In 1975 Unesco, with the cooperation of the United Nations Environment Programme (UNEP), launched the current International Environmental Education Programme (IEEP). The initial 3-year phase of the IEEP was fundamentally that of promoting and stimulating environmental education among Unesco member states by (1) elaborating concepts, goals, and…

The United Nations General Assembly decided in 1979 to make 1985 International Youth Year (IYY). Several of the central themes of this year (participation, development, and peace) are directly concerned with education and action relative to an improved, sustainable environment, both natural and built. This issue of the Unesco-UNEP (United Nations…

Describes Enos Nuttall's contribution to educational thought and practice in Jamaica. His beliefs on education for all (but differentiated according to individual needs and capabilities) are discussed, as well as his influence on educational reform and curriculum development. (SK)

Although at present the school is the primary vehicle for institutionalization of education, it very well may not be the only vehicle for achieving that purpose in the future. The total learning environment of the child, including both school and non-school environments, is examined. (RM)

Reviews three books that (1) provide a systemic overview of schooling in Mexico in the 20th century, (2) present a critical ethnography of Mexican student culture and identity formation, and (3) incorporate analyses of indigenous cultural practices into cognitive theory. Reflects on the future of Mexican education in view of political corruption…

Discusses learning environments for informal science learning and points out the importance of an environment on student learning. Suggests several tips for field trip organization and accessing learning materials. (YDS)

This document is the 14th volume in a series that continues to attract and publish doctoral dissertations, masters theses, and project abstracts. It reflects an active desire to stimulate interest in nontraditional environmental education research that has escaped the attention that such a growing body of works deserves. The abstracts in this…

Educational methods used by simpler societies of the world are discussed as appropriate for incorporating into modern, technologically-oriented institutions. It is suggested that traditional, free exploration by children can be merged into the school curriculum, allowing freedom and learning by experimentation with or without the teacher. (LBH)

Considers the development of culturally relevant curriculum in Pacific Island nations. Discusses the legacies of colonialism in island education, the contrast between alien Western curriculum provided in schools and traditional knowledge transmitted by nonformal means, and the notion of curriculum for "literacy" in indigenous cultures.…

Reviews contemporary environmental education in Uganda. Presents a new approach that emphasizes the adoption of multidisciplinary, interdisciplinary, people-centered, and participatory programs in environmental concerns. Embraces the diversity of the biophysical, social, and economic environments and is closely associated with permanent…

Designed for the purpose of furthering exchange of information and experience in the field of environmental education, this document contains an overview of nonformal environmental education development in six countries. Reports on the countries were presented during the Subregional Training Workshop on Nonformal Environmental Education for Asia…

This article discusses the problems and potentials of nonformal education in India by reviewing a number of booklets, surveys, speeches, and government documents which analyze directions of nonformal education over the past three decades. (KC)

This guide is designed to expand the use of agriculture as a medium for environmental education. It's goal is to increase communication and sharing among farms, parks, schools, museums and other educational settings that utilize agriculture for environmental understanding. An introduction provides an overview of agriculture and education.…

An indigenous Peruvian sociologist of the Arakmbut people describes his educational experiences, including Harakmbut education for survival in the Peruvian rainforest, primary education in a village school with a national "Spanified" curriculum, scholarships that enabled an academic secondary and higher education outside the rainforest,…

The agricultural work force includes farmers and farm laborers, agricultural institution employees, and agriculture students. Their varied human resource development needs must be met within a context of global forces affecting agriculture and on various levels: policy (information needs), institutional (strengthening programs, improving access),…