• 
• Japanese
• 
• IETC's Focal Area
• Waste Management
• Publications & Tools
• Meetings & Workshops
• Global Partnership on Waste Management
• Background
• Objectives
  & Expected Outcomes
• Framework
• Sub-focal Areas
• Information Platform
• Meetings
• Participation / Membership
• Water and Sanitation
• Publications & Tools
• Meetings & Workshops
• Resources
• Publications & Tools
• About IETC
• Background and History
• Director
• Activity Reports
• Supporting Foundations
• Internship
• Contact Us

Decision-Making Tools for  Environmental Management

INTRODUCTION

As part of its goal of promoting Environmentally Sound Technologies in developing and economic-transitioning countries, the International Environmental Technology Centre (IETC) of the United Nations Environmental Programme (UNEP) has included several environmental decision-making tools in its Technical Publication series, which it hopes to disseminate to as wide an audience as possible in a meaningful and practical manner.

This training workbook will thus make it possible for the generalist trainer to provide environmental learners with a basic understanding of environmental management tools that are perceived as highly specialized in nature, without necessarily being an expert on the topic. While it is intended for use with the technical papers featured in Part I of this publication, emphasis is given on the trainer's role as learning
facilitator using a variety of priming and discussion-centered approaches to help learners gain a fundamental understanding and appreciation of the
EM tools.

One orientation module for chief executives of local agencies is provided for a brief Overview of the five EM tools. Five additional training modules, one for each of the featured EM tools, i.e., EnTA, EnRA, RUEA, EP and EMS are also provided. Trainers have the option of offering these in a consolidated training package or of selecting only one module topic for one day of training, since these modules are designed to stand alone. They follow a uniform format, as follows:

• Module Objectives
• Module Planner
• Suggested Introductory Activity
• Trainer's Input Guide
• Presentation Materials
• Reflection Questions
• Presentation Slides

In conducting this training, it is important for the trainer to be familiar with basic adult learning principles which ensure that learners become active participants in their own learning. These are as follows:

Adults learn best what they need or want to learn. They must feel motivated to learn, whether it is only for the sake of learning itself
(intrinsic) or for an external goal (extrinsic). Because they are faced with countless practical concerns in their daily lives, they will treat
learning as a priority if they believe they will benefit from it, and can apply it to real problems. To be continuously motivated, learners also
need to know how they are doing as they learn, i.e., to receive feedback.

Adults learn in different ways and at different rates. Learning is affected by individual learning styles, personal significance of the topic and degree of participation. It is also related to the amount and timing of guidance received by the learner. This is why many trainers prefer to be regarded as facilitators of learning rather than experts. And while information may sometimes produce changes in behavior, learning can be more effective when it is internalized through experience and practice.

Adults learn best over a period of time. Learning does not happen overnight but requires patience and openness to learning, especially for adults who must often unlearn old ideas or break away from previous paradigms. Learning that involves the total person must particularly be nurtured through a process of open communication, trust, collaboration.

Adults are, themselves, one of their richest resources for learning. They have a vast range of experience, knowledge, abilities and ideas which
become particularly useful in solving problems and translating theories and concepts into realities.

Thus, the training approach follows an iterative cycle that uses an Activity to trigger the learning process, Analysis of Key Concepts, Abstraction or Reflective feedback to deepen the learning experience, and Application exercises to help the learner see its practical benefits to his/her back home situation.

Activities can include self-assessment or interactive exercises which provide the group of participants with a common reference for learning. Examples of these are Problem solving exercises, games, dyad/triad or small group activities, simulated debates, role plays.

Analysis draws out learning through the systematic examination of the group's common experience. It can be done through sentence completions, process observations (written and shared), group discussions or role play.

Abstraction involves helping participants articulate the meaning, value and significance of the experience, through critical thinking. Common ways of doing so include individual or group analysis, sloganeering or generalization, and "guided fantasies" of their back- home situations.

Application encourages learners to decide how they will respond to the topic and to think about next steps. Usually, these are captured in an
individual/group resolution, learner's contract or statement of action, or an action plan.

Self-education and continuous learning translates action into personal experience, thus reinforcing and deepening the learning experience from the training event.

• Brochure
• 
• 



• International Year of Forests
• 
• 



• World Environment Day
• 
• 



• UNEP Campaign
• 
•