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Formal Environmental Education in Latin America and the Caribbean

Published online by Cambridge University Press:  23 June 2015

Augusto Medina
Augusto Medina*
Affiliation:
Latin America and Caribbean Program, World Wildlife Fund, Washington, U.S.A.
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Abstract

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In 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.

Type
Research Article
Information
Australian Journal of Environmental Education , Volume 6 , 1990 , pp. 67 - 78
Copyright
Copyright © Cambridge University Press 1990

References

World Development Reports, International Bank for Reconstruction, The World Bank, Washington, DC, 1989, pp. 211 & 165.Google Scholar
World Population Data Sheet, Population Reference Bureau, Inc., Washington, DC, 1990.Google Scholar