Community Based Environmental Education for Sustainable

Development

9th AICE International Congress of the Educating

Cities LYON, September, 14-16 2006

Nada PAVŠER

Slovenija, Ljubljana

Sustainable Development (SD) through local actions

•imparting training,

•organizing capital through share-savings

• harnessing local resources through

participative planning

• enriching entrepreneurial skills by implementing different Income

•social security

•natural resourcemanagement

•establishing social justice in the community

•education, people’s participation

•local level planning

People’s need and environmental issues will addressed three pillars of SD;

• environment and natural resource management

• social development and

• economic development.

The Comprehensive City Development Programme (CCDP).

State of the environment

•criticaly polluted environment: air, water,soil, illegal landfils in 80’s and in thebegining of 90’s,

•monitoring of the pollution of air, water,soil in the begining of 90’s,

•reporting about the state of theenvironment, yearly

The concept of CCDP is that every will have to take up the

responsibility of creating a package program for an

integrated and total development.

The specific objectives of CCDP are:•To develop the city through the broad-based cooperative institution—the (CCDCS)—involving the people of all professions;

•To develop common city facilities and make available various social, economic and environmental services at the city level;

Basis

Rio declaration (1992)

Environment protection act (1993)Alpine convention (1995)

Aarhus convention (1998)

Johanesburg declaration (2002)

Environment protection act (2004)

Towards the local sustainability - European

Common Indicators

Implementation of LA 21 – EPPfor Ljublana

•Towards A Local Sustainability Profile –Common European Indicators,

•providing the possibilites for cities from memberstates for evaluating

•the implementation results of LA 21 with thesame methods

Local agenda 21 – EPP for Ljubljana

•Preparation phase of the document •public thematic workshops,•NGO, ministries, universities, professional institutions, citizens

Adoption of LA 21 at the City council– obligation for the city government

•Implementation phase of LA 21

•sectoral strategies harmonized with municipal budget,

•environmental local ordinances,

Evaluation of the implementationResults

•analysis of the pollution trends,

•common indicators,

•yearly environmental reports,

•public and NGO involvment – criticalreview

Environmental education and information

Public environmental education and informationsince 1999:leaflets, press conferences, public monitor in city centre,web sites - environmental data,through projects: Eco-Schools - youth,Ecoprofit - companies,Environmental NGO involvement and financialsupport for their projects from municipal budgetsince 1999

Environmental Education

EE has defined as, a process in which individuals gain awareness of their environment and acquire and exchange the knowledge, values, skills, experiences and also the determination which will enable them to act individually and collectively to solve present and future environmental problems.

International Eco-Schools

www.eco-schools.org

Nada Pavser

FEE – Foundation for Environmental Education

And

International Eco-SchoolsA programme for

Environmental Education for Sustainable Development

in Schools and their Communities

International Eco-Schools

www.eco-schools.org

FEE – an international umbrella organisation

• Founded 1981

• Umbrella non-governmental, not-for-profit organisation

• Mission is to provide incentives and tools to wide ranging stakeholders for practical steps to improving environment mainly through environmental education for sustainable development

• Members are national NGOs specializing in environmental education and management

• Presently Members represent 35 countries from EU, Central and Eastern Europe, Africa, Caribbean, with interest from other regions

Information on FEE and Members: www.fee-international.org