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CHAPTER 4. PUBLIC AWARENESS AND ENVIRONMENTAL EDUCATION

4.4. Environmental Education

4.4.2. Environmental Education in High Schools and Universities

Upgrading the syllabuses of university studies by incorporating issues concerning environmental protection problems and balanced development of teaching and educational systems should include all students, regardless of their discipline. In their work and everyday life in the future, they will be directly or indirectly involved in resolving various problems connected with the use of environmental resources.

Some universities provide students with an extended form of environmental education and an opportunity to choose specialization in ecology. Topics of the specialized subjects vary depending on the type of school. They provide graduates with sufficient background to independently solve environmental problems they may face in the future during their work for various economic and public sectors. Some schools of higher education provide studies in environmental engineering.

Environmental education in high schools and universities employs all available means to provide direct contact of students with environmental issues concerning the use and protection of environmental resources and development of environmental awareness. They include:

• excursions and seminars organized in the field accompanied by the presentation of foundations and principles for special protection of some areas and structures, including water reservoirs, and the effects of environmental degradation, eutrophication of water reservoirs, and methods of prevention of the above,
• visiting water management and environmental protection facilities such as retention of reservoirs and wastewater treatment plants,
• excursions to industrial plants,
• visits to institutes dealing with environmental quality control,
• scientific camps,
• meetings with specialists engaged in problems connected with water reservoir conservation,
• participation in international scientific programmes,
• Internet programmes and films on environmental issues.

In comparison with traditional methods, the application of these forms of education during classes, master's seminars, and subject tutorials, brings much better results than in the case of the education of children.

Hence, the essence of environmental education in high schools and universities lies on one hand in ensuring fundamental universal knowledge, which would create a bridge between humanistic, economic, and technical approaches. On the other hand, in the incorporation of special subjects which would provide the graduates of various disciplines with the knowledge needed to make decisions on how to behave in the environment.

Environmental education in high schools and universities should aim to train suitable staff prepared to efficiently solve problems, according to the needs for protection and development of the environment on a local, regional, national, and international scale. Students of journalistic faculties should be included in environmental education to gain the necessary knowledge to be able to transmit reliable information on environmental activities.

The education of teachers is the most important factor in the development of environmental education. Introducing new teaching programmes to schools for various subjects including environment creates the need for knowing how to use them rationally. Effective education would require, however, properly educated teaching staff, acquainted with the given subject and appropriate methodological principles.

Teachers are trained in education departments. Teacher education programmes place special attention on encouraging the interest of students in teaching methodology and developing environmental awareness in children and young people.

Regardless of academic background, already working teachers and other employees of the educational sector require supplementary education. Teachers should be provided with permanent education. Various types of courses serve this purpose, developing knowledge and skills. In organized training, conferences, exhibitions and seminars attended by teachers, environmental protection specialists, lawyers, and representatives of various organizations are particularly noteworthy. Such meetings create excellent opportunities for exchanging information and experience, which can be used in the education of students at various levels.

Table of Contents

• Brochure
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• International Year of Forests
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• World Environment Day
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• UNEP Campaign
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