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Summary EDA 3046
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Environmental Education
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Assignment 02Due date: 21 September
Unique no: 836348
Britany Faasen
Student no: 63486156
QUESTION 1:
1. In 1946 UNESCO was establish as a part of the broader United Nations Enterprise. - Only
concerned with education in a developmental context, but through contact with bodies (IUCN)
it became part of the process of developing environmental education.
2. IUCN Conference in Paris 1948 - The International Union for the conservation of Nature and
Natural resources Conference was held at Fontainebleau from September 30 to October 7,
1948.
- The established the Inter-national Union for the Protection of Nature. - The term
“Environmental Education” was first used.
3. Founding of IUCN in 1949 - This organization is an ideological actor, they take conservation
action, producing and circulating a definition of what constitutes conservation.
4. The term “Environmental Education” was first used in the U.K Conference held at Keele
University in 1965. 5. The Paris Biosphere Conference of 1968 - Conference was held in Paris,
France, September 4-13, 1968. - UNESCO planned the first conference between States which
had the same aim to have a good balance between environment and development, creating
sustainable development.
6. International Working Meeting on Environmental Education and the School Curricula (1970) -
This event was held June 20 to July 11 in 1970 at the Foresta Institute, Carson City, Nevada in
the USA. - IUCN / UNESCO event was attended from people from the South, - This meeting
formulate and adopt the definition of Environmental Education (EE) and they also worked out a
plan on the integration of environmental education into the whole school curricula at different
levels.
7. The United Nations Conference (1972). - It was an intergovernmental conference held in
Stockholm, Sweden, 5 to 16 June 1972. (Stockholm Conference).
- The conference produced the declaration on the Human Environment.
- Rich and poor nations came together to discuss matters of environmental concerns. This
conference made the recommendation on Environmental Education (EE) worldwide and
,decisions were made to create the United Nations Environmental Programme (UNEP). This
conference declared that “Education in environmental matter for the younger generation as
well as adults.. giving due confederation for the underprivileged is essential” (Palmer, 1985;) .
8. The International Workshop on Environmental Education in 1975 (Belgrade Charter).
- This workshop was held in Belgrade, Yugoslavia by UNESCO/UNEP in October 13–22 in 1975.
- The United Nations Environmental Programme (UNEP) together with UNESCO, founded the
UNESCO/UNEP International Environmental Education Programme (IEEP).
9. The Intergovernmental Conference on Environmental Education in 1977 (Tbilisi Declaration).
- In October 1977, UNESO first Intergovernmental Conference on Environmental Education was
held in Tbilisi, Georgia, USSR.
10.The World Conservation Strategy (1980). - It was launched by IUCN, UNEP and then World
Wildlife Fund (WWF).
- This document shown the importance of resource conservation through sustainable
development and that conservation and development are equally inter-dependent from one
another.
- These documents, both with a strong emphasis on environmental education, received wide
international recognition and constituted a basis for national policy making.
- This designed strategies for curriculum development.
11. In 1982 Treverton (situated in Mooi River) held the first International Environmental
Education Conference in Southern Africa.
- The Environmental Education Association of Southern Africa (EEASA) was formed which
discussed the common issues.
12. In 1983 the Brand Commission report was about the relationship between what they called
the “rich” North “poor” South.
- Formally known as the World Commission on Environment and Development (WCED).
- Mission of Brundtland Commission want to unite countries to pursue sustainable
development together.
13.The Moscow Conference (1987) - UNESCO and UNEP jointly organised the Educational
Congress on Environmental Education and Training.
QUESTION 2:
1. The Curriculum
, - There is no environmental education in the key learning area. - The school don’t participate in
special environmental activities and events.
2. Management of resources
- Waste, littering and recycling: Too much litter in the school (plastics, paper and
packaging of some sort), There is no policy in place or implementation on disposal
methods. - Electricity overconsumption, high-energy appliances are left on and there is
no
commitment to conserve energy by the staff members. - Water over-consumption
due to the dripping taps. (Depletion of a natural resource)
3. Management of the school ground:
- School grounds are unkempt and it looks unattractive. - Lack of biodiversity on the
school ground. - No involvement of the school community to utilise the ground to begin
a vegetable
garden.
2 (a) Curriculum: learners are disconnected from nature and the future of our environment,
natural resources, and our quality of life starts with environmental education of today’s young
learners. If we don’t educate our learners they will not be equipped for tomorrow’s challenges
and they won’t be prepared for the future they are going to inherit because they are not equipped
with environmental knowledge, skills, values and attitudes in order to protect their world. They
will not be committed and take action to protect the environment.
Waste/littering: poor management have environmental, economic and social effects. Litter is
unattractive and give an illusion of poor living standards. It can also cause vehicle accidents and
injuries, plants can be smothered and dangerous chemicals that get into the soil can harm plants
when they take up the contamination through their roots. Litter can start fires and it can harm or
kill animals (Waste/litter ends up in water and it change the chemical composition of the water
and it will affect all ecosystems that exist in the water. It can also cause harm to animals that
drinks the polluted water). Waste/litter also attracts rats and harmful bacteria that have a negative
impact on the health of humans.
Energy over-consumption: electrical use is increased. Energy demands are obtained from
burning fossil fuels (coal is the most economically way) resulting in gaseous and solid emissions
in the air. The gases (greenhouse gasses trap heat in the atmosphere) include sulphur dioxide,
carbon dioxide and oxides of nitrogen (air pollution and soil pollution). Sulphur dioxide and
carbon dioxide have climate effects (global warming) on the environment.
Water over-consumption: it can lead to water scarcity which effects biodiversity, drinking water
supplies, food production, and landscapes can be altered and degrade without enough water. If
you extract too much water from the underground reserves, the water table can fall to levels
where they cannot be recovered when it rains.
Lack of management of the school ground: Lack of biodiversity (lack of birds, mini creatures
(food for larger animals), other creatures coming out at night, flora (native plants)) and the
school grounds look unattractive.
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