Cover Image
close this bookEnvironmental Education in the Schools (Peace Corps, 1993)
close this folderMaking an environmental education program work
View the document(introduction...)
View the documentGetting ''buy-in'' from the beginning
View the documentA few final reminders about materials
View the documentTeacher training
View the documentFunding your EE activities
View the documentMaintaining program support
View the documentSummary
View the documentQuestions



1. What materials does the education program need?

* curriculum outline
* activity guides
* teacher reference materials
* student textbooks
* visual aids
* other teaching materials

2. Who was involved in the decision to produce environmental education materials? Have teachers been consulted?

3. Who will prepare the materials? How will they be trained and paid?

4. When will the materials be completed?

5. Where will funding come from?

"Vision is the art of seeing things invisible."

-Jonathan Swift


1. How will the teachers who will be piloting these materials be trained? Who will conduct the training workshops and how will the teachers attending be compensated?

2. What materials will need to be ready for the pilot testing?

3. How will the pilot teachers evaluate the curriculum materials? Through questionnaires, meetings, or telephone calls?

4. When will the testing be completed? When do you expect the revised curriculum to be ready for general distribution?


1. How will teachers be trained to use the curriculum or activities? (Through in-service workshops, classes at the teachers' college, etc.)

2. Who will conduct the training? Will the training be a one-time event or the first in a series of training workshops? Will there be any follow-up training?

3. In addition to the curriculum materials, what materials are needed during the teacher training workshops, if any?


1. What international sources of funding are available in the county?

2. What possible sources of funding exist within the county?

3. Does the environmental education program complement the goals and agendas of local conservation education organizations in the country?


1. Who can lend substantive technical, educational, and other assistance to the program?

2. Whose support is needed for the environmental education program to continue?

3. What can motivate these people to lend support to the program?

4. How can you increase host country ownership in the program to ensure success?


From conducting teacher workshops to sponsoring beach clean-ups, Peace Corps Volunteers are actively working to help Fiji, Tonga, and Western Samoa address environmental issues. Starting in 1989, when a series of environmental education workshops were conducted for math and science teachers in each country, Peace Corps Volunteers have been incorporating environmental content into their lesson plans. Focusing on issues such as overfishing, destruction of the coral reef and pesticide safety, education Volunteers are working with their colleagues to develop country-specific activities that help students understand local issues and evaluate alternative solutions. They are also trying to encourage field trips so that students get a chance to see and appreciate life on their island. On Tonga and Fiji, students have visited the city dump, explored a coral reef learned more about endangered bats, and conducted an environmental survey.