Directory UMM :Data Elmu:jurnal:E:Environmental Management and Health:Vol08.Issue2.1997:
Integrating environmental education and
environmental management
Walter Leal Filho
Institute o f Enviro nme ntal Sc ie nc e s, Unive rsity o f Lüne burg, Lüne burg, Ge rmany
Shows how environmental
education and environmental
management, two major tools
in promoting sustainable
development, may be integrated. Outlines the common
features of environmental
education and environmental
management, listing the
benefi ts of the integration of
both methodologies. Also
describes some of the items
that need to be considered so
that such an integration may
take place.
Enviro nme ntal Manage me nt
and He alth
8 / 2 [ 1997] 8 0 –8 2
© MCB Unive rsity Pre ss
[ ISSN 0956-6163]
[ 80 ]
Introduction
E n vir on m en ta l edu ca tion a n d en vir on m en ta l
m a n a gem en t a r e two expr ession s com m on ly
u sed today for differ en t pu r poses. Th e for m er
is u sed to descr ibe a pr ocess of u n der sta n din g
a n d cla r ifica tion of th e va lu e of th e en vir on m en t a n d th e r eleva n ce of en vir on m en ta l
r esou r ces, w ith a view to en cou r a gin g people
to u se su ch r esou r ces in a m or e su sta in a ble
w ay. Th e la tter, on th e oth er h a n d, r efer s to a
gr ow in g field of k n ow ledge, ch a r a cter ized by
th e iden tifica tion of pr ocesses, tools a n d
in str u m en ts th r ou gh wh ich en vir on m en ta l
r esou r ces m ay be u sed in a m or e ba la n ced
w ay or, in oth er wor ds, h ow su ch r esou r ces
m ay be m a n a ged.
P h en om en ologica lly, en vir on m en ta l edu ca tion tech n iqu es, pr ogr a m m es a n d str a te gies
m ay be u sed a s “in str u m en ts” th r ou gh wh ich
th e u ltim a te goa l of th e sou n d m a n a gem en t of
en vir on m en ta l r esou r ces m ay be a ch ieved.
Th er e is a spr ea d aw a r en ess in r ela tion to th e
fa ct th a t en vir on m en ta l edu ca tion m ay be
in cor por a ted a s a n effective pa r t of en vir on m en ta l m a n a gem en t pr ogr a m m es a n d, on a n
in ter n a tion a l sca le, th er e a r e va r iou s exa m ples sh ow in g a gr ow th in su ch a tr en d.
Som e of th e com m on fea tu r es of en vir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t a r e th eir in ter disciplin a r y n a tu r e
a n d th eir ca pa bility of dea lin g w ith a va r ied
set of en vir on m en ta l m a tter s, a s well a s th e
fa ct th a t th ey a r e fl exible a n d th eir pr in ciples
a r e fea sible of im plem en ta tion in a w ide
r a n ge of con texts.
Th e deba te on th e possibilities of in te gr a tin g en vir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t is n ot n ew. For exa m ple,
th e “Tbilisi Con fer en ce Decla r a tion ”[1],
pr epa r ed by r epr esen ta tives of 66 UN E SCO
m em ber sta tes, wh ich dr ew u p th e gu idelin es
for th e esta blish m en t of en vir on m en ta l edu ca tion policies in developed a n d developin g
n a tion s, a lr ea dy pr ovided som e in dica tion of
th e poten tia l for in te gr a tion of envir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t. Th e con fer en ce en dor sed th e follow in g
goa ls of en vir on m en ta l edu ca tion :
• foster clea r aw a r en ess of, a n d con cer n
a bou t, econ om ic, socia l, politica l a n d
ecologica l in ter depen den ce in u r ba n a n d
r u r a l a r ea s;
• pr ovide ever y per son w ith oppor tu n ities to
a cqu ir e va lu es, a ttitu des, com m itm en t a n d
sk ills n eeded to pr otect a n d im pr ove th e
en vir on m en t;
• cr ea te n ew pa tter n s of beh aviou r of in dividu a ls, gr ou ps a n d society a s a wh ole tow a r ds
th e en vir on m en t.
Th e a bove r ecom m en da tion s a r e su fficien tly
com pr eh en sive to per m it th e developm en t of
en vir on m en ta l edu ca tion str a te gies a t in ter n a tion a l, n a tion a l, r e gion a l a n d loca l levels
a n d in su ppor t of en vir on m en ta l m a n a gem en t pr ogr a m m es.
Integrating environmental
education and environmental
management
E ven th ou gh va r iou s exa m ples cou ld be
given , per h a ps on e of th e m ost illu str a tive
exa m ples of th e in te gr a tion of en vir on m en ta l
edu ca tion a n d en vir on m en ta l m a n a gem en t is
th e on goin g “E u r opea n Ma ster ’s P r ogr a m m e
on E n vir on m en ta l Ma n a gem en t”
(E MP E M)[2]. Th e sch em e, cr ea ted in 1992 a n d
fin a n cia lly su ppor ted by th e Com m ission of
th e E u r opea n Com m u n ities, a im s a t pr ovidin g a h olistic tr a in in g of per son n el con cer n ed
w ith en vir on m en ta l m a n a gem en t, by in clu din g “en vir on m en ta l edu ca tion a n d com m u n ica tion ” a s m odu la r com pon en ts of th e cou r se.
Th e in itia tive of th e E MP E M, on e of th e
pion eer sch em es in E u r ope in th is field, h a s
been followed by va r iou s oth er E u r opea n
u n iver sities to th e poin t th a t m a n y in stitu tion s offer in g postgr a du a te diplom a s or Ma ster ’s de gr ees on en vir on m en ta l m a n a gem en t
n ow in clu de en vir on m en ta l edu ca tion com pon en ts (e.g. a s m odu les, ser ies of cla sses or
option s).
In fa ct, th e speed w ith wh ich su ch a n a r ea
is developin g in dica tes th a t, w ith in five yea r s,
th ose in stitu tion s wh ich do n ot offer en vir on m en ta l edu ca tion a s pa r t of Ma ster ’s de gr ees
on en vir on m en ta l m a n a gem en t w ill be a n
exception , r a th er th a n th e r u le a s it is
pr esen tly th e ca se.
Accor din g to th e E u r opea n Associa tion for
E n vir on m en ta l Ma n a gem en t E du ca tion
Walte r Le al Filho
Inte grating e nviro nme ntal
e duc atio n and e nviro nme ntal
manage me nt
Enviro nme ntal Manage me nt
and He alth
8 / 2 [1 9 9 7 ] 8 0 –8 2
(E AE MA), a n or ga n iza tion wh ich r u n s a n d
con gr e ga tes gr a du a tes of th e E MP E M, en vir on m en ta l edu ca tion h a s m oved aw ay fr om
bein g a n a r ea of lim ited in ter est to som e stu den ts, to a fi eld in wh ich over h a lf of th e stu den ts h ave a n in ter est. Th e r ea son for th is is
clea r : th e effectiven ess of th e pr ocedu r es for
foster in g en vir on m en ta l m a n a gem en t, especia lly in th ose a r ea s wh er e pu blic opin ion is
im por ta n t, m ay be sign ifica n tly en h a n ced by
m ea n s of aw a r en ess-r a isin g tech n iqu es, in a
pr ocess wh er e en vir on m en ta l edu ca tion h a s a
k ey r ole to play.
Am on g som e of th e goa ls th a t n eed to be
com m on ly pu r su ed, th e follow in g m ay be
m en tion ed:
• th e n eed to develop en vir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t a t th e
in ter n a tion a l, r e gion a l, n a tion a l a n d loca l
levels, en su r in g th a t loca l en vir on m en ta l
issu es a r e given a s m u ch a tten tion a n d
em ph a sis a s n a tion a l a n d in ter n a tion a l
en vir on m en ta l m a tter s;
• th e n eed for r esea r ch a im ed a t pr om otin g
en vir on m en ta l edu ca tion a n d w ays of efficien tly dissem in a tin g aw a r en ess of th e
n eed for sou n d en vir on m en ta l m a n a gem en t;
• th e n eed for th e system a tic developm en t of
en vir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t pr ogr a m m es;
• th e n eed to tr a in per son n el in both en vir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t, especia lly per son n el wh o a r e a ble
to u se en vir on m en ta l edu ca tion a s a tool for
en vir on m en ta l m a n a gem en t.
The way ahead
Ow in g to th e specifi c ch a r a cter istics of ea ch
su bject, th e in te gr a tion of en vir on m en ta l
edu ca tion a n d en vir on m en ta l m a n a gem en t
in itia tives depen ds ba sica lly on th e a n swer to
som e qu estion s su ch a s:
• Wh ich specific com m on fea tu r es sh ou ld
edu ca tion con cer n in g th e en vir on m en t a n d
edu ca tion con cer n in g th e m a n a gem en t of
th e en vir on m en t h ave?
• How ca n on e in tr odu ce en vir on m en ta l
edu ca tion in te gr a ted w ith en vir on m en ta l
m a n a gem en t in to th e pool of cu r r en t tea ch in g pr a ctices?
• At wh ich sta ge of th e edu ca tion a l pr ocess a s
a wh ole a n d in h igh er de gr ee cou r ses (e.g.
MSc cou r ses) in pa r ticu la r, sh ou ld en vir on m en ta l edu ca tion be in te gr a ted w ith en vir on m en ta l m a n a gem en t?
• Wh ich a r e th e str a te gies (a n d m a ter ia ls)
m ost a dequ a te for join t a ction , in for m a l
tea ch in g, in th is field?
As in oth er fields, su ch a s h ea lth [3] or
biodiver sity[4], va r iou s a u th or s h ave
dedica ted a gr ea t dea l of effor t to tr y to pr ovide a n swer s for su ch qu estion s wh ich r epr esen t a poin t of con cer n for both in dividu a ls
a n d in stitu tion s in volved w ith en vir on m en ta l
edu ca tion a n d m a n a gem en t. Th e a n swer to
th em , h owever, m ay r epr esen t th e fir st step
tow a r ds a ddr essin g a n in ter estin g ch a llen ge,
wh er e a lot ca n be ga in ed a n d th r ou gh wh ich
m u ch m ay be a ch ieved, especia lly w ith
r e ga r d to foster in g pu blic pa r ticipa tion in
en vir on m en ta l in itia tives[5-7].
F r om a pr a ctica l per spective, en vir on m en ta l edu ca tion is a lso su ita ble for in te gr a tion
w ith a w ide r a n ge of con ser va tion pr ogr a m m es. Ba k sh i a n d N aveh [8], for exa m ple,
h ave listed va r iou s m eth ods of en vir on m en ta l
edu ca tion , dem on str a tin g h ow th ey m ay be
a pplied in th e con text of for m a l tea ch in g.
Ma ck illop[9] descr ibed h ow en vir on m en ta l
issu es cou ld be a ppr oa ch ed in a n in ter estin g
w ay, a n d Ma r tin [10] h a s pu t togeth er differ en t
in sigh ts on h ow en vir on m en ta l edu ca tion
m ay be a pplied to a set of diver se cir cu m sta n ces. Th ese a u th or s illu str a te h ow envir on m en ta l edu ca tion str a te gies com bin e
k n ow ledge r ela ted to en vir on m en ta l issu es
w ith edu ca tion a l a ppr oa ch es th a t en a ble
th eir u n der sta n din g, both in side a n d ou tside
for m a l tea ch in g.
In oper a tion a l ter m s, th e in te gr a tion of
en vir on m en ta l edu ca tion pr in ciples a n d
pr a ctices in en vir on m en ta l m a n a gem en t
pr ogr a m m es m ay in volve th r ee m a in steps:
1 defin ition of th e en vir on m en ta l pr oblem (s)
a lr ea dy pr esen t wh ich m ay be solved by
th e im plem en ta tion of a cer ta in en vir on m en ta l con ser va tion in itia tive;
2 iden tifi ca tion a n d selection of su ita ble
m ea su r es th r ou gh wh ich th e pr oblem or
its con sequ en ces m ay be r ever sed;
3 selection a n d a doption of a n en vir on m en ta l edu ca tion str a te gy a im ed a t sh ow in g to
th e pu blic in volved th e steps th a t ea ch
per son m igh t ta k e in or der to cope w ith
th e n ew situ a tion , m in im izin g th er efor e
th e in conven ien ce th a t m igh t r esu lt fr om a
pr oject or oth er en vir on m en ta lly-r ela ted
in itia tive to be im plem en ted.
Follow in g th e th ir d item , th e selection of a
su ita ble a ppr oa ch a n d th e possible pr epa r a tion of in for m a tion m a ter ia ls r epr esen t
im por ta n t pr ocedu r es wh ich , wh en com bin ed,
in cr ea se th e ch a n ces of su ccess of cer ta in
envir on m en ta l m a n a gem en t in itiatives.
Conclusions
Th e in te gr a tion of en vir on m en ta l edu ca tion
a n d en vir on m en ta l m a n a gem en t is a u sefu l
[ 81 ]
Walte r Le al Filho
Inte grating e nviro nme ntal
e duc atio n and e nviro nme ntal
manage me nt
Enviro nme ntal Manage me nt
and He alth
8 / 2 [1 9 9 7 ] 8 0 –8 2
developm en t wh en th e ben efi ts of su ch a
pr ocedu r e a r e con sider ed, ta k in g in to
a ccou n t th a t su ch a n in te gr a tion m ay ea sily
be a ch ieved. If pr oper ly design ed, in te gr a tion
pr ogr a m m es m ay be a ble to ca pita lize on th e
poten tia l of en vir on m en ta l edu ca tion a n d
en vir on m en ta l m a n a gem en t a n d on th eir
a bility to foster effectively a sou n der u se of
en vir on m en ta l r esou r ces.
References
1 UN E SCO, In tergov er n m en ta l Con feren ce on
En viron m en ta l Ed u ca tion , T b ilisi. Fin a l
R epor t, UN E SCO, P a r is, 1978.
2 E u r opea n Ma ster ’s P r ogr a m m e on E n vir on m en ta l Ma n a gem en t (E MP E M), EM PEM
Cou rse B roch u re, E u r opea n Associa tion for
E n vir on m en ta l Ma n a gem en t E du ca tion ,
Va r ese, 1992.
3 Ar qu ia ga , M.C., Ca n ter, L.W. a n d N elson , D.I.,
“In te gr a tion of h ea lth im pa ct con sider a tion s
in en vir on m en ta l im pa ct stu dies”, Im pa ct
A ssessm en t, Vol. 12 N o. 2, 1994, pp. 175-97.
[ 82 ]
4 Hen der son , S., N oss, R.F. a n d Ross, P., “Ca n
N E PA pr otect biodiver sity?”, in Hildebr a n d,
S.G. a n d Ca n n on , J .B. (E ds), En viron m en ta l
A n a lysis: T h e N EPA Ex per ien ce, Lew is P u blish in g, Boca Ra ton , F L, 1993.
5 Sa dler, B. (E d.), “In volvem en t a n d th e en vir on m en t”, Proceed in gs of th e Ca n a d ia n Con feren ce
on Pu blic Pa r ticipa tion , Vol. 2, E n vir on m en t
Cou n cil of Alber ta , E dm on ton , 1978.
6 Wor ld Ba n k E n vir on m en t Depa r tm en t, “P u blic in volvem en t in en vir on m en ta l a ssessm en t:
r equ ir em en ts, oppor tu n ities a n d issu es”,
En viron m en ta l A ssessm en t S ou rceb ook Upd a te,
Wor ld Ba n k , Wa sh in gton , DC, 1993.
7 Mon tgom er ie, I., “P u blic con su lta tion a n d
pu blic policy”, u n pu blish ed P h D th esis, Un iver sity of Alber ta , E dm on ton , 1994.
8 Ba k sh i, T.S. a n d N aveh , Z., En viron m en ta l
Ed u ca tion : Pr in ciples, M eth od s a n d A pplica tion s, P len u m , Lon don , 1980.
9 Ma ck illop, A., T a lk in g ab ou t En viron m en t,
Wayla n d, Lon don , 1973.
10 Ma r tin , G.C. (E d.), In sigh ts on En viron m en ta l
Ed u ca tion , Oliver & Boyd, E din bu r gh , 1975.
environmental management
Walter Leal Filho
Institute o f Enviro nme ntal Sc ie nc e s, Unive rsity o f Lüne burg, Lüne burg, Ge rmany
Shows how environmental
education and environmental
management, two major tools
in promoting sustainable
development, may be integrated. Outlines the common
features of environmental
education and environmental
management, listing the
benefi ts of the integration of
both methodologies. Also
describes some of the items
that need to be considered so
that such an integration may
take place.
Enviro nme ntal Manage me nt
and He alth
8 / 2 [ 1997] 8 0 –8 2
© MCB Unive rsity Pre ss
[ ISSN 0956-6163]
[ 80 ]
Introduction
E n vir on m en ta l edu ca tion a n d en vir on m en ta l
m a n a gem en t a r e two expr ession s com m on ly
u sed today for differ en t pu r poses. Th e for m er
is u sed to descr ibe a pr ocess of u n der sta n din g
a n d cla r ifica tion of th e va lu e of th e en vir on m en t a n d th e r eleva n ce of en vir on m en ta l
r esou r ces, w ith a view to en cou r a gin g people
to u se su ch r esou r ces in a m or e su sta in a ble
w ay. Th e la tter, on th e oth er h a n d, r efer s to a
gr ow in g field of k n ow ledge, ch a r a cter ized by
th e iden tifica tion of pr ocesses, tools a n d
in str u m en ts th r ou gh wh ich en vir on m en ta l
r esou r ces m ay be u sed in a m or e ba la n ced
w ay or, in oth er wor ds, h ow su ch r esou r ces
m ay be m a n a ged.
P h en om en ologica lly, en vir on m en ta l edu ca tion tech n iqu es, pr ogr a m m es a n d str a te gies
m ay be u sed a s “in str u m en ts” th r ou gh wh ich
th e u ltim a te goa l of th e sou n d m a n a gem en t of
en vir on m en ta l r esou r ces m ay be a ch ieved.
Th er e is a spr ea d aw a r en ess in r ela tion to th e
fa ct th a t en vir on m en ta l edu ca tion m ay be
in cor por a ted a s a n effective pa r t of en vir on m en ta l m a n a gem en t pr ogr a m m es a n d, on a n
in ter n a tion a l sca le, th er e a r e va r iou s exa m ples sh ow in g a gr ow th in su ch a tr en d.
Som e of th e com m on fea tu r es of en vir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t a r e th eir in ter disciplin a r y n a tu r e
a n d th eir ca pa bility of dea lin g w ith a va r ied
set of en vir on m en ta l m a tter s, a s well a s th e
fa ct th a t th ey a r e fl exible a n d th eir pr in ciples
a r e fea sible of im plem en ta tion in a w ide
r a n ge of con texts.
Th e deba te on th e possibilities of in te gr a tin g en vir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t is n ot n ew. For exa m ple,
th e “Tbilisi Con fer en ce Decla r a tion ”[1],
pr epa r ed by r epr esen ta tives of 66 UN E SCO
m em ber sta tes, wh ich dr ew u p th e gu idelin es
for th e esta blish m en t of en vir on m en ta l edu ca tion policies in developed a n d developin g
n a tion s, a lr ea dy pr ovided som e in dica tion of
th e poten tia l for in te gr a tion of envir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t. Th e con fer en ce en dor sed th e follow in g
goa ls of en vir on m en ta l edu ca tion :
• foster clea r aw a r en ess of, a n d con cer n
a bou t, econ om ic, socia l, politica l a n d
ecologica l in ter depen den ce in u r ba n a n d
r u r a l a r ea s;
• pr ovide ever y per son w ith oppor tu n ities to
a cqu ir e va lu es, a ttitu des, com m itm en t a n d
sk ills n eeded to pr otect a n d im pr ove th e
en vir on m en t;
• cr ea te n ew pa tter n s of beh aviou r of in dividu a ls, gr ou ps a n d society a s a wh ole tow a r ds
th e en vir on m en t.
Th e a bove r ecom m en da tion s a r e su fficien tly
com pr eh en sive to per m it th e developm en t of
en vir on m en ta l edu ca tion str a te gies a t in ter n a tion a l, n a tion a l, r e gion a l a n d loca l levels
a n d in su ppor t of en vir on m en ta l m a n a gem en t pr ogr a m m es.
Integrating environmental
education and environmental
management
E ven th ou gh va r iou s exa m ples cou ld be
given , per h a ps on e of th e m ost illu str a tive
exa m ples of th e in te gr a tion of en vir on m en ta l
edu ca tion a n d en vir on m en ta l m a n a gem en t is
th e on goin g “E u r opea n Ma ster ’s P r ogr a m m e
on E n vir on m en ta l Ma n a gem en t”
(E MP E M)[2]. Th e sch em e, cr ea ted in 1992 a n d
fin a n cia lly su ppor ted by th e Com m ission of
th e E u r opea n Com m u n ities, a im s a t pr ovidin g a h olistic tr a in in g of per son n el con cer n ed
w ith en vir on m en ta l m a n a gem en t, by in clu din g “en vir on m en ta l edu ca tion a n d com m u n ica tion ” a s m odu la r com pon en ts of th e cou r se.
Th e in itia tive of th e E MP E M, on e of th e
pion eer sch em es in E u r ope in th is field, h a s
been followed by va r iou s oth er E u r opea n
u n iver sities to th e poin t th a t m a n y in stitu tion s offer in g postgr a du a te diplom a s or Ma ster ’s de gr ees on en vir on m en ta l m a n a gem en t
n ow in clu de en vir on m en ta l edu ca tion com pon en ts (e.g. a s m odu les, ser ies of cla sses or
option s).
In fa ct, th e speed w ith wh ich su ch a n a r ea
is developin g in dica tes th a t, w ith in five yea r s,
th ose in stitu tion s wh ich do n ot offer en vir on m en ta l edu ca tion a s pa r t of Ma ster ’s de gr ees
on en vir on m en ta l m a n a gem en t w ill be a n
exception , r a th er th a n th e r u le a s it is
pr esen tly th e ca se.
Accor din g to th e E u r opea n Associa tion for
E n vir on m en ta l Ma n a gem en t E du ca tion
Walte r Le al Filho
Inte grating e nviro nme ntal
e duc atio n and e nviro nme ntal
manage me nt
Enviro nme ntal Manage me nt
and He alth
8 / 2 [1 9 9 7 ] 8 0 –8 2
(E AE MA), a n or ga n iza tion wh ich r u n s a n d
con gr e ga tes gr a du a tes of th e E MP E M, en vir on m en ta l edu ca tion h a s m oved aw ay fr om
bein g a n a r ea of lim ited in ter est to som e stu den ts, to a fi eld in wh ich over h a lf of th e stu den ts h ave a n in ter est. Th e r ea son for th is is
clea r : th e effectiven ess of th e pr ocedu r es for
foster in g en vir on m en ta l m a n a gem en t, especia lly in th ose a r ea s wh er e pu blic opin ion is
im por ta n t, m ay be sign ifica n tly en h a n ced by
m ea n s of aw a r en ess-r a isin g tech n iqu es, in a
pr ocess wh er e en vir on m en ta l edu ca tion h a s a
k ey r ole to play.
Am on g som e of th e goa ls th a t n eed to be
com m on ly pu r su ed, th e follow in g m ay be
m en tion ed:
• th e n eed to develop en vir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t a t th e
in ter n a tion a l, r e gion a l, n a tion a l a n d loca l
levels, en su r in g th a t loca l en vir on m en ta l
issu es a r e given a s m u ch a tten tion a n d
em ph a sis a s n a tion a l a n d in ter n a tion a l
en vir on m en ta l m a tter s;
• th e n eed for r esea r ch a im ed a t pr om otin g
en vir on m en ta l edu ca tion a n d w ays of efficien tly dissem in a tin g aw a r en ess of th e
n eed for sou n d en vir on m en ta l m a n a gem en t;
• th e n eed for th e system a tic developm en t of
en vir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t pr ogr a m m es;
• th e n eed to tr a in per son n el in both en vir on m en ta l edu ca tion a n d en vir on m en ta l m a n a gem en t, especia lly per son n el wh o a r e a ble
to u se en vir on m en ta l edu ca tion a s a tool for
en vir on m en ta l m a n a gem en t.
The way ahead
Ow in g to th e specifi c ch a r a cter istics of ea ch
su bject, th e in te gr a tion of en vir on m en ta l
edu ca tion a n d en vir on m en ta l m a n a gem en t
in itia tives depen ds ba sica lly on th e a n swer to
som e qu estion s su ch a s:
• Wh ich specific com m on fea tu r es sh ou ld
edu ca tion con cer n in g th e en vir on m en t a n d
edu ca tion con cer n in g th e m a n a gem en t of
th e en vir on m en t h ave?
• How ca n on e in tr odu ce en vir on m en ta l
edu ca tion in te gr a ted w ith en vir on m en ta l
m a n a gem en t in to th e pool of cu r r en t tea ch in g pr a ctices?
• At wh ich sta ge of th e edu ca tion a l pr ocess a s
a wh ole a n d in h igh er de gr ee cou r ses (e.g.
MSc cou r ses) in pa r ticu la r, sh ou ld en vir on m en ta l edu ca tion be in te gr a ted w ith en vir on m en ta l m a n a gem en t?
• Wh ich a r e th e str a te gies (a n d m a ter ia ls)
m ost a dequ a te for join t a ction , in for m a l
tea ch in g, in th is field?
As in oth er fields, su ch a s h ea lth [3] or
biodiver sity[4], va r iou s a u th or s h ave
dedica ted a gr ea t dea l of effor t to tr y to pr ovide a n swer s for su ch qu estion s wh ich r epr esen t a poin t of con cer n for both in dividu a ls
a n d in stitu tion s in volved w ith en vir on m en ta l
edu ca tion a n d m a n a gem en t. Th e a n swer to
th em , h owever, m ay r epr esen t th e fir st step
tow a r ds a ddr essin g a n in ter estin g ch a llen ge,
wh er e a lot ca n be ga in ed a n d th r ou gh wh ich
m u ch m ay be a ch ieved, especia lly w ith
r e ga r d to foster in g pu blic pa r ticipa tion in
en vir on m en ta l in itia tives[5-7].
F r om a pr a ctica l per spective, en vir on m en ta l edu ca tion is a lso su ita ble for in te gr a tion
w ith a w ide r a n ge of con ser va tion pr ogr a m m es. Ba k sh i a n d N aveh [8], for exa m ple,
h ave listed va r iou s m eth ods of en vir on m en ta l
edu ca tion , dem on str a tin g h ow th ey m ay be
a pplied in th e con text of for m a l tea ch in g.
Ma ck illop[9] descr ibed h ow en vir on m en ta l
issu es cou ld be a ppr oa ch ed in a n in ter estin g
w ay, a n d Ma r tin [10] h a s pu t togeth er differ en t
in sigh ts on h ow en vir on m en ta l edu ca tion
m ay be a pplied to a set of diver se cir cu m sta n ces. Th ese a u th or s illu str a te h ow envir on m en ta l edu ca tion str a te gies com bin e
k n ow ledge r ela ted to en vir on m en ta l issu es
w ith edu ca tion a l a ppr oa ch es th a t en a ble
th eir u n der sta n din g, both in side a n d ou tside
for m a l tea ch in g.
In oper a tion a l ter m s, th e in te gr a tion of
en vir on m en ta l edu ca tion pr in ciples a n d
pr a ctices in en vir on m en ta l m a n a gem en t
pr ogr a m m es m ay in volve th r ee m a in steps:
1 defin ition of th e en vir on m en ta l pr oblem (s)
a lr ea dy pr esen t wh ich m ay be solved by
th e im plem en ta tion of a cer ta in en vir on m en ta l con ser va tion in itia tive;
2 iden tifi ca tion a n d selection of su ita ble
m ea su r es th r ou gh wh ich th e pr oblem or
its con sequ en ces m ay be r ever sed;
3 selection a n d a doption of a n en vir on m en ta l edu ca tion str a te gy a im ed a t sh ow in g to
th e pu blic in volved th e steps th a t ea ch
per son m igh t ta k e in or der to cope w ith
th e n ew situ a tion , m in im izin g th er efor e
th e in conven ien ce th a t m igh t r esu lt fr om a
pr oject or oth er en vir on m en ta lly-r ela ted
in itia tive to be im plem en ted.
Follow in g th e th ir d item , th e selection of a
su ita ble a ppr oa ch a n d th e possible pr epa r a tion of in for m a tion m a ter ia ls r epr esen t
im por ta n t pr ocedu r es wh ich , wh en com bin ed,
in cr ea se th e ch a n ces of su ccess of cer ta in
envir on m en ta l m a n a gem en t in itiatives.
Conclusions
Th e in te gr a tion of en vir on m en ta l edu ca tion
a n d en vir on m en ta l m a n a gem en t is a u sefu l
[ 81 ]
Walte r Le al Filho
Inte grating e nviro nme ntal
e duc atio n and e nviro nme ntal
manage me nt
Enviro nme ntal Manage me nt
and He alth
8 / 2 [1 9 9 7 ] 8 0 –8 2
developm en t wh en th e ben efi ts of su ch a
pr ocedu r e a r e con sider ed, ta k in g in to
a ccou n t th a t su ch a n in te gr a tion m ay ea sily
be a ch ieved. If pr oper ly design ed, in te gr a tion
pr ogr a m m es m ay be a ble to ca pita lize on th e
poten tia l of en vir on m en ta l edu ca tion a n d
en vir on m en ta l m a n a gem en t a n d on th eir
a bility to foster effectively a sou n der u se of
en vir on m en ta l r esou r ces.
References
1 UN E SCO, In tergov er n m en ta l Con feren ce on
En viron m en ta l Ed u ca tion , T b ilisi. Fin a l
R epor t, UN E SCO, P a r is, 1978.
2 E u r opea n Ma ster ’s P r ogr a m m e on E n vir on m en ta l Ma n a gem en t (E MP E M), EM PEM
Cou rse B roch u re, E u r opea n Associa tion for
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3 Ar qu ia ga , M.C., Ca n ter, L.W. a n d N elson , D.I.,
“In te gr a tion of h ea lth im pa ct con sider a tion s
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A ssessm en t, Vol. 12 N o. 2, 1994, pp. 175-97.
[ 82 ]
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