e

O
ver the last 30 years, those

involved in environmental educa-
tion (EE) have gradually become
aware of the richness and breadth of the
educational project they have contributed
to build. They have realised that the envi-
ronment isnot merely a subject to be stud-
ied or a theme to be analysed among
others, nor is it only the necessary con-
straint of a development we want to be
sustainable. The weft of the environment is
life itself, at the interface between nature
and culture. The environment is the cru-
cible in which our identities, our relations
with others and our being-in-the-world
are formed.
EE is therefore not a form of education
(an education for ) among many oth-
ers. It isnot simply a tool for environmental
problem-solving or management. It is an
essenti al di mensi on of basi c educati on
focused on a sphere of interaction that lies
at the root of personal and social develop-
ment
1
: the sphere of relationshipswith our
environment, with our common home of
life . EE aims to induce social dynamics,
first in the local community and subse-
quently in wider networksof solidarity, fos-
tering a collaborative and critical approach
to soci o-envi ronmental reali ti es and an
autonomous and creative grasp of current
problemsand possible solutions.
O ver and above an education about ,
on , in , for or by means of the
environment, the concern of EE is basically
our relationship to the environment. It is
thus i mportant for educators to take
account of the many possible dimensions
of thisrelationship which correspond to dif-
ferent but complementary ways of appre-
hending the environment:
Let us first consider the environment as
nature (to be appreciated, respected
and preserved). Underlying the socio-
environmental problems is the funda-
mental rupture between human beings
and nature, which needs to be bridged.
We must rebuild the sense of belonging
to nature, to the flow of life of which
we are a part. EE also leadsusto explore
the close links between identity, culture
and nature and to realise that through
nature we find part of our own human
identity asliving beingsamong other liv-
ing beings. It isalso important to recog-
nise the links between biological and
cultural diversity and to value this bio-
cultural diversity.
Then there is the environment as a
resource (to be managed, to be shared).
There is no life without the cycles of
matter and energy. EE implies conserva-
tion education as well as education for
responsible consumption and solidarity,
wi th equi table shari ng wi thi n and
among societies and between present-
day and future societies. The concern is
to manage production systems and use
of shared resourcesaswell aswaste and
by-product processing systems. EE inte-
grates economic education focused not
on the management of the environment
but on that of our own individual and
collective relations with regard to vital
resources taken from the environment.
The environment as a problem (to be
avoi ded, to be solved) requi res the
development of skills for critical investi-
gation into the realities of our milieu
and for the enlightened diagnosis of
problems. It strives to make people
realise that environmental problems are
socio-environmental issues. EE invitesus
to solve real problems and to make
plans for preventive action. The devel-
opment of ski lls i n thi s fi eld could
strengthen the feeling that something
Envir
Envir
onmental education:
onmental education:
possibilities and
possibilities and
constraints
constraints
U N ESC O I N T ERN A T I O N A L SC I EN C E, T EC H N O LO G Y & EN V I RO N M EN TA L ED U C A T I O N N EWSLET T ER
VOL. XXVII, No . 1- 2, 2002
Connect
Connect
1. At the root of personal and social development are three closelylinked spheresof interaction: interaction with oneself (for construction of onesown identity);
interaction with others(for construction of relationswith other human beings); and interaction with the shared home of life , Okos, the setting for both eco-
logical and economic education, where the sense of being-in-the-world isenriched by the personsrelationswith the non-human world .
Vol. XXVII, No. 1-2, 2002 2
EE: possibilities and constraints
can be done, that each one can con-
tribute, a feeling that may in turn trig-
ger the desire to take action.
The environment as a system (to under-
stand so asto improve decision-making)
calls for the development of systemic
thinking. By analysing the components
and relationships of the environment as
an eco-socio-system (according to the
expression proposed by Louis Goffin,
1999), one can gain a global under-
standing of environmental realities and
thus have the necessary inputs for judi-
cious decision-making. It is here that
ecologi cal educati on basi cally comes
into play. It involves learning about the
diversity, richness and complexity of
ones environment; learning to define
ones human ni che i n the global
ecosystem and learning to fill it properly.
In a systemi c perspecti ve, EE also
encourages us to recognise the links
between here and elsewhere, between
the past, the present and the future,
between local and global matters,
between the political, economic and
envi ronmental spheres, between
lifestyles, health and the environment,
etc.
The environment as a place to live (to
get to know, to improve) is focused on
everyday life at school, at home, at
work, etc. Here the first stage of EE isto
explore and rediscover ones own sur-
roundings, that is, the here and now
of everyday realities, with a fresh look
that is both appreciative and critical. It
also i nvolves redefi ni ng oneself and
defining ones social group in terms of
our relationship with our surroundings,
our living place. Projects can be devised
to restore or design environments that
enhance comfort, security, health, social
interactions or the aesthetic qualities of
the place. Through such exploration and
projects, EE aims to develop a sense of
belonging and to encourage dwelling.
The local context is the first crucible for
the development of envi ronmental
responsi bi li ty i n whi ch we learn to
become guardi ans, responsi ble users
and builders of O kos, our common
home of life .
The environment as the biosphere (in
which to live together over the long
term) makes us aware of the interde-
pendence of socio-environmental reali-
ties at world level, that of our small
planet which JamesLovelock callsGaa
and regards as a self-regulating macro-
organism. It is the locus of planetary,
even cosmic, consciousness: Earth as a
li fe-gi vi ng matri x or shared garden
which nurturesthe symbolic universe of
many indigenouspeoples. It isthe focus
of international solidarity which invites
us to think more deeply about the
modes of development of human soci-
eties. We find here an ideal context for
taki ng advantage of the i nterface
between EE and education for develop-
ment.
The environment as a community pro-
j ect ( i n whi ch to become acti vely
involved) focuses on co-operation and
partnership to achieve desired changes
within a community. People need to
learn to live and work together in com-
munities of learning and practice. The
environment is seen as a shared and
essentially complex object: only a collab-
orati ve approach can foster better
understandi ng and more effecti ve
action. People must learn to discuss, lis-
ten, argue and convince: in a word, to
communicate effectively through a dia-
logue in which various types of knowl-
edge scientific knowledge, practical
experience, traditional knowledge, etc. ,
are brought into play. Here the idea of
praxisisintroduced: action isassociated
with a constant processof critical reflec-
ti on. Educati on for democracy, the
mai nstay of ci ti zenshi p educati on,
becomes vital. The political aspects of
socio-environmental realities are high-
lighted.
O f course, other representations of the
environment could be identified and char-
acterised. For example, the environment as
territory among indigenous peoples (who
attest the narrow association between cul-
tural identity and the land) or the environ-
ment as landscape (the geographers view,
which opens the way to the interpretation
of local contexts, highlighting the dynamics
of their historical development and their
symbolic components). The relationship to
the environment depends greatly on the
context and is culturally determined. It is
therefore expressed through a set of inter-
linked and complementary dimensions. An
EE that is limited to only one of these
dimensions is incomplete and nourishes a
biased vision of what is being-in-the-
world .
Because it isso wide-ranging and demands
in-depth changes, EE is indeed difficult to
carry out. It callsfor the involvement of the
whole educati onal communi ty: schools,
museums, parks, municipalities, community
organisations, firms, etc. It isfor each actor
to identify his/her own educational niche
in EE, depending on the particular context
of his/her action, the target group and the
resources available. The issue is to choose
objectives and strategies that are relevant
and realistic without forgetting the full
range of other possible objectives and
strategies. Each specific activity or project
should be seen as complementary to and
preferably integrated with those of the
other EE actors and with other associated
dimensionsof basic education, in particular
ci ti zenshi p educati on ( focused on an
awareness of human diversity and more
speci fi cally on questi ons of democracy,
peace and solidarity) and health education
(associated inter alia with issues of nutri-
tion, outdoor education and risk educa-
tion).
O ver the years, a growing number of EE
actors have added a research or reflection
component to their practical action on the
ground. An educational heritage has
thusbeen built up, including a rich diversity
of theoretical propositions, models and
strategiescapable of stimulating discussion
and inspiring practitioners
2
. An analysis of
these proposals makes it possible to iden-
tify different currents of thought and prac-
ti ce i n EE: naturali st, conservati oni st,
problem-solving, systemic, holistic, human-
i st, cri ti cal, bi oregi onal, femi ni st, etc.
( Sauv, 2002) . These currents reflect
diverse and complementary ways of relat-
ing to the environment. In a professional
development process for teachers, anima-
tors and other educators, one of the first
2. We have, among other things, identied nine research journalsdedicated specicallyto EE which reect the growing vitality, credibilityand recognition of this
eld of educational reection and action: The Journal of Environmental Education; Environmental Education Research; Environmental Education and Commu-
nication; The International Journal of Environmental Education and Research; International Research in Geographical and Environmental Education; The Aus-
tralian Journal of Environmental Research; The Canadian Journal of Environmental Education; Education relative lenvironnement Regards, Recherches,
Rexions and Tpicos en educacin ambiental.
Connect 3
EE: possibilities and constraints
tasks is to subject these currents to critical
scrutiny in order to highlight the different
possibilities, to stimulate reflection and
more creative teaching, and to make rele-
vant choices in the light of each particular
context of action.
The field of EE is therefore developing in a
constructive manner. It is, however, faced
with major issuesthat could compromise its
basic goals. The main current challenge is
the prevalence of the development ideol-
ogy (Rist, 1996) promoted in the proposal
of educati on for sustai nable develop-
ment . Here education is perceived as a
tool in the service of the long-term conser-
vation of the environment, the latter being
regarded as a pool of resources to be
utilised for a sustained economic growth,
which isitself regarded asthe pre-condition
for human development (Sauv, Berry-
man and Brunelle, 2000). In the conceptual
framework of sustai nable development,
often illustrated in the form of three inter-
linked spheres (economy, society and envi-
ronment), the economy is viewed as a
separate autonomous entity, outside the
social sphere, that determines a societys
relationship to the environment. While that
does indeed reflect the current alienation
of societies in regard to an exogenous and
dominant economy, should such a vision of
the world be nonetheless promoted as the
supreme goal of all humanity?
The idea of sustainable development is, of
course, relevant in certain respects and in
certain contexts, such as when it becomes
the key to initiating dialogue among actors
in the economic, political and environmen-
tal spheres. That isin fact how the concept
came into being. It has been presented as
the product of a social consensus (in
reality, the outcome of a negotiation round
between certain privileged social actorsin a
specific historical context). Let usnote that
thisidea of a consensushappensto be very
seducti ve at a ti me when formerly
unquestioned values and meta-narra-
ti ves are collapsi ng: consensus-bui ldi ng
confers a measure of legitimacy on deci-
sions and makes it possible to manage
the diversity of possible approaches to the
issuesat stake.
But isconsensus(too often false consensus)
an appropriate basis for intervention and
action in the matter of education and envi-
ronment? Is it not a mistake to confuse the
strategy of sustainable development (how-
ever astute it may seem for some specic
purposes) with a blueprint for all society,
with a social ideal, and to redene educa-
tion as a whole, in all countries, in terms of
thisnow dominant vision of the world? The
utilitarian conception of education and the
resource-based representation of the envi-
ronment adopted by education for a sus-
tai nable development are clearly
reductionist from the standpoint of a basic
education aimed at fully developing the web
of relations between persons, the social
group to which they belong and the envi-
ronment. The relationship with the world
cannot be seen solely as a question of
resource management ; human activities
cannot be interpreted only within the con-
text of development overusing the lan-
guage of durabi li ty (or vi abi li ty or
sustainability)
3
in a sort of newspeak that
isspreading throughout the world, superim-
posed on each culture and reducing the abil-
ity to think differently about realities. It must
also be recognised that the ethicsof sustain-
ability isa product of the heuristicsof fear
(to quote HansJonas, 1992) associated with
the current crisisin security (one of itsman-
ifestations being the interest in human
cloning). While it may constitute a rst step
towards an upturn in ethics, it is certainly
not broad enough to found a blueprint for a
society, and even lessfor humanity.
As a result of strong criticisms from all
quarters (philosophers, sociologists, educa-
tors, other economists, etc. ) directed at the
idea of sustainable development,
4
the cur-
rent trend isto invite each one to redefine,
in ones own way, this inescapable concept
that has now been established in the vari-
ousspheresof society. It isthusagreed that
sustainable development is not a clearly
defined goal (to sustain development is
indeed vague) but a road to open up
towards this goal, which will progressively
appear more clearly. Each must chart
his/her course as he/she sees fit. After the
argument of the existence of a universal
consensus for sustai nable development,
this new argument about the legitimacy,
even the necessity, of identifying different
paths to the goal seems to work well in
promoting the idea of sustainable devel-
opment asthe saviour of humanity. In this
context emerged the proposal of educa-
tion for a sustainable future , a quasi-syn-
onym of educati on for sustai nable
development. This concept has the advan-
tage of proposing a framework that inte-
grates the vari ous di mensi ons of
contemporary education (relating to peace,
democracy, international co-operation, the
environment, etc. ), but thisframework lim-
its the scope of each of these educational
fields. As these other theme-based forms
of education , environmental education is
reduced to a mere instrument in the service
of sustainable development. M oreover EE
ceasesto be seen asa setting for interdisci-
plinarity and the dialogue of knowledge
systems(knowledge related to the biophys-
ical and human sciences, traditional knowl-
edge, experience, common sense, etc. ); it
becomes more narrowly associated to the
field of biophysical sciences and technol-
ogy, the key area of the new knowledge
economy .
It is possible however to conceive of an EE
that considersthe sustainable development
proposal (as a socio-historical phenome-
non), but that is not locked into it. EE can
only be achieved in a context in which
social criticism isnot impeded; the relation-
ship to the environment is not a priori a
matter of social compromise, even less of
world wide consensus. EE accompaniesand
supports the emergence and implementa-
tion of a project to improve a personsown
relationship to the world, whose signifi-
cance it helps to clarify in the light of each
particular context. In a global perspective,
EE contri butes to the development of
responsible societies. This last expression
seeks to clarify the deliberate vagueness
surroundi ng the word development
(generally centred on the economy) by link-
ing it to the development of societies(each
one integrating its own endogenous econ-
omy) and to an ethics of fundamental
responsibility, that is significantly richer
than the essentially minimalist ethicsof sus-
tainability ( so long as it lasts or so long
as we survive ). The ethics of responsibility
goes beyond a legalist and civic approach
to rights and duties; it calls for a sense of
responsibility for ones own being, knowl-
3. People talk, for example, about sustainable meals , sustainable mining industry , sustainable consumption or sustainable water , even seeking sus-
tainability criteria for education
4. See in thisconnection the report on the debate in: Jarnet, A., Jickling B., Sauv, L., Wals, A. and Clarkin, P. The Future of Environmental Education in a Post-
modern World? Whitehorse: Yukon College (Canadian Journal of Environmental Education), 244 pages.
Vol. XXVII, No. 1-2, 2002 4
UNESCO Activities Worldwide
T
his project, undertaken as part of
UNESCO s programme in the fight for
poverty-reduction, isdue to be launched in
the current year.
The aim of the project is to develop the
technological capacity of girlsin developing
countries through gender-sensitive voca-
tional training on appropriate knowledge
and skills, in order to increase their chances
for accessto work and a better life. Itsratio-
nale isthat instead of relying upon methods
developed in foreign countries. local actors
should be encouraged and guided to seek
innovative waysto reduce gender disparities
in scientic, technical and vocational educa-
tion based upon ideas stemming from the
teachers hands-on experience.
After evaluating pilot activities in model
schools in selected developing countries in
Asia (Nepal, Laos and Cambodia), a set of
guidelines for policy makers will be devel-
oped in order to promote larger participa-
tion of girls in technical and vocational
education (TVE).
The specific objectivesof thisproject are as
follows:
a) To increase accessof girlsfrom develop-
ing countries to appropriate learning
and life-skills training programmes in
order to ensure access to professions in
which women have traditionally been
under-represented.
b) To help educational managers, planners
and teachers to effectively adopt innov-
ative measures, curriculum and educa-
tional materials to incorporate girls in
scientific and technical fieldsin selected
model schools in three selected coun-
tries.
c) To provide policy makerswith guidelines
to better promote participation of girls
in scientific, technical and vocational
education based upon the experience of
these model schoolsthrough close mon-
itoring and comparative studies by spe-
cialists.
The project is expected to have an impact
not only on the capacity building of direct
beneficiaries, notably school girls (approxi-
mately 13-17 years old) and i n-servi ce
teachers in the model schools, but also on
that of national educational managers,
planners and poli cy makers. M oreover,
although the implementation of the activi-
tieswill concentrate on a limited number of
pilot countries, the research resultsand pol-
icy guidelinesdrawn from the experience of
the model schools should also be able to
serve different actors(teachers, educational
managers and planners, decision makers,
researchers) world-wi de, parti cularly i n
developing countries.
UNESCO ' srole isto promote such a partic-
ipatory approach and to foster exchange of
ideas/information on innovative activities
among different stakeholders in different
countriesat a later stage of the project.
UNESCO is also very interested in learning
of any interesting initiatives underway that
promote the participation of girls in TVE in
both industrialized and developing coun-
tries.
For more information, please contact:
Miki Nozawa
(Email:m.nozawa@unesco.org)
Yuto Kitamura
(Email: yu.kitamura@unesco.org)
Julia Heiss (Email:j.heiss@unesco.org)
Fax: [33-1)45.68.56.30
(Postal address on last page)
edge and action, which implies commit-
ment, lucidity, authenticity, solicitude and
courage.
It is to be hoped that the forthcoming
Johannesburg Summit, focused from the
very beginning on sustainable development
for the whole planet, will afford an oppor-
tunity to stimulate a genuine debate on the
consensus underpinning this blueprint
for humanity, which has not borne much
fruit since the previous summit held in Rio.
It will be particularly important to stimulate
discussion among all the actors in the field
of education, which isboth the mirror and
the crucible of a societys development,
and more specifically among those involved
in the field of environmental education,
whose vision of education cannot develop
fully unless the diversity of ways of appre-
hending and relating to the world isrecog-
nised and valued.
Lucie Sauv, PhD
Research Chair of Canada
in Environmental Education
Universit du Qubec Montral
C.P.8888 Suce, Centre - ville
Montral, Qubec,
Canada H3C 3P8
References:
Goffin, L. (1999). Lenvironnement comme
co-socio-systme. In Loriaux, M.
Populations et dveloppements : une
approche globale et systmique. Lou-
vain-la-Neuve /Paris : Academia-Bruy-
lant/LHarmattan, pp. 199-230.
J onas, H. (1992). Leprinciperesponsabilit.
Paris: Les Editions du Cerf.
Rist (1996). Le Dveloppement. Histoire
dunecroyanceoccidentale. Paris: Les
Editions Sciences Po.
Sauv Lucie. (2002). Courants dinterven-
tion en ducation relative lenvi-
ronnement. Module 5. Programme
international dtudes suprieures
distance en ducation relative len-
vironnement. Universit du Qubec
Montral Collectif ERE-Francopho-
nie.
Sauv L., Berryman, T. and Brunelle,
R. (2002). International Proposals
for Environnemental Education:
Analysing a Ruling Discourse.
Proceedings of the International Con-
ference on Environmental Education:
Environmental EducationintheCon-
text of Education for the 21st Cen-
tury: Prospects and Possibilities,
Larissa, Greece. 6-8 October 2000,
pp. 42-63.
UNESCO
UNESCO
Activities W
Activities W
orldwide
orldwide
T Technical, V echnical, Vocational and Science Education for Girls: ocational and Science Education for Girls:
Schools as Community Catalysts for
the Empowerment of Girls and Poverty Reduction
Connect 5
U
NESCO s Sections for Technical and
Vocational Education and for Science
and Technology Education are launching a
survey on EE in technical & vocational
schools at secondary level in fifteen devel-
oping countries in Asia, Africa and Latin
America* . This survey should provide a
comprehensive and comparative overview
of vari ous nati onal approaches
to i ntegrate envi ronmental trai ni ng i n
technical and vocational schools; analysisof
the needs and gaps and a set of sugges-
tions/recommendations for UNESCO and
any interested partiesfor future action.
The rationale of the study isthat TVE grad-
uates have a crucial role in devising and
implementing practical solutions to current
problems such as environmental degrada-
tion and therefore should be aware of the
concept and challenge of sustainable devel-
opment. Technicians are the interface of
nature, technology, economy and society
and have a key role to play in helping soci-
ety resolve environmental and development
i ssues. Challenges such as: reori enti ng
technology and managing risks; meeting
essential needssuch asfood, water, sanita-
tion while conserving natural resources;
reducing energy and resource consumption
and many otherswill have to be tackled by
them. It has been found that it is techni-
cianswho possessunderstanding and prac-
tical skills in the matter of sustainable
development that resort to more sustain-
able practices in industrial and agricultural
production.
Asstressed in the recommendationsof the
Second International Congresson Technical
and Vocational Education (Seoul, 26-30
April 1999), TVE systems should not only
focus on economic dimensions but should
also incorporate emerging issues such as
use of environmentally sound technology.
UNESCO , in its programme on technical
and vocational education, has been asked
to assist its M ember States through advo-
cacy and training programmes to promote
the cross-cutting skills demanded by the
contemporary world of work that includes
environmental issues. For this, it is impor-
tant for UNESCO to revi ew what has
already been done in this field, lessons
learnt from the experience and what still
needs to be done in particular for develop-
ing countries.
Thus, the objectivesof thisstudy are:
To obtain a comprehensive overview on
initiativesalready taken at national level
in selected countrieson EE integrated in
technical and vocational schools, which
will enable UNESCO to plan its future
work in responding to the needs of
M ember States to introduce such train-
ing (for example, development of train-
ing materialsfor trainers).
To provide interested parties (M inistries,
institutions, trainers, teachers, etc. ) with
an analytical and comparative docu-
mentation of good practicesand lessons
to increase their awarenesson the issue
and encourage them to take action.
To make recommendati ons for the
development of new training materials
and programmes.
For further information contact:
Miki Nozawa/Julia Heiss
(address above)
T
hi s j oi nt UNESCO -UNICEF proj ect,
coordinated by the Centre for Science
Education and Communication (CSEC) of
the University of Delhi, seeks to make sci-
ence more girl-friendly within the frame-
work of Sci enti fi c and Technologi cal
Literacy for All (STL) by developing ade-
quate, supplementary teaching materials
for use by teachers at their discretion. A
number of organisations from different
parts of India are also involved as nodal
agenciesin the project.
The materialsto be developed are inter-dis-
ciplinary and treat concrete problems like
power fai lure, overgrazi ng and falli ng
water tables, instead of abstract principles.
Relevance isensured by building the teach-
ers capacity to prepare their own teaching
materi als addressi ng local problems of
interest to students. The freedom to inves-
tigate such problemsisexpected to lead to
greater interest in science and increased
self-confidence in students.
The fundamental aimsof the project, which
began in late 2000 are:
To address problems faced by girls with
regard to school science, based on a
study of gender discrimination in the
school system
To produce science teaching/learning
materials that are girl- as well as boy-
friendly
To develop a resource base of low-cost
science experiments for schools based
on the equipment demands of the cre-
ated materials; test prototypes of all
equipment and suggest other investiga-
tions that can be carried out with the
same equipment
As a detai led study on gender di scri mi na-
ti on i n schools menti oned above was
li kely to take some ti me, the proj ect reli ed
upon the possi bi li ty of each i ndi vi dual
teacher carryi ng out a small local study to
fi nd out i n what ways prevalent school
sci ence i s unfri endly to gi rls. Thi s had the
added advantage of avoi di ng total
reli ance on educati onal/curri culum plan-
ni ng i nsti tutes whi ch could be male-dom-
i nated. Besi des, by choosi ng a maj ori ty of
female teachers i n the materi als develop-
ment workshops i t was possi ble to ensure
that the female vi ewpoi nt wasadequately
represented.
* Provisional list of countries: Belize, Brazil, Burkina Faso, Colombia, Ethiopia, India, Indonesia, M alaysia, M ozambique, Nepal, Philippines, Rwanda, Seychelles,
South Africa, Vietnam.
Comparative Study on Envir Comparative Study on Environmental Education in T onmental Education in Technical echnical
and V and Vocational Schools in developing countries ocational Schools in developing countries
T Towar owards a girl-friendly science ds a girl-friendly science
A joint UNESCO -UNICEF project for Indian girls
Vol. XXVII, No. 1-2, 2002 6
At the workshops, teachers were encour-
aged to reflect on what makes science
unfriendly to girlsand to consciously design
supplementary teaching materialsto rectify
this. It is hoped that this will be the start-
ing point of a move towards a model of
teacher training of which gender under-
standing isan integral part.
Initially, the project was seeded at five
nodes located in four states: Rajasthan,
M adhya Pradesh, Jammu & Kashmir and
Delhi where nodal agencies both govern-
ment institutions and NGO s working in
school education were identified. After a
National workshop to initiate activities,
these agencies held regional workshops to
train their teachers in creating supplemen-
tary STL materials that were gender sensi-
tive.
At the beginning of the second phase of
the project which involves the inclusion of
additional nodes, the following achieve-
mentscan be noted:
1. A large number of original STL materials
were produced and several existing ones
tested. It is noteworthy that it is the
teachers and not resource persons who
were responsible for all the materials
developed.
2. A substantial volume of field data con-
taining information on the process of
materials development as well as tri-
alli ng was generated. Thi s i ncludes
teachers accounts as well as reports
and other documents on work done by
students. A beginning was also made
towards communi ty engagement i n
schools by encouraging students to dis-
cussissueslike garbage disposal and the
dangers of tobacco use with their par-
entsand the public.
3. A group to study gender in the science
classroom was set up. It carried out an
analysis of science textbooks as well as
other materials from the perspective of
gender sensitivity.
4. A team to develop a resource base of
low-cost experiments was set up. It has
already developed a number of experi-
ments/i nstruments based on exi sti ng
STL materials.
O verall, it can be said that the first step has
been taken to establi sh a network of
groupsto fulfil the objectivesof a more stu-
dent-friendly school science. A process has
been set underway and in the near future
improved versions of the STL materials as
well as direct assessments of their girl-
friendly nature should be produced.
An important concern of the project is to
formulate evaluation devices and an inven-
tory for formative assessment. Criteria for
the assessment of the appropriateness of
the materials, their impact on girls, the
teaching processesinherent in them and of
the level of interest they generate in stu-
dents are being developed in the current
phase of the project.
A conceptual consolidation of the project
as a whole will also be undertaken. The
idea is to take the first steps, based on
some theoretical understanding, towards a
truly gender-sensitive school curriculum pri-
marily in science but going beyond it. The
work done by the low-cost equipment
group will also be augmented and com-
piled asa resource book/manual.
The long run goal isto build up a repertoire
of tested and viable supplementary teach-
ing units that are gender-sensitive and can
be used as exemplars in the remaining
statesof the country aswell asto create an
expanding network of nodal institutions
that will work towards the empowerment
of teachers and the integration of schools
with the community. The finality is to
evolve a model for school science that
holds excitement and joy for the child,
especially the girl child, providesa sense of
empowerment and control over the cur-
riculum for the teacher and promotes the
involvement of the community in educa-
tion.
Further information from:
Amitabha Mukherjee/ Vijaya S. Varma
Universityof Delhi
Delhi 110 007
India
T
hisproject, a joint venture of UNESCO
and the M i ni stry of Educati on of
Costa Rica, waslaunched in 2000.
The proj ect was i mplemented i n 250
schoolsthroughout the country and directly
involved 890 schoolteachers. Divers activi-
ti es were foreseen i n the proj ect li ke
production of self-training modules, dis-
semination of educational materials and
organisation of monthly training work-
shops.
Voluntarily circumscribed to Grade 7 of
school education, the objectivesof the pro-
ject were to strengthen science education
by making it more relevant to current needs
of the youth and by enabling them to
make use of science and technology in a
creative, critical, responsible and construc-
tive manner.
The reason for selecting Grade 7 for the
project was that a noticeable difference
was found in student response to science
between the sixth and seventh grades* .
The traditionally oriented seventh grade sci-
ence curriculum tended to favour a passive,
rote-learning education. Thisdid nothing to
promote thinking and reflection on the part
of the studentsand only created a negative
image of science and technology. As a
result, student performance at this level
was poor with the highest level of failures
and dropouts in the entire educational sys-
tem of Costa Rica.
Educational systemshave a vital role to play
i n sci enti fi c and technologi cal develop-
ment. Since the applicationsof science and
technology play a major role in all fields of
human activity, it is highly important that
science education should lead students to
acquire knowledge, attitudes, skills and
capacities which will allow them to partici-
pate meaningfully in scientific and techno-
Pr Project for the impr oject for the improvement of ovement of
secondar secondary school science education y school science education
Costa Rica
* In Costa Rica, Grade 7 marks a change fromprimaryto middle school.
Connect 7
logical development. Furthermore, science
education must adapt itself to the changing
needs of society so as to allow new gener-
ationsto acquire basic scientific knowledge
and skillswhich will permit them to make a
critical and rational use of the available sci-
entific-technological applications.
Following the teacher-training workshops
organised in the implementation of the
proj ect, the followi ng fi ve self-trai ni ng
manualswere developed:
Improving Grade 7 science education:
an Anthology
Climate change and Atmospheric phe-
nomena
Transversal themes
Sci ence, Technology and Sustai nable
Development
Didacticsof Science Education
All the manuals were tested by teachers
and expertsand found to be more than sat-
isfactory. The anthology of activities for
improving science education was used in
workshops in various regions. All these
resources are subject to further improve-
ment. They will then be sent to teachers
who will be trained in their use.
Comisin Costarricense de cooperacin
con la UNESCO
Apartado postal 393-2050
San Pedro, M ontesde Oca,
San Jos
Costa Rica
B
uilding up on the efforts of the inter-
nati onal communi ty and on the
important recommendations of the World
Conference on Science, UNESCO /Cairo has
pledged to utilize science popularisation as
an instrument towardscreating a healthier,
scientifically oriented society in the Arab
region.
To thi s end, UNESCO /Cai ro i ntends to
make use of sci ence populari zati on i n
order to promote a better understanding
of the interrelations between science, the
environment and health. UNESCO /Cairo
believes that the first crucial step towards
creating such a society is to raise public
awareness for the protection of human
health and that thi s should be done
through the use of communication media
and technologies. It has thus initiated an
innovative project on science, environment
and health aimed to promote and improve
peoples health by providing simple and
basic scientific knowledge to raise public
awareness, improve peoples understand-
ing, change their attitudes and to ulti-
mately reduce exposure to risk factors in
the environment.
The project targets the Arab population at
large, but more particularly the marginal-
ized segments of the population in rural
areas, especially women and children, who
are exposed to numerous environmental
hazardsin their everyday surroundings. The
project consistsof two phases. The first will
focuson the effectsof air and water askey
environmental elements of direct and tan-
gible impacts on human health, while the
second will focus on other environmental
issues such as recycling, noise and food
safety.
In the first phase of the project, an interac-
tive science-based environmental education
audio-visual kit* will be produced contain-
ing basic scientific knowledge necessary to
enhance peoples awareness, change atti-
tudes and behaviour towards their health
and their environment. It will then be dis-
seminated in the Arab region, particularly
to institutions targeting the rural poor,
especially women and children.
The main targets of this project are chil-
dren, dropouts and women. This is due to
the firm belief that women and children
form the most vulnerable group among
urban and rural underprivileged people
needi ng envi ronmental educati on and
health awareness. The lack of proper edu-
cation and correct scientific information
and knowledge aggravates their situation
and contributesto a low quality of life.
The strategy followed wi ll be geared
towards enhancing awareness of environ-
mental health. This will be done with the
help of mass media. The activities consist
of collection of research-based, accurate
scientific information on pollutants of the
environment and their direct impact on
health; production of audio-visual kits on
science, environment and health; dissemi-
nation of the information and conducting
training programmes in schools and com-
munities. Emphasis will be placed on inte-
grating environment and health issues at
all levels of education, both formal and
non-formal. Worki ng closely wi th M i n-
i stri es of Envi ronment, Health, Soci al
Affairs and Information, as well as donor
groups, sister UN organizations, and inter-
ested NGO s, effortswill be made to ensure
wide dissemination of the information and
the chosen subjects to the entire Arab
Region. Efforts will be made to mobilize
the necessary resources so that this initia-
ti ve can be rei nforced and expanded.
Emphasiswill be placed on the World Con-
ference on Science follow-up by continu-
i ng support of the populari zati on of
sci ence parti cularly for women and
increasing awareness of health and the
environment. Particular emphasis will be
placed on topics such as water, air, food,
safety, noise, UV radiation and recycling of
solid wastes.
Expectedresults:
Research on and collection of scientific
material relevant to specific environmental
problems
Production of a seriesof modem educa-
Enhancing Public Understanding of the Inter Enhancing Public Understanding of the Interr relationship elationship
between Science, Envir between Science, Environment and Health onment and Health
A new project developed by UNESCO /Cairo
* It is proven that an audio-visual kit as an educational tool can lead to 40% reduction in the time needed for learning, compared to other learning (conven-
tional) tools, and can raise the coefcient of memorization by20%.
Vol. XXVII, No. 1-2, 2002 8
tional tools (audio-visuals) with direct
relevance to speci fi c envi ronmental
problems
O rganisation of training programmes in
schools and communities for school
teachers, locally influential people and
the public at large
Wide dissemination of environmental
audio-visual kits, particularly to institu-
tions targeting the rural poor who are
facing the greatest threat
M edia coverage of the audio-visual kits
through short TV spots
LongtermOutcomes:
Improvement of peoples health, espe-
cially that of young women and deprived
children, through upgrading information
and knowledge on sci enti fi c i ssues
related to health and environment
Reduction of peoples vulnerability to
environmental hazards and mitigation
of environmental degradation
Enhancement of the livelihood of poor
people and improvement of the quality
of life.
Director, UNESCO/Cairo
8 Abdel Fahmy
Str Garden City, Cairo 11511 Egypt
Fax: 202-35.45296
E-mail: uhcai@unesco.org
T
hisworkshop wasorganised jointly by
UNESCO , the International Council of
Association for Science Education (ICASE)
and the Aristotle University of Thessaloniki,
Greece.
The workshop wastargeted at science edu-
cators, key representati ves of sci ence
teacher associations and science teachers
and its aim was to provide them support
for promoting a more popular approach to
the teaching of science subjects in schools.
Twenty one STE teachers, teacher trainers
and school supervisors from Bulgaria,
Cyprus, Estonia, Germany, Greece, Hun-
gary, Ireland, Italy, Romania and Sweden
participated in the workshop.
The rationale of the workshop was that
since science teachers lack the necessary
background training to deal effectively with
such issues as the lack of popularity and
public awareness of science and technol-
ogy, it isvital not only to inform but also to
empower them with the necessary skills
and capabilities in developing science and
technology learning materials which are
appropriate for their students and consis-
tent with the goals of science and techno-
logical literacy for all (STL).
The principal workshop objectives were:
To trai n parti ci pants to create and
develop exemplar STL materialsrelevant
to local needs and contexts and assist
other teachersin developing such mate-
rials
To support them at the science-technol-
ogy interface in developing more mean-
ingful and relevant teaching approaches
and in the use of local resources
To encourage them to organise further
workshopsfor the production of a wide
range of STL exemplar materialsnotably
such asare relevant for girls.
The substantial programme of the work-
shop consisted of sessions devoted to the
following topics:
Conceptsof STL
Sharing of innovative experiences in
teaching approaches for STL materials
Preparation and development of educa-
tional exemplary materialson STL
Presentation of and discussion on devel-
oped STL materials
Introduction of evaluation and follow-
up of STL activities in the European
region, especially Southern Europe
Following the presentation of the STL phi-
losophy, initial ideas of the participants
were discussed and the context of each
script that would be developed in the work-
ing groups of 2 - 4 participants decided.
Different working groups then undertook
to develop one or more scripts depending
on the number of participants involved. A
plenary session allowed each group to
explain how they designed and started
developing their ideasfor creating teaching
materials. In the final session each working
group distributed printouts of their scripts
and gave an electronic version of each
script to the organiser. Further develop-
ment, refinement and improvement of the
scriptsisstill going on.
The outcome of the workshop was the
development of 12 exemplary teaching
materialson STL entitled:
1. Should cars be powered by fuel cells?
2. Which materialsto choose?
3. Can the electricity bill be reduced?
4. How can we avoid cavities in teeth?
5. Industrial plan with environmental pro-
tection Isthe risk acceptable?
6. Shampoo should we beli eve the
advertising?
7. A sun tan isit a sign of good health?
8. Do we need nuclear power ? Learning
from the case of Chernobyl
9. O ptical illusions: is what we see what
we get?
10. Wind energy isthisa solution for the
future?
11. Are mobile phonessafe?
12. Are roadssafe in winter?
The developed materials are in the process
of being edited in collaboration with the
participants who developed them. Upon
finalisation they will be disseminated to
participants for pilot application and fur-
ther improvement in their countries. They
will also serve asexemplar materialsfor fur-
ther workshops on training teachers how
to gain ownership of STL ideasthrough the
development of STL materials.
Nicos Valanides,
Associate Professor
Aristotle Universityof Thessaloniki
Thessaloniki
Greece
W Workshop on T orkshop on Teacher Materials Cr eacher Materials Creation/Implementation eation/Implementation
for Science & T for Science & Technology Education (STE) echnology Education (STE)
in Souther in Southern Eur n Europe ope
Thessaloniki, Greece, 27-31 August 2001
Connect 9
T
his regional workshop was organised
jointly by UNESCO , SEAM EO REC-
SAM * and the International Council of
Associations for Science Education (ICASE)
with support from the British Council. It
was attended by specialists from Brunei
Darusalam, Cambodia, Indonesia, Lao PDR,
M alaysia, M yanmar, Philippines, Thailand
and Vietnam.
The objectivesof the workshop were:
To familiarise participants with develop-
ments in STE for a better conceptual
understanding of STL
To share experi ences i n promoti ng
teaching/learning of science and tech-
nology in the context of the participat-
ing countries
To familiarise the participants with the
STL M anual (v. Connect, No. 1-2, 2001)
so as to permit teachers to develop
their own culturally-sensitive STL materi-
als
To formulate follow-up actions for the
translation and utilisation of the M anual
in participating countries
The work was di vi ded i n three parts:
explanation by resource personsto the par-
ticipantson how to conceptualise and oper-
ationalise STL for All and then proceed with
the assessment of students; drafting, peer
evaluation and renement of STL instruc-
tional materials and nally, formulation of
recommendationsfor follow-up actions.
At the end of the workshop, the partici-
pants were able to develop three modules
compri si ng: Introducti on; Educati onal
goals; Scientific objectives; Studentsguide;
Teachers guide and Assessment of student
learning.
The moduleswere entitled :
Drink to health (treating the concept of
pH)
Dangersof acid rain (treating corrosion)
Di sposal of soli d wastes ( treati ng
biodegradability vs non-biodegradabil-
ity)
The main recommendations made for the
variousparticipating countrieswere:
Inclusion of STL in the development
of teaching-learning materials to be
di ssemi nated to schools ( Indonesi a,
M alaysia)
Translation of the training manual from
Engli sh to the nati onal languages
(Brunei Darusalam, Cambodia, Indone-
sia, Lao PDR, M alaysia, M yanmar, Thai-
land and Vietnam)
Shari ng of acqui red knowledge and
skills with other school teachers (all
countries)
Utilisation of the newly acquired knowl-
edge and skills in teaching (Vietnam,
Lao PDR)
Those addressed specifically to UNESCO
were:
O rganisation of training programmes at
the country level as a follow-up to this
workshop
O rganisation of writing workshops to
train teachersto develop supplementary
teaching/learning materials
Support to activities at the national
level
The workshop was both successful and
productive. Its outcomes were a strong
indication that the Training of Trainers
M anual for promoting STL could easily be
adapted to local conditions and would be
very useful in guiding trainersand teachers
to help other teachers develop their own
supplementary teaching/learning materials.
Ms Lucille C. Gregorio
UNESCO/PROAP
Box967, Prakanong Post Ofce
Bangkok 10110, Thailand
Fax: 391-0866
E-mail: UHBGK
T
hisseminar wasorganised by the Field
Study Institute for Environmental Edu-
cation, Tokyo Gakugei University with sup-
port from the Japanese M i ni stry of
Education as a contribution to UNESCO
/APEID* * . Representatives from the follow-
ing 14 countriesparticipated in thisseminar:
Australia, China, Fiji, Indonesia, India, Japan,
M alaysia, New Zealand, Pakistan, Philip-
pines, Republic of Korea, Thailand and Viet-
nam together with representatives from the
following institutions and organisations:
UNESCO/Bangkok; the Foundation for Envi-
ronment Education (FEE), Germany; the
Japanese International Cooperation Agency
(JICA); the JF New Paradigm Education, Sin-
gapore; the Institute of Advanced Studies
United Nations University (UNU) and Tokyo
Gakugei University, Japan.
The semi nar consi sted of plenary and
workshop sessi ons as well as a fi eld
study and visit to a model EE primary school.
Based on the country presentations, the par-
ticipantssummarized the aims, goals, hopes
and future vision of EE in Asia Pacic, under
the following headings:
Educational materialsandresources,
where the main concernswere the need
for:
extensi ve capaci ty bui ldi ng and
conti nuous professi onal develop-
ment of teachers, curri culum
developers, school administrators,
* South East Asian M inistersof Education Organisation, Regional Education Centre for Science and M athematics.
* * Asia Pacic Programme of Educational Innovation for Development
Regional Adaptation W Regional Adaptation Workshop on STL orkshop on STL
Pangkor Island, M alaysia, 15-19 O ctober 2001
Seminar on Envir Seminar on Environment Education in onment Education in
Asia and the Paci Asia and the Pacic Region c Region
Tokyo, Japan, 19-23 November 2001
Vol. XXVII, No. 1-2, 2002 10
UNESCO isholding an international essay contest for high school students(15 - 18 years) on the World Space Week 2002 theme Space
and Daily Life .
Studentsare invited to write about their experienceson how space isaffecting/improving and helping them in their daily life together with
their vision of space and society in the coming decades.
The essay contest is organized in cooperation with the European Space Agencys Research and Technology Centre (ESA/ESTEC), Instituto
Nacional de Pesquisas Espaciais (INPE, Brazil), Committee on Earth O bservation Satellites (CEO S) and Centre National d Etudes Spatiales
(CNES, France).
Girlsare highly encouraged to participate in the contest.
Deadlineof submissionof essays: 30July 2002.
For more information on the essay contest, please visit:
http://www. unesco. org/science/earthsciences/sep_essay_announcement. htm
Essay Contest for High School Students on Essay Contest for High School Students on
Space And Daily Life Space And Daily Life
members of the community, NGO s
and the private sector
encouragement by national authori-
tiesto be given to local communities
to make use of available materials
and resources for promotion of EE
greater collaboration between all
sectors for the development of qual-
ity EE materials
further research in EE and the use of
media for promotion and lobbying
Teacher Education, specifically for pre-
and in-service teachers, teacher educa-
tors, NGO s, school administrators and
curriculum developers
Policy, where it was considered essen-
tial to set up a ministerial office on EE
for the Asia-Pacific region as well as an
EE network to evaluate projects and
assessEE impact on society which could
be li nked to sustai nabi li ty i ndi cator
activities.
Following these considerations six recom-
mendationswere made whose substance is
asfollows:
1. UNESCO /Bangkok should faci li tate
the i nclusi on of EE on the agenda
of regional educational/environmental
meetings as well as at the Rio+10
Conference in Johannesburg, August
2002.
2. A regional EE network should be estab-
lished with founding members from
each of the participating Asia-Pacific
countries.
3. M embers of thi s regi onal network
should set up/strengthen their national
network.
4. Activities of the regional/national net-
work should be disseminated through
existing websites or through internet/
newsletters.
5. M utual sharing of expertise and materi-
als through the clearing house process
should be encouraged and promoted.
6. All the governments in the Asia-Pacific
region should be encouraged to develop
an EE poli cy and to allocate funds
specifically for EE reflected in the annual
budgets/plans of the M inistry of Educa-
tion/Environment.
Lucille C. Gregorio
UNESCO/PROAP
(address above)
logo credits: CEOS/CNES/ESA
Connect 11
STEE Activities Worldwide
T
his manifestation, the 8th of its kind,
wasorganised under the high patron-
age of UNESCO by the M ouvement Inter-
nati onal pour le Loi si r Sci enti fi que et
Technique (M ILSET), the town of Grenoble
and the Centre de Culture Scientifique,
Technique et Industrielle (CCSTI), Grenoble
Rhne Alpes.
It was held in Grenoble, France, from 9-14
July 2001 and attracted a record participa-
ti on of 1, 109 persons representi ng 54
countriesfrom 4 continents.
The main objective of Expo-Sciences, held
every two years in a different country* , is
the popularisation of science and technol-
ogy among children and youths the world
over. O rganised in teamsrepresenting their
regi on/country and accompani ed by a
guide/teacher, they are asked to present a
concrete science/technology project to sci-
ence specialists and experts, educators,
industrialists- and the general public, mak-
ing use of their knowledge, inventiveness
and creativity. Thus, Expo-Sciencesactsasa
unique forum where young persons from
countries all over the world can exchange
experiences, ideas and processes as well as
express their doubts and interrogations on
science and technology not only among
themselves but also before a wide public.
At the 8th International Expo-Sciences, as
many as 375 projects were presented by
the youthseach afternoon to a total of over
12, 000 visitorswho came to the huge Alp-
Expo pavilion located in the outskirts of
Grenoble. Very often the visitors consisted
of families on vacation who came in with
their children.
Besidesthe projects, there were also a host
of shows, demonstrations and presenta-
tions of all kinds aimed at popularising sci-
ence and technology and targeted
specifically at children of all ages. These
i ncluded preparati on of mi cro-rockets,
humori sti c theatri cal presentati ons,
quizzes, games, etc. If the afternoonswere
devoted to the presentation of their pro-
jects to visitors, every morning between
500-600 of the participating youths were
taken to vi si t museums, laboratori es,
research centresor very simply to indulge in
leisure and nature sportsand other open air
activities.
O ne of the most popular activities of the
manifestation, proposed by the CCSTI of
G renoble, was Un Jour, une M ani p
(Hands-on activity of the day). M eant for
children and adults alike, a number of
important themessuch asmagnetism, Fou-
caults pendulum, informatics, etc. , were
dealt with in a practical manner inviting
and receiving active public participation.
The Grenoble International Expo-Sciences
was an immense success for all the actors
of science and technology education. A
number of professional meetingswere also
organised alongside such as the 1st meet-
ing of cultural mediatorsof the CSTI organ-
i sed by the O ffi ce de Cooprati on et
d Informati on M usographi ques (O CIM );
the annual congress of the Association des
M uses et Centres pour le dveloppement
de la Culture Scientifique, Technique et
Industrielle (AM CSTI) and the international
meeting on scientific and technological
culture organised by the Collectif Interasso-
ciatif pour la Ralisation d Activits Scien-
tifiques et Techniques, et Internationales
(CIRASTI).
The next International Expo-Scienceswill be
held in M oscow, Russia, from 15-22 July
2003. The organisers expect to attract a
multitude of projects from all over the
world and are counting on the presence of
2, 000 participants. A number of meetings,
visits and discussions between the youths,
renowned sci enti sts and poli ti ci ans are
planned for this manifestation which is
expected to be a festival of the youthful
intellect celebrating the spirit of coopera-
tion, research and friendship.
For further information contact :
CCSTI de Grenoble La Casemate
Place St Laurent 38000 Grenoble,
France.
Tel: (33-4) 76.44.88.77
Fax: (33-4) 76.42.76.66
http://www.ccsti-grnoble.org/somesi.html
F
ollowing the Environmental Education
Plan concretised in 1995 and 1998,
the M inistry of Education (M INED) contin-
ued developing concrete programmes and
actions in environmental education (EE) in
the 1997-2001 period, in collaboration
with the M inistry of Science, Technology
and the Environment (CITM A). It isthisPlan
that fixed the conception of the work to be
done i n EE and speci fi c results to be
obtained in the 5 year period.
Consequently, the M INED focused upon
integrating the environmental dimension in
all disciplines with the following major
results:
Incorporati on of the envi ronmental
dimension as an integral part in each
type and level of teaching; its develop-
ment in formal and non-formal typesof
education and itsgradual reinforcement
in methodological work
STEE Activities W
STEE Activities W
orldwide
orldwide
8th Inter 8th International Expo-Sciences national Expo-Sciences
Grenoble, France, 9-14 July 2001
Envir Environmental Education in Cuba onmental Education in Cuba
Programmes and actions implemented by the M inistry of Education from 1997-2001
* The previous seven International Expo-Sciences were held at: Qubec, Canada(1987); Brest, France (1989); Prague, Czech Republic
(1991); Amarillo, U.S. (1993); Kuwait city, Kuwait (1995); Pretoria, South Africa (1997) and Puebla, Mexico (1999).
Vol. XXVII, No. 1-2, 2002 12
Development and incorporation of EE
with greater emphasis on teacher train-
ing
Promotion and creation of environmen-
tal activities in selected schools and
polytechnics
Implementation of an increased number
of educational projects, programmes
and experiencesfor the improvement of
local environments through problem-
solving approaches
Gradual increase of educational activi-
ties with families and communities as
well asthe development of publications,
videos and other educational means
and methods
The i nclusi on and associ ati on of the
environment, particularly in the sciences
and humanities, has been progressively
achieved, though with more encouraging
results in the sciences and in general edu-
cation. The environment is taken as the
subject and related to local ecological prob-
lems. Besides, a significant number of suc-
cessful extra-curricular activities are being
carried out which complement the envi-
ronmental work carried out in the classes.
The environmental dimension hasalso been
incorporated in pedagogy, curricula, practi-
cal work, research, extra-curricular activi-
ties, etc. , at the Institutes of Education
(Instituto superior pedagogico - ISP) includ-
ing their branch for technical and voca-
tional education. There has been a marked
increase in the number of courses, degrees,
diplomasdone in thisperiod which hashad
a positive influence by way of strategies
and concrete actions in careers, subjects
and specialitiesin the ISP.
Thanks to existing local experiences which
highlight the educational and participative
role of schools in the work of environmen-
tal protection, it hasbeen seen that greater
participation of the family and community
forges stronger linkages and better results
in environmental work. However, it must be
pointed out that these results have been
more significant in suburban, rural and
mountainouszonesand in small communi-
ties and popular councils than in big cities.
It isimportant to note that though environ-
mental work in the last triennium has
focused on the development of concrete
projects, research work and integral studies
and experiences, it has been based on the
conception that EE transforms and con-
tributes to solving diverse environmental
projects with community participation and
with intersectoral support. The following
proj ects are some notable examples:
Gestin para la Educacin Ambiental (M an-
agement for EE) of the Ciudad Escolar Lib-
ertd; Cmo Reali zar la Educaci n
Ambiental (How to achieve EE) in San
Cristobal, Pial del Ro; Proyecto de Preven-
cin del Parasitismo Intestinal y Proteccin
Ambiental (Prevention of intestinal para-
sitism and environmental protection pro-
ject) in Sierra del Escambray and Prevencin
de los Desastres Naturales y Proteccin del
M edio Ambiente (Natural Disaster Preven-
tion and Environmental Protection) in Hol-
gu n. Some of these proj ects i nclude
activitiesthat are still continuing in the pre-
sent term and have led to the development
of activitiesin other fieldsaswell.
M oreover, the M INED has been the funda-
mental protagonist of the Environmental
M ission Project: children and youths for
sustai nable development, a proj ect i n
which there has been a massive participa-
tion of regional schoolsand which hashad
very positive resultsincluding publication of
the work done by the participants.
Some other notable examples of CITM A
projects in which the Education sector par-
ticipated were those related to EE in the
north zone of Sabana-Camaguey and Bio-
diversity of the south west of Cienaga de
Zapata as well as that of EE in coastal
ecosystems that has succeeded in creating
a movement for the protection of coastal
resources. The M inistry of Basic Industry
and the M INED together with the nickel
industry and concerned municipal delega-
tions have been developing in M oa, Hol-
gu n, ti mely proj ects focusi ng on
environmental protection and education
related to ore extraction, risks of industrial
accidents and natural phenomena, refor-
estation of marshlands, etc. , with wide
school participation.
The M INED, in conjunction with other insti-
tutions, has enlisted schools in the Pro-
gramme of Water Basi ns of Nati onal
Interest whose report spoke favourably of
the work of the Education sector asking for
itsreinforcement and systematisation. From
1999 to 2001 the following programmes
were approved: Nati onal Drought and
Desertification Programme, National Pro-
gramme for Conservation and Improve-
ment of Soil and the Biological Diversity
Programme. These programmes, whi ch
have been recognized as priorities by the
government, are bei ng i ntegrated i nto
schools so that they may develop concrete
educational activitieson these subjects.
Another M INED programme that hashad a
significant impact is the Programme for
Energy Saving which has generated activi-
ties in schools and communities on energy
saving and the rational use of natural
resources. In the schools affi li ated to
UNESCO s Associated Schools Programme
(ASP) and certain Centres of Reference, EE
work hasbeen systematised significantly as
well as linking it to other subjects such as
childrensrights, culture of peace, historico-
cultural heritage and equality of races.
Due to all the work accomplished in EE,
Cuba was selected for the celebration of
the World Environment Day on 5 June,
which saw a massive participation of chil-
dren, teachers and educators in all the
activities carried out and events celebrated
in the country.
The work that has been accomplished is
positive and favourable but it is necessary
to achieve greater promotion, systematisa-
tion, reinforcement and perfection as well
as generalising the best experiences. Based
on the activitiesand work carried out in the
schools, it can henceforth be affirmed that
EE has been incorporated - in one form or
another and albeit with varying degrees of
success, in all teaching centres. In order to
strengthen this work in the 2001-2003
biennium the M INED hasset out Guidelines
for Work in EE which include notably:
Strengthening of methodological work
at educational levels and departments
Emphasising incorporation of EE in cur-
ricula
Promoting and implementing innovative
projects
Reinforcing work in suburban, rural and
mountain-region schools
Encouraging work on the perception of
EE by studentsaswell asteachers
Developing teacher training and capac-
ity building
Designing and perfecting dimensions,
indicators and variables for the evalua-
tion of processes, results and impacts
Strengthening bonds between student
bodies, institutions and organisations
and the M INED as well as promoting
dissemination of information.
Dr. Orestes Valdes Valdes
Instituto Central De Ciencias Pedagogicas
Ministerio De Educacion De Cuba
Calle 17 #1 Esquina A Calle Ovedado
C.P 10400-Habana 4, Cuba
Fax: 00 537 33 56 52
E.Mail: ICCP@ICCP.RIMED.CU
Connect 13
T
he International Environmental Tech-
nology Centre (IETC) of UNEP has
developed an Environmental M anagement
Systems (EM S) Resource Kit as part of the
development of a seriesof toolsto help city
managers and officials build a framework
for enacting various urban environmental
strategies and activities. Primarily designed
for city managersand officialsto use in the
design, implementation and operation of
EM S for their own cities, the kit contains
relevant materials and support resources
such as case studies, check-lists and ques-
tionnaires. As it has been recognized that
an integral part of the EM S process is the
training of city staff responsible for suc-
cessful establishment and maintenance of
EM S, the kit has also been designed to
serve asa resource for training.
Recognizing the need to train personswho
will be responsible for the environmental
management systems of cities, IETC has
also undertaken a series of training work-
shopsfor trainers. These effortsare increas-
ing the number of persons who can act as
trainerswithin their own citiesor train oth-
ers who will be responsible for establish-
ment of EM S. The workshops, held in
Hungary and Singapore in past M arch and
M ay respectively, form the initial phase of
IETCs urban environmental management
trai ni ng programme. The trai ni ng pro-
gramme will be offered globally, on a
regional basis, as well as within specific
countri es should there be suffi ci ent
demand. O ther courses are also planned
for 2002 focusing on:
Environmental Auditing
Integrated Waste M anagement
Energy Efficiency and M anagement
Waste for Cities
O ther relevant courses will be developed
and delivered on a demand basis subject
to sufficient resources and availability of
partners.
UNEP/IETC
2-110 Ryokuchi Koen Tsurumi-ku
Osaka 538-0036
Japan
Fax: (81-6) 6915-0304
E-mail: ietc@unep.or.jp
Envir Environmental Management Systems for onmental Management Systems for
Cities: Cities:
Resource Kit & Training Workshops
T
hisnational conference wasorganised
by the group of the C. K. Norwid Sec-
ondary Schoolswith financial support from
Bandku Handlowy and Warta and was
attended by 60 participantsform Bialystok,
Gorzow Wielkopolski, Jelenia Gora, Nowy
Sacz, Wroclaw, Warszawa and Czesto-
chowa.
The participants included secondary school
teachers and students as well as doctors
and nurses. The purpose of the meeting
was to provide participants with informa-
tion related to the problem of euthanasia
and to make them aware of all the issues
involved in the practice of euthanasia in
Australia, Netherlandsand USA.
Students taking part in the seminar were
asked to collect information in their region
on welfare organisations and those who
look after the old and the terminally ill.
Doctors and nurses, members of the Hos-
pi ce Care A ssoci ati on of Czestochowa
Region and who have been taking care of
the ill since 1993, were invited to make
presentations and answer students ques-
tions.
The main part of the conference consisted
of two sessions held on 21 April. The first
sessi on consi sted of a fi lm proj ecti on
related directly to the subject followed by a
discussion on whether the decision to com-
mit suicide was justifiable. The second ses-
sion wasmainly devoted to the informative
presentations of invitees from the Hospice
followed by a general discussion.
Some of the conclusions of the conference
were that:
Lack of information on the latest pain-
relieving techniques may account for
the popularity of euthanasia among
many medical personnel
Euthanasia entertains the myth of free-
dom of choosing the moment of death
Euthanasia represents lack of respect
and love for the sick and non-willing-
nessto take care of them
The purpose of the conference being infor-
mative, it did not aim to influence students
thinking on the subject. It only intended to
give them the opportunity to learn more
about, and to reflect upon, the problem of
euthanasia. Collaterally, the very interesting
information collected by students from the
variousregionsof Poland showed that hos-
pice care and volunteer activity in the coun-
try still need to be developed.
Ms Anna Cukier and
Mr Grzegorz Herman
Szkol im. Cypriana Kamila Norwida
Ul. Jasnogorska 8
42200 Czestochowa
Poland
E-mail: norwid@zsno.ids.czest.p
Euthanasia: For or Against Euthanasia: For or Against
National Conference of Polish UNESCO afliated secondary schools
Czestochowa, Poland, 20-22 April 2001
Vol. XXVII, No. 1-2, 2002 14
STEE Centres, Associations, Networks
* The member statesof the OECS are: Anguilla, Antigua & Barbuda, British Virgin Islands, Dominica, Grenada, M ontserrat, St. Kitts& Nevis, St. Lucia, St. Vin-
cent & the Grenadines
F
ollowi ng the recommendati ons of
the World Conference on Sci ence,
Budapest, 1999, which highlighted the
importance of education, as well as those
of the International Conference on Science,
Technology and M athemati cs Educati on
(ICSTM E), Goa, 2001, which called upon
governments to take action in renewing
and reforming science, technology and
mathematics education, UNESCO s Section
for Sci ence & Technology Educati on
launched an International Network of Gov-
ernment O fficersin Science and Technology
Education (INGO STE) in order to stimulate
action in STE at the governmental level in
the M ember Statesof UNESCO .
The rationale behind the launching of this
network is that if effective changes are to
be made in the traditional modes of deliv-
ery of STE and expertshave long been of
the opinion that fundamental changes are
necessary to reverse the current trend of
falling interest in S& T - it is at the govern-
mental level that action has to be taken.
For in the majority of the countries around
the world, STE i s pri mari ly deli vered
through the formal education system which
is under government control. Thus, with-
out the active involvement of governmen-
tal bodies all efforts to reform STE are at
best doomed to be little more than pious
wishes.
Again, given the disparities in the level of
STE in diverse countries, the establishment
of communications between governmental
representatives in charge of STE across the
world would be an excellent way to share
information, knowledge, procedures, expe-
riences, etc. , for the benefit of all con-
cerned.
The M inistries of Education of all UNESCO
M ember Stateswere thusrequested to des-
ignate an STE specialist who would offi-
cially represent the country in thisnetwork
and serve as a focal point for exchange of
information on STE. Until new, over 60
countries worldwide have responded posi-
tively naming their representative in STE.
The network will facilitate access to infor-
mation on STE in each of the participating
countries which will be stored in a data-
bank available to all the members of the
network. It ishoped that thiswill lead to a
permanent dialogue among the various
members on the initiatives, innovations,
successes, failures, specific problems, etc. ,
encountered by each country. The constant
interflow of information should lead to a
better understanding of how to deal with a
variety of problems that beset STE special-
ists in various parts of the world, not the
least of which is that of attracting children
and youths to S& T in order to ensure the
future of a world increasingly dependent
on its applications as well as of convincing
the general public of the importance, as
responsible members of a democratic soci-
ety, of possessing at least a basic level of
scientific and technological knowledge.
Section for Science and
TechnologyEducation
(address on last page)
Inter International Network of Gover national Network of Government Of nment Of cers in cers in
Science and T Science and Technology Education (INGOSTE) echnology Education (INGOSTE)
STEE Centr
STEE Centr
es, Associations, Networks
es, Associations, Networks
S
WEEN, the Solid Waste Environmental
Education Network of the O rganisa-
tion of Eastern Caribbean States (O ECS)*
was formed by environmental education
officers in solid and hazardous waste man-
agement of the region.
The network was proposed and endorsed
at the Regional Round Table discussion on
Solid and Ship Generated Waste M anage-
ment, which was recently held in Grenada.
The Round Table meeting was conducted
by the O ECS through its Natural Resources
M anagement Unit (NRM U).
The objective of SWEEN is to serve as a
mechanism for sharing information such as
best practices and solutions as well as to
update member countrieson developments
pertaining to solid waste management.
The recently formed network has been
described as a success story of the O ECS
Secretari at i n faci li tati ng collaborati ve
approaches towards the development of
member states. It wi ll be chai red by
St. Lucia for the initial year with the NRM U
playing a supportive role.
SWEEN compri ses envi ronmental
education officers from Antigua and Bar-
buda, Domi ni ca, G renada, St. K i tts and
Nevis, St. Lucia and St. Vincent and the
Grenadines.
Raymond OKeiffe,
Comm. Ofcer, NMRU
Email:pickon@mailcity.com
Organisation of Eastern Caribbean States
NMRU Morne Fortune
PO Box1383, Castries, St Lucia
or
Carlene Jules SLSWMA 453-2208.
Dept of Environment Anguilla
(264) 497-2518
Solid W Solid Waste Envir aste Environmental Education Network onmental Education Network
(SWEEN) (SWEEN)
Connect 15
STEE Centres, Associations, Networks
T
he Sociedade Galega de Educacin
Ambiental (The Galician Society of
Environmental Education) is an indepen-
dent, non-profit association founded in
M ay 2001 in order to associate the efforts
of a large and varied section of educators
working for the promotion of EE in the
state of Galicia and who wish to affirm
their role in the society through a common,
action-oriented project.
The principal objective of the SGEA is to
contribute, through the various fields and
modalities of education, to the construc-
tion of a more just and equitable society in
the distribution and management of nat-
ural resources as well as in a more respon-
sible relationship with the environment.
The foundation of the SGEA is a response
to a need felt for many yearsby many envi-
ronmental educators in Galicia, geographi-
cally close but without mutual contact.
Since itsfoundation, the SGEA hasfocused
itswork fundamentally on consolidating its
structure, divulgating its objectives and
establishing permanent means of commu-
nication and contact among educators. In a
meeti ng i n December 2001, members
of the association were called upon to
reflect, through exchange of ideas and
experiences, on professionalism asa neces-
sity for the development of EE in Galicia. At
the meeting, the first issue of the SGEA
bulletin was presented together with the
SGEA website (http://www. sgea. org).
Currently the association is working to
develop two polesof action:
Working groups for trai ni ng, local
Agenda 21, EE equipment and EE in for-
mal education
Encounters programme in order to
keep constant contact with educatorsas
well as with the Galician environment.
To this end a meeting with educators is
organised every two months in a differ-
ent locality where novel experiences in
EE, educational research or publications
of interest are presented
In the current year, the SGEA proposes to
develop a directory and to collaborate in
the organisation of a state-wide meeting of
EE associations.
Sociedade Galega de
Pontevedr Ambiental
R/Curros Enrquez,
19 1 interior
32003 Ourense
Spain
T
he IndigenousScience Network isan e-
mail based network that was initiated
after a combined meeting of participants at
the Conference of the Australian Science
Teachers Association (CONASTA) and the
Australasian Science Education Research
Association (ASERA) in Darwin in July 1999.
Since then the network has been in use for
communication between members.
The network currently counts about 75
members representing 12 countries from all
continents. They include a number of Aus-
tralian academics, practitioners and post-
graduate students, as well as some
academics and students from overseas.
M embershi p of the network has been
extended to all those who request it.
Bulletins are produced every second month.
Back issues can be accessed at the site as
well as the most recent issue. Recently the
bulletins were archived into a more useful
format and they can be accessed through
the website (http://www. ozemail. com. au
/~ mmichie). Active linksare given wherever
possible, including e-mail links, although
some older linksmay no longer exist. E-mail
is used in between bulletins to keep in
touch with members.
A number of items are incorporated into
the bulletinssuch as:
information about conferences
abstractsfrom conference papersand e-
mail contact with authors
information about recent publications
websitesworth visiting
members current projects.
There are two ways of accessing the Net-
work.
The first is to be listed among the
e-mail addresses of members (mail to:
mmi chi e@ ozemai l. com. au). After you
receive your first e-mail you can reach
the network by sending a message to all
or selected members.
The other way is to access the bulletins
which are posted on the website every
two months at <http://www. ozemail.
com. au/~ mmi chi e/network. html>. In
this way you only see the bulletins
rather than having the potential to take
part in any discussion.
For all further information contact:
Michael Michie
mmichie@ozemail.com.au
Sociedade Galega de Educacin Ambiental Sociedade Galega de Educacin Ambiental
(SGEA) (SGEA)
Spain
The Indigenous Science Network The Indigenous Science Network
Australia
Vol. XXVII, No. 1-2, 2002 16
Doing it & Telling it
Place: The Pico Codazzi Nature M onument in the Vargas, M iranda and Aragua states.
Target group: Pupilsfrom three schoolsadjacent to the monument belonging to two age groups:10-15 yrs(Basic Education) and
16-17 yrs(M iddle school) together with their teachers.
Introduction: This nature reserve is home to a great variety of fauna and flora associated with the tropical cloud forest. Seven
rivers, vital for the adjacent communities, spring from the reserve. But due to the expansion of agriculture, hunting, forest fires
and high urban pressure brought on notably by tourism, resources of this zone are imminently threatened. As a response, the
National Institute of Parkshasdeveloped an educational project targeting educational institutionsin the surrounding areas, whose
objective isto inculcate conservation and management awarenessand skillsin itsfuture caretakers.
Objectives: To develop a programme of educational activities and materials that are locally relevant and adapted to the charac-
teristics of the target groups in order to promote knowledge, appreciation and pro-environmental attitudes best suited for the
conservation and sustainable management of the nature monument Pico Codazzi.
Resources: The programme wasimplemented with nancial support from the British Embassy. Two childrensactivity handbooksand
one teachersmanual were developed. The basic education level handbook wasentitled Playing and Learning whereasthat for the
middle school level wasentitled Challenges in Codazzi. The teachersmanual contained factsand gureswith pedagogical sugges-
tions on their use at different educational levels in different subject areas. All were printed on recycled paper in green and black.
Methodology: Phase I consisted of researching pre-conceptionsand interest areas. Thus, 15 teachersand 115 pupilswere inter-
viewed in order to gauge their knowledge about the monument, its resources, centres of interest, activities to implement in the
zone and programme propositions.
In Phase II, going on from the resultsof the previousphase, appropriate materialswere prepared and a plan charted for activities
to be undertaken.
Phase III was devoted to the development of the programme in the area. The first part was done in the schools through work-
shops with teachers and discussions and programmed activities with the children. These were followed by excursions with each
of the four participating groups consisting of discovery, exploration and knowledge gathering by means of games and environ-
mental interpretation based on the didactic material that had been produced.
Evaluation:
Printedmaterial: During production thiswasdone through the viewsof expertson the form and contents. Later on, the suit-
ability of the selected format and contentswasverified during the implementation of the programme.
Programmeactivities: These were evaluated by meansof a questionnaire based on the material, aswell aswhat waslearned
during the programme
Results: Although the activity did not allow evaluation of the impact on the environmental conditionsthat generated it, 97% of
the participantsclassed it 5 in a low-high scale of 1-5. Furthermore, 98% considered the experience highly satisfactory on a scale
of very unsatisfactory, unsatisfactory, satisfactory, very satisfactory and highly satisfactory. As for the variable of acquired knowl-
edge, participantsnoted the number of monuments, the major tourist resourcesincluded in the circuit, the rock carvingsand the
rulesand regulations. In the course of thisyear an evaluation isplanned in order judge the long term learning effect of the activ-
ity among participating teachersand pupilsand to gauge their pro-environmental attitudeswith respect to thiszone.
Sent by: Jos Al Moncada y Ulandia Rvago, Direccin General Sectorial de Parques Nacionales, Instituto Nacional de Parques,
Ave. Rmulo Gallegos, Sta. Eduvigis, Caracas, Venezuela. Telefax: (00-58-212-285-30-70) e - mails: parqnacional@cantv.net.ve /
jmoncadar@hotmail.com
EDUCodazzi: Natur EDUCodazzi: Nature conser e conservation for school childr vation for school children near a en near a
pr protected zone otected zone
Venezuela
Doing it & T
Doing it & T
elling it
elling it
Connect 17
Doing it & Telling it
Cr Creating envir eating environmental awar onmental awareness in cyclone devastated eness in cyclone devastated
communities communities
O rissa, India
Place: Sanadhar village of Naharana G. P. , Jagatsinghpur district, O rissa.
Target Groups: The village community asa whole
Introduction: The super-cyclone of 1999 that devastated the state of O rissa in eastern India caused large scale destruction not
only in termsof human and animal lossbut also in termsof the deforestation that it occasioned seriously affecting ecological bal-
ance in the region. The Sanadhar village of Naharana G. P. , in particular, which hasa large area of community land where the state
governments Department of Social Forestry had planted over 60, 000 casuarina trees, suffered heavy damage in O ctober 1999
when the cyclone left the entire forest barren. The trees formed a natural barrier between the village and the river on the other
side of the forest, besidespreventing soil erosion, checking wind, conserving moisture, etc.
Objectives:
To create environmental awarenessin the villagers
To raise a plant nursery
To re-generate the forest devastated by the cyclone
Resources: The entire project wascarried out under the Food for Work (FFW) programme supported by CARE-O rissa and imple-
mented by the PeoplesForum.
Methodology:
Asa start, training courseswere organised for the village community with the purpose of raising environmental awarenessand mak-
ing them realise the importance of the objectivesof the project: starting a plant nursery and re-generating the forest in the cyclone
devastated land. Following the coursesit became possible to mobilise the same villagersin June 2000 to start a plant nursery and to
plant as many as 60, 000 saplings in the 27 acres of the community forest land in order to restore the forest to its pristine state.
Evaluation: No formal evaluation was made, but the interest shown by the villagers in nurturing and guarding the plants is a
good indication of the successof the project.
Results: The reforestation carried out in the community land resulted in a survival rate of over 90% - i. e. a total of 55, 000
saplings, which now stand about 3 metreshigh. The villagershave recovered their forest through their own effortsand their vil-
lage has become a model for the surrounding communities. O ur only regret is that due to limited resources we are not able to
extend our action for spreading greenery to other areasin need of similar projects.
Sent by: Alice Noronha, Executive Director, Peoples Forum, 725/2 Gandamunda, Bhubanesar, Orissa, India.
Readersare invited to send ustheir FIELD experiences in Science/Technology/Environmental Education activities involving
the teaching/learning process - but not necessarily limited to students and teachers. They should be as brief as possible and set
under the following headings:
Place: Locality where the activity wascarried out
Target Groups: For whom the activity wasintended
Introduction: Background information - reasonsfor initiating the activity
Objectives: What wasthe activity expected to achieve?
Resources: M aterials/fundsneeded for the activity
Methodology: The way in which the activity wascarried out
Evaluation: How wasthe activity judged? By whom?
Results: Did the activity produce any concrete changesin the target group(s)?
Selected experiences will be published with the name and address of the author. Please address your contributions to: Doing it
and Telling it (address on last page)
Vol. XXVII, No. 1-2, 2002 18
News & Publications
M r Kochiro M atsuura, Director-General of UNESCO, paid an ofcial
visit to the Islamic Republic of Iran from 16 to 19 February2002. In
Shiraz, he spoke to universitystudentsand teachersand representa-
tivesof the scientic community, stressing the urgent need to rem-
edy the growing unpopularity of science and technology in
universitiesso asto be readyto meet the new economic, ethical and
political challengesof the earlytwenty-rst century.
It is vital to make clear the explicit link between science and tech-
nology, ontheonehand, andeconomicandsocial development and
poverty eradication, on the other, he said. The Director-General
particularly stressed the fact that theexchangeof scienticknowl-
edge, the conduct of joint research projects, and the education of
young scientists, engineersand technologistsserveother purposes
too. In particular, they help to create bridges linking people, insti-
tutions, societies and cultures more closelytogether.
It isthusvital, given the dynamicsof globalization, to signal clearly
the importance of the cultural dimension of science as an instru-
ment of international cooperation, one that isparticularly effective
in reducing social, digital and cultural divides and avoiding the
moral pitfallsof scientic progressthat isnot shared.
Data base of STEE resource persons/institutions in South Asia
UNESCO in collaboration with the Punjab State Council for Science and Technologyhasinitiated a data-base of resource persons/institu-
tions, associations, organisations, etc., in South Asia (Bangladesh, Bhutan, India, M aldives, Nepal and Sri Lanka) involved in science, tech-
nology and environmental education (STEE). All those involved in STEE - educators, experts, specialists, volunteer workers interested in
guring in thiscomprehensive data base are kindlyrequested to contact: Dr Neelima Jerath, Principal Officer for Environment, Punjab
State Council for Science and Technology (PSCST), Adj. Sacred Heart School, Sector 26, Chandigarh, India. Fax: 0172-793143
GRANTS AVAILABLE
ICRA Training Course on
Interdisciplinary TeamworkResearchfor Agricultural Development
13January 24July 2003(English) -- 20January 31July 2003(French)
The International Centre for development oriented Research in Agriculture (ICRA) has announced the availability of a few grants
worth 26, 9001 aswell aspossibilitiesof co-financing for the above-mentioned training courses.
Deadline for applications: Grants 1 July 2002; Enrollment: 1 O ctober 2002.
For more information contact: ICRA, Agropolis International, Avenue Agropolis, 34394 Montpellier CX05, France. Fax: 33-
(0)467.04.75.26 E-mail: icra@agropolis.fr http: //www.icra.agropolis.fr
News & Publications
News & Publications
Science and technology at the heart of UNESCO Director-Generals visit
to the Islamic Republic of Iran, 16 - 19 Februry 2002
The International Programme on Chemical Safety(IPCS) hasdecided
to open up access to its INCHEM database on the Web free-of-
charge. The database contains a wealth of information including
notablythe international evaluationsof chemicalscarried out bythe
IPCS for over two decades, a range of documentson chemical safety,
environmental health criteria monographs, health and safetyguides,
pesticide data sheets, etc. Internet address: www.inchem.org
The Central InformationAgency for ScienceandTechnology,
DPR of Korea, haspublished the latest 2001 edition of their M ulti-
lingual Scientic and Technical Dictionary KWANGMYONG 2001
initially published on CD-ROM in 1998. Terms are given in 7 lan-
guages: Chinese, English, French, German, Japanese, Korean and
Russian. The dictionary, which has required the collaboration of
several hundred scientists, technicians, professorsand expertscon-
tains 3, 000, 000 entries and covers 210 sub-elds of agriculture,
atomic energy, biology, chemistry, construction, electrical engineer-
ing, electronics, geology, geography, informatics, light industry,
machines, mathematics, mechanics, medicine, metals, mining
engineering and physics. For further information contact: Ju
Gyong Son, Head of Exchange Section, CIAST of the Academyof
Sciences, PO Box 81, Wasan Dong, Podunamu St., Sosong Dis-
trict, Pyongyang, DPRof Korea. Fax: 850-2-381.2100
The French Centre National dEnseignement Distance
(CNED) (The National Centre of Distance Learning) has started a
higher education level training course in French entitled Eduquer
l environnement: de la rflexion la pratique (EE: from theory to
practice) aimed at all those involved in activities of popularisation
/communication related to the environment. The 10 month course
includes 50 hours of training and registration is open all year
through. For further information contact: Eduquer lenviron-
nement (Ref :P1004), CNED, BP200, 86980 Futuroscope Cedex,
France. http: //www.cned.fr
Connect 19
News & Publications
Two courses organised by the Smithsonian Institutions M onitor-
ing and Assessment of Biodiversity program (M AB) will be held at
itsConservation and Research Centre near Washington DC, USA:
Biodiversity Assessment and Monitoring for Adaptive
Management Course, an intensive course for resource man-
agers, ecologists, biologistsand environmental educatorsand
consultantsfrom 12May 14June 2002
The Smithsonian Environmental Leadership Course, for
improving personal and team leadership, negotiation and
strategic planning skillsand creating effective communication
in and acrossorganisational cultures. 8 20September 2002
Further information from: MABProgram, Smithsonian Institution,
1100 Jefferson Drive, SW, Suite 3123, Washington DC 20560-
0705, USA. Fax:202.786.2557. e-mail: simab@ic.si.edu http://
www.si.edu/simab
International Conference on Trends in Mathematics Educa-
tion, Beirut, Lebanon, 26 28 June 2002. M ore information
from: May Abboud (E-mail: mabboud@lau.edu.lb) or Sameer
Habre (E-mail: shabre@lau.edu.lb)
The 16th Caretakers of the Environment International Confer-
ence on Sustainable mobility and ICT will take place in Turin
(Italy) from 29 June - 3 July 2002. Further information from:
GiusySpinasanta COREP, Corso Duca degli Abruzzi, 24 - 10129
TORINO, Italy. FAX +39 0115645199 http://www. lamp.polito.it/
globalconvention/index2.htm
International Design and Technology Research Conference
organised by the Design & Technology Association, UK, will be held
in Wellesbourne, UK from 2-5July 2002. M ore information from:
Natalia Link, Managing Editor, DATA, 16 Wellesbourne House,
Walton Road, Wellesbourne CV35 9JB, UK. Fax:01789-841955
E-mail:natalia@data.org.uk http://www. data.org.uk
Conferenceon Creativity in Mathematics Education organised
by the Latvian Education Informatization System (LIIS), to be held
in Riga, Latvia, 15-19 July 2002. M ore information from: LIIS
izveide, Universityof Latvia, Rainabulv. 19, Riga, LV 1586, Latvia.
Fax: 7 034 513 E-mail: info@liis.lv http://www.liis.lv
Third Interdisciplinary Conference of the International Soci-
ety of the Arts, Mathematics and Architecture organised by
the Pedagogical University of Freiburg in cooperation with the Uni-
versity of Albany - N.Y., USA, will be held in Freiburg im Breisgau,
Germany, 22- 26July 2002. Further information from: Prof. Diet-
mar Guderian, Institute of Mathematics, Informatics and their
Didactics, Pedagogical University Freiburg, Kunzenweg 21, 79117
Freiburg, Germany. Fax +761 682 525. e-mail: isama2002@ph-
freiburg.de http://www.ph-freiburg.de/ISAMA2002
Fifth Annual International Conference of BRIDGES: Mathematical
Connectionsin Art, Music, and Scienceorganised byTowson Uni-
versityfrom 27-29July2002in Baltimore, M D, USA. M ore informa-
tion from: rsarhangi@towson.edu www.sckans. edu/~bridges
EECOM 2002 conference: COMMUNAUTERE:Les ds de ld-
ucation relative lenvironnement centre sur la commu-
naut (CO M M UNIT EE: Communi ty centred challenges i n
environmental education) to be held in M ontral, Canada, from
12-15 August 2002. M ore information from: AQPERE, Con-
frence EECOM 2002, 6400, 16e Avenue, Montral (Qubec),
Canada H1X 2S9. Fax: (514) 376-1905. E-mail:aqpere@crose-
mont.qc.ca http://www.eecom.org
ICM-2002: International Satellite Conference on Mathemat-
ics Education, organised by the Tibet University in Lhasa, Tibet,
China, from 12-17 August 2002. M ore information from:
Mr. YutianFei, Department of Mathematics, Tibet University, Lhasa,
Tibet, 850000, China Email: xzsxh@campus.utibet. edu.cn
<www.math.ecnu.edu.cn/ meeting/Conference.htm>
Training programme on Leadership and Adaptive Manage-
ment in Forest Environment comprising ve short courses and
one seminar offered by the International Agricultural Centre (IAC),
Netherlands, 9 September 22 November 2002. Further infor-
mation from: IAC, POBox88, 6700 ABWageningen, TheNether-
lands. Fax: +31-317-495.395 E-mail: training@iac.agro. nl
http://www. iac.wageningen-ur.nl
International Conference: The Humanistic Renaissance in
Mathematics Education organised by The M athematics Educa-
tion into the 21st Century Project to be held in Palermo, Sicily, Italy
from 20-25 September 2002. Further i nformati on from:
Dr A. Rogerson, ul LISTOPADOWA 1/45, 60-153 POZNAN,
Poland.E-mail: arogerson@vsg.edu.au http://www.math. unipa.it/
~grim/palermo 2002
The European Space Agencys Research and Technology Centre
(ESA/ESTEC is organizing, in cooperation with UNESCO , space
events on 6-7 October 2002 in Noordwijk, Netherlands as part
of the World Space Week 2002 celebration. Activities foreseen
are a personal appearance and presentation of a European astro-
naut, a Virtual Reality tour of the International Space Station (ISS)
and a walking tour of the International Space Station User Infor-
mation Centre. The events are open to students, educators and
N.B. change of dates: 17th International Conference on Chemical Education, Beijing, China, 6-10 August 2002 (from 18-23
August 2002).
http://www.iupac.org/symposia/conferences/17icce
For Forthcoming confer thcoming conferences, workshops, ences, workshops,
seminars seminars
Vol. XXVII, No. 1-2, 2002 20
News & Publications
the general public aged 12 and above. For more information and
pre-registration, please visit: http://www.esa.int/worldspaceweek
An International Seminar on Education for Science and
Technology designed for directors, managersand supervisorsof
educational institutionsand systemshasbeen announced by the
Aharon O fri International Training Center of M ASHAV to be held
in Jerusalem, Israel, from 29 October 27 November 2002.
For further information contact: Aharon Ofri International Train-
ing Center, Ramat Rachel, D.N. Tsafon Yehuda 90900, Israel. Fax:
972-2-670.25.38. E-mail: ofriaa@netvision.net.il
Por una educacin que permita preservar la naturaleza
para las presentes y futuras generaciones (Promoting nature
conservation education in the interests of present and future
generations) is the title of the 1st Symposium on Environmental
Education organised by the Centro de Estudios para la Edu-
cacin Ambiental (CEEA) to be held in Granma, Cuba, 22-24
November 2002. For further information contact: Lic. Sergio
Torres Zamora, Director del CEEA, Carretera Blanquizal Km1,
Manzanillo, Granma, Cuba 87510. Tel: 5-4779 E-mail:
ceea@isp.granma. inf.cu
Publications Publications
Teaching about Climate Change:
Cool schools tackle global warming
(2001, 80 p.)This new anthology by
the Green teacher offers a frame-
work for teaching fundamental con-
cepts and a variety of activities that
can be undertaken in school, at
home and in the community. Includes
experi ments demonstrati ng the
greenhouse effect, school energy and
waste audits, hands-on explorations
of energy as well as up-to-date lists of learning resources and
related organisations. Price:US$12.95 (+s& h). Bulk rates possible.
(Also available in French as: Des ides fraches de lcole : activ-
its et projets pour contrer les changements climatiques). For
copies contact : Green Teacher, 95 Robert Street, Toronto, ON,
Canada M5S 2K5. Fax: (416)925-3474 http://www. green-
teacher.com
Education et environnement
lcole secondaire (EE in secondary
school) (2001, 311 p. ) by L. Sauv.
This work is the fruit of a collabora-
tive work carried out from 1996-
2000 by a research group of the
Universit de Q ubec M ontral and
one composed of teachers and edu-
cators from local secondary schools.
It consists of a brief presentation of
the methodological processes used,
followed by the description of nine model approaches of inter-
vention in EE developed by the teachersand educatorsand finally
a project for continuing education. French only. For further
information contact: LesEditionsLogiques, 7, chemin Bates, Out-
remont, Qubec, Canada H2V 1A6. Fax: (514) 270-3515
http://www.logique.com
World Environmental Library (2000) ThisCD-ROM , initiated and
coordinated by the Deutsche Gesellschaft fr Technis-
che Zusammenarbeit (GTZ) and the Human Info
NGO in cooperation with World Information
Transfer (WIT), World Resources Insti-
tute (WRI) and the United Nations
Uni versi ty (UNU) , contai ns
400 publications in the eld of
environment containing 12, 000
images and 45, 000 pages of ideas
and solutionson topicssuch as: Biodi-
versity, Climate Change, Energy, Health,
Sustainable Development, Waste M anage-
ment and Water. For information on obtaining
copies contact: Human Info NGO, Oosterveldlaan 196, B-2610
Antwerp, Belgium. Fax:32-3-449.75.74 E-mail:wel@humaninfo.
org
Community Development library (2001) Thi s i s a practi cal
CD-RO M edi ted by Human Info NG O i n coopera-
ti on wi th other partner organi sati ons.
Intended to help prevent poverty,
i ncrease human potenti al and pro-
vi de educati on for all, i t con-
tai ns 1, 550 publi cati ons
i ncludi ng 32, 000 i mages and
160, 000 pages. Treats subj ects
li ke: A gri culture, aquaculture,
economy, educati on, forestry, gen-
der, i ndustry, nutri ti on, sani tati on,
soci ety and water. For i nformati on
on obtai ni ng copi es contact: Human
Info NGO (address above)
Connect 21
News & Publications
Youth, sustainable consumption
patterns and lifestyles (2001, 214
p. ) reflects the results of the
UNESCO/UNEP joint project on Youth,
Sustainable consumption and Life
styles launched in M arch 2000
(v. Connect, Vol. XXVI, No. 1-2,
2001). Thisreport attemptsto under-
stand some preliminary youth atti-
tudes towards consumption and to
evaluate the potential role of young
people in a transition towardssustainable consumption lifestyles. For
copies contact: Julia Heiss, Programme Specialist, UNESCO/
ED/STE (address last page). E-mail: j.heiss@unesco.org
YouthXchange: towards sustain-
able lifestyles. The Guide (2001,
52 p. ) isa training kit on responsible
consumption produced jointly by
UNESCO and UNEP following their
joint project on sustainable con-
sumpti on menti oned above and
treatstopicssuch asfood, air pollu-
ti on, touri sm, waste reducti on,
energy saving, climate change, water, human rights and globali-
sation. For copiescontact: Julia Heiss (see above)
LEau partage: Approche pda-
gogique (Sharing water: an educa-
tional approach) (2001, 30 mn). This
video-cassette was produced by the
Syndicat Intercommunal de Distribu-
tion d Eau de la Corniche des M au-
res, France, in collaboration with
UNESCO /ED/STE following an edu-
cational experience undertaken by
schools and the community in the
South of France and a Sahelian vil-
lage in Burkina Faso threatened by desertification. French only.
For copiescontact: Connect (address on last page)
Educao Ambiental: Princpios e
Prcticas (2000, 551 p. ) by G. Freire
Dias, is the 6th revised and updated
version of a very extensive work on
EE at the international and Brazilian
level. Includes reports on the major
conferences and events as well as
di scussi ons on i mportant i ssues,
case studies, periodicals, etc. Por-
tuguese only. Informati on on
copi es from: Editoria Gaia, Rua
Pirapitingui, 111-A, Liberdade, CEP 01508-020 So Paulo SP,
Brazil. Fax: (11)3277-8141 E-mail: gaia@dialdata.com.br
Secrets dire sur lenviron-
nement (Let me tell you a secret
about the environnement) (2001, 20
p. ) isa colourful booklet of the Euro-
pean Commission addressed to 6-10
yr old children. Written in a story-
form, the booklet ai ms to rai se
awarenesson 3 environmental issues
: waste proliferation; ozone layer
depletion and global warming. Pub-
li shed i n 11 languages: Danish,
Dutch, English, Finnish, French, German, Greek, Italian, Por-
tuguese, Spanish and Swedish. For copiescontact: Mme M.A.
Pauwels, European Commission. Fax :31-2-299.61.98.
Hydrogen Futures: Toward a Sus-
tainable Energy System (2001, 92
p. ) by S. Dunn, is a Worldwatch
Insti tute publi cati on. The author
holdsthat in a world fuelled by con-
cerns about air pollution, energy
security and climate change, interest
in hydrogen, the simplest and most
abundant element in the universe,
asfuel resource isrising. But to help
governments arrive at a hydrogen
economy stronger public policies and educational efforts are
essential. Price US$5 (+s& h). O rder from: Worldwatch Institute,
PO Box 879, Oxon Hill, MD20797, USA.
Superkid Science
Quiz (2001, 87 p. ) ;
Superchild Science
Quiz (2001, 108p.); The
little about Scientists
and Inventors all should
know (2001, 86p. ) by D.
Salwi are three publications
aimed at providing accessible
i nformati on and
amusement to 6-12
yr old children. Price:
+/- US$1 each. O rder
from: Rupa & Co, 7/16,
Ansari Road, Daryaganj,
New Delhi 110 002, India.
Fax: (91-11) 327.7294
E-mail: rupa@ndb.vsnl.net.in
Language & Literacy in Science Education (2001, 160 p. ) by
J. Wellington and J. O sborne isan accessible book which explores
the main difficulties of the language of science and examines
practical ways to aid students in understanding, reading, speak-
ing and writing scientific language. Aimed at pre- and in-service
secondary science school teachersaswell asscience advisersand
school mentors. Price: 14. 99 (paperback). O rder from: Open
University Press, Celtic Court, 22 Ballmoor, Buckingham, MK18
1XW, UK. Fax: +44(0)1280-82.32.33 E-mail:enquiries@openup.
co.uk http://www.openup.co.uk
Principles and Practices in Arithmetic Teaching: Innovative
Approachesfor the Primary Classroom (2001, 224 p. ) edited by J.
Anghileri. This book shows contrasting influences for change in
traditional arithmetic teaching dominated by a focuson standard
algori thms, wi th leadi ng mathemati cs educators from the
Netherlands, UK and USA identifying the way research isused to
develop different classroom practices. Price 15. 99 (pb); 50
(hb). O rder from: Open University Press (address above).
ScolAir: mallette pdagogique is a resource kit on air pollution
for primary school children. The objective of the kit is to inform
children of the problemsof air pollution, to make them aware of
their role in combating it and encourage them to act. Developed
by environmentalistsin close collaboration with teachers, trainers
and educators the kit contains informative brochures, question-
naires, material for experiments, posters, projection slidesaswell
as supplementary information. In French only. For all further
information contact: Association pour la Surveillance de la
Qualit de lAir en Picardie, 44 rue Alexandre Dumas, 890094
Amiens Cedex, France. Fax: (33-3)22.33.66.96 http://www.
atmo-picardie.com
Educational Illustrations (2001) by Ric Lowe isa practical guide
for teachers, instructional designers, illustratorsand publishersof
educational materials. It isdesigned for all those who select, use,
design or create illustrations to support learning. Science, tech-
nology and environmental education are increasingly reliant on
diagrams, graphicsand other formsof illustration to present chal-
lenging subject matter. However, for learners to benefit from
these illustrations, they must be properly designed. This book
covers fundamental principles of visual learning and how they
can be applied to make illustrations more effective. US$25. 00 +
s& h. O rder from :Curtin Bookshop, Curtin University of Technol-
ogy, GPO Box U 1987, Perth WA, Australia 6845. FAX: +61 8
9266 3188 Email: cubs@bookshop.curtin.edu.au
Studies in Science Education is an international review of
research, policy and related issuesfor all who are interested in the
education dimensions of science. Published by the Centre for
Studies in Science and M athematics Education, University of
Leeds(U. K. ), it isintended to complement other journalsby pro-
viding reviews of research on specific aspects of science educa-
tion and by drawing together, in analytical surveys, recent
contributions which may be published in widely scattered loca-
tions. The editor welcomesapproachesfrom prospective authors
who feel that their research experience qualifies them to write a
comprehensive review of studiesin a particular field. M ore infor-
mation from: <http:education.leeds.ac.uk/~edu//sse/home.
htm> Subscription enquiries: Studies in Education, Driffield
Road, Nafferton, Yorkshire YO25 0JL, U.K.
Education lenvironnement: six propositions pour agir en
citoyens(EE : 6 propositionsfor responsible citizenship) (2001, 80
p. ) coord. P. Robichon, C. Souchon, Y. Ziaka, isthe result of a col-
lective work based on the conviction that the finality of EE is to
form responsible citizensand that to do thisit isessential to deal
with the three ruptures that the planet today is suffering from:
rupture between humans and nature; rupture among humans
themselves and rupture between societies. To this end, the
publication presents six propositions backed by case-studies.
Available in French and English. Further information from:
Editions Charles Lopold Mayer, 38 rue Saint Lubin, 75011 Paris,
France. Fax: (33-1)48.06.94.86 E-mail:diffusion@fph.fr
Introduction to Environmental Management Self-study
Course (2001, 408 p. ) based on Industri al Envi ronmental
M anagement, A Practical Handbook by Jack. E. Daugherty, is
designed asa guide to hands-on, day-to-day environmental man-
agement. The course provides a thorough introduction for those
new to the field or those needing a thought provoking refresher.
Students learn the practicalities of understanding environmental
hazards, controlling air and water pollution, managing hazardous
wastes, implementing pollution prevention programmes, dealing
with compliance auditsand regulatory inspections, etc. Each les-
son is followed by a self-test. US$495+postage. M ore informa-
tion from: Martin Heavner, Self-study Director, ABS Consulting
Inc,4 Research Place, Suite 200, Rockville MD20850-3226, USA.
Tel: 301-921-2345. Fax: 301-921-0373 http://www.absconsult-
ing.com
The Science of Cooking (2001, 244 p. ) by P. Barham setsout to
demonstrate that a kitchen isno different from most science lab-
Vol. XXVII, No. 1-2, 2002 22
News & Publications
Gender, Science &
Technology: Participation
and Performance in Africa
(2001, 126 p. ); ed. V. Reddy, P.
Naidoo, M . Savage. Thispublication
of the African Forum for Childrens
Li teracy i n Sci ence and Technology
(AFCLIST) containspaperspresented at two
Gender and Science and Technology Confer-
ences (M alawi, 1997 and Ghana, 1999) which
report work in M alawi,
Nigeria, Sierra Leone, South
Africa and Zanzibar. For copies
contact: AFCLIST, University of
Durban-Westville, Pvt Bag X54001,
Durban 4000, South Africa
FaxL27)31-262-8044 E-mail: afclist@
pixie. udw.ac.za or AFCLIST, Chancellor
College, PO Box 280, Zomba, Malawi.
Fax: (265)522-046 E-mail: afclist@Malawi.net
Connect 23
News & Publications
oratories and cookery may properly be regarded as an experi-
mental science. Food preparation and cookery involve many
processes which are well described by the physical sciences and
so understanding the chemistry and physics of cooking should
lead to improvements in performance in the kitchen! 19. 95 +
VAT & shi ppi ng. O rder from: Springer-Verlag, 1, rue Paul
Cezanne, 75008 Paris, France. http://www.springer.de
Applied Environmental Education and Communication isan
international quarterly peer-reviewed journal featuring articlesfor
academics and practitioners, a discussion and editorial section
and reviews of books and materials. It has announced a Call for
Papersfor itscoming issues. For more information contact: Brian
A. Day, Editor, Academyfor Educational Development, 1825Con-
necticut Ave, NW, Washington, DC 20009, USA. Fax:202-
884.8997 E-mail:AEEC@aed.org
IAEA Bulletin, the quarterly journal of the International Atomic
Energy Agency, contains in its Vol. 43, No3, 2001, a special sup-
plement entitled Advancing the Agenda on IAEAs technical
cooperation in support of the Earth Summits Agenda 21. Also
contains interesting articles on Energy, Technology and Sustain-
able Development and IAEAs project on saline soils. For copies
write to: IAEA, Division of Public Information, PO Box 100,
Wagramerstrasse 5, A-1400 Vienna, Austria. http://www.
iaea.org
Volunteers needed for Sea Turtle Conservation Work in Greece
ARCHELO N, the Sea Turtle Protection Society of Greece, which conductsconservation projectson all major nesting groundsof the
loggerhead in Greece invitesvolunteersfor:
the year 2002 nesting season (M ay-O ctober) on Zakynthos, Crete and Peloponnesus, opportunitiesfor fieldwork, public aware-
nessand maintenance
all year round at ARCHELO Ns Rescue Centre in Athens, work on sea turtle rehabilitation, public awareness and maintenance
Basic accommodation with cooking facilities provided. Research opportunities are available for graduate and undergraduate
students.
Requirements:
minimum age 18 years
minimum 4-week commitment
capacity to cope with challenging work and basic living conditions
capacity to communicate in English
Further information from: ARCHELON, The Sea Turtle Protection Society of Greece, Solomou 57, GR-10432 Athens, Greece.
Tel/Fax: +30-10-523.13.42. E-mail: stps@archelon.gr
Vol. XXVII, No. 1-2, 2002 24
Viewpoint
Viewpoint
Dear Sir/Madam,
We are a common initiative group (sustainable agriculture for poverty alleviation and environmental protection) SAPAEP-CIG,
based in the south west province of Cameroon. We are activelyinvolved in working with the rural masses as sustainable agricul-
ture and environmental protection are the only way to protect the environment and conserve biodiversity.
We have been working as service providers in these domains with the Mount Cameroon Project, Limbe -Cameroon, for the rural
populations in the Mount Cameroon region.
We would therefore be pleased to share ideas with other organizations also involved in similar activities.
Best regards.
Shu Moses Ngwa
Public Relations Officer, SAPAEP, P.O.BOX 1205, Limbe, Cameroon.
If you have something concerning STEEto communicate to us - information, suggestions, opinions, ideas - on events or even the
articles in Connect, write to us - briefly. The most interesting letter(s) will be published, in substance, with the sender's name.
Send your letters to Viewpoint, address below.
Due to staff shortage, it is no longer possible to attend to requests for mailing list changes without the SUBSCRIPTION
NUMBER (top right hand corner of addresslabel).
Editorial Board:
Chairman: J. Daniel
Assistant Director-General for Education
W. Iwamoto
M. J. Pigozzi
M. Nalecz
O. Hall-Rose
K. Langer (WOCATE)
W. Goldstein(IUCN)
Editor: D. Bhagwut
Unlessotherwise stated, all correspondence concerning Connect should be addressed to:
Editor, Connect, UNESCO/ED/STV/STE, 7, place de Fontenoy, 75352 Paris Cedex 07, France. Fax: (33-1) 45.68.56.26
E-mail: d.bhagwut@ unesco.org
N.B. Replies to unsolicited correspondence cannot be ensured
Savetrees.
This issue is printed on recycled paper
not retreated with chlorine.
Connect is also published in French as
Connexion, in Spanish as Contacto, in
Russian as Kontakt, in Arabic as Arra-
bita, in Chinese as Lianjie and in
Hindi as Sampark.
Connect is free. Reproduction of its
contents is not only permitted, it is
solicited and encouraged; please send
clippings, if used.
Connect
Published by UNESCO
Education Sector
7, place de Fontenoy
75352 Paris07 SP
France.
Tel: (33-1) 45.68.08.09
Fax: (33-1) 45.68.56.26
E-mail: d.bhagwut@ unesco.org
R
E
C
Y
C
LE P
A
P
E
R
CONNECT isalso available on the Science and Technology Education homepage:
http://www.unesco.org/education/educprog/ste/index.html

e

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

e

Uploaded by

Copyright:

Available Formats

O

ver the last 30 years, those

You might also like