An Assessment of Formal Environmental Education

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international environmental education workshop in 1975 which culminated in the 'Belgrade Charter'. – a global framework for environmental education which ...
Jour Teacher’s World, 35-36 (2009-10): 155-168

An Assessment of Formal Environmental Education (FEE) System at Tertiary level in Bangladesh 1

Taposh Kumar Biswas1, S.K.Saha2 and Farzana Nasrin3 Institute of Education and research, University of Dhaka, Dhaka 1000, Bangladesh 2

Department of Geology, University of Dhaka, Dhaka 1000, Bangladesh

3 Research student, Institute of Water Resource and Flood control, Bangladesh University of Engineering and Technology, Dhaka-1000 Abstract The paper unearths the importance and scope of environmental education in Bangladesh and has recommended a comprehensive course curriculum in this field. EE is a young field of research in World context as well as in Bangladesh perspective. A number of Tertiary institutions of Bangladesh now offer structured programs on environmental education. Seven public universities and one private university were selected to assess the rationality of existing curriculum of environmental education at Tertiary level in Bangladesh. The article identified that the information acquisition and skill development are in a very good position among all the universities because environmental management related subjects got priority in most of the curriculum. Concept development related subject such as landscape planning and design, modeling etc are in a reduced form in the curriculum. As a result opinion development and expression will be poor among the learners. In spite of having some lacking, the learning objectives (average 73%) of the curriculum are in good position. Among the surveyed universities, Khulna University got the highest score in this sector (88%). The overall evaluation score of the curriculum put Khulna University on grade one (highest score 80%), and the National University on grade eight (lowest score 60%). In terms of teaching methodology, the curricula are centrally controlled and their development process is quite bureaucratic in nature. Furthermore existing courses are tightly arranged and do not allow the inclusion of additional subject. The pedagogy is mostly the “chalk-and-talk” method and learning is based on spoon-feeding.

---------------------------------------------------------------------------------------------------Corresponding author: Dr S.K.Saha, Associate Professor, Department of Geology, University of Dhaka, Dhaka 1000, Bangladesh Mail: [email protected]

Introduction Environmental education in formal educational settings is not easy work and much deliberates and research is required to inform prudent decision making about the manner in which environmental education is to respond in this time of increasing environmental consciousness” (Robottom and Hart, 1993). It is most effective multidisciplinary education where learning can be experimental and problem based. Learning needs to capture the aspects of education in, for and about the environment. Environmental education is a relatively young field of enquiry and discipline. Its evolution has arisen out of, and has paralleled, increasing awareness of global environmental pressures. A number of pivotal international conferences and documents have highlighted the key role that education has to play if the world’s resources are to be sustained. The UN Conference on the Human Environment, held in Stockholm in 1972, led to the establishment of the UN Environmental Program (UNEP), which together with UNESCO formed the International Environmental Education Program (IEEP) in 1975. The IEEP convened an international environmental education workshop in 1975 which culminated in the ‘Belgrade Charter’ – a global framework for environmental education which outlined the broad philosophy and principles of environmental education (Pace, 1996). This was followed by the Tbilisi Inter-Governmental Conference on environmental education in 1977 which adopted a declaration that has been used as the basis for environmental education strategies in a number of countries including New Zealand, United Kingdom, Australia and the United States. In 1992 the United Nations Conference on Environment and Development included in its action plan, Agenda 21, a chapter on promoting education, public awareness and training, which endorsed the role of environmental education as a mechanism toward achieving sustainability (MfE, undated). The UN Commission on Sustainable Development reviewed the Agenda 21 chapter in 1996 and established priorities for implementation. In late 1997 UNESCO held the International Conference on Environment and Society: Education and Public Awareness for Sustainability in Thessaloniki, Greece. The theme was ‘Educating for a Sustainable Future: A Trans-disciplinary Vision for Concerted Action’. Its aim included the need to refine the concept and key messages of education for sustainable development and its application internationally. The literature on environmental education has developed largely in response to the mandate given to environmental education through these international initiatives.

The Bangladesh Constitution of 1972 provides for universal, free and compulsory education to eradicate illiteracy. The environmental policy of 1992 provides guidelines for environmental education in Bangladesh. However, the concept of environmental education began to enter into realm of formal education as a separate course in 1978. Some private and public universities provide environmental education as a separate course in graduate and post- graduate programs. Electronic and print media are important channels of environmental education. Other effective media are NGOs and non profit institutions. Suggested measures for enhancing environmental education in Bangladesh include institutional strengthening and capacity building, human resource development, curriculum reviews, increasing the use of non-formal and informal channels, encouraging research on environmental issues, and enhancing the role of NGOs and media. The concept of EE began to take concrete shape during the mid-80s. In 1986, the National Curriculum and Textbook Board, with assistance from UNDP and UNICEF, improved school curricula, developed teaching aids and materials and trained in-service teachers through a curriculum dissemination program. The curriculum, materials and teaching aids were tested in 1990 and published in 1991. The program was implemented at the primary level from 1992 to 1996. All Bangladeshi schools teachers were trained to teach EE from 1986 to 1991, with assistance from UNICEF and SIDA. Formal environmental education scenarios of Bangladesh Although EE is still developing in Bangladesh, the environmental pollution control ordinance of 1977, the environmental policy of 1992 and the environment conservation act of 1995 are strong moves towards a quality system of EE. The introduction of EE at all levels, from primary school to higher education institutions, demonstrates the growth of EE education in Bangladesh. Bangladesh’s EE strategy uses a variety of approaches in its courses of study. Analytical studies of curricula, as will as textual materials, reveal that infusion, integration and separate courses are being used to develop EE. At lower levels (grade 1 and 2), infusion is practiced. Integration is used in grades 3 to 8.separate courses are practiced at higher levels. Primary and secondary school In grades 1-2, integrated environmental studies teaches students about the family environment, food, clothes, shelter, domestic animals, and birds of the surrounding environment. The subject also includes lessons on living and non-living objects in the local environment, the need for a neat and clean environment and the relationship between health, hygiene and the environment.

In grades 3-5, the course environmental studies is divided in to two parts-society and science.part I society teaches about the social environment, region , the regional environment, human life styles in different environments, environment and living conditions and the effect of environmental change on people’s lives. Part II science teaches basic knowledge of the earth, the solar system and universe, the inanimate and animate worlds, man and his environment; conservation of the environment; food and nutrition, population and agricultural development in Bangladesh, and natural resources of Bangladesh. Similar topics are taught in secondary schools. In grades 6-10, students acquire environmental knowledge from the courses, general sciences and social sciences .In grades 9 and 10; biological science courses focus on population education. Higher education According to statistics of 1995, there are 11 universities and 2,845 colleges in Bangladesh. Many of the colleges teach botany and zoology at the bachelor level. Ecology is a required topic in these subjects. Ecology is also included as a topic of botany in the four-year honors course following grade 12.honors courses in botany, zoology and Geography include ecology at all universities. At the post-graduate level, ecology is compulsory in Botany and in zoology departments. At the department of Geography of Dhaka University, there are courses on Environmental Management and perception and resource management and environment at the M.Sc. level. Few years ago, Khulna University Shajalal University, and Jahangir Nagar University offer separate courses on environmental science and engineering. Private Universities such as the independent university of Bangladesh (IUB) and North South University offer separate courses on environmental science. METHODOLOGY OF THE STUDY EE is a young field of research in World context as well as in Bangladesh perspective. A number of Tertiary institutions of Bangladesh now offer structured programs on environmental education. The study area was selected on the basis of those are offering direct Environmental Science and education degree. The study will assess the present status and conditions of environmental education curriculum at tertiary level in Bangladesh and therefore might suggest future initiatives which should be taken into consideration for the development of the curriculum. Prior to data collection, informal discussions were conducted with the teachers and experts those are well known in curriculum development and initiated EE program in their respective organizations. As per the views from the experts, a random selection process followed for the sampling. Public

Universities viz., Environmental Science Discipline, Khulna University; Environmental Science Department, Jahangirnagar University; Institute of Environmental Science, Rajshahi University; Environmental Science Department, National University; Environmental Science Department, Bangladesh Agricultural University; Institute of Forestry and Environmental Science, Chittagong University; Department of Civil and Environmental Engineering, Shahjalal University of Science and Technology and one Private University named Environmental Studies, North-South University were selected for assessment. The data have been collected using both observations and personal interviews. A set of questionnaire has been developed which covers the information necessary for the study. After collecting the data from secondary and primary sources, efforts were made for processing the data. The relevant data are processed and analyzed through manually and computer aided softwares. MS Excel of Office XP version was used for computer based analysis. All the results of interpretation are presented in tables and graphs. Assessment of the formal curriculum at tertiary level Philosophy and scope of the curriculum Some of the literature on environmental education explores the range of philosophies that are used as a basis for environmental education – either intentionally or otherwise. An awareness of these philosophical perspectives or paradigms provides a framework to understand the context in which environmental education is functioning. Robottom and Hart (1993) outline the three main paradigms – Positivist, Interpretivist (or Constructivist) and Critical Theory – and compare them in terms of purpose, roles, knowledge and power, and the view of research. The curriculums of EE at Tertiary level focus on the view of purpose. It is justified in the department’s philosophy in Khulna University, Jahangirnagar University, National University, and North-South University. But at Rajshahi University and Agricultural University, the department philosophy is not clearly justified and sorted out. Table 01. The distribution of course curriculum on major sub-sectors of Environmental Education in Bangladesh.

Name of university

the

Khulna University Jahangirnagar University National University Bangladesh Agricultural University Rajshahi university North-South University Chittagong University Shahjalal University of science and technology

% of total course credits of the sub- disciplines of environmental education Environmental Environmental Environmental Environmental science at % engineering at % studies at % management at % 58.01 8.84 4.42 16.02 71.52 x 8.39 20.05 59.27 45.23

x x

8.01 x

21.79 42.85

37.38 58.96%

4.92 4.12

23.61 11.45

30.49 22.90

48.13

2.91

7.40

35.47

29.55

51.86

2.41

9.15

As seen from the graph below (fig.1) the EE disciplines in Khulna University, Jahangirnagar University, National University and North-South University covers above 50% of environmental science sub sectors and Shahjalal University covers environmental engineering sub sector. As a result the philosophy of these universities interrelates with the departments’ name. Whereas Rajshahi University and Agricultural University cover less than 50% of the environmental science sub sector and about 50% environmental management sub sector. As a result the philosophy of the department

Environmental science at %

Environmental engineering at %

Environmental studies at %

Environmental management at %

Shahjala university

Chittagong University

North-south university

Rajshahi university

Agricultural university

National university

Jahangir university

100 90 80 70 60 50 40 30 20 10 0

Khulna university

percentage

is not clearly justified.

Fig. 01. The distribution of four sub-sector of environmental education in surveyed universities’ (in percentage) in their course curriculum.

Developmental progression of the curriculum Fundamental to the development of environmental education has been the relationship between education and the environment. While there has been an international acknowledgement of the role that education can play in increasing environmental awareness the application of that principle has not necessarily been easily adopted. Greenall Gough (1993) states: “Education is perceived as a tool, an instrument, for achieving a particular goal which may, or may not be, a generally accepted function of education”. For example, in a four year course for Bachelor of Environmental Science, the developmental progression should be like this: at first year the curriculum should give priority in the sub sector of environmental science, then in second year priority should be on environmental engineering, in third year course curriculum should be related with environmental studies and finally on environmental management. Because at elementary stages student will be acquainted with the basic of environmental science which is mainly earth science and its interrelationship. Then the curriculum should give priority on the environmental engineering by which the learner will know the technology for controlling the environmental problems. By turn the environmental studies will get priority in the curriculum for making public opinion and views about the environmental issues. And finally the management should get priority in the curriculum for managing the problem or reforming the technology. Khulna University In Khulna University, the syllabus for Bachelor of Science in Environmental Science has been distributed in the four year courses on the basis of four sub-sectors (Table 2). Table 02. Courses distribution in Khulna University according to four sub-sectors. Year

Sub-disciplines of the environmental education Environmental

Environmental

Environmental

Environmental

science

engineering

studies

management

1st year

75.79

x

6.32

x

2nd year

96.63

4.49

x

x

3rd

year

39.32

22.47

4.49

33.7

4th year

28.08

8.98

20.22

31.46

it is seen that Environmental Science Discipline in Khulna University does not fully cover the developmental progression except 1st year and 4th year. Jahangirnagar University The course curriculum of the Department of Environmental Science in Jahangirnagar University has been distributed on the basis of four sub-sectors (Table 3). Table 03. Courses distribution in Jahangirnagar University according to four sub-sectors. Year

Sub-disciplines of the environmental education Environmental

Environmental

Environmental

Environmental

science

engineering

studies

management

1st year

92.31

x

7.69

x

2nd year

91.66

x

8.33

x

3rd year

62.5

x

6.25

31.25

4th year

39.62

x

11.32

49.05

From the fig.2, it is seen that most of the courses are Environmental Science background. Environmental engineering courses are totally absent in the curriculum. Environmental studies have given at less priority. Whereas at 4th year a handsome amount of Environmental management

Parcent

courses are present. 100 90 80 70 60 50 40 30 20 10 0 1st year

2nd year

3rd year

4th year

Years

Environmental science

Environmental engineering

Environmental studies

Environmental management

Figure 02: Courses distribution in the syllabus of Environmental Science Department, Jahangirnagar University.

Chittagong University The syllabus for Bachelor of Science with honors in Forestry and Environmental Science of Chittagong University has been distributed that in the first year the environmental science covers 50%-70% from 1st year to 3rd year, environmental engineering covers 10 % only in the 4th year and environmental studies cover only 5%-20% in 1st year ,2nd year and in 4th year.and environmental management covers 30%-70% from 2nd year to 4th year (Table 4 and Fig. 3). Table 04: Courses distribution according to four sub-sectors in Institute of Forestry and Environmental Science, Chittagong University. Year

Sub-disciplines of the environmental education Environmental

Environmental

Environmental

Environmental

science

engineering

studies

management

1st year

71.33

x

4.35

x

2nd year

66.66

x

6.66

26.66

3rd

54.54

x

x

45.45

x

11.62

18.60

69.76

year

Percentage

4th year

100 90 80 70 60 50 40 30 20 10 0 1st year

2nd year

3rd year

4th year

Years

Environmental science

Environmental engineering

Environmental studies

Environmental management

Figure 3: Courses distribution in the syllabus according to four sub-sectors in Institute of Forestry and Environmental Science, Chittagong University. North-South University The Environmental Studies department in North-South University concentrated with environmental science at 1st and 2nd year whereas an equal distribution of Environmental science, Environmental

studies and Environmental management courses are lying at 3rd year and a major share of Environmental management at 4th year courses (Table 5 and Fig. 4). Table 05: Courses distribution according to four sub-sectors in Department of Environmental studies, North-South University.

years

Year

Sub-disciplines of the environmental education Environmental

Environmental

Environmental

Environmental

science

engineering

studies

management

1st year

75.86

0

3.45

2nd year

64

0

8

28

3rd year

48.48

9.09

12.12

30.30

4th

0

7.40

22.22

33.33

year

0

100 90 80 70 60 50 40 30 20 10 0 1st year

2nd year

3rd year

4th year

percentage Environmental science

Environmental engineering

Environmental studies

Environmental management

Figure 4: Courses distribution in the syllabus according to four sub-sectors in Department of Environmental studies, North-South University. Shahjalal University of Science and Technology Shahjalal University of Science and Technology offers a four year course on Civil and Environmental Engineering. It is interesting to note that a major share on Environmental Sciece courses are the ornamental feature in the course curriculum whereas lacking of Environmental studies courses jeopardize the status of the curriculum (Table 6 and Fig. 5).

Table 06: Courses distribution according to four sub-sectors in Shahjalal University of Science and Technology. Year

Environmental

Environmental

Environmental

Environmental

science

engineering

studies

management

year

38.96

42.86

0

0

2nd year

42.17

48.19

9.64

4.82

3rd year

34.15

48.78

0

17.07

4th year

2.94

67.64

0

14.70

1st

percentage

Sub-disciplines of the environmental education

100 90 80 70 60 50 40 30 20 10 0

1st year

2nd year

3rd year

4th year

years Environmental science

Environmental engineering

Environmental studies

Environmental management

Figure 5: Courses distribution in the syllabus according to four sub-sectors in Shahjalal University of Science and Technology. Evaluation of curriculum in different sectors To evaluate, in essence, is to appraise or judge the worth of something. Evaluation is a relatively young and evolving discipline. From the correlation matrix (Table 7) it is found that most of the evaluation parameters show poor correlation. Table 7: Correlation matrix of sectors of evaluation. A B C D E

A 1 -0.09703 -0.12009 0.5261 0.048837

B

C

D

E

1 -0.14935 0.082989 0.431107

1 0.50274 0.08699

1 0.246655

1

F

G

H

F G H

0.528679 0.473082 0.360508

0.194785 -0.14901 0.158479

-0.09783 -0.7594 0.281369

0.198877 -0.30245 0.579423

0.732244 0.073404 0.631374

1 0.541293 0.748001

1 0.191473

1

Key words: A=PHILOSOPHY B=NEEDS OF THE LEARNERS C=THEME OF THE CURRICULUM D=INSTRUCTIONAL GOALS E= LEARNING OBJECTIVES F=SCOPE OF THE CURRICULUM G=FIELD TESTING OF THE CURRICULUM H=QUALITY OF THE CURRICULUM.

Philosophy of the curriculum The surveyed universities cover on an average 80% mark of the philosophical identity in curriculum development. Need assessment of the learners In surveyed universities need of the learner covers only 59% marks in curriculum development which is poor in international context. Because, the real needs of the learners are poorly established due to the inadequacy of traditional models, library, film-shows, books, journals and collaboration among the universities. This notion that strategy development for environmental education goes beyond traditional models is endorsed by Malcolm (1992) who considers that environmental education “calls for an approach that goes well beyond the limits of traditional education and traditional strategies for environmental management.” Theme of the curriculum-instructional approach The theme of the curriculum is fair to poor in the surveyed university. Because most of the curriculum does not properly reflects the critical areas. Theme of the curriculum is highest in Jahangirnagar University (85%), secondly in Chittagong University (80%), Khulna University and Shahjalal University in third position (65%). One of the most important things is that the curriculum is not as flexible as it should be to allow the contemporary vital programs. Instructional goals

The instructional goals are fair to poor in the surveyed universities. Khulna University, Bangladesh Agricultural University has highest score in this sector (85%), then Jahangirnagar University and thirdly Chittagong and Shahjalal University (69%). Learning objectives and standards Information acquisition is very good position in almost all the universities. But skill development is also in high-quality because environmental management related subjects get priority in most of the curriculum. Concept development related subject such as landscape planning and design, modeling etc is in reduced condition in the curriculum. As a result opinion development and expression will be poor in the learners. Values awareness is mostly related to opinion development, so values awareness is not fairly fulfilled by the curriculum. In spite of having some lacking, the learning objectives of the curriculum are good. The average score is 73%. Among the surveyed universities the highest score in this sector is 88% in Khulna University. Field testing of the curriculum Some universities field tested their curriculum properly. But others curriculum is not properly tested. According to field testing the curriculum modification is also related. Readability test is not applied for the curriculum on almost universities. As a result no reported results can not be found from the readability test for modification of the curriculum. Need assessment of the curriculum For the development of the environmental education most of the surveyed universities are in good condition. Extra curriculum program most of the time is not done by the learners in the universities. Agenda-21 is partially followed in the curriculum. Because, The teaching program for professional, research centre of the department , improved library, project work for local problem etc are needed for following the agenda -21. Incentives of the curriculum to enhance interest of students in formal environmental education are very poor. The need of the curriculum is well defined in Khulna University (61%) and Shahjalal University (67%). The average score is poor (around 57%) in rest of the surveyed universities (Table 7). From the fig.5, it is seen that the philosophy of the curriculum is highest (80%), in the surveyed universities. The scope and sequence of the curriculum is lowest (50%), besides, theme of the curriculum and instructional goals are same which covers 60%.

percentage

100 90 80 70 60 50 40 30 20 10 0 1 se ctors of the assessment Philosophy

Needs Assessment of the learners

Theme of the curriculum

Instructional goals

Learning objectives

Scope and sequence of the curriculum

Field testing of the curriculum

Assessment of the curriculum

Figure 5: The sectors of the assessment of curriculum at percentage.

Table 8: Total assessment score of the curriculum (at percentage) of surveyed universities. SL.NO

NAME

OF

THE

TOTAL EVALUION

UNIVERSITY

SCORE IN PERCENTAGE

1

KU

78

2

RU

64

3

CU

71

4

BAU

69

5

JU

64

6

N-SU

65

7

NU

57

8

SJU

69

From the fig.9 the assessment score of the curriculum put Khulna University on grade one (highest score 80%), and the National University on grade eight (lowest score 60%).

100 90 80 70 60 50 40 30 20 10 0

KU

RU

CU

BAU

JU

N-SU

NU

SJU

TOTAL EVALUION SCORE IN PERCENTAGE

Figure 6 : Total assessment score of the curriculum (at percentage) of surveyed universities. Conclusion Bias towards physical science Prior to Rio summit environmental topics were taught in physical science and geography courses. After the summit, however the focus has been gradually expanding towards social sciences, liberal arts and the humanities. Yet the explicit incorporation of environmental themes is still biased towards physical science. Since human actions are the principle responsible for the deterioration and destruction of the environment, so the social science aspect of environmental problems should be given the same attention of environmental education. Inadequate manpower There is shortage of adequate teachers to teach such integrated courses as environmental studies, environmental science and engineering. No major efforts have been initiated to promote teacher competency and capability. Conventional teaching methods, such as lecture method are mostly used to teach these dynamic courses. Students are not exposed to direct observation or real-life situations. Unlike other humanity courses , teaching of environmental topics can not be considered complete

unless classroom teaching is backed up by practical field exposure .This inadequacy makes the quality of EE teaching, in general, very poor. Rigid curricula and teaching methods Existing curricula are book-based and examination-oriented. Further, the curricula are not oriented towards a sustainable society (one that meets the needs of the present generation without compromising the future generation). Classroom instructions is geared toward preparing for examinations, resulting in students who achieve high scores on final examinations, but who have not developed skill and competency in the subject matter. References Agyeman, J., Morris, J. and Bishop, J. 1996. Local Government’s Educational Role in LA21, In Education for Sustainability, edited by Huckle, J. and Sterling, S. Earthscan Publications Ltd, London: 181 196. Fien, J. (Ed.). 1993. Environmental Education: a Pathway to Sustainability, Deakin University, Victoria. Milne, R. 1996. Adult non-school education for the environment – an alternative pathway to sustainable management?, In Resource Management: Issues, Visions, Practice, Symposium Proceedings, Centre for Resource Management, 161-

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174.

Ministry for the Environment (MfE). 1998. Learning to Care for our Environment – a National Strategy for Environmental Education. MfE, Wellington, New Zealand. Sarkar, S.H, 2001. Status Reports, South Asia: Bangladesh, in Environmental Education in the AsiaPacific resion, eds. Bhandari, B.B and Abe, O, GIES, Japan: 102-116 Sterling, S. 1996. Education in Change, In Huckle, J. and Sterling, S. (Eds.),. Education for Sustainability, Earthscan Publications Ltd, London: 18-39. Tilbury, D. 1995. Environmental Education for Sustainability: defining the new focus of Environmental Education in the 1990s, Environmental Education Research, 1(2): 195- 212. UNESCO. 1997a. Final Report of the Fifth International Conference on Adult Education, Hamburg, Germany, 14-18 July 1997. Paris: UNESCO. UNESCO. 1997b. The Declaration of Thessaloniki of the

International Conference on

Environment and Society: Education and Public Awareness for Sustainability, Thessaloniki, Greece, 8-12 December, 1997.

UNCED. 1992. Earth Summit: Agenda 21 (The United Nations Program of Action from Rio), New York: United Nations Department of Public Information. Victorian Environmental Education Council (VEEC). 1992. Learning to Care for our environment. Victoria's Environmental Education Strategy, Victorian Environmental Education Council, Victoria, Australia.