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Journal articles on the topic 'Environmental education and training'

Author: Grafiati

Published: 28 June 2021

Last updated: 13 February 2022

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1

A.N., Nigmatov, and Ravshanova N.N. "Scientific Preschool Environmental Education And Training Research Methodology." American Journal of Social Science and Education Innovations 02, no. 08 (August 10, 2020): 23–31. http://dx.doi.org/10.37547/tajssei/volume02issue08-04.

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Farrokhi, Mojtaba, Ali Nasr Isfahani, and Ali Safari. "Viable environmental-sustainability education and training." Human Systems Management 38, no. 1 (February 7, 2019): 87–97. http://dx.doi.org/10.3233/hsm-17203.

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3

Stone, Nancy J., Conne Mara Bazley, Karen Jacobs, Michelle M. Robertson, Ronald Laurids Boring, Valerie Rice, and Barrett S. Caldwell. "Environmental Design in Education and Training." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 435–39. http://dx.doi.org/10.1177/1541931213601098.

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Increasingly, individuals are using more blended, hybrid, and online deliver formats in education and training. Although research exists about how the physical and social environment impact learning and training in traditional face-to-face settings, we have limited knowledge about how the environment affects learners when they are interacting with technology in their learning situations. In particular, concerns arise about levels of engagement, whether learning is enhanced, the impact or helpfulness of robotics, and how the social dynamics change. These five panelists bring expertise in education at the undergraduate and graduate levels, training within industry and the military, and the use of various teaching and training methods. The panelists will present their perspectives to several questions relative to how the environment can (or cannot) accommodate enhanced learning in education and training when technology is involved. Ample time will remain for audience participation.

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4

Thomas, Ian, and Mary Olsson. "Opportunities for Environmental Education Provided by Environmental Management Systems." Australian Journal of Environmental Education 14 (1998): 93–100. http://dx.doi.org/10.1017/s0814062600003980.

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ABSTRACTThe development and implementation of a training program is a requirement of Environmental Management Systems (EMSs) certified under international standards. To date, information about these programs has been scarce. The paper reports the results of a survey of 20 Australian organisations with certified EMSs, designed to provide a start in understanding the role and contribution of training in meeting EMS objectives. Information was sought on the status, direction and focus of the training programs, along with the training providers, topics covered, and the range of training mechanisms. Broadly the findings illustrate differences in the training provided to staff generally, selected staff and to managers. Of importance for environmental educators is the extent to which education in the environment and education about the environment are already part of these training programs. Education for the environment is apparent in some training programs, indicating the scope that EMSs provide for the coverage of all three aspects of environmental education for the general community.

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Khan, Dr Shazli Hasan. "Fostering Sustainable Development and Environmental Education Programmes: Role of Teacher Training Institutions and Colleges of Teacher Education." Indian Journal of Applied Research 3, no. 5 (October 1, 2011): 194–200. http://dx.doi.org/10.15373/2249555x/may2013/59.

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6

Bierbaum, Rosina M. "Training Environmental Decisionmakers: A Special Case of Environmental Education." Applied Environmental Education & Communication 3, no. 1 (January 2004): 1–3. http://dx.doi.org/10.1080/15330150490277120.

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7

McConnell, Bert. "Teacher Education in Environmental Education – Does it Work?" Australian Journal of Environmental Education 17 (2001): 35–39. http://dx.doi.org/10.1017/s081406260000241x.

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AbstractThis paper summarises a research project carried out by the author on the effectiveness of pre-service teacher education in environmental education in New Zealand. Secondary pre-service teacher education students who had opted for a 20 hour course in environmental education expressed a high degree of satisfaction with the course but this begged the question of what would happen to them once they hit the reality of the classroom in a country which then had no policy or curriculum guidelines on environmental education. The author followed up eleven graduates from the 1996 course and six from 1997 to see if they were teaching, if they were teaching environmental education and how they now felt about their teacher training. The results were mixed – but some were teaching environmental education. They all continued to speak highly of their College training in environmental education and all but one would encourage others to do the course. However classroom management problems, staff cynicism and a lack of status for environmental education had created difficulties for them. Several had already given up on teaching as a career and others were considering leaving. Strategies to counter these disturbing trends are outlined as recommendations to the College and the wider education community. The key to successful environmental education is the classroom teacher. If the teachers do not have the knowledge, skills and commitment to environmentalise their curriculum it is unlikely environmentally literate students will be produced (Wilke 1985, p. 1).

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Van Petegem, Peter, An Blieck, Ingrid Imbrecht, and Tom Van Hout. "Implementing environmental education in pre‐service teacher training." Environmental Education Research 11, no. 2 (April 2005): 161–71. http://dx.doi.org/10.1080/1350462042000338333.

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9

Phoon, Wai‐On. "Education and training in occupational and environmental health." Environmental Management and Health 8, no. 5 (December 1997): 158–61. http://dx.doi.org/10.1108/09566169710179148.

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10

PESCOD, M. B. "Education and Training in Water and Environmental Management." Water and Environment Journal 2, no. 1 (February 1988): 85–92. http://dx.doi.org/10.1111/j.1747-6593.1988.tb01251.x.

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Martínez Villar, Alberto. "Environmental education and training for employment. The integration of environmental awareness." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 31, no. 3 (November 1, 2013): 271. http://dx.doi.org/10.5565/rev/ec/v31n3.1298.

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le Roux, Cheryl, and Johanna G. Ferreira. "Enhancing environmental education teaching skills through In‐Service Education and Training." Journal of Education for Teaching 31, no. 1 (February 2005): 3–14. http://dx.doi.org/10.1080/02607470500043516.

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13

Alvarez-García, Olaya, Jaume Sureda-Negre, and Rubén Comas-Forgas. "Assessing environmental competencies of primary education pre-service teachers in Spain." International Journal of Sustainability in Higher Education 19, no. 1 (January 2, 2018): 15–31. http://dx.doi.org/10.1108/ijshe-12-2016-0227.

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Purpose In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two universities with different levels of introduction of the environmental education (EE) and sustainability contents in their curriculums. This objective is inserted into a wider finality: to provide recommendations regarding the redesign of pre-service teacher training curricula and learning programmes. Design/methodology/approach A specifically designed questionnaire was used in this study to analyse the environmental competencies of students in the final year of their degree in primary education in two Spanish universities. One of them had a highly environmentally oriented programme, and the other had a scarcely environmentally oriented programme. Findings Results show that no significant differences were observed in the results related to the greening level of the training programmes. Pre-service teachers have insufficient environmental knowledge, but with quite positive, responsible attitudes towards environmental issues, and pro-environmental actions that could be categorised as moderate. Results point to the need for further and better pre-service teacher training in environmental issues. Originality/value One of the main factors in the appropriate treatment of EE in schools is teacher training. Despite this principle being widely recognised, not all pre-service teacher training programmes adequately address EE. The added value of this paper is the comparison established between the students that followed a degree with a high impact of the environmental competences in its curriculum and another one that has very few references to these competences in the curriculum.

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Biehler‐Baudisch, Hilde. "Environmental Training in Germany." Journal of European Industrial Training 18, no. 3 (April 1994): 10–16. http://dx.doi.org/10.1108/03090599410056531.

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Ivanchuk, Sabina, Olga Dronova, Anna Vozniuk, Nataliia Мyskova, and Tetiana Shulha. "Civic and environmental education of future preschool education specialists." LAPLAGE EM REVISTA 7, no. 3A (September 12, 2021): 512–18. http://dx.doi.org/10.24115/s2446-6220202173a1448p.512-518.

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In connection with the rapid and catastrophic deepening of the ecological crisis, an urgent need arose to change the system of relations between humanity and nature. But the basis for this can only be a change in the consciousness of people, and it is advisable to start this process from preschool childhood. Such tasks in the upbringing of children place high demands on educators in their professional training, in particular, acquiring knowledge and developing skills. But the personal qualities of the teacher play an equally important role in this, and this is especially necessary for preparing for the environmental education of preschoolers. The example of the educator in nature conservation, his attitude to animals and plants, determines the behaviour of children in the future. So, the issue of professional training of future educators of preschool educational institutions for the ecological education of children becomes relevant.

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Yakubov, Chingiz, and Anzhelika Luchinkina. "Higher education in Russia: problems of environmental personnel training." E3S Web of Conferences 258 (2021): 07087. http://dx.doi.org/10.1051/e3sconf/202125807087.

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In the course of the study, it was revealed that the criteria for the effectiveness of training engineers is the compliance of their competencies formed in the process of training with the requirements of the production in General and the employer in particular. Aims of the present study: to identify the main global trends in engineering education, determine the criteria for the effectiveness of training engineering personnel and analyze the compliance of graduate training with these requirements. Methodology, methods. The study was conducted among graduates; teachers of engineering areas of training of the Crimean engineering and pedagogical University named after Fevzi Yakubov, as well as among managers of enterprises of the Republic of Crimea, potentially being employers for the studied special-ties during 2019 A total of 412 respondents were interviewed. Of these, there are 248 graduates of engineering training areas (final courses), 92 teachers of engineering training areas, and 72 employers. The experimental object of the study was engineering education in higher education. Results: Engineering education is a continuous process of accumulating General cultural and professional competencies in the direction of secondary education – secondary vocational education – technical University. The criterion for the effectiveness of training engineers is the compliance of their competencies formed in the process of training with the requirements of the production in General and the employer in particular.

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17

Lang, Josephine R. "Tracing Changes in Teacher Environmental Education Understanding." Australian Journal of Environmental Education 15 (1999): 57–64. http://dx.doi.org/10.1017/s0814062600002615.

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AbstractAfter more than twenty years of contemporary environmental education, there is still an inferior representation of it in schools. By 1990, UNESCO recognised that to improve the effectiveness of teacher implementation of environmental education in schools, teachers needed training. To date, there is insufficient research into teacher training in environmental education that could provide insights into teacher understanding and how to positively change teacher understandings about environmental education. The aim of this research was to document and examine the changes in teacher understandings of environmental education during an in-service training program in environmental education.To examine teacher change in detail, this research used a qualitative and naturalistic inquiry methodology while using a case study approach. The case study showed that teacher understanding was complex and affected by many factors that contribute to personal and professional growth, development and learning.

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Marpa, Eliseo. "Navigating Environmental Education Practices to Promote Environmental Awareness and Education." International Journal on Studies in Education 2, no. 1 (April 22, 2020): 45–57. http://dx.doi.org/10.46328/ijonse.8.

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Inhabitants of Planet Earth are experiencing environmental tensions brought about by the different problems plaguing the environment prompting the researcher to conduct a study on navigating environmental education practices in promoting environmental awareness and education. To answer this problem, the researcher employed a quantitative-qualitative method of research using the modified survey questionnaire from Eriko Arai and Shauna Sprules and the developed interview guide for the selected participants. Findings show that the majority is integrating environmental education, and it is evident in sciences, social studies, and values education. Integration, in this regard, was done weekly. On the other hand, activities that helped students learn about sound environment practices were lecturing, hands-on outdoor learning, and field trips that encourage the planting of trees, recycling, greening schoolyards, etc. Findings also reflected that the majority of the teachers did not discuss the different perspectives of environmental issues. When they discussed, they did not encourage students to form their views and ideas on different environmental issues. However, teachers were all eager to integrate environmental education despite barriers such as curriculum materials and teachers' competencies. Along this line, the study suggests for the development of instructional materials and training for teachers in the teaching and integration of environmental education in the different subject areas.

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19

Kalathaki, Maria. "Evaluation Tool for Teachers’ Training Projects of Environmental Education." International Journal of Education 7, no. 1 (January 16, 2015): 1. http://dx.doi.org/10.5296/ije.v7i1.6927.

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20

Kunzmann, Klaus R., and K. Taylan Dericioglu. "Environmental Education and Training in Developing Countries: A Report." Third World Planning Review 7, no. 1 (February 1985): 61. http://dx.doi.org/10.3828/twpr.7.1.b858pw636123n6h5.

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21

Takmaz, Sema, Miraç Yılmaz, and Fatma Kalpaklı. "Avatar As An Instructional Material In Environmental Training/Education." Pamukkale University Journal of Social Sciences Institute 2018, no. 30 (2018): 249–63. http://dx.doi.org/10.5505/pausbed.2018.94914.

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22

Ezeanya, Emmanuel Nwabueze. "Training Environmental Education Stakeholders for an Environment-Friendly Africa." Industry and Higher Education 17, no. 4 (August 2003): 291–95. http://dx.doi.org/10.5367/000000003101296981.

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The author outlines the environmental problems confronting Nigeria and suggests that its condition is typical of the deteriorating environment of Sub-Saharan Africa. In this context he stresses the role of education and public enlightenment in the emergence of an environment-friendly society He then sets out the findings of a training needs assessment carried out in Nigeria for Coordinators of School Conservation Clubs and Programme Managers in State Environmental Protection Agencies. The study shows that in general these professionals are not yet adequately prepared for their roles in the implementation of the environmental education curricula and public awareness programmes. This lack of preparedness relates to (a) knowledge of the causes and consequences of major environmental problems, and the actions needed to correct or avert them; (b) adoption of appropriate training methods and techniques; and (c) the systematic use of a variety of instructional resources. Finally recommendations are offered for training the stakeholders in order to bring them to an acceptable level of competence in the identified areas of deficiency.

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Borges, Aurélio Ferreira, Clever Reis Stein, Raquel Nogueira de Moraes, and Marco Túlio Silva Borges. "Environmental training and management at Federal Institute of Education." LAPLAGE EM REVISTA 7, no. 3A (September 6, 2021): 176–85. http://dx.doi.org/10.24115/s2446-6220202173a1391p.176-185.

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The objective was to characterize the Environmental Formation received by undergraduate students from the Federal Institute of Education. The adaptation of the Environmental Training Questionnaire (ETQ) was developed, translated into Portuguese. The ETQ was administered to a sample of 166 undergraduates. In this, the reliability and sociodemographic variables were evaluated. The psychometric properties found attest to the quality of the Environmental Training measurement instrument. The results revealed that the Environmental Education of students, in the curricula of undergraduate courses, varies according to the undergraduate course and the age of the university students.

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Troyna, Barry. "Education and training." New Community 19, no. 1 (October 1992): 143–47. http://dx.doi.org/10.1080/1369183x.1992.9976348.

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Taylor, W. H. "Education and training." New Community 19, no. 3 (April 1993): 521–29. http://dx.doi.org/10.1080/1369183x.1993.9976382.

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Luskin, Jack, John Wooding, and Charles Levenstein. "Worker Training and Education." Journal of Public Health Policy 9, no. 3 (1988): 342. http://dx.doi.org/10.2307/3342639.

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Spronk, Genny. "Environmental Training in The Netherlands." Journal of European Industrial Training 18, no. 8 (September 1994): 19–24. http://dx.doi.org/10.1108/eum0000000003984.

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Beard, Colin. "Environmental training: emerging products." Industrial and Commercial Training 28, no. 5 (September 1996): 18–23. http://dx.doi.org/10.1108/00197859610122072.

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Al-Sa'ed, Rashed, Maher Abu-Madi, and Jetze Heun. "Advancing Environmental Education and Training for Sustainable Management of Environmental Resources in Palestine." Applied Environmental Education & Communication 8, no. 1 (June 5, 2009): 30–39. http://dx.doi.org/10.1080/15330150902953456.

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Varela-Losada, Mercedes. "Environmental Education for sustainability in initial teacher training in Infant and Primary Education." Environmental Education Research 24, no. 3 (December 21, 2016): 476–77. http://dx.doi.org/10.1080/13504622.2016.1269876.

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Ullah, Syed Kaleem. "Lack of Environmental Sustainability in Youth Training at Higher Education." Journal of Education and Vocational Research 4, no. 9 (September 30, 2013): 254–58. http://dx.doi.org/10.22610/jevr.v4i9.128.

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This paper aims to explore the need of the Pakistan public university students to be educated and trained to comprehend the significance of environmental safety. Higher education has the responsibility of nation lead, especially, in training the youth to combat with emerging challenges and issues. However, the solution for these challenges â€“-health diseases, environmental hazards, lack of equal opportunities and othersâ€”depend on the safety of environment because of its inevitable connection with everything that exists in this world. Various efforts to preserve the environment are being taken into consideration from every corner of the higher education institutes in the developed and the developing countries alike. The initiatives in Pakistan higher education context seem less with respect to the subsequent adverse affects of the destruction of environment on the growing population of the country. This study employed open-ended one-on-one interview from five higher education academic administrators (N=5) of Pakistan public universities. Thematic analysis produced two themes: a). importance of youth training for environmental sustainability and, b) destruction of ozone layer with six categories. The findings showed the need to revise the curriculum and educate the youth. It was also found that there is a need of combined concerted efforts from all concerned agencies, and ministries to ensure the safety of environment.

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Briano, Renata, Vittorio Midoro, and Guglielmo Trentin. "Computer mediated communication and online teacher training in environmental education." Journal of Information Technology for Teacher Education 6, no. 2 (July 1997): 127–46. http://dx.doi.org/10.1080/14759399700200012.

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Pérez-Rodríguez, Uxío, Mercedes Varela-Losada, María-Asunción Lorenzo-Rial, and Pedro Vega-Marcote. "Attitudinal Trends of Teachers-in-training on Transformative Environmental Education." Revista de Psicodidáctica (English ed.) 22, no. 1 (2017): 60–68. http://dx.doi.org/10.1387/revpsicodidact.15608.

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Gayford, Chris. "Environmental education 5-16: in-service training (INSET) for teachers." Journal of Biological Education 28, no. 4 (December 1994): 284–90. http://dx.doi.org/10.1080/00219266.1994.9655406.

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Johannson, Lynn. "Environmental training fosters bottom-line education and regional economic development." Environmental Quality Management 4, no. 1 (1994): 85–93. http://dx.doi.org/10.1002/tqem.3310040109.

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Ramos, Tomás B., Teresa Cecílio, and João Joanaz de Melo. "Environmental Impact Assessment in higher education and training in Portugal." Journal of Cleaner Production 16, no. 5 (March 2008): 639–45. http://dx.doi.org/10.1016/j.jclepro.2007.02.008.

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Viphanova, Galina, Natalia Voronina, and Natalia Vedysheva. "Training of Sustainable Development Specialists Within the Environmental Education System." E3S Web of Conferences 295 (2021): 05013. http://dx.doi.org/10.1051/e3sconf/202129505013.

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The achievement of sustainable development goals necessitates further theoretical reflection and revision of approaches to educational activities, considering the global challenges and threats of our time. In the context of sustainable development concept paradigm, the educational process is considered within the ecological model, which is demanded in training and retraining of specialists of different profiles, possessing knowledge, abilities, and skills, necessary for state policy implementation, management organization, making effective decisions in the sphere of society and nature interaction, eliminating contradictions and achieving the balance of economic, ecological and social interests. The authors, having analyzed the works of scientists, investigated the Voluntary Report of the Russian Federation on the implementation of the SDGs in Russia in 2019, and Rosstat data highlighted the need for environmental management. Current areas of educational programs in the field of sustainable development are proposed.

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Hamblett, Mary. "Health Education Training for Teachers." Health Education 94, no. 5 (December 1994): 29–33. http://dx.doi.org/10.1108/09654289410069629.

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Scott, Joey, and Megan J. Sulsberger. "Exploring the Contributions of an Immersive, Environmental Education Workshop on Pre-Service Teachers’ Environmental Education Preparedness." Sustainability 11, no. 22 (November 19, 2019): 6505. http://dx.doi.org/10.3390/su11226505.

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Public schools are an important place to cultivate environmental agency in children, and classroom teachers play an important role in this identity process. Teachers who afford opportunities for environmental learning and care behaviors to develop during the school day play an important role in cultivating the next generation of environmental stewards. Pre-service teacher populations bring additional promise to the future development of stewardship in schools, as their teaching philosophies and early career plans are still emerging and amenable. Providing purposeful, interactive, environmental education programming within the context of teacher training programs may be an important factor in positively impacting pre-service teachers’ (PSTs) confidence, willingness, and/or sense of preparedness to implement environmental learning in their future classrooms. Utilizing a mixed-methods approach, this study examined the potential impacts an immersive, environmental education workshop conducted at the Monterey Bay Aquarium in Monterey, CA had on a group of 61 elementary education PSTs during their teacher preparation program at California State University Monterey Bay (CSUMB). After participating in a variety of ocean-themed activities and empathy exercises, data collected through pre- and post-surveys indicated that this immersive, environmental experience contributed to PSTs perceived confidence and preparedness as future classroom-based, environmental educators. Through the reported development of their environmental confidence and interest in accessing supplementary resources, PSTs’ ability to act on behalf of the environment by planning environmental learning in their future classrooms becomes a springboard for additional training and support.

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Cocci, Procopio. "Development of Web-based Technology for Environmental Engineering Education System." Pollution Engineering 50, no. 4 (October 26, 2020): 04–05. http://dx.doi.org/10.17762/pe.v50i4.51.

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The objective of the ecological building instruction ought not just train understudies' natural information, the more significant thing is that it prepares understudies' natural ethics and structures the conduct which is good for the earth, and these must be shaped by training, in actuality. In the customary showing model of training, one instructor can just guide one practice simultaneously. With the improvement of organization innovation, instructor can control the distinctive practice exercises firing up in various areas or in various occasions by network. In light of the incorporation of viable need and intuitive qualities of condition instruction, the creator set forward an online domain training mode named "practice-intelligent partake in". The Core of this mode is to prepare understudies' natural ethics by training and to understand educators' guidance through organization.

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Davis, Leona, Mónica Ramirez-Andreotta, Jean McLain, Aminata Kilungo, Leif Abrell, and Sanlyn Buxner. "Increasing Environmental Health Literacy through Contextual Learning in Communities at Risk." International Journal of Environmental Research and Public Health 15, no. 10 (October 9, 2018): 2203. http://dx.doi.org/10.3390/ijerph15102203.

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Environmental health literacy (EHL) has recently been defined as the continuum of environmental health knowledge and awareness, skills and self-efficacy, and community action. In this study, an interdisciplinary team of university scientists, partnering with local organizations, developed and facilitated EHL trainings with special focus on rainwater harvesting and water contamination, in four communities with known environmental health stressors in Arizona, USA. These participatory trainings incorporated participants’ prior environmental health risk knowledge and personal experiences to co-create training content. Mixed methods evaluation was conducted via pre-post participant surveys in all four trainings (n = 53). Participants who did not demonstrate baseline environmental science knowledge pre-training demonstrated significant knowledge increase post-training, and participants who demonstrated low self-efficacy (SE) pre-training demonstrated a significant increase in SE post-training. Participants overall demonstrated a significant increase in specific environmental health skills described post-training. The interdisciplinary facilitator-scientist team also reported multiple benefits, including learning local knowledge that informed further research, and building trust relationships with community members for future collaboration. We propose contextual EHL education as a valuable strategy for increasing EHL in environmental health risk communities, and for building academia-community partnerships for environmental health research and action.

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Loggia, Abbondio. "Application of Computers in Sustainable Development of Environmental Engineering Education." Pollution Engineering 50, no. 1 (October 26, 2020): 03–04. http://dx.doi.org/10.17762/pe.v50i1.39.

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Natural Engineering training assumes a significant function in reasonable turn of events. Customary training techniques fixated on educators and normally brings about an overall absence of enthusiasm for understudies to learn. PCs are an ideal apparatus for natural building instruction. Numerous colleges endeavored to utilize interactive media learning conditions rather than customary up close and personal instructing strategy. Online training utilizing electronic advancements are developing in higher and non-proficient ecological designing instruction. An ever increasing number of PCs will be utilized in Environmental designing instruction outside of customary instructive settings over the long haul.

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De Carvalho, Luiz Marcelo, Marina Battistetti Festozo, Daniel Fonseca de Andrade, and Flavia Torreão Thiemann. "TRENDS IN RESEARCHERS’ EDUCATION FOR ENVIRONMENTAL EDUCATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT." Pesquisa em Educação Ambiental 13 (May 14, 2018): 61–74. http://dx.doi.org/10.18675/2177-580x.vol13.especial.p61-74.

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In this paper we discuss how recent developments tied to the current neoliberization climate, such as an increased reliance on publication metrics, percolate through the process of researchers training and education, casting a shadow over hiring, funding and choice of publication venue criteria, drawing on examples from Brazil and other countries. At the same time, we present a number of movements that have sprouted in response to this perceived undue influence and may open up new avenues for the academic community that allow for more diversity while preserving the university´s role in preparing and supporting new generations of researchers. We tried also to put in evidence the consequences and the possibilities that these resistance movements can bring to the field of environmental education.

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Sigareva, Elena, Gennady Devyatkin, and Sergey Baturin. "Ecological Education as a Factor of Mining Engineer Training." E3S Web of Conferences 41 (2018): 04051. http://dx.doi.org/10.1051/e3sconf/20184104051.

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To reduce environmental tension the development of Kuzbass ecological culture is of great importance. Its most significant component is environmental education, in general, and the training of mining engineers with high level of ecological education, in particular. The presence of environmental education in the field of nature management cannot yet become a guarantor of environmental problems solution. It should be embodied in the behavior of a person, in the image of his life, in the system of values, in his ecological worldview. Educational reforms have become a response to the challenges posed by the social-and-economic development to the personality of a specialist, including the personality of a mining engineer in Russia and its regions. To identify the features of environmental education in the transition to the sustainable development it is important to set the main links in the system of continuous education and their peculiarities, which radically change the quality of training of mining engineers and the demand for specialists in the labor market.

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Humphreys, John S., and Anna Nichols. "EDUCATION AND TRAINING: ROLE OF RURAL HEALTH TRAINING UNITS." Australian Journal of Rural Health 3, no. 2 (May 1995): 80–86. http://dx.doi.org/10.1111/j.1440-1584.1995.tb00155.x.

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Solfema, Solfema, Syafruddin Wahid, and Alim Harun Pamungkas. "Alat Permainan Edukatif (APE) Berbasis Bahan Lingkungan dalam Mengatasi Permasalahan Pembelajaran Pendidikan Anak Usia Dini." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 6, no. 2 (October 27, 2018): 107–11. http://dx.doi.org/10.24036/kolokium-pls.v6i2.12.

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Education is important for the progress of the nation. Education must be done in a person's life, including for early childhood. The problem is that there are still many early childhood education providers that have not met the expected quality standards. One of the reasons is that there are still limited Educative Game Tools (APE) used by education in the implementation of learning. Many educators claim that it is difficult to get an Educational Game Tool (APE). This problem solving can be done through various trainings, training, training, and the creation of environmental-based Educative Game Tools (APE) needs to be carried out. Training methods are carried out in the form of presentations of theories and practical exercises. The results of the training show that with training activities it was found that the insights and skills of PAUD educators in the procurement and manufacture of Educational Game Tools (APE) based on environmental materials.Keywords: Educational Game Tools (APE), Early Childhood Education (PAUD)

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Medina, Augusto. "Formal Environmental Education in Latin America and the Caribbean." Australian Journal of Environmental Education 6 (1990): 67–78. http://dx.doi.org/10.1017/s0814062600002020.

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AbstractIn the early 1980s environmental education programs in Latin America and Caribbean school systems had just begun. The first efforts were a straight transfer of programs from other countries, especially the developed countries of the north. Often these programs were not well suited to local needs and issues. Programs now have a much stronger local flavor. Surprisingly, nongovernmental organisations and other institutions not related to the school system have given the greatest impetus to formal environmental education in the region.For this paper formal education efforts in the Dominican Republic, Peru and Argentina are highlighted. The three projects have been underway for four years and are examples of programs that respond to local teacher needs.Workshops have been the primary form of training teachers. To increase the effectiveness of training programs in the '90s local support systems for teachers are needed. Environmental education must branch out from the natural sciences to other areas of the curriculum. It must also increase the number of teachers reached by using other delivery systems such as teacher training institutions, radio and video.

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Harausová, Helena, and Jana Chovancová. "Education and Training of Future Managers for Sustainable Development in the V4 Countries." International Journal of Human Resource Studies 5, no. 1 (February 10, 2015): 106. http://dx.doi.org/10.5296/ijhrs.v5i1.7074.

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Impact of companies and their activities on the environment has become a subject of growing interest since the late 80s of the last century, especially in the western economies. The growing interest in the implementation of environmentally friendly practices in business practice directly correlates with the need for education and training of future managers to sustainable development. The presented paper analyses the need for environmental education of graduates who are expected to act as executives and in positions which are defined as Green enhanced skills occupations or shortly Green jobs and who should be able to apply the tools of environmental policy in a business sector, municipalities or third sector. The essential part of the paper presents partial results of the survey, conducted among students of business schools, with the aim to determine the level of awareness about selected voluntary instrument of environmental policy as well as their perception of the need for environmental education . The article also contains proposals for a system of education for sustainable development in business schools.

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N.V., Lazareva. "USE OF THE PROJECT METHOD IN TRAINING SPECIALISTS IN THE SPHERE OF ECOLOGY." “Educational bulletin “Consciousness” 23, no. 6 (June 30, 2021): 4–9. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-6-4-9.

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The article discusses in detail the design method as a key tool in the educational process of higher education. Possible points of view on the nature of the project method are shown and argued, which allow integrating the body of acquired knowledge into the sphere of professional practice. The features of design technologies are disclosed and the advantages of its use in the training of environmental specialists are given, from the point of view of professional development of this category of specialists. The article is devoted to the actualization and significance of environmental education, with the aim of forming environmental awareness and educating the population, for processing sustainable development of society. One of the important directions associated with solving environmental problems at the present stage is environmental education and upbringing of the younger generation, namely the project method. Environmental education both in the world and in Russia is considered today a priority area of training and education of students at all levels of education. We have substantiated the relevance and relationship of environmental education and upbringing, disclosed their essence, objectives, content, principles, forms and methods of work; the analysis of the state is given, the mechanism of elaboration of certain aspects of the problem is characterized, etc. Achieving sustainable development and environmental safety of territories, solving global environmental problems, is impossible without the foundation of the foundations of a culture of environmental management and environmental education of the population. The project-method used by us in the training of specialists in the field of ecology has shown high efficiency in the formation of practice-oriented competencies of the graduate.

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Ximenes, Lenita Da Silva Vieira, Daniel Da Silva Vieira, and Francisca Aparecida Rodrigues Lima Roque. "ENVIRONMENTAL EDUCATION: TRAINING TOOL FOR STIMULATING CONSCIOUS SINCE INITIAL SCHOOL GRADES." ENVIRONMENTAL SMOKE 1, no. 2 (December 31, 2018): 01–14. http://dx.doi.org/10.32435/envsmoke.20181201-14.

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Environmental education has the important role of alerting people to the consequences of their actions on the environment, as well as the impacts caused by them. In this perspective, teachers have the role of stimulating students to think in a contextualized way about how they relate to the environment in where they live and, thus, to modify small habits of everyday life, to reduce excessive water consumption, to recycle, reuse, avoid waste and consumerism This article aims to discuss the importance of teaching environmental education as a transversal theme from the initial grades of elementary education to reinforce the importance of working it effectively in schools. This study has as a future proposal the environmental education to be worked at schools, as a discipline from the initial grades will facilitate the formation of conscious citizens about their role with the environment, improving this relationship.

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