Recent Developments in Environmental Education in Britain

1990 ◽  
Vol 6 ◽  
pp. 29-44 ◽  
Author(s):  
Monica Hale
Keyword(s):  
Environmental Education ◽  
Formal Education ◽  
National Curriculum ◽  
Global Scale ◽  
Further Education ◽  
Conservation Strategy ◽  
The Past ◽  
Recent Developments ◽  
The Uk ◽  
Programs Of Study

AbstractOver the past decade concern for the environment and, as a consequence, interest in environmental education have undergone a revival in Britain. Interest generated in the late Sixties and early Seventies was followed by a quiescent period during which few significant developments occurred. The publication of the World Conservation Strategy and the UK Response in the early Eighties, coupled with the general realisation that environmental degradation was occurring on a global scale, has caused a substantial increase in environmental interest. Recent developments in the formulation of a National Curriculum in England and Wales have provided a real opportunity to incorporate environmental education into the programs of study for every pupil between the ages of 5 to 16.The following paper concentrates on the formal education system but important developments are currently taking place in the youth sector. As the National Curriculum proceeds and becomes fully implemented it will further affect higher and further education and environmental education in industry.

Reflections on environmental education: past development and future concepts

1984 ◽  
Vol 1 (1) ◽  
pp. 2-4 ◽  
Author(s):  
R.D. Linke
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Behavioural Change ◽  
Further Education ◽  
The Past ◽  
Interdisciplinary Character ◽  
Suitable Structure ◽  
Development Of Attitudes ◽  
Future Concepts

In attempting to review the recent progress and outline a few of the remaining problems in environmental education it is important, but also because of the scope of the task extremely difficult, to find a suitable structure that will provide some continuity. I have elected therefore to comment firstly on the fundamental issue of philosophy, of what we mean by environmental education and what we acknowledge as practical examples; secondly to discuss a few prominent issues of teaching and learning in four different spheres of education: primary and secondary schools, higher education (universities and colleges of advanced education), technical and further education (TAFE), and non-formal education; and lastly to comment on two general issues in environmental education that relate to the entire field, the first to participation and the need to identify and make suitable provision for those sections of the community who have as yet had no formal contact with environmental education, and the second to the special problems and teaching demands arising from its characteristic focus on the development of attitudes and values and appropriate behavioural change.To take firstly the issue of philosophy: it appears that the level of discussion on the nature and objectives of environmental education has advanced considerably in the past decade. The sometimes bitter and generally unproductive arguments of the early 1970s about what was and was not related to environmental education seem now to have largely disappeared, being replaced by a more or less common dialogue about the nature and purpose of environmental education and ways in which it can be further developed. Nevertheless, despite this general and encouraging trend there still exist some significant areas of disagreement and confusion. One example concerns the distinction between environmental education as a movement or collective enterprise and as a description of individual activities or programmes. This distinction is an important one because of different expectations — in the former case that it necessarily reflects an interdisciplinary character and has a clear emphasis on problem-solving and decision-making activities; but this is not to say that a particular programme which fails to reflect these emphases has nothing to contribute to environmental education.

Advances in Dental Imaging

2001 ◽  
Vol os8 (2) ◽  
pp. 59-62 ◽  
Author(s):  
Jackie E Brown
Keyword(s):  
Hard Tissue ◽  
Maxillofacial Region ◽  
Dental Services ◽  
Dental Imaging ◽  
The Past ◽  
New Methods ◽  
Recent Developments ◽  
Radiation Induced ◽  
Dental Radiographs ◽  
The Uk

The number of dental radiographs taken in the UK has steadily increased over the past 20 years—recently estimating around 18 million taken in the general dental services alone, and dental radiographs now account for nearly 25% of all medical radiographic exposures.1 Radiographs remain our most useful diagnostic aid. Their strength is in demonstrating hard tissue pathology, which makes radiographs particularly effective in the maxillofacial region. Although well accepted in this capacity, there remain a number of limitations and drawbacks to conventional radiographs which recent developments have begun to overcome. There have been improvements in the scope and capabilities of dental imaging equipment. There has also been a continuing effort to reduce radiation-induced harm by limiting our exposure to it. This has been possible both through the introduction of new methods and protocols for reducing individual radiation exposures and by the creation of guidelines for selecting radiographs more effectively and thereby reducing the total number of radiographs taken.

scholarly journals Electronic theses: some recent developments

2013 ◽  
Vol 24 (77) ◽  
pp. 35-39 ◽  
Author(s):  
Susan Copeland
Keyword(s):  
Digital Library ◽  
New Ventures ◽  
The Past ◽  
Recent Developments ◽  
The Usa ◽  
Humboldt University ◽  
The Uk ◽  
Theses And Dissertations

The Autumn 1999 edition - LIRN 75 - included an article by the author which examined activities relating to the production and use of electronic theses in the UK and the USA. Since that review was written there have been several significant developments in terms of progress with existing projects and enthusiasm for new ventures. This article considers the expansion of the Networked Digital Library of Theses and Dissertations (NDLTD) over the past two years, UNESCO support for developments in this area, the 'Digital Dissertations' project at Humboldt University in Berlin, the Australian DigitaiTheses project,and related activities in the UK.

Australian Tertiary Environmental Courses: A Status Report

1993 ◽  
Vol 9 ◽  
pp. 135-145 ◽  
Author(s):  
Ian Thomas
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Media Coverage ◽  
Formal Education ◽  
Steering Committee ◽  
Conservation Strategy ◽  
Status Report ◽  
Tertiary Institutions ◽  
Ecologically Sustainable ◽  
Ecologically Sustainable Development

During the 1970s and 1980s there has been a growing awareness of the environment. This has been particularly evident in the general community through:• passing of environmental legislation;• growth in status of environment groups;• media coverage of environmental issues.As a result the direction of formal education has been influenced. For example, through the Victorian State Conservation Strategy, the community has indicated the direction for tertiary institutions, where one of the objectives of this strategy is to:promote and strengthen inter-disciplinary environmental education programs in schools and tertiary institutions. (Victorian Government, 1987, p.89)Similarly, the Australian Government's Ecologically Sustainable Development process (ESD) has proposed the incorporation of ESD, in tertiary curricular (Ecologically Sustainable Development Steering Committee, 1992).Linke (1979) has described the development of environmental education curricula during the 1970s whereby consideration of aspects of the environment became more common. Most activity was noted to be in primary and secondary sectors, however, at tertiary level a range of subjects focussing on the environment were apparent, as were several courses which were specifically designed to provide training in environmental understanding.

Education for Hmong Women in Thailand

2007 ◽  
Vol 36 (S1) ◽  
pp. 88-97
Author(s):  
Xuefang Peng
Keyword(s):  
Formal Education ◽  
Field Research ◽  
School Age ◽  
Access To Education ◽  
The Past ◽  
Recent Developments ◽  
Education Today ◽  
And Gender ◽  
Hmong Women ◽  
System Today

AbstractThe Hmong are the second largest tribal group in Thailand. Hmong society is stratified by both age and gender. Women were considered inferior to men in Hmong traditional society. There was a strong bias against education for Hmong women in the past. Hmong women’s access to education has improved with recent developments in the socio-economy and modern educational system. Today there does not appear to be discrimination against girls in continuing their education beyond the compulsory level. However, the conventional ideas that “marrying early, bearing early, and having many children are blessings” are popular in the Hmong community. Many girls of school age leave school for marriage. These traditional conventions are an obstacle for females in continuing their formal education. Today, the Hmong’s traditional subsistence economy is undergoing change, and many Hmong women are actively involved in business. Adult and vocational education is also an important way for Hmong women to improve their educational level and gain new skills for making a living. This paper is based on anthropological field research carried out in northern Thailand from December 2003 to September 2004, supported by the Asian Scholarship Foundation.

scholarly journals Espaços formais de aprendizagem: possibilidades para a ambientalização

2021 ◽  
Vol 2 (3) ◽  
pp. 190-204
Author(s):  
Edicarlo Ferreira ◽  
Rita de Cássia Frenedozo
Keyword(s):  
Public Schools ◽  
Environmental Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
Formal Education ◽  
National Curriculum ◽  
Research Problem ◽  
Sao Paulo ◽  
Google Scholar ◽  
São Paulo

Este trabalho teve como objetivo fazer uma revisão de literatura sobre a temática ambiental no ensino formal realizado no Estado de São Paulo. O problema de pesquisa é: como está sendo trabalhada a educação ambiental nos espaços formais de ensino e aprendizagem? Objetivos específicos: investigar a adoção de atividades educativas ambientais por parte das escolas públicas; perceber como as iniciativas ambientais conduzidas nas escolas públicas podem impactar na conduta cidadã. Para a revisão de literatura adotou-se nesse estudo a Revisão Bibliográfica Narrativa. O levantamento bibliográfico considerou artigos publicados entre 2015 e 2020 nas bases de dados (Google scholar, na plataforma Scielo e no banco de teses e dissertações da CAPES). Para a busca, foram utilizadas as palavras-chave: Ambientalização, Espaço Formal e Ensino. Há escolas apropriadas com locais disponíveis a cumprir o estabelecido nas Diretrizes Curriculares Nacionais Para a Educação Ambiental, permitindo o desenvolvimento de projetos, com espírito participativo e coletivo.   This work aimed to make a literature review on the environmental theme in formal education in the State of São Paulo. The research problem is: how is environmental education being worked in formal teaching and learning spaces? Specific objectives: to investigate the adoption of environmental educational activities by public schools; to understand how environmental initiatives conducted in public schools can impact citizen conduct. For the literature review we adopted in this study the Narrative Bibliographic Review. The bibliographic survey considered articles published between 2015 and 2020 in databases (Google scholar, on the Scielo platform and in the CAPES theses and dissertations bank). For the search, the keywords were used: Environmentalization, Formal Space and Teaching. There are appropriate schools with locations available to meet the established in the National Curriculum Guidelines for Environmental Education, allowing the development of projects, with participatory and collective spirit.

scholarly journals Editorial

2014 ◽  
Vol 31 (1) ◽  
pp. 1-4 ◽  
Author(s):  
MARTIN FAUTLEY ◽  
REGINA MURPHY
Keyword(s):  
Teacher Training ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
National Curriculum ◽  
The Past ◽  
The World ◽  
The Uk ◽  
National Systems ◽  
Looking Back

Looking back to the editorial in the very first edition of BJME, back in 1984, there are a number of striking resonances which belie the thirty years which have passed since Volume 1, Issue 1. Take this paragraph as an example: Many problems in music education are the result of the insularity of our practice. In Britain music teachers are often hesitant about sharing their ideas. Then again, the roots of our teaching methods reach back far into the past, so that we tend to function on the basis of precedent; we do things because they have always been done, and only rarely perhaps do we make the effort to reflect upon what is done. Now, perhaps because of economic restraints, we are becoming more aware of the need to justify the place of our subject in the educational curriculum and the need to examine closely the reasoning behind our teaching methods. (Paynter & Swanwick, 1984) So much remains the same, yet at the same time the music education landscape is entirely different from then! In the UK since that editorial was written we have had, inter alia, new examinations at 16+, a National Curriculum (in a number of very different versions), changes in governance of schools, an entirely different financial scene for schools, the establishment of music hubs, changed relationships for music services with pupils and schools, a diminishing role for Local Authorities, the establishment of new types of schools – Free Schools and Academies, the removal of the requirements for teachers to hold a teaching qualification, and the shifting of teacher training out of universities and into schools. Quite a list! And there is a lot more besides that has not been included. Also important to note is that the BJME is now, and has been for a while, very much, as its strapline says, ‘an international journal’, and so there are interactions and synergies with many other national systems and music education types across the world.

Nationalist Value on Civics Teaching Materials in Elementary School

2021 ◽  
Vol 4 (1) ◽  
pp. 45-50
Author(s):  
Jamal Aziz
Keyword(s):  
Civic Education ◽  
Formal Education ◽  
National Curriculum ◽  
Sampling Technique ◽  
Learning Material ◽  
Teaching Materials ◽  
Civics Education ◽  
The Past ◽  
Primary And Secondary Education ◽  
Near Future

The past three years have witnessed a dramatic revitalization of civics education for use in schools. In this brief period, educators have participated in a major national inquiry into civics education, initiated a national curriculum materials project, commenced research to create a substantive teacher knowledge base, developed centers of civics education, and constructed programs for teacher preparation. While this revitalization is not yet well grounded in schools, the situation should change dramatically in the very near future. The structure of the administration of formal education varies widely among the surveyed jurisdictions. In some jurisdictions, national curricula for primary and secondary education is prepared by a central authority that decides the format and content of civic education. Teaching materials is one of the spearheads for achievement integration objectives of character values in a subject. If depicted in a pattern, teaching materials load and interpret the character values in it as well, in this case specifically the character of nationalist, so the teachers will be easier in the development and implementation of the code on the self-learners, in addition to the teachers also develop through learning activities in the classroom. This research was conducted using qualitative methods such as analysis of documents. Source of data used to the non-random sampling technique and purposive sampling. Integration efforts characters nationalists in the description of the learning material Books Students Themes Indahnya Kebersamaan 4th grade curriculum in 2013 carried on: 1) a description, (eye catcher, illustrations), 2) a description of work instructions, 3) a description of exercises after the appearance of discourse and 4) description of evaluation at the end of lesson activities.

scholarly journals ‘Are You Local?’ Indigenous Iron Age and Mobile Roman and Post-Roman Populations: Then, Now and In-Between

Britannia ◽  
2018 ◽  
Vol 49 ◽  
pp. 283-302 ◽  
Author(s):  
Richard Hingley ◽  
Chiara Bonacchi ◽  
Kate Sharpe
Keyword(s):  
Social Media ◽  
European Union ◽  
Iron Age ◽  
National Curriculum ◽  
Academic Research ◽  
Human Origins ◽  
The European Union ◽  
The Past ◽  
Museum Displays ◽  
The Uk

AbstractThe Iron Age and Roman periods are often defined against each other through the establishment of dualities, such as barbarity–civilisation, or spiritual–rational. Despite criticisms, dualities remain prevalent in the National Curriculum for schools, television, museum displays and academic research. Recent scientific studies on human origins, for example, have communicated the idea of an ‘indigenous’ Iron Age, setting this against a mobile and diverse Roman-period population. There is also evidence for citizens leveraging dualities to uphold different positions on contemporary issues of mobility, in the UK and internationally. This paper discusses values and limitations of such binary thinking, and considers how ideas of ambiguity and temporal distancing can serve to challenge attempts to use such dualities to map the past too directly onto the present, reflecting on recent social media debates about Britain and the European Union.

scholarly journals Educação ambiental: um olhar sobre a formação de professores de Ciências e Biologia / Envirionmental education: a look at the training of Science and Biology teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 39
Author(s):  
Aniele Poersch Schröpfer de Souza ◽  
Roque Ismael da Costa Güllich
Keyword(s):  
Biological Sciences ◽  
Environmental Education ◽  
Formal Education ◽  
National Curriculum ◽  
Interdisciplinary Approach ◽  
Biology Teachers ◽  
Initial Formation ◽  
Production Of Knowledge ◽  
Construction Of Knowledge

Este artigo visa contribuir na discussão sobre a abordagem da Educação Ambiental (EA) na formação de professores de Ciências e Biologia. Foram analisados Trabalhos de Conclusão de Estágio (TCEs) dos Cursos de Ciências Biológicas, Física e Química Licenciatura da área de Ciências da Natureza (CN), bem como o Projeto Pedagógico do Curso de Ciências Biológicas, visando investigar como se trabalha a EA na formação destes professores. Como resposta, obtivemos dados que nos mostram que a EA já está sendo apresentada aos licenciandos na formação inicial, sendo mencionada em diversos TCEs tanto do Ensino Formal como Não-Formal, utilizando-se tanto de referências aos Parâmetros Curriculares Nacionais (PCNs) como do próprio tema, na construção deste conhecimento, mas se apresenta de forma muito fragmentada, diferente do que preconizam os PCNs sobre o uso da abordagem interdisciplinar na produção de conhecimentos. É necessário que ocorra também nesta formação um processo de diálogo e reflexão sobre estas questões, visando uma formação mais global, abrangendo conhecimento das diversas áreas.Palavras-chave: Educação ambiental; Formação de professores. ABSTRACT: This article intends to contribute in the discussion about the approach of Environmental Education (EE) in the formation of Sciences and Biology teachers. In this work, where analyzed Works of Internship´s Conclusion (WIC) at Courses of Biological Sciences, Physics and Chemistry in the area of Nature´s Sciences, as well as the Pedagogical Plan of the Biological Sciences Course, intending to investigate how does EE was developed in the formation of this teachers. The EE is being presented to the licensed in the initial formation, being mentioned in various WIC´s, both in Formal as in Non-Formal Education, referring both to the National Curriculum Parameters (NCP) as well as to its own themes, in the construction of knowledge. However, EE appears in a very fragmented form, different from what the (NCP) advocates about the use of an interdisciplinary approach in the production of knowledge. It´s necessary that occurs too in this formation a dialogical process of reflection about this questions, aiming at a global formation that covers the knowledge of several areas.Keywords: Environmental education; Biology’s teaching.

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