The Role Of Environmental Education In Iran

Sustainability education is futures oriented, children must have systematized their ideas, then reflects the essential knowledge, understandings and skills for the priority (AusVELS 2015). By using the Early Years Learning Framework and the Australian Curriculum we must integrated into student’s education such as:

Course Description This course focuses on the causes of, impacts of, and solutions to environmental issues. Students identify global environmental issues as well as develop and critique environmental action plans. Topics include ecosystems, energy, populations, resources, pollution, and sustainability. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • • University policies: You must be logged into the

Turk, J., & Bensel, T. (2014). Contemporary environmental issues (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.

The UK Parliament has made considerable movement towards helping schools in Britain to become kinder to the planet. The Scottish government has introduced an eco-schools programme into the British school system. These eco-schools and the government hold close links with Education for sustainable development (ESD).

The conversation of introducing environment sustainability actions on campus were solemnly expressed through individuals who had concern for the environment. In the book, “Greening the Ivory Tower” by Sarah Creighton, the author mentions ways students can take action to maintain a healthy environment. Creighton introduces the benefits of protecting the campus from harmful effects of abusing the environment around them. By doing so, she allows the readers to be aware of environmental issues in addition to providing solutions to these problems. Creighton claims, “Five ingredients are key to successful university action: . . . (2) university commitment and demonstrated support for

(claim of value) The United States’ educational system does little to promote “green” living or to enforce environmentally-friendly policies within the school system. Within the local educational system that I am part of, this fact is apparent. Glen Allen has prepared me to start living a “green lifestyle” only by means that I have

The statistics and facts I learned from that class were really eye openers to the world around me.” On the outside of a educational setting, people are still trying to promote the change towards bettering the environment. Carol, a mother, teaches her children and others to, “respect the value of our natural resources, and for all things in life.” Carol uses her experience with education to help teach others about respecting and valuing the earth.

When I was five years old I began school. In Kindergarden we learned basic things like letters, numbers, and how not to be fully engulfed in flames. For some reason, 2004 was the height of anti-fire education in Missouri and before I knew how to tie my shoes I knew that if I ever was ablaze, to cover my face, fall to my knees, and roll back and fourth. This is what my institution placed serious value upon and because I was a student of that institution I also placed serious value upon it. The same idea must be applied to a university's teaching of environmental sustainability. This is discussed in David Orr's "What is Education For?" Through choosing a curriculum a university chooses what it places value onto, by making the environment a priority it showcases to the future generations that environmental wellness is an important responsibility for them to take ownership.

Environmental issues have been a cause of a lot of debate in the recent past. Governments and nongovernmental organizations have been in constant consultations on how to help protect the environment. Apparently, as a result of man’s many actions, the natural environment is getting torn apart so quickly that the coming generations will not enjoy this kind of environment, unless a

Sustainability development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being. Therefore, education for sustainable development (ESD) is the use of education as a tool to achieve sustainability. Simply put, ESD is a way to make the world a safer, healthier, and more livable place for us and future generations (McKeown, 2002, pgs 7-9).

This essay will review two significant environmental experiences I have encountered exploring the influences of these my life and how these have altered my view on what is environmental sustainability. An examination into these two experiences will follow into reviewing my perspectives on environmental sustainability and how these two experiences influenced this. To conclude a discussion on my role as a teacher and how this will impact myself when in the classroom.

As a 17-year old teenager going to high school, contrary to the environmental activist, David Suzuki’s, remarks about the ignorance of humans about nature, I receive much information about these kinds of problems at my school, from dedicated assemblies, eco fairs and special days that address our responsibility to deal with nature in a more responsible fashion. Yet, when the school day is over, all of the information seeps out of the roof of the school; plastic water bottles are still found in the corners of hallways and leftover Tim Hortons cups are still present in the desks of my former Business class. Even when I step inside the door of my house, the disconnection from nature is apparent. Most of my time at home is spent looking at a screen and doing homework and the only sign of nature would be the fly

the world’s environment as a threat, but as another opportunity and soon implemented a responsible

So, This Master course offers everything I need to become an expert in Energy and sustainable development .The program is taught through collaboration between academics with world-class expertise in diverse aspects of sustainable development and gives students an opportunity to learn about a wide range of problems in Energy and sustainable development and their application. Furthermore, the outline of this program provides a balance between technical issues and technologies uses for applying sustainability management development besides addressing cultural and sociable factors in relation with polices framework. In my university years, I was active in the activities that in relation with society matter. So, the environmental matters and raising awareness about this issue were considered as goals of our activities at my Faculty. Therefore, I have learnt the basics of Environmental matters and society challenges in relation with Energy and environment Challenges along with skills to review and measure the challenges. I was involved in some experience that related to make green environment such as participation in planting tree to combat desertification that is consider one of the big challenges in my hometown city Ghat which located in the heart of the desert in the South West of Libya. Furthermore, the problem of conventional energy, especially of cut off the electricity power during summer time was the real motivation to think

This report is designed to investigate the rationale behind teaching Education for Sustainability (EfS) in early childhood education, through investigating the relevant issues and concept of sustainability in relation to the pedagogies and principles of early years education. The initial part of this report will focus on three issues of sustainability, all falling under the greater sustainability concept of waste management. The report will then go on to articulate the role and importance of EfS in early years principles and pedagogies. Finally, some teaching strategies for teaching EfS will be outlined.