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ENVIRONMENTAL E-WPS Office

Environmental education aims to develop awareness, concern, and knowledge of the environment so that people can sustainably use and conserve the environment for present and future generations. It involves clarifying concepts, developing skills and attitudes, and promoting decision-making and self-formation of codes of behavior regarding environmental quality. Environmental education can be classified as education for the environment, about the environment, or through the environment. The 1992 Earth Summit in Rio de Janeiro resulted in Agenda 21, which outlined actions for sustainable development and recommended integrating environmental education into formal and non-formal education. Tanzania has emphasized environmental education since 1967 through its Education for Self-Reliance philosophy, which promotes indigenous knowledge with a focus on the environment.

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74 views3 pages

ENVIRONMENTAL E-WPS Office

Environmental education aims to develop awareness, concern, and knowledge of the environment so that people can sustainably use and conserve the environment for present and future generations. It involves clarifying concepts, developing skills and attitudes, and promoting decision-making and self-formation of codes of behavior regarding environmental quality. Environmental education can be classified as education for the environment, about the environment, or through the environment. The 1992 Earth Summit in Rio de Janeiro resulted in Agenda 21, which outlined actions for sustainable development and recommended integrating environmental education into formal and non-formal education. Tanzania has emphasized environmental education since 1967 through its Education for Self-Reliance philosophy, which promotes indigenous knowledge with a focus on the environment.

Uploaded by

harryson hosea
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ENVIRONMENTAL EDUCATION

GEO: 145

Environmental education is the process which people develop


awareness, concern and knowledg of the environment and learn to use
the understanding to preserve, conserve and utilize the environment in
a sustainable maner for the benefit of present and future generations.

EE'is the þrocess 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

Also

EE entails practice in decision-Making and self-formation of a code of


behaviour about issues concerning environmental quality (IUCN 1970)

The concept of EE can be classified as

 Education for the environment


 Education about the environment
 Education through the environment.

Rio and Beyond: The 1990s


 Debate arising from Our Common Future, report of the WCED
1987 led the second and very much large conferenfe of the United
Nations Conference on Environment and Development The Earth
Summit-staged in Rio de Janeiro, Brazil, 3-14 June 1992.
 About 120 heads of state and government and other delegates
from over 170 countries.

1. Agenda 21: a major ačtion prógramme setting out what natíons


should do to achieve sustainable development in the 21" century.

The 40 chapters of Agenda 21 oer topics ranging trom poverty, toxic


wast and desertification to youth, educatibn and free trade

There are implications for EE throughout this document eg. Chapter 25,
on Children and Youth in Sustainable Development and Chapter 36, on

Promoting Education, Public Awareness and Training.

The UNCED also agreed

i. The Climate Change Conversion, the firstinternational treaty to


acknowledge the treat of global warming

ii. The Biodiversity Conversion, te first treat to deal with ownership of


genetic resources

ii. Forest Principles-a non-legally binding text onprinciples for


sustainable forest management.
One of the key outcome of the Conference for

educators is the recommendatiorn that environment and development


education should be incooperated as an essential part of learning,
within both formal and non-foral education sectors:

A proposal is made that:

Governments should strive to update or prepare strategies aimed at


integrating environment and development as a cross-cutting issue into
education at all levels with the next three years (Agenda 21, Chapter
36, UNCED, 1992).

Trends of EE Tanzania

Environmental educationin Tanzània was emphasized in the Arusha


Declaration of 1967.

The declaration has a strong biason Education for Self-Reliance (ESR).

The ESR philosophy accentuates promotion of indigenous knowledge


with strong focus on the environment by way of creativity, critical
thinking, problem-solving skills and lifelong learning. E.g. indigenous
knowledge of Ngoro farming system

practiced

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