In 2011, President Barack Obama established the Interagency Task Force on Environmental Education (ITF) to provide a forum for collaboration among federal agencies and departments on environmental education. With this initiative, he envisioned a network of partnerships between schools, local government entities and corporations in order facilitate more effective environmental education at all levels.
The ITF’s ambitious goal is to transform environmental education in America by 2030. To attain this objective, they have identified seven priority areas that must be addressed if we are to ensure an enduring commitment to preserving our natural resources: interagency cooperation; teaching young people critical thinking skills; creating effective curricula; enhancing assessment practices; developing effective strategies for engaging students across age groups; and instilling lifelong learning habits in adults.
If the environment is a casualty of an educational system, then what can be done to rectify it? Are the shortcomings inherent in our current framework simply insurmountable?
This dilemma is all too apparent when we consider environmental education. Despite its importance, students are often displaced by legislation and technology as they progress through their academic lives; consequently, many are unaware of the vital role that this arena – and its relevance to today’s world – must play in imparting knowledge towards future endeavors.
1. Most schools don’t have comprehensive environmental education programs
The majority of environmental educators, from K-12 schools to universities, are typically content specialists, who focus on a specific field of study within their respective areas of expertise.
In order for an educator to obtain certification for a given area of studies, an introduction to the topic is generally sufficient; after which they will be required to demonstrate proficiency in the field. Only then may they earn the title ‘certified’ – this signifies that they possess the requisite knowledge and abilities that enable them to effectively teach others about that subject matter.
2. Teachers are not adequately trained in environmental issues
Teacher preparation for classroom environments is an essential aspect in successfully facilitating learning about environmental issues. However, current standards do not sufficiently prepare educators for teaching these subjects.
Figures from the 2013 National Assessment of Environmental Education show that 49% of all teachers consider themselves proficient in their understanding of environmental policy and associated legislation compared to only 32% who claim proficiency in climate change. Additionally, just over half recognized their knowledge about ecosystem management was sufficient for imparting this information to students – yet fewer than half give any attention to materials on such topics!
Due to the lack of adequate training and educational resources, few teachers are adequately equipped to teach about environmental issues during their initial teaching experience.
3. Poor funding prevents the implementation of effective environmental education programs
Even with the emergence of an array of initiatives to raise awareness about environmental issues, funding for such endeavors remains a serious issue. When educational facilities do not have sufficient resources at hand, it becomes difficult for school systems to provide adequate services such as classroom environments and curriculums that are capable of effectively educating students concerning sustainability concerns
For instance: in some parts of the world such as Brazil where over half of land area has been deforested since 2000 due to agricultural enterprises seeking out land for cultivation; school systems cannot afford to provide any additional classes related to environmentally-friendly practices – making it challenging for parents to impart their knowledge on his or herself and one’s children!
Ensuring adequate funding is key if we want our schools to be able to offer quality environmental education programs.
4. Inadequate student engagement in environmental activities and projects
One of the most common issues with environmental education is a lack-of-investment from students. The vast majority (roughly 80%) do not take part in any after-school activities related to the environment, and only one quarter of students report that they are engaged in their learning experience at all.
