a)The draft of the curriculums in non-formal EE b) Links between non formal EE i formal EE -. Research network in the area of education for sustainability (EduSost.cat network) c)Model ACES: environmental project in the university. Greening curriculum FORMAL AND NON-FORMAL EE: COMPLEMENTARY EDUCATIONAL SYSTEM

IDEAS FOR THE CURRICULUMS FOR THE NON FORMAL EE Non-formal EE Sector: Botanical Garden, Non Governmental Organization, Regional Environmental Protection Agency, Natural Science Museums, Parks and Reservations. Change the paradigm of Environmental Education (EE) into Education for Sustainable Development (ESD) – workshop conclusions – Identify and apply new methodologies and strategies in the creation of didactic and information materials Modify the communicative structures to be focused not only on the transmission of information (focus on our means of communication) but also on how to solve problems (focus on our procedures) and a change of habits (focus on our behaviour) Continuous training

NON FORMAL EE Which are the different tasks of non- formal environmental education in each and every sector? Which methodologies should be known in order to properly perform every task?

We hereby propose to draw 5 programmes meant for different needs and job posts –Informer/interpreter – Guide –Environmental educator –Creator of didactic material –Designer of communication/information/project campaigns –Social director. Coordinator of different organizations (NGOs, associations). Promoter of citizen’s participation TRAINING PLANS. ENVIRONMENTAL EDUCATION

FORMAL AND NON-FORMAL EE: COMPLEMENTARY EDUCATIONAL SYSTEM Environmental knowledge is becoming more and more extensive and complex over time. Environmental conflicts appear more frequently in our daily lives. The path of technological science in itself is not sufficient for resolving these conflicts (post-modern science). An increase in the proposals that informal environmental education be intended for each and every one of us (general population).

FORMAL AND NON-FORMAL EE: COMPLEMENTARY EDUCATIONAL SYSTEM We have to take into account the links which have evolved between the two educations. Not only environmental information is necessary but also strategies and methods that allow for the rapid preparation needed for the complexity, which is demanded of the environmental projects Work together. Include people with experience in the non-formal EE in the revision process of the formal education. It is not easy. Political and educational strategies in practice don’t help this process.

MAIN REFERENCE POINTS Isolated subjects Inflexibility Exchanging ideas and knowledge A systematic way of communicating concepts Introduction of transversal themes Scientific knowledge Technical perspective which directs the proposed solutions towards the training of the individual Information communicated to selected groups of people Theory Stress on importance of results Additional outside viewpoints A model that repeats itself Non formal EEFormal EE For projects. Work within the context which reflects local problems which are in themselves ‘environmental’ Flexible models, which are both dynamic and adaptable. Incorporation of progressive contents more quickly than formal environmental education. Focus in a conflict Work with the popularly held beliefs Analysis is influenced more by social and humanist values Aimed at the general population. Work on a collective basis that can not always be given the same attention by formal environmental education. Focus is towards both individual and collective action The theoretical side evolves from the practical There is a consistent explanation and theory held about conflict Importance is given to the process The process is constant Imagination and creativity A model that leans towards renovation

FORMAL AND NON-FORMAL EE: COMPLEMENTARY EDUCATIONAL SYSTEM. Xarxa Edusost.cat RESEARCH NETWORK IN THE AREA OF EDUCATION FOR SUSTAINABILITY (EduSost.cat network) Concrete objectives to be reached in 1 year: Objective 1: Explore and define the state of the art in education and research for sustainability at regional, national and international level. a) in relation to contents and strategies: Objective 2. Define the competencies, attitudes and values of future graduates of the degrees involving research groups (and/or invite other participants from other fields). Objective 3. Define the minimum yet optimal contents of sustainability in relation to the specific characteristics of each knowledge area from a significant learning perspective. b) in relation to assessment: Objective 4: Analyse the impact and efficacy of strategies applied to greening the study syllabus towards sustainability. Objective 5: Design or validate an objective measuring tool (qualitative and/or quantitative) of education for sustainability so that it is useful to assess the education action in terms of their study plan, subjects, institution dynamics, research and pedagogical strategies.

CHARACTERISTICS OF SYLLABUS GREENING: ACES MODEL Objectives: 1) Progressing towards a definition of “greening curriculum” 2) Defining characteristics of a “green” syllabus 3) Designing diagnostic criteria and methods to assess the degree of “syllabus greening” in any higher education course 4) Offering an exchange of knowledge and experiences 5) Working in collaboration 6) Promoting interdisciplinary and intercultural work, taking into account different trainings, specialities and origins of the participating teaching staff 7) Thinking about the most suitable methodology and criteria to implement in each case Methodology: - Making the project democratic by giving the same prominence to every participating institution - Carrying out an interdisciplinary job - Integrating diversity in the building of common concepts. Building valid concepts for all participants, which should be applicable in different contexts

CHARACTERISTICS OF SYLLABUS GREENING: ACES MODEL Process: Previous work. Points to be dealt with by each university: - Making a definition of the concept of “Syllabus Greening” in the line with the work performed in each university - Defining the characteristics of “green” courses and degrees - Drawing up documentation on diagnosis cases about the degree of “syllabus greening” in case you have already worked on them - Drawing a Base Document as starting point for debate, analysis and reflection - Debate process. First meeting of the network ACES (2002)

CHARACTERISTICS OF SYLLABUS GREENING: ACES MODEL Results: - Approach to a definition of syllabus greening “Syllabus greening” is a continuous cultural production process meant to train professionals committed with the permanent search for better relationships between society and nature, taking into account justice, solidarity and equity values and applying universally-acknowledged ethic principles and respecting diversity - Characteristics of a “green” syllabus - 10 characteristics (notice that this order does not mean priorities) 1. Complexity 2. Disciplinary order: flexibility and permeability 3. Contextualization 4. Considering the subject in the building of knowledge 5. Considering cognitive and active aspects of people 6. Coherence and reconstruction between theory and practice 7. Prospective approach to alternative scenarios 8. Methodological adaptation 9. Generation of room for reflection and democratic participation 10. Commitment to change society-nature relationship - Design a debate tool for the initial evaluation in each university. All the stakeholders in the process participate in it. The tool integrates the complexity of the studies, the work in a different levels

CHARACTERISTICS OF SYLLABUS GREENING: ACES MODEL

Mòn BLAU VERD Educació Ambiental Margarida Feliu Ester Sanglas FORMAL AND NON-FORMAL EE: COMPLEMENTARY EDUCATIONAL SYSTEM