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M. Klavins
the Environmental Protection Act, Article 42 (2), states: “The environmental protection course shall be included in the mandatory part of all study programmes of higher
education institutions and colleges.” Recent efforts have resulted in the creation of
study materials and study programmes and in regular activities at schools. There have
been significant endeavours to achieve the aims of the Environmental Education and
Education for Sustainable Development (Klavins and Pelnena 2010). Another major
threat which could compromise the progress towards the aims of Environmental
Education and Education for Sustainable Development is related to the implementation of the third concept—Education for Environmental Citizenship. Since this
concept covers the same major issues, the progress towards the achievement of the
intended aims and targets may be hampered.
A major opportunity for Education for Environmental Citizenship in Latvia is its
potential role in the reorganisation of the educational system, given that this highly
attractive concept is aimed at the active involvement of the whole society. This
opportunity relates to the still relevant aim to support the active involvement of all
citizens in the political and social processes in the country, and to mobilise resources
for solving actual problems. Questions can be raised about the capacity to increase the
potential and significance of EE, ESD and Education for Environmental Citizenship,
all of which have good prospects for finding their positions in the reorganisation of
the educational system. Another opportunity is to develop study (teaching) materials
in line with the latest achievements and methodologies, replacing outdated methods
and materials.
Major threats to Education for Environmental Citizenship have been identified
and are as follows: (1) a comprehensive Environmental Education system has not
been established in Latvia; consequently, introduction of a new approach can attenuate the existing efforts; (2) insufficient resources (intellectual, material, financial)
to assure Education for Environmental Citizenship; (3) shortage of study aids on the
basic problems of Environmental Education to assure its representation at different
levels; (4) shortage of knowledge, motivation and Environmental Education in the
process of further and continuing education; (5) the content of education does not
have sufficient, relevant and objective information on environmental problems, and
this prevents an awareness of and responsibility for the interaction of humans with
the environment; (6) the content of subjects is not harmonised with the guidelines
for education and fails to assure succession at different levels of education; (7) an
insufficient quantity of study and teaching aids for Environmental Education; (8)
an insufficient number of qualified teachers; (9) a small number of students will
acquire the knowledge of sustainable development and environmental protection
during their studies at Latvian educational institutions; (10) shortage of the state
system of syllabi in higher Environmental Education; (11) the country has no scientific research institutions, the activities of which would allow resolution of strategic
and practical issues in environmental protection, as well assurance of a scientific
basis for decision-making.
M. Klavins
the Environmental Protection Act, Article 42 (2), states: “The environmental protection course shall be included in the mandatory part of all study programmes of higher
education institutions and colleges.” Recent efforts have resulted in the creation of
study materials and study programmes and in regular activities at schools. There have
been significant endeavours to achieve the aims of the Environmental Education and
Education for Sustainable Development (Klavins and Pelnena 2010). Another major
threat which could compromise the progress towards the aims of Environmental
Education and Education for Sustainable Development is related to the implementation of the third concept—Education for Environmental Citizenship. Since this
concept covers the same major issues, the progress towards the achievement of the
intended aims and targets may be hampered.
A major opportunity for Education for Environmental Citizenship in Latvia is its
potential role in the reorganisation of the educational system, given that this highly
attractive concept is aimed at the active involvement of the whole society. This
opportunity relates to the still relevant aim to support the active involvement of all
citizens in the political and social processes in the country, and to mobilise resources
for solving actual problems. Questions can be raised about the capacity to increase the
potential and significance of EE, ESD and Education for Environmental Citizenship,
all of which have good prospects for finding their positions in the reorganisation of
the educational system. Another opportunity is to develop study (teaching) materials
in line with the latest achievements and methodologies, replacing outdated methods
and materials.
Major threats to Education for Environmental Citizenship have been identified
and are as follows: (1) a comprehensive Environmental Education system has not
been established in Latvia; consequently, introduction of a new approach can attenuate the existing efforts; (2) insufficient resources (intellectual, material, financial)
to assure Education for Environmental Citizenship; (3) shortage of study aids on the
basic problems of Environmental Education to assure its representation at different
levels; (4) shortage of knowledge, motivation and Environmental Education in the
process of further and continuing education; (5) the content of education does not
have sufficient, relevant and objective information on environmental problems, and
this prevents an awareness of and responsibility for the interaction of humans with
the environment; (6) the content of subjects is not harmonised with the guidelines
for education and fails to assure succession at different levels of education; (7) an
insufficient quantity of study and teaching aids for Environmental Education; (8)
an insufficient number of qualified teachers; (9) a small number of students will
acquire the knowledge of sustainable development and environmental protection
during their studies at Latvian educational institutions; (10) shortage of the state
system of syllabi in higher Environmental Education; (11) the country has no scientific research institutions, the activities of which would allow resolution of strategic
and practical issues in environmental protection, as well assurance of a scientific
basis for decision-making.