATIONS and ASSOCIATIONS for environmental education. Please indi- cate (by circling the appropriate number of the scale associated with each item) YOUR best estimate of the DEGREE OF NEED for ADDITIONAL such organizations and associations in order to MEET ADEQUATELY THE NEEDS of your country. A. National and regional organizations concerned with environmental cigeation cat capable ‘capable of providing national or regional leadership (youth and community) in environmental jeducation. B. Youth organizations active in environmental education. Teacher organizations active in environmental educa~ tion. D, Citizen organizations active in environmental educa~ tion. E. Scientific organizations interested in environmental ‘education. F, Other. G. Other. SCALE of of of low moderate — high need need. need POT Tt edPriority Assessment Please rank each of the selected types of organizations and asnociations, in order of priority (for example, if citizen organizations are your highest priority, place number "1" in box munber "D"), according to your views as to their relative effectiveness for improving environnentrl education in your country. Page Seventeen Conmentss is provided to enable you arify responses or to include additional information if needed.SECTION VI : Funds for Innovations in Environmental Education This section lists various types of FUNDS for environmental Assessment of Needs education. Please indicate (by circling the appropriate number of the scale associated with each item) YOUR bast estimate of the DEGREE OF NRED for ADDITIONAL such funds in Ae Be (3 a. K order to MEET ADEQUATELY THE NEEDS of your country. Funds for the development and testing of new environ- mental education programnos at the pre-school level. Funds for the development and testing of new environ— mental education programmes at the primary level. Funds for the development and testing of new environ— mental education programmes at the secondary level. Funds for the development and testing of new environ— mental education programmes for the general student at the college and university level. Funds for the development and testing of new ovt-of- school environmental education progranmes for youth. Funds for the development and testing.of new environ- nental education programmes for professionals in fields whose practice has considerable impact on the environ— ment (engineers, planners, architects, laxyers, etc.). Funds for the development and testing of new environ- mental education programmes for. the pre-service train- ing of teachers for primary and secondary schools. Funds for the development and testing of new environ mental education progranmes for in-service training of teachers for primary and secondary schools. Funds for the development and testing of new environ- mental education programmes for the training of leaders of out-of-school programmes for youth and adults. Funds for the development and testing of new out-of— school environmental education programmes for the general public. Other. Other. of low need Page Righteen SCALE of of moderate high need need 3 4 5 3 4 3 3 4 5 3 4 ] 3004 eG 3.54.75 3004-05 3S inst e225 BHP egei ess Bo 4Priority Assessment Please rank each of the selected types of funds, in order of priority (for example, if primary level funds are your highest priority, place nunber "1" in box number "B"), according to your views as to their relative effectiveness for improving environmental education in your country. Le Page Nineteen Comments Space is provided to enable you to clarify responses or to include additional information if needed.Pago Twenty SECTION VII : Legislation affecting Environmental Hducation Assessment of Needs SCALE This section lists various types of LEGISLATION for environ- mental education. Please indicate (by circling the appro- priate number of the scale associated with each item) YOUR dest estimate of the DEGREE OF NEED for ADDITIONAL such of of legislation in order to MENT ADEQUATELY THE NEEDS of your low moderate country. need need A, Legislation for establishing a governmental or non- VB 3 a vernmental office to provide national leadership ‘youth and commmity) in environmental education staff, funds, office, space, etc.). B. Legislation for establishing environmental education 1 2 3 4 programmes to help educate pupils at the primary level. 0, Legislation for establishing environmental education 1 4 programmes to help educate pupils at the secondary level. D, Legislation for establishing environmental education 1 22 4 programmes -to help educate the general. student at the college and university level F, Legislation for improving environmental education pro- 1 2 3 4 grammes to help educate teachers at all levels. F, Legislation for improving environmental education pro- 1 2 3 4 granmes to “help educate environmental: education specialists at all levels (individuals trained to teach environmental education full-time or to assit institutions in developing environmental education programmes). : G, Legislation for improving environmental. training of Wee B De ofessionals in fields whose practice has consider- re rite ‘impact on the environment (engineers, planners, architects, lawyers, etc.). H, Legislation for improving environmental education pro- 1 223d grammes to help educate the general public. I, Other. J. Other. of high needPriority Asseosment Please rank each of the selected types of legislation, in order of priority (for example, Tfteahers! legislation in your highest prio rity, place number "1" in box number ma", according to your vievs as to their relative ntfectiveness for improving environmental education in your country. Page Twenty One Comments Space is provided to enable you to clarify responses or to include additional information if needed.Page Twenty Two SECTION VIII : Priorities Between Categories of Resources for Environnental Education Please rank the following items, in order of priority (gor example, if funds are your highest priority, place number "1" in box number "F"), according to your views as to their relative effectiveness for improving environmental education in your country. ‘A. Development and improvement of instructional materials for environmental education. Be Development and improvement of physical facilities for environmental. education. ___ ae c. Improved instructional programmes of all types (formal and non-formal) for environmental education. Preparation of’ increased numbers of personnel for environ- mental education. E. Greation of new (or expanding current activities of existing) Fy Provision of increased funds for innovative efforts in environmental education. . Bnactment of appropriate legislation for environmental education. H, Other. + Other. Conments Priority RankingPage ‘Twenty Three SECTION IX : Overall and/or Specific Comments regarding the Needs and Priorities of , Environmental Education Resources in your Country. F