Canada and Agenda
21Canada and Agenda
21
CHAPTER 36
Promoting Education, Public Awareness and Training
-- Carla Doucet --
Carla Doucet is the Policy Advisor for Education at the National Round Table on the Environment and the Economy (NRTEE). The views expressed in this chapter are those of the author alone and do not necessarily represent the views of the NRTEE, the Government of Canada or the Projet de Société.
THE NATURE OF THE PROBLEM
Sustainable development presents a challenge to society. Society must find new ways of developing and must reorient itself from an unsustainable society to a sustainable one. In order for society to reinvent itself it will require education, public awareness and training related to sustainable development. The role of education for human sustainable development is to contribute to making it possible. However, many people, Canadians included, do not understand the close ties between human activities and the environment because they have inaccurate or insufficient information. Education itself is often problematic given its discrete disciplinary approach; sustainable development requires a multi-disciplinary approach. While sustainable development offers hope as a concept, people are often unclear as to what practical action they can take. Education will have to play a key role in bringing about attitudinal and behavioural change related to the environment. The 1991 Annual Report of the National Advisory Committee on Development Education of the Canadian International Development Agency states:
...making sustainable development a practical reality is a formidable challenge. Attitudinal changes, especially in industrialized countries, are critical if the precepts of sustainable development are to be instilled in everyday life. These fundamental changes call for a sustained and wide-ranging process of education. Linking sustainable development issues and public education will help centre the ethical dimension of the issue.
There is a need to increase people's sensitivity to, and involvement in, finding solutions for environment and development problems. Education can give people the environmental and ethical awareness, values and attitudes, skills and behaviour needed for sustainable development. To achieve this, education needs to explain not only the physical and biological environment, but the socio-economic environment and human development. Both formal and non-formal education are indispensable to changing people's attitudes so that they have the capacity to assess and address sustainable development concerns. They will also be mutually reinforcing.
In order that environment and development education be effective, there is a need for fundamental education first. Basic education is the underpinning for environment and development education. It is hard to achieve environmental literacy without having first achieved basic literacy. Chapter 36 recommends that all countries strive for universal access to education, and achieve primary education for at least 80% of all boys and girls, through formal schooling or non-formal education. Adult illiteracy should be cut to at least half the 1990 level, and literacy levels of women brought into line with those of men. To be effective, environment and development education should deal with the dynamics of both the physical/biological and socio-economic environment and human (which may include spiritual) development, should be integrated in all disciplines, and should employ formal and non-formal methods and effective means of communication. Finally, the way in which we provide financial support for education must be evaluated in order that its structure is consistent with the educational needs of a sustainable society.
PROGRAM AREAS AND OBJECTIVES
Education, raising of public awareness and training are linked to virtually all areas in Agenda 21, and even more closely to the chapters on meeting basic needs, capacity-building (37), data and information, science (31 and 35), and the role of major groups (23). Therefore the objectives and activities in this chapter are deliberately broad.
All countries are urged to:
(1)Reorient education toward sustainable development, including:
the integration of development education as an essential part of learning;
the integration of physical, socio-economic and human dynamics (including demography) in all disciplines transmitted through education; and,
the preparation of national strategies and actions for meeting basic learning needs, universalizing access and promoting equity, broadening the means and scope of education, developing supporting policy context and strengthening international cooperative efforts.
(2)Increase public awareness, including:
increasing sensitiveness and involvement: and,
devolving authority in decision-making.
(3)Promote training.
To promote sustainable development education, nations should seek to:
make environment and development education available to people of all ages;
include environment and development concepts, including those of population, in all educational programs, with analyses of the causes of major issues. There should be a special emphasis on training decision makers;
involve schoolchildren in local and regional studies on environmental health, including safe drinking water, sanitation, food and environmental and economic impacts of resource use;
set up training programmes for school and university graduates to help them achieve sustainable livelihoods;
encourage all sectors of society, including industry, universities, governments, NGOs and community organizations to train people in environmental management;
provide locally trained and recruited environmental technicians to give local communities service they require, starting with primary environmental care;
work with the media, theatre groups, entertainment and advertising industries to promote a more active public debate on the environment; and,
bring indigenous peoples' experience and understanding of sustainable development into education and training.
CANADIAN POSITIONS AT RIO
1.Official Canadian Position
Canada had three main objectives at UNCED regarding the promotion of environmental education, public awareness and training:
(1)seek endorsement of the concept of "environmental citizenship" as one goal of environmental education.
(2)seek to support the sharing of environmental education, training and awareness programs, materials and resources within and between countries.
(3)avoid committing any support for this area since none has currently been identified in the Green Plan or elsewhere.
2.Non-Governmental Organizations
Non-governmental organizations recognize that education plays a central role in shaping values and social action. However, because funding for NGOs is usually limited, the value of knowledge depends on how well and widely it is cultivated and shared. NGOs seek to foster education that is based on respect for all life. The life-long learning process should be based on ecologically sound societies that are just, fair, diverse and yet value their interdependence. The NGO position goes further than the official Canadian position to the philosophical underpinnings of education and its role in society.
3.Business and Industry
Prior to the United Nations Conference on Environment and Development, the International Chamber of Commerce (ICC), an international business organization with strong Canadian membership, released a business brief on education for sustainable development. The ICC advocated that the main efforts of industry should be focused on sound in-house programs and cooperative development with suppliers and customers, and where possible with academia. More than 600 companies have expressed their support for the business charter for sustainable development, which has an education component, including: employee education, research, transfer of technology, and fostering of openness to concerns.
The Chamber supports a close relationship with academia and work to encourage interdisciplinary studies that promote a cooperative approach to environmental problem solving. The American Council of Education and the Association of European Universities (CRE) support a close relationship between business and post secondary educational institutions. However, there is a need for industry to improve its efforts toward environmental education at the primary and secondary levels. Industry should work with educators at all levels to assure that environmental and economic considerations are integrated into appropriate curricula.
4.Indigenous
Indigenous Peoples support the development of a "New Partnership" between Indigenous Peoples and Western Peoples based on mutual and equal respect. Moreover, a new ethic as proposed by the International Treaty whereby Western institutions must develop new policies which pronounces "listening and learning" from Indigenous Peoples. This point is also emphasized in the report Our Common Future. Support for more public forums, dialogues and conferences between Indigenous Peoples and other stakeholders would be a significant step in generating an understanding and awareness regarding Indigenous knowledge, values and culture related to living sustainably with the Earth. In addition, these values and insights should be incorporated into national strategies, and into resource management plans and policies.
Education regarding Indigenous ways such as the significance of Indigenous knowledge and its intimate connections to the natural world should be introduced at the primary school and up, to instill a mind-set geared to making this world a better and healthier place for us and future generations.
COMMITMENTS MADE BY CANADIANS
1.Legally-Binding Documents
None.
2. Political Pronouncements
None.
3.Alternative NGO Treaties and Kari-Oca
NGO Treaties
At the same time as UNCED, two major international events were also held at Rio. The Global Forum and the Kari-Oca Conference. At the International Non-Governmental Organization Forum (Global Forum), 3,100 NGOs discussed a number of matters related to environment and development and produced a parallel set of documents: an NGO Earth Charter and 38 Alternative NGO Treaties. Canadian NGOs played a significant role in developing the Treaties and took a lead in coordinating their dissemination. Of these treaties one addressed the issues discussed in Chapter 36.
NGO Treaty on Environmental Education for Sustainable Societies and Global Responsibility
Developed at the Earth Summit's NGO Forum, this treaty, as in education, is seen as a dynamic process, promoting reflection, debate and amendments. The treaty is devoted to protecting life on earth and recognizes the central role of education in shaping values and social action. The NGOs which signed the treaty, committed themselves to a process of educational transformation aimed at involving themselves, their communities and nations in creating equitable and sustainable societies.
The treaty is based on four fundamental premises:
(1) That environmental education for equitable sustainability is a continuous learning process based on respect for all life. Such education affirms values and actions which contribute to human and social transformation and ecological preservation. It fosters ecologically sound and equitable societies that live together in interdependence and diversity. This requires individual and collective responsibility at the local, national and planetary levels.
(2) That preparing ourselves for the required changes depends on advancing collective understanding of the systemic nature of the crises that threaten the world's future. The root causes of such problems as increasing poverty, environmental deterioration and communal violence can be found in the dominant socio-economic system. This system is based on over-production and over-consumption for some and under-consumption and inadequate conditions to produce for the great majority.
(3)That inherent in the crisis are an erosion of basic values and the alienation and non-participation of almost all individuals in the building of their own future. It is of fundamental importance that the world's communities design and work out their own alternatives to existing policies. Such alternatives include the abolition of those programs of development, adjustment and economic reform which maintain the existing growth model with its devastating effects on the environment and its diverse species, including the human one.
(4)That environmental education should urgently bring about change in the quality of life and a greater consciousness of personal conduct, as well as harmony among human beings and between them and other forms of life.
Kari-Oca
The second alternative forum at Rio was the International Conference on Territory, Environment and Development (the Kari-Oca Conference). The Kari-Oca Conference was held immediately prior to UNCED by and for the world's indigenous peoples. More than 650 indigenous representatives participated in meetings and cultural events during the conference. They developed and adopted a 109-point Indigenous Peoples Earth Charter.
As part of the Kari-Oca Declaration and Indigenous Peoples' Earth Charter indigenous peoples stated that they should have the right to their own knowledge, language and culturally appropriate education, including bicultural and bilingual education. It was also noted that in view of their harmonious relationship with nature, indigenous sustainable development models, development strategies and cultural values must be respected as distinct and vital sources of knowledge. Within Kari-Oca it specifically calls for:
Indigenous peoples to have the necessary resources and control over their own education systems;
Elders to be recognized and respected as teachers of the young people;
Indigenous wisdom to be recognized and encouraged;
The traditional knowledge of herbs and plants to be protected and passed on to future generations; and,
At local, national and international levels, governments to commit funds to new and existing resources to education and training for indigenous peoples to allow them to achieve sustainable and equitable development at all levels. Particular attention should be given to indigenous women, children and youth.
DEFICIENCIES, GAPS AND CONSTRAINTS WITHIN CHAPTER 36
Chapter 36, Education, recognizes that education is a cross-cutting issue and necessitates a multi-disciplinary approach. Three program areas are addressed by the chapter: reorienting education toward sustainable development; increasing public awareness, and promoting training. The beginning of the chapter clearly states that its purpose is to lay out broad proposals related to education. Specific suggestions related to sectoral issues are contained in other chapters. In this way the objectives and proposed activities of Chapter 36 form the basis for all sustainable development activities that may be undertaken related to other chapters of Agenda 21. Activities occurring in relation to other chapters will serve to reinforce the education objectives.
Environmental education and training do not end with this particular chapter. They reappear as components of all other chapters of Agenda 21, primarily falling under sections dealing with capacity building, but also under human resources development and similar sections. By emphasizing capacity building, or strengthening a nation's capacity for environmentally sound sustainable development, the basis for public awareness and environmental education is being laid. Other chapters encourage governments to support the emergence of an informed consumer public and to integrate environmental concerns into the decision-making and implementation process. By improving communication and cooperation these recommendations will have an impact on the implementation of education and public awareness strategies in Chapter 36. Taken as a whole, Agenda 21 provides strong, consistent groundwork for giving the public an understanding of the concepts behind environmental education and the role Canadians play in the world.
The chapter focuses on basic education needs - in particular universalizing access, promoting equity and reducing illiteracy - as building blocks for environment and development education. Without this basic education foundation, sustainable development education would not be possible. However, the connection between basic education needs and how they relate to sustainable development awareness is not clearly made by the chapter. Moreover, there is need for an explicit understanding that countries of the north and south do not have the same educational capabilities or needs.
The concentration of the chapter is environment and development education. The only mention of sustainable development education is in the first program area title. All further references are to environment and development education. This is not the same thing. At present the north is involved in environment and sustainable development education, with little attention given to development education. It is important that the relationship between development education and sustainable development be explicit. In the north there is a tremendous base of curriculum resources related to environmental conservation. There is an absence of true sustainable development resources and professional development around these resources. Non-governmental organizations could be of assistance to professional associations and government bodies in relation to professional development and training.
While calling for the integration of environment and development concepts into all education programs, sustainable development concepts are conspicuous by their absence. Sustainable development education informed by indigenous peoples' understanding and not solely on northern 'science' would be a valuable contribution toward reorienting society for sustainable development. Many of the environmental education programs of the north, while significant in context, may not be appropriate for the needs of the south. Although Chapter 36 does not call for specific joint programs between the north and the south, it is clear that education and public awareness efforts must be coordinated to be effective. Further, any national action will serve to reinforce global action.
The concept of establishing National Environmental Education Coordinating Bodies is an important recommendation. If these bodies are multi-stakeholder and have the support of all governments, provincial and federal, there will be much that can be accomplished. Much of what is occurring in Canada in the area of environment and development education is occurring at the local level. A national effort could support and reinforce local activities in addition to providing a global perspective. As well, such a group could help mobilize and facilitate different population groups and communities to assess their own needs and to develop the necessary skills to create and implement their own environment and development initiatives. A national multi-stakeholder environmental education initiative has been launched but it is premature to judge its success.
Chapter 36 makes it clear that the Declaration and Recommendations of the Tblisi Intergovernmental Conference on Environmental Education, organized by UNEP and UNESCO in 1977, informs the objectives and activities outlined. It is unfortunate that Agenda 21, written 15 years later, is still making the same recommendations. It is time for all sectors of society to show leadership in effecting change. We cannot wait for yet another conference to remind us of what needs to be done.
COMPARISON BETWEEN CURRENT CANADIAN GOVERNMENT POLICY AND COMMITMENTS MADE
Responding to the objectives laid out in Chapter 36 of Agenda 21 will require that the federal government work in cooperation and partnership with the provincial governments. In Canada, education is a provincial constitutional responsibility. As such it is the responsibility of the provinces to implement programs related to the formal education sector. This decentralized structure for education decision-making means that legally no single policy for environmental (or sustainable development) education can be said to exist in Canada. However, since all provinces and territories support it, either explicitly through official statements or implicitly through including it in curriculum documents, the inference is clear: environmental education forms an integral part of the school curriculum at both elementary and secondary levels.
This does not mean, however, that the federal government of Canada does not have a role to play in reorienting Canadian society for sustainable development. The federal government can provide leadership, strategic policy imperatives, and even financing through established means of transfer payments.
Each of the ten provinces in Canada has developed its own educational structures and institutions and, while similar to one and another in many ways, they reflect the circumstances of regions separated by great distances and the diversity of the country's historical and cultural heritage. This is especially true for environmental education. All provincial ministries of education are responding to sustainable development in various forms. Some provinces have developed concrete plans for including sustainable development in provincial curriculum guidelines. For example the Ontario Ministry of Education has developed new common curriculum guidelines for sustainable development. These guidelines will assist in sustainable development integration into all areas of the curriculum.
Provincial Ministries of Education have made major revisions of curricula, particularly in the area of science, including two primary elements: a move away from a traditional disciplinary orientation toward an integrated approach to science; and, an attempt to include more science applications and technology education, with a focus on the social context of science and technology. In addition many provinces are focusing on global education. For example, in Nova Scotia global education is being integrated into social studies courses.
However, the responsibility for reorienting society to sustainable development does not fall solely on governments. Non-governmental organizations have significant role to play in the area of education and public awareness, as well as the business community. Professional associations are taking the lead in innovative training programs. For example, the Association of Canadian Community Colleges is designing a program to 'train the trainer' around sustainable development. Networks and partnerships at the national level can facilitate action at the provincial level.
The government is also funding many public awareness and informal education activities in partnership with other organizations on many fronts. For example, in support of the second objective of the official Canadian position at UNCED, that is the sharing of environmental education, training and awareness programs, materials and resources within and between countries, the Canadian government helped to fund the World Congress on Education and Communication on Environment and Development (ECO-ED). The first international event to follow-up on Agenda 21, specifically Chapter 36, the Congress was officially sponsored by UNESCO and the International Chamber of Commerce in cooperation with UNEP. Four North American groups came together to host the event: the North American Association for Environmental Education, the Council of Outdoor Educators of Ontario, The Ontario Association for Geographic and Environmental Education and Canada UNESCO's Man and the Biosphere Program. These groups combined their annual conferences into one event which built on the momentum and spirit of cooperation begun in the preparation process for the Earth Summit.
The World Congress itself was a complex affair. It included a conference, an exposition, an arts festival, a curricula and resources fair, a video and film festival, a children's environmental festival, field trips, and 31 partner events. The congress served as a focal point for bringing together people and educational resource materials from around the world. It brought the experts on environment and development issues together with educators and communicators. It was not structured to lead to international agreements, conventions or resolutions. No formal proceedings were complied, nor was the congress intended to serve as a official process involving national delegations. Rather it served as an opportunity for sharing, networking, and learning in a stimulating and varied setting.
An ECO-ED Resources Catalogue has been complied which includes a listing of educational materials from the curricula and resources fair. In addition, new alliances were formed at ECO-ED and have resulted in concrete actions, including:
The World Resources Institute is working with the Latin American Eco-Link to translate their guides for teachers.
The International Chamber of Commerce has reviewed its policy paper on environmental education as a result of ECO-ED.
Several businesses in Colombia and Ecuador established contacts to undertake joint projects with Canadian businesses, and a proposal for a student exchange program between Ecuador and Canada was developed.
ECO-ED was featured in the discussions at: Iberoamericano Conference on Environmental Education in Guadalahara, Mexico; Conference on Environmental Education in the Philippines; and the North American Association of Environmental Educator's Conference in Montana.
For Canada, an important product of ECO-ED was the initiation of a process to form a multi-sectoral environmental education network, now called EECOM.
Other initiatives related to the objective of sharing environmental education, training and awareness programs, material and resources within and between countries are being undertaken by various government and non-governmental organizations. Federal agencies have played an important, albeit indirect role, through programs such as the Canadian International Development Agency's (CIDA) Public Participation Program. This program has worked with ministries of education, teachers' federations, trustees, superintendents, faculties of education and NGOs across the country to facilitate a program of global education that has involved 300,000 teachers and influenced the learning and lives of millions of young Canadians. CIDA, through its support of the International Council for Adult Education (ICAE) has contributed to the government's commitments by ensuring the follow-up to ICAE's Treaty for Environmental Education and Global Responsibility. The benefits of other federal initiatives are not yet clearly known. However, a formal mechanism that would allow curriculum developers to benefit from the large pool of government environment knowledge would be beneficial.
Global education programs are now operating in all provinces in Canada. Education for sustainable development is the logical extension, recognizing that the present interlocking crises that challenge the global community stem from conflict between ecology and economy will need new information and skills of planning and participation and commitment to appropriate action.
Significant work is being undertaken in Canada in the area of raising awareness and giving the public the necessary information to bring about change in attitudes and behaviours. The National Round Table on the Environment and the Economy (NRTEE) developed 10 objectives for sustainable development which inform all work carried out by the round table. Fundamental to the objectives is an awareness that the natural world and all its life forms, and the ability if this world to regenerate itself through its own evolution has basic value. Within and among human societies, fairness, equality, diversity and self-reliance are pervasive characteristics of development that is sustainable.
Recognizing that key to entrenching sustainable development attitudes and practices in Canada is the education of young people, the National Round Table catalysed Learning for a Sustainable Future (LSF). LSF is a program designed to facilitate initiatives by Canadian educators to make sustainable development a reality in Canadian school systems, from kindergarten to Grade 12. The program has five primary phases: fact finding and consultation; facilitating the cooperative development of provincial and territorial frameworks; supporting program strategies; identifying models of sustainable development education and coordinating the dissemination of innovative strategies; and establishing and implementing an ongoing evaluative process.
Educators in every province and territory have shown their interest in education for sustainable development. Provincial round tables on the environment and the economy, ministries of education, environment and others, business groups, environmentalists, teachers' federations, trustees and members of the public are forming coalitions to set provincial frameworks for this crucial educational agenda. Learning for a Sustainable Future is well positioned to facilitate this integrated, nation-wide process.
In her foreword to Our Common Future, the report of the World Commission on Environment and Development, Gro Brundtland warned:
Unless we are able to translate our words into language that can reach the minds and hearts of people young and old, we shall not be able to undertake the extensive social changes needed to correct the course of development.
This is the vision that has informed Chapter 36 of Agenda 21 and it has led to a NRTEE proposal called Fostering Responsible Citizenship to Achieve Sustainable Development. Acting as a catalyst, in partnership with ParticipACTION, this program will promote values and attitudes that will support the radical changes necessary to make sustainable development work. The program will operate through the media, community action programs, advertising, employee education, retail promotions, coalitions, award programs, participatory events, speakers programs, targeted resource materials, regional "animators", and professional and volunteer associations.
The objectives of this program are:
1.To create awareness of sustainable development, a sustainable society framework.
2.To portray individual and collective choices.
3.To change attitudes, values and behaviour.
4.To stimulate debate on how to achieve sustainable development.
5.To provide tools and methods, at the community level, to foster development that is sustainable.
As first steps, the NRTEE and ParticipACTION have established an Interim Technical Advisory Committee of outside experts, and have developed the outlines of a multimillion-dollar comprehensive program that will operate nation wide. Seed funding has been provided by the NRTEE, ParticipACTION, and the Governments of Manitoba, New Brunswick, Nova Scotia and Ontario, and a fundraising program is being developed. Once operational this program will help change public awareness and reorient the public toward sustainable development as Chapter 36 has called for.
CANADIAN ACTIVITIES EVOLVING THROUGH THE SUSTAINABILITY PROCESS
EECOM: The Canadian Network for Environmental Education and Communication
This network was established in April 1993 by representatives from all Canadian provinces and all levels of the educational system, in addition to representatives from government, youth, industry, labour, native, and environment groups. It is the result of a national multi-stakeholder survey conducted in 1992 and discussed by Canadians attending the October 1992 ECO-ED Congress. Some goals of the network include:
encouraging communication and the exchange of information among Canadians involved in environmental education;
improving environmental education in Canada through various means;
developing a greater awareness of environmental education;
facilitating discussion of environmental education issues in local, national and international contexts; and
continuing to expand and strengthen the network.
Coalition of Education Leaders to Promote Environmental Education
The national organizations representing all sectors of Canada's education community came together to make this joint public statement encouraging further efforts in education to promote environmental citizenship. The following organizations have called upon their own constituencies, governments and the community at large to commit themselves to certain principles of environmental citizenship and to offer educational programs to improve awareness, knowledge, attitudes, skills and the protection of our environment.
Association of Canadian Community Colleges
Association of Universities and Colleges of Canada
Canadian Association for Adult Education
Canadian Association of Principles
Canadian Association of School Administrators
Canadian Association for University Continuing Education
Canadian Association of University Business Officials
Canadian Education Association
Canadian Home and School and Parent Teachers' Federation
Canadian School Boards Association
Canadian Teachers Federation
Royal Society of Canada
UNESCO Canada/MAB
These organizations have pledged to work together as well as with environmental educators, other organizations and government to encourage education programs which help empower individuals, organizations and communities in enhancing our environment.
Canadian Association for School Health (CASH)
School based programs in environmental education including health are being established through a community consultation process, led by CASH, The Canadian Network for Environmental Education and Communication (EECOM) and the Canadian Association of School Administrators (CASA). Provincial and national meetings will be held to develop specific programs for schools.
Council of Ministers of Education, Canada (CMEC)
While not working specifically in the area of sustainable development and environment and development education, CMEC has offered support to Learning for a Sustainable Future, which is developing a cooperative framework for sustainable development education. CMEC has published an occasional paper on environment and school initiatives intended to summarize Canadian activities in schools.
Canadian Organization for Development Through Education (CODE)
CODE is a Canadian non-profit organization that believes development begins with literacy. When societies become educated, they hold the key to social, economic and cultural growth, as well as independence. For more than 30 years CODE has been sending books to developing countries to promote literacy skills in both children and adults. CODE gives priority to projects that will become self-sustaining. Its programs, in 19 countries, have expanded beyond sending books to helping developing regions establish local publishers and local markets for their own books. CIDA remains CODE's largest single source of revenue.
Centrale de l'enseignement du Quebec (C.E.Q.)
This group has made significant contribution to the development of environmental education in Canada, particularly in Quebec. The C.E.Q. works through a network of partners to provide educational materials that enable schools and students to take action on environmental issues.
Education and Communication on Environment and Development (ECO-ED)
ECO-ED is an acronym for education and communication on environment and development. Both an event - a World Congress held in Toronto in October 1992 - and an outreach program of Eco-Links, ECO-ED's purpose is to improve the quality and delivery of education and communication about environment and development. The Congress was the first follow-up conference to the Earth Summit and focused on the implementation of the educational aspects of Agenda 21. The on-going network program involves the promotion of informal multi-sectoral groups devoted to promoting education and communication about environment and development. The ECO-LINKS have been established in Columbia, Costa Rica, Ecuador, Hong Kong, Hungary, Indonesia, Mexico, Peru, Philippines, Taiwan, Thailand, Ukraine, and West Africa.
International Council for Adult Education (ICAE)
ICAE cooperates with over 100 autonomous national adult education associations representing more that 80 nations. ICAE promotes activities in four main areas: environment, literacy, peace and human rights and women. ICAE launched their treaty on Environmental Education for Sustainable Societies and Global Responsibility at ECO-ED. They have also implemented Learning for Environmental Action Program (LEAP).
International Development Research Centre (IDRC)
The environmental education activities supported by the IDRC are based on the premise that relevant and applicable knowledge about ecology, eco-systems, ecological alternatives, and the interrelationships and roles of individuals in society will lead to individually practical and/or policy changes. IDRC projects have supported early childhood, basic and secondary education, adult education of indigenous people, women and unskilled workers and a variety of educational approaches, methods, and techniques that can readily be used and replicated in environmental education.
IDRC is also involved in a joint initiative with UNESCO and the IMAX film corporation as a response to Agenda 21. The key output will be a 40 minute, 70 mm (big screen) IMAX film on sustainable development. The goal of the film is to raise public awareness of sustainable and equitable development issues, in Canada and other industrialized countries, and particularly to give them a better sense of southern perspectives on the issues debated at UNCED. A package of related educational materials would reach audiences, especially children beyond the catchment areas of IMAX cinemas. Teacher guides and press kits will be developed for and by each country with IMAX theatres.
International Institute for Sustainable Development (IISD)
The mandate of the IISD is to promote sustainable development in decision-making - within government, business and the daily lives of individuals. Its scope is international, in recognition of the fact that local, national and global development issues are interconnected and impact upon each other. IISD is working in several areas that follow-up on Agenda 21. In the area of education, it is building a database of sustainable development information.
MAB/NET
MAB/Net is one of three working groups of the Canadian Man and the Biosphere Committee, focusing on environmental education, training and communication. MAB/NET promotes sustainable development by: disseminating environmental education information; encouraging the production and facilitating the use of environmental education information; linking interested groups to environmental information sources; acting as a catalyst for new environmental education initiatives; providing professional development; providing training in the use of electronic media; serving as a liaison between Canada and international environmental education agencies; and linking business and commerce to environmental education leaders.
The National Capital Region Green School Project
The Green School Project is a timely and exciting action based opportunity to demonstrate the viability of integrating hands-on environmental education and sustainable lifestyle experiences into the curriculum. It is designed to help prepare young people for their rapidly changing world by developing the values, attitudes, behaviours, skills and commitment crucial for the creation of an environmentally literate society. The goal is to establish a Green School model for Ottawa-Carleton, leading to the development of a region wide green school network. This regional model once established could serve as a blueprint for the rest of Canada. The Green School project is divided into a series of inter-related indoor and outdoor demonstration projects which provide opportunities for learning about the environment through direct involvement in school based ecological restoration techniques.
National Round Table on the Environment and the Economy (NRTEE)
The National Round Table is engaged in a number of ongoing initiatives, in addition to the proposed national public awareness campaign around sustainable development, related to the education, public awareness and training objectives identified in Chapter 36 of Agenda 21:
In partnership with the International Institute for Sustainable Development, it helped provide the impetus and funding to launch the Consultative Group of Centres for Sustainable Development (CGCSD). The CGCSD has set goals of refining research priorities, communicating and sharing information on sustainable development issues, and helping granting councils become more proactive by inviting them into information loops.
The NRTEE has begun a survey of professional health associations to identify in what ways the National Round Table can assist them in promoting concepts and training around sustainable development.
The NRTEE has scheduled a workshop directed at sustainable development educators at the post-secondary level, to consider what university programs can do to heighten awareness of sustainable development, how they can function better, and how they can help integrate sustainable development into universities.
The NRTEE is organizing a workshop for national news editors to examine ways of incorporating into news stories the economic analysis of sustainable development. In preparation for this workshop a series of outreach meetings were held with editorial boards of national newspapers in Canada.
It published Future Links: Youth Round Tables, a brochure written by youth for youth, that describes the principles of sustainable development, and outlines how Canadian youths can establish round tables and operate them with the support of local businesses, environmental groups and individuals.
It published the Model Round Table for Youth Kit, a guide for a teacher/facilitator to assist youth in establishing round tables of their own. This companion piece to Future Links provides information about sustainable development, the round table process, and activities and case studies, written specifically for teachers or group facilitators.
At the invitation of the Forum for Young Canadians, a non-profit foundation for the study of the processes of government in Canada, the NRTEE conducted model round table simulations with over 500 hundred high school students from across Canada.
To catalyse the integration of sustainable development into all areas of post-secondary education the NRTEE was involved in the creation of an Environmental Journalism course at the University of Western Ontario.
The Ontario Green Schools Project
This project started in January of 1993 and will continue to the end of 1995. It aims to identify and promote noteworthy practices in environmental education in elementary and secondary curriculum. The project will work to develop, implement, evaluate and refine curriculum and professional development that draw upon identified best practices. All findings and outcomes will be disseminated through articles and conferences and the publication of support materials.
Royal Society of Canada - Canadian Global Change Program
The Canadian Global Change Program was established by the Royal Society of Canada to be the national focus for global change information, education and research activity in Canada. It has produced two publications of significance on Global Change and Education: Global Change and Canadians, and A Teacher's Guide to Global Change and Canadians. Through theses publications the Royal Society is disseminating information about global change and the role that Canadians can play in making a difference. This of direct relevance to the Chapter 36 recommendation that society reorient itself for sustainable development.
Society, Environment and Energy Development Studies (SEEDS)
This unique educational foundation has joined the forces of environmental science, industry, and education to provide nearly two million students in over 3000 schools across Canada with programs and material that support energy and environmental studies and encourage environmental action.
United Nations Association In Canada (UNAC)
UNAC has proposed a major three year program devoted to helping make Agenda 21 a reality. Called Action for Agenda 21, this program offers a variety of goals that represents a significant follow-up to the Earth Summit. Action for Agenda 21 would consist of an interrelated set of eight elements, all of which are related to reorienting society for sustainable development, in particular a community sign-on program to make Agenda 21 meaningful for Canadians.
OTHER RELEVANT INTERNATIONAL SUSTAINABILITY-RELATED FORA
Association of Canadian Community Colleges, International (ACCC)
For the past year ACCC has been working with the Government of Mexico and American counterparts to understand better the role that Canadian technical and vocational education can play in North America. Several meetings resulted in the establishment of the Trilateral Task Force on North American Higher Education Collaboration. Six resolutions have been drawn up for implementation by the end of 1993 - the most significant being the establishment of a North American Distance Education and Research Network.
The Global Tomorrow Coalition
This is an American coalition of groups involved in the field of sustainable development that has encouraged multi-sectoral alliances as a strategy for implementing Agenda 21. The coalition has produced several documents of relevance for sustainable development education.
UNESCO
The United Nations Educational, Scientific and Cultural Organization (UNESCO) has been given the responsibility for United Nation's follow up to Chapters 35 and 36 of Agenda 21 by the United Nations Commission on Sustainable Development. At the UNESCO general meeting in November 1993, a design was proposed and a budget allocated for environmental education. The result is an innovative United Nations project called the "Interdisciplinary and Inter-Agency Cooperation Project: Environment and Population Education and Information for Human Development". The purpose of this project is to take advantage of UNESCO`s unique strength: its work in culture, communications, science and education, all of which are essential to advance environment and development education. The agenda and budget for this group has already been approved by the general assembly with preparations for implementation in 1994 already underway.
UNESCO/UNEP International Environmental Education Programme (IEEP)
IEEP has several publication on environmental education available to institutions on request, and are divide into five groups: teaching and learning activities; training activities; curriculum and planning activities; general information documents on environmental education; and, final reports of conferences, workshops seminars and symposia. They also publish a quarterly newsletter in eight languages. The IEEP has provided seed funding to assist in the development of national strategies for environmental education and has organized numerous international seminars and workshops to support the study and development of model curricula.
SUGGESTED READINGS AND INFORMATION SOURCES
British Columbia Round Table on the Environment and the Economy. Toward Sustainability: Learning For Change, (Vancouver: 1993).
Council of Ministers of Education, Canada. Environment and School Initiatives, (Toronto:
Council of Ministers of Education, Canada, 1991).
Disinger, J. "Environmental Education for Sustainable Development?" Journal of Environmental
Education, 21:4 (1990).
Government of Canada. Canada's Green Plan, (Ottawa: Minister of Supply and Services, 1990).
. Canada's National Report: United Nations Conference on Environment and
Development, (Ottawa: Minister of the Environment, 1991).
Grant, Tim, Ed. The Green Teacher, "Teaching About Sustainability", (Oshawa: General Printers, Issue 35, Oct-Nov. 1993).
Greig, Sue, Graham Pike and David Selby. Earthrights: Education as if the Planet Really Mattered, (London, UK: Kogan Page, World Wildlife Fund, 1987).
. Greenprints for Changing Schools, (London, UK: Kogan Page, World Wildlife Fund, 1989).
Hancherow, Tonya, Ed. ECO-ED Resources, (Toronto: World Congress for Education and Communication on Environment and Development, 1993).
Holm-Schuett, Amy. Sustainable Development Issues on Education: A Status Report for NGOs, (Washington DC: Global Tomorrow Coalition, 1990).
Jickling, Bob. "Teaching about Sustainable Development: Problems and Possibilities", (University of Prince Edward Island: Canadian Society for the Study of Education Conference, 1992).
Meadows, Donella; Dennis Meadows and Joseph Randers. Beyond the Limits: Confronting Global Collapse, Envisioning a Sustainable Future, (London: Chelsea Green, 1992).
Nickerson, Mike. Planning for Seven Generations, (Hull: Voyageur Publishing, 1993).
The Pembina Institute for Appropriate Development. Who's Who In Environmental Education: A Directory of Organizations and Agencies, (Drayton Valley: Pembina Institute, 1993).
Pike, Graham, and David Selby. Global Teacher, Global Learner, (London, UK: Hodder and Stoughton, 1992).
UNESCO. World Education Report, 1991, (UNESCO Secretariat, 1991).
Information Sources:
AIESEC Canada, 1450 City Councillors, suite 540, Montreal, Quebec H3A 2E5, tel: 514-987-1325.
Association for Canadian Educational Resources, 3665 Flamewood Drive, Unit 44, Mississaga, Ontario L4Y 3P5, tel: 416-275-7685, fax: 416-265-7685.
Association of Canadian Community Colleges, 1223 Michael Street North , Suite 200, Ottawa, Ontario K1J 7T2, tel: 613-746-ACCC, fax: 613-746-6721.
Association of Universities and Colleges of Canada, 151 Slater Street, Ottawa, Ontario K1P 5N1, tel: 613-563-1236, fax: 613-563-9745.
Canadian Bureau for International Education, 85 Albert Street, Suite 1400, Ottawa, Ontario K1P 6A4, tel: 613-237-4820, fax: 613-237-1300.
Canadian Education Association, 252 Bloor Street West, 8th Floor, Toronto, Ontario M5S 1V5, tel: 416-924-7721.
Canadian Federation of Students, 600-170 Metcalfe Street, Ottawa, Ontario K2P 1P3, tel: 613-232-7394, fax: 613-232-0276
Canadian Global Change Program of the Royal Society of Canada, Box 9734, Ottawa, Ontario K1G 5J4, tel: 613-991-5639, fax: 613-991-6996.
Canadian Home and School and Parent Teacher Federation, 331 Somerset Street West, Ottawa, Ontario K2P 0J8, tel: 613-234-7292, fax: 613-567-2135.
Canadian International Development Agency, 200 promenade du Portage, Hull, Quebec K1A 0G4, tel: 819-953-6060, fax: 819-953-4933.
Canadian Teachers Federation, 110 Argyle Avenue, Ottawa, Ontario K2P 1B4, tel: 613-232-1505, fax: 613-232-1886.
Canadian Youth Foundation, 300-55 Parkdale Avenue, Ottawa, Ontario K1Y 1E5, tel: 613-761-9206, fax: 613-722-4829.
Council of Ministers of Education, Canada, 252 Bloor Street West, Suite 5-200, Toronto, Ontario M5S 1V5, tel: 416-964-2551.
Council of Ontario Universities, 444 Yonge Street, Suite 203, Toronto, Ontario M5B 2H4, tel: 416-979-2165, fax: 416-979-8635.
CUSO, 135 Rideau Street, Ottawa, Ontario K1N 9K7, tel: 613-563-1264, fax: 613-563-8068.
EECOM: The Canadian Network for Environmental Education and Communication, c/o EcoLogic, P.O. Box 1514, Antigonish, Nova Scotia B2G 2L8, tel: 902-863-5984, fax: 902:863-9481.
Environmental Children's Organization, 202-1592 Southwest Marine Drive, Vancouver, British Columbia, tel: 604-263-8110.
Environment Canada, 10 Wellington Street, Hull, Quebec K1A 0H3, tel: 819-997-2800.
Global Education Associates, 475 Riverside Drive, Suite 456, New York, New York 10115, tel: 212-870-3290.
Green School Project, 24 Elm Street, Ottawa, Ontario K1R 6N1, tel: 613-233 7550, fax: 613-239- 5940.
International Development Education Resources Association, 2524 Cyprus Street, Vancouver, British Columbia V6J 3N2, tel: 604- 732-1496.
International Development Research Centre, 250 Albert Street, Ottawa, Ontario K1G 3H9, tel: 613-236-6163, fax: 613-563-0815.
International Institute for Sustainable Development (IISD), 161 Portage Avenue East, 6th Floor, Winnipeg, Manitoba R3B 0Y4, tel: 204-958-7700, fax: 205-958-7710.
Learning for a Sustainable Future, 45 Rideau Street, Suite 303, Ottawa, Ontario K1N 5W8, tel: 613-562-2238, fax: 613-562-2244.
National Round Table on the Environment and the Economy, 1 Nicholas Street, Suite 1500, Ottawa, Ontario K2N 7B7, tel: 613-992-7189, fax; 613-992-7385.
North American Association for Environmental Education, P.O. Box 400, Troy, Ohio, 45373, USA, tel: 202-467-8753, fax: 202-862-1947.
Ontario Green Schools Project c/o International Institute for Global Education, Faculty of Education, University of Toronto, 371 Bloor Street West, Toronto, Ontario M5S 2R7, tel: 416-978-1863, fax: 416-978-6775.
SEEDS Foundation, 10169-104th Street, Suite 440, Edmonton, Alberta T5J 1A5, tel: 403-424-0971, fax: 403-424-2444,
UNESCO Canada/MAB, 99 Metcalfe Street, Ottawa, Ontario K1P 5V8, tel: 613-598-4330, fax: 613-598-4405.
United Nations Association In Canada, 63 Sparks Street, Suite 808, Ottawa, Ontario K1P 5A6, tel: 613-232-5751, fax: 613-563-2455.
Women, Environment, Education and Development (WEED), 11 Model Avenue, North York, Ontario M3H 1V9, tel: 416-633-6837, fax: 416-633-6825.
World Congress for Education and Communication on Environment and Development
c/o International Council for Adult Education (ICAE), 720 Bathurst Street, Suite 500, Toronto, Ontario, tel: 416-588-1211.
World University Service of Canada, 1404 Scott Street, Ottawa, Ontario K1Y 4M8, tel: 613-798-7477, fax: 613-798-0990.
Cite as: Projet de société: Canada and Agenda 21.Winnipeg: IISD, 1995. Online. Internet. http://iisd.ca/worldsd/canada/projet/c36.htm.
