ERIC ED376065: Environmental Training: Policy and Practice for Sustainable Development.

143 Pages·1994·2.4 MB·English

by  ERIC

DOCUMENT RESUME
ED 376 065
SE 055 151
AUTHOR
Gagliardi, Raul; Alfthan, Torkel
TITLE
Environmental Training: Policy and Practice for
Sustainable Development.
INSTITUTION
International Labour Office, Geneva (Switzerland).
REPORT NO
ISBN-92-2-109298-4
PUB DATE
94
NOTE
143p.
AVAILABLE FROM
ILO Publications, International Labour Office,
CH-1211 G,neva 22, Switzerland; International Labour
Office, 49 Sheridan Ave., Albany, NY 12210.
PUB TYPE
Reports
Descriptive (141)
Books (010)
EDRS PRICE
MF01/PC06 Plus Postage.
DESCRIPTORS
Educational Opportunities; Educational Policy;
*Environment; *Environmental Education; Foreign
Countries; Higher Education; *Policy; *Sustainable
Development; Teaching Methods; Training Methods;
*Training Objectives
IDENTIFIERS
Environmental Awareness; *Environmental Literacy
ABSTRACT
Increasing awareness of environmental issues and the
implementation of environmental programs have spurred the need for
education and training for sustainable development in many countries.
Analytical concepts and practical tools necessary for formulating
environmental training policies are discussed. Also, major education
and training issues raised in "Agenda 21," the Plan of Action adopted
by the United Nations Conference on Environment and Development are
addressed. Policy for three major types of environmental training are
discussed including environmental literacy training for the general
public, job-related environmental literacy training, and
environmental training for people engaged in environmental protection
jobs. Five parts cover the topics of:
(1) environmental policies and
training;
(2) environmental training policy;
(3) the salient
characteristics of environmental training;
(4) environmental
training: institutional strategies and methods; and (5) training for
major actors in the environmental area. A bibliography contains 54
references, and an annex contains a report on a meeting held to
examine the draft final report "Environmental Training: Policy and
Practice." (LZ)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
*
from the original document.
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0.
NVIRONMENTAL
TRAINING
POLICY AND PRACTICE FOR
SUSTAINABLE bEVELOPMEV
Ra61 Gagliardi
Torkel Alfthan
"PERMISSION TO REPRODUCE THIS
U S DEPARTMENT OF EDUCATION
MATERIAL HAS BEEN GRANTED BY
Office of Educational Research and imptovetneni
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERICA
has been reproduced as
document
tPrnhiS
the person ot orciaNtabon
tece.ved ho
ong.nahng a
C Mtnot changes have been made to improve
teproduclton aualay
TO THE EDUCATIONAL RESOURCES
op.mons statecbn th.sdoca
Pchnts of view
INFORMATION CENTER (ERIC).-
meet do not necessarily teotesent offic.al
OERI posaton or policy
INTERNATIONAL LABOUR OFFICE
GENEVA
cE-
ENVIRONMENTAL
TRAINING
0 _ICY AND PRACTICE FOR
SUSTAINABLE DEVELOPMENT
Raul Gagliardi and Torkel Alfthan
INTERNATIONAL LABOUR OFFICE GENEVA
3
Copyright © International Labour Organization 1994
Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal
Copyright Convention. Nevertheless, short excerpts from them may he reproduced without
authorization, on condition that the source is indicated. For rights of reproduction or translation.
application should he made to the Publications Branch (Rights and Permissions). International
Labour Office, CH -121 I Geneva 22, Switzerland. The International Labour Office welcomes
such applications.
ISBN 92-2-109298-4
First published 1994
The designations employed in 11-0 publications, which are in conformity with United Nations
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address.
TUR
Prinle6 in lull!.
4
Preface
Increasing awareness of environmental issues and the implementation of
environmental programmer; have spurred the need for environmental training
in many countries.
The ILO has a mandate to improve the working conditions of workers
everywhere. Education and training are major instruments in this task. It is now
also increasingly recognized that environmental skills, knowledge and training
should be part and parcel of training for employme it.
The present book is about environmental training policy. It provides the
analytical concepts and practical tools necessary for formulating environmental
training policies. It addresses the major education and training issues raised in
Agenda 21. the Plan of Action adopted by the United Nations Conference
on
Environment and Development (UNCED), which took place in Rio de Janeiro,
Brazil in June 1992.
In 1989 the ILO's Training Policies Branch prepared a Background
Report for a Tripartite Meeting on Employment and Training Implications of
Environmental Policies in Europe. It was decided to build on the experience
gained in the environmental training area and an agreement was reached with
the Ministry of Education and Science of the Federal Republic of Germany to
finance a research project on the subject. This book is a follow-up to the final
Report prepared for this project. The findings contained in the book
were
examined and supported by an informal Expert Meeting organized by the
Training Policies Branch in Geneva, May 1993.
The authors would like to thank the donor for generous support in making
it possible to undertake the project in this new and challenging
area. They also
express their gratitude to the experts who prepared country reports. The civil
servants, decision-makers, managers, researchers. students. and trainers work-
ing in environmental agencies, enterprises, schools aL.d training institutions,
government ministries and international governmental and non-governmental
organizations are also thanked for their contributions. Finally the authors
thanks go to the participants in the informal Expert Meeting that reviewed
a
draft Report of the project.
Raid Gagliardi
Terkel Alftluur
5
Contents
Preface
Executive Summary
xi
Introduction
1
The issues
3
The methodology
4
Part I.
Environmental policies and training
5
The meaning of "sustainable" development
A.
7
International, national and local environmental policy
B.
8
Corrective versus preventive environmental policies:
C.
Different training needs
9
Promoting preventive environmental policies
D.
12
Environmental taxes and market incentives
I.
12
Technology transfer and technical assistance
2.
13
Dissemination of information
3.
14
Education and training
4.
15
Part II.
Environmental training policy
17
The objectives of environmental training
A.
19
I.
Environmental literacy training for the general public
20
Environmental education in schools
a.
21
Environmental education in the community
h.
23
Environmental learning strategieY
c.
26
Job related environmental literacy training
2.
29
Environmental training for people engaged in
3.
environmental protection jobs
35
vii
6
Em./RoNAIENTAL TRAINING:
POLICY AND PRACTICE FOR SUSTAINABLE DEl'ELOPMENT
The environmental labour market
41
B.
42
The environmental labour markot in France
1.
44
Categories of environmental jobs
a.
45
Some typical environmental jobs
h.
47
C. The cultural context of environmental training
The salient characteristics of environmental training
Part III.
51
The multidisciplinary nature of environmental training
53
A.
The complexity of interactions between environmental
1.
56
phenomena and human activities
Towards an environmental ethic
58
B.
59
What does an environmental ethic involve?
1.
59
Collective action
a.
60
Local and international solidarity
b.
60
Negotiated resolution of conflict
c.
60
Popular participation
d.
The role of training
61
The corporate sector: Environmental guiding principles
61
a.
Promoting an environmental ethic in schools
63
h.
Environmental protection: Managing situations of conflict
64
C.
Equipping environmental organizations for the
1.
.1
65
environmenal battlefield
The scope and nature of environmental information
66
a.
Preparing trade unions for environmental decision-making
68
Putting environmental issues on the collective
a.
68
bargaining agenda
The skills and knowledge of students entering environmental
D.
training programmes
71
Environmental training: institutional strategies
Part IV.
and methods
73
The choice of providers and modes of training
75
A.
75
Providers
1.
76
Training modes
2.
The target audiences
77
a.
A lifelong learning process
77
h.
viii
7
\1
CONTENTS
Methods of environmental training
B.
78
Some successful environmental training methods
79
1.
A combined approach
a.
80
A territorial approach
b.
80
c.
An action research approach
Taking learners' conceptions into account
83
Structurant concepts
84
1.
Part V.
Training for major actors in the environmental area
87
A.
Environmental training and the enterprise
89
Integrating environmental training into company
1.
staff training programmes
90
93
The company as environmental educator
2.
Designing environmentally sound production processes
3.
94
4.
Towards total quality environmental management
95
99
Environmental training in small firms
5.
Environmental training for government agencies
B.
100
Anticipating environmental disasters: Organizing
1.
environmental monitoring and training
103
C.
Training farmers for sustainable agriculture
109
Environmental training for trade unions
D.
113
The territorial approach
1.
115
Training environmental trainers
E.
117
Training vocational school teachers in Germany
1.
118
a. Some issues relating to the training of environmental
trainers in Germany
119
Decentralizing training
b.
120
Training school teachers in Italy
2.
120
Women and the environment
F.
121
G.
Informal sector workers and the environment
123
Conclusions
127
Bibliography
131
lex 1.
Report on an informal Expert Meeting on
Environmental Training: Policy and Practice
(ILO, Geneva, 20-21 May 1993
137
ix
8
ENVIRONMENTAL TRAINING:
POLICY AND PRACTICE FOR SUSTAINABLE DEVELOPMENT
Tables
Table 1: The enterprise: corrective and preventive environment
policies
11
67
Table 2: Nature, sources and effects of industrial pollution
Institutional strategies and methods for environmental
Table 3:
79
education and training
Table 4: Allied-Signal's Vision, Commitment and Value
99
Statement
Boxes
Targeting the environmental message
Box 1:
Sciences that are necessary for analysing and
Box 2:
54
controlling a pollutant
The difficulty of integrating concepts used in
Box 3:
81
different disciplines
85
Sone structurant concepts for environmental training
Box 4:
Procedure for designing an environmentally sound
Box 5:
96
production process
Activities for monitoring environmental variables
Box 6:
105
and avoiding environmental disasters
I07
Valtellina: Monitoring and safety management
Box 7:
109
Environmental change and agriculture
Box 8:
Figures
97
: The TOM journey from innocence to excellence
Figure I
Executive summary
Environmental protection and sustainable patterns of development de-
mand co-ordinated environmental policies at the local, national and interna-
tional levels. As every human activity affects the environment, the entire
population needs la be mobilized, educated and trained to protect the environ-
ment. Environmental training policy is an integi
part of environmental and
sustainable development policies.
The first step in formulating environmental training policy is to encour-
age a debate about what should constitute a desirable environment. This debate
should involve all strata in society: political parties, industrialists and trade
unions, environmental pressure groups, local community organizations and
concerned individual citizens. An open, participatory debate about the environ-
ment is most likely to promote preventive environmental policies that attack
pollution and environmental degradation at their source and encourage firms
and people to introduce clean technologies and sustainable production and
consumption practises.
Preventive environmental policies:
new training needs
In place of narrow specialists who design and operate pollution abating
equipment
the corrective, end-of-the-pipe approach
preventive policies will
demand a massive expansion of environmental education and training at three
levels.
First, all people must become environmentally literate. Environmental
literacy education to promote new values, ethics and behaviour that
are com-
patible with a sustainable environment should take place wherever a learning
process goes on, he it at home. at school or at work. Second, job related
environmental literacy training should be integrated into on-and off-the-job
training, retraining and continuous training programmes. The task is to foster
an environmental quality culture among workers. Staff who are committed to
environmental excellence and have the motivation and skills to improve prod-
ucts, production practices and individual work performance are increasingly
xi
0
I
1