Educación ambiental, ingles

Environmental Education Strategies for sustainability

From where? Why?

Relationships

- Cultural- Historical- Organizative- Economical

• Culinary• Comercial• Health• Politic• Education

From where? Why?

Relationships

Environmental Issues

What is education?

• The process of linking cultural, moral awareness and behavior which makes better human beings, citizens with ethical values, respectful for the public, that exert human rights and live in peace. A formative process that generates legitimate opportunities for progress and prosperity for everyone and for the country.

Education close gaps of inequality, focusing on an academic space in which the entire society is involved.

Development of students skills

EDUCACIÓN DURANTE TODA LA VIDA

COMPETENCIAS BÁSICAS

SUPERIOR

Basic Secondary Medium Proffesional Technolocgical University

SABER 5°

SABER 9° Examen de Estado - SABER

11°

SABER PRO

CITIZEN SKILLS

Post-degrees

Skill descriptors

PROFESSIONAL SKILLS

Infancy

Development of integral

competences

BASIC SKILLS

Types of Education

Private and public Curses, academies The one provided schools, colleges, without any in the social modules. curriculum . areas.

Formal Education Informal EducationNon formal Education

VIDEO

Paradigms of the education

What is Environmental Education?

• It is a teaching strategy that offers the educational community, opportunities to articulate the dynamic school with the community and geographical dynamics considering entrepreneurship and the use of resources in the environment, as a basis for learning and the social development.

What for?• Generate pedagogical spaces that allow the development of

practical and experiential educational processes.

• Build positive learning environments that allow the integration of basic and elective areas of the curriculum and its practical application

• Create spaces and articulation of the technical, the teaching and the productive resources.

• Promote the implementation of environmentally sustainable practices.

• Develop strategies for projection of the educational institution to the community. (Exchange of knowledge).

Environmental education also makes it possible to:

• The identification, prioritization and analysis of environmental impacts on natural capital.

• The decision-making for sustainable environmental intervention.

• Training for environmental responsibility.• Prioritization of the well-being of life;

personal, occupational, professional, and community projects.

Herramientas para la EAEnvironmental school projects (PRAES)Are projects that incorporate local environmental issues to the work of educational institutions, taking into account natural and socio-cultural dynamics of context. This incorporation has the transversal and interdisciplinary nature of the needs of the understanding of the systemic vision of the environment and of the integral formation required for understanding and participation in the transformation of local, regional and/or national environmental realities.

Productive Educational Proyects (PPP)It is a project of investment, or productive in a pedagogical setting. It is incorporated in the school, as a generator of school and academic fabric, an economic-productive experience through which boys, girls and young people construct ways of thinking through creative dialogues between the universal knowledge and the popular local knowledge

Inter-agency technical committees of environmental education (CIDEAS)Are intersectional spaces to join technical, financial and projection efforts, for an ethical culture in the sustainable management of the environment

PRAES Vs PPP

CRITERIA PRAES PPPThe idea of the project must emerge from the community Yes Yes

It must take into account the central or governmental instance

No Yes

The design of the project must be carried out by the educational community without the intercession of external specialists

No For consideration

The first step is the acquisition of awareness of the problem.

Yes Yes

The first step is the awareness of the biophysical, cultural and political environment of the area.

No Yes

The implementation is gradual with the pace of the training of the educational community action.

Yes For consideration

The assessment is continuous and made for the purpose of feedback process

Yes Yes

Sources of co-financing can be searched according to the dimension of the project.

For consideration

For consideration

PRAES Vs PPPCRITERIO PRAES PPP

The participation of the educational community to develop, implement and evaluate the project. Yes Not necessarily

The dimension and nature of the project due to the degree of maturity of the educational community.

Yes Not necessarily

The "mistakes" in the formulation and execution of the project are recognized as pretexts for learning. Yes Yes

In the first project the community can receive external consultancies; but with the passage of time, it must be self-sufficient to avoid dependence on external agents.

Yes Not necessarily

Within the results must include the acquisition of economic gains.

Not necessarily Yes

It should include principles of entrepreneurship and business.

Not necessarily Yes

Path of development for environmental education projects

1 . Stage of awareness: Artistic activities, contemplative walks, outdoor recreational activities.

2. Diagnosis: Techniques for dialogue, participatory appraisals and group dynamics and observation on general aspects of communication, management of resources, animal production and gender systems.

3. Formulation: Responds to the needs and priorities of funding.

4. Implementation: Methodology proposed by the community with the support of instruments that will strengthen the process such as analysis of problems and planning.

5. Evaluation: monitoring and participatory evaluation.