|Environmental Education in the Schools (Peace Corps, 1993)|
|Making an environmental education program work|
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
PILOTING NEW MATERIALS
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?
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?
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?
MAINTAINING PROGRAM SUPPORT
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?
WORKSHOPS IN THE SOUTH PACIFIC
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.