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There are many various vocational secondary schools in Croatia, and Biology is
usually taught for one or two years in these schools. In vocational secondary schools
where Biology is taught for one year, Environmental issues are also being taught
depending on a module that is officially valid in certain vocational school courses
and regulated by documents of the Ministry of Education. This means that in some
vocational secondary schools, environmental issues are not taught, and students
have to rely on knowledge acquired in elementary school. However, these schools
have Geography as part of their curriculum (some have even a 4-year curriculum),
so students will be educated on some environmental issues but to less extent than in
gymnasiums. It is important to recognise that in some vocational schools, an
Ecological Technician course is available. This course is much more interrelated
with ecology and environment, i.e. in line with Environmental Citizenship, so students will be educated in other activities that focus on the care and protection of
nature and the environment.
In the Croatian education system, a programme called ‘Citizenship upbringing
and education’ is also available (MSES 2014) that is more in line with a Future 2
perspective, emphasising socialisation and subjectification as learning goals. This
programme consists of several themes, which are aimed to be integrated through
inter-subject themes, advisory sessions and extra-classroom activities. One of these
themes is ‘Ecological dimension related to other dimensions’, and students learn
about (a) the sustainable social, economic and cultural development of the local
environment and environment of Croatia, Europe and the world; (b) the right to a
healthy environment and sustainable development of the community; (c) the influence of economics, science, culture and politics on environment; and (d) the role of
individuals and civil society in ensuring sustainable development.
13.2.3 The Case of the Netherlands
Before discussing the Dutch case on the inclusion of Environmental Citizenship and
Education for Environmental Citizenship in secondary schools, the educational system needs to be elucidated. The Dutch secondary education system (ages 12–18) is
divided into four main tracks: (a) preuniversity education (6 years); (b) general secondary education (5 years); (c) pre-vocational education (4 years); and (d) vocational training programme (4 years). Each level provides access to different higher
education institutes: university (a), higher professional education (b), senior secondary vocational education (c and d), and each track has its specific national examination requirements: the formal curriculum (CvTE 2016a).
Overall, sustainability and citizenship education are quite well represented in
preuniversity and general secondary education tracks of the Dutch secondary school
curricula, but not specifically referred to as Environmental Citizenship or Education
for Environmental Citizenship. The Biology and Chemistry curricula in these two
tracks prescribe content-specific requirements related to sustainability such as
human influence on energy preservation and sustainable production processes.
13 Environmental Citizenship in Secondary Formal Education: The Importance…
There are many various vocational secondary schools in Croatia, and Biology is
usually taught for one or two years in these schools. In vocational secondary schools
where Biology is taught for one year, Environmental issues are also being taught
depending on a module that is officially valid in certain vocational school courses
and regulated by documents of the Ministry of Education. This means that in some
vocational secondary schools, environmental issues are not taught, and students
have to rely on knowledge acquired in elementary school. However, these schools
have Geography as part of their curriculum (some have even a 4-year curriculum),
so students will be educated on some environmental issues but to less extent than in
gymnasiums. It is important to recognise that in some vocational schools, an
Ecological Technician course is available. This course is much more interrelated
with ecology and environment, i.e. in line with Environmental Citizenship, so students will be educated in other activities that focus on the care and protection of
nature and the environment.
In the Croatian education system, a programme called ‘Citizenship upbringing
and education’ is also available (MSES 2014) that is more in line with a Future 2
perspective, emphasising socialisation and subjectification as learning goals. This
programme consists of several themes, which are aimed to be integrated through
inter-subject themes, advisory sessions and extra-classroom activities. One of these
themes is ‘Ecological dimension related to other dimensions’, and students learn
about (a) the sustainable social, economic and cultural development of the local
environment and environment of Croatia, Europe and the world; (b) the right to a
healthy environment and sustainable development of the community; (c) the influence of economics, science, culture and politics on environment; and (d) the role of
individuals and civil society in ensuring sustainable development.
13.2.3 The Case of the Netherlands
Before discussing the Dutch case on the inclusion of Environmental Citizenship and
Education for Environmental Citizenship in secondary schools, the educational system needs to be elucidated. The Dutch secondary education system (ages 12–18) is
divided into four main tracks: (a) preuniversity education (6 years); (b) general secondary education (5 years); (c) pre-vocational education (4 years); and (d) vocational training programme (4 years). Each level provides access to different higher
education institutes: university (a), higher professional education (b), senior secondary vocational education (c and d), and each track has its specific national examination requirements: the formal curriculum (CvTE 2016a).
Overall, sustainability and citizenship education are quite well represented in
preuniversity and general secondary education tracks of the Dutch secondary school
curricula, but not specifically referred to as Environmental Citizenship or Education
for Environmental Citizenship. The Biology and Chemistry curricula in these two
tracks prescribe content-specific requirements related to sustainability such as
human influence on energy preservation and sustainable production processes.
13 Environmental Citizenship in Secondary Formal Education: The Importance…