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1. Certifying ‘Green’ YM branches: Tying this non-formal framework into the
national framework of certifying green educational institution (‘green schools’).
Criteria for certification include: establishing a green-committee (i.e. local
‘green’ leadership), incorporating means for waste reduction and resource efficiency (i.e. environmental management to reduce the branch’s ecological footprint), incorporating environmental values and content into the content of
activities, and conducting community projects within the surrounding community that promote active Environmental Citizenship of community members.
2. Providing environmental training to the YM leadership (chief directors of education in each of the YMs, coordinators of the YM branches, and older members
who are conducting their year of social-service).
14.3.3 Learning from Forests: Certification Course
Programme for Forest Pedagogy, Austria
Nearly half of the area of Austria (48%, 4 million ha.) is covered by forest; it is a country
where forest management and the training of forestry staff has long been a tradition.
Since the 1990s, Austrian forestry training institutions have offered a certification
course called ‘Certified Forest Pedagogue’ that trains forest educators to make forests,
as habitats and economic spaces, more accessible to the public. Forest pedagogy focuses
on the dialogue between humans and nature and represents forestry- related environmental education on the diversity and functions of forests. These are current issues,
especially as in recent decades conflicts have arisen due to the continuous demand for
timber and the growing number of people using forests for recreation purposes.
All aspects relevant to forest pedagogy are discussed during the certification
course. The training modules feature a combination of practical strategies (knowledge transfer), a wide range of methods and the development of competence for
communication with different target groups depending on their specific needs.
Participants’ qualifications are developed and tested by the Federal Ministry for
Sustainability and Tourism to guarantee a high standard of quality in the transfer of
the pertinent knowledge. The validity of the certificate is linked to regular compulsory training events that ensure the specialist’s knowledge remains up-to-date. A
recertification is required every 5 years.
Up to 80 forest educators are trained in Austria each year, and they provide an
important contribution to secondary non-formal education and Environmental
Citizenship. In total, more than 1200 certified forest educators are active in Austria
and their field of activities is wide. A particular strength of the programme is its
interdisciplinary approach, providing both educators and professionals from the forestry sector with the possibility of supporting non-formal environmental education
in creative and independent ways after certification. The importance of forest pedagogy is growing, especially with a view to the societal changes accompanying the
ongoing trend towards urbanisation.
D. Paraskeva-Hadjichambi et al.
1. Certifying ‘Green’ YM branches: Tying this non-formal framework into the
national framework of certifying green educational institution (‘green schools’).
Criteria for certification include: establishing a green-committee (i.e. local
‘green’ leadership), incorporating means for waste reduction and resource efficiency (i.e. environmental management to reduce the branch’s ecological footprint), incorporating environmental values and content into the content of
activities, and conducting community projects within the surrounding community that promote active Environmental Citizenship of community members.
2. Providing environmental training to the YM leadership (chief directors of education in each of the YMs, coordinators of the YM branches, and older members
who are conducting their year of social-service).
14.3.3 Learning from Forests: Certification Course
Programme for Forest Pedagogy, Austria
Nearly half of the area of Austria (48%, 4 million ha.) is covered by forest; it is a country
where forest management and the training of forestry staff has long been a tradition.
Since the 1990s, Austrian forestry training institutions have offered a certification
course called ‘Certified Forest Pedagogue’ that trains forest educators to make forests,
as habitats and economic spaces, more accessible to the public. Forest pedagogy focuses
on the dialogue between humans and nature and represents forestry- related environmental education on the diversity and functions of forests. These are current issues,
especially as in recent decades conflicts have arisen due to the continuous demand for
timber and the growing number of people using forests for recreation purposes.
All aspects relevant to forest pedagogy are discussed during the certification
course. The training modules feature a combination of practical strategies (knowledge transfer), a wide range of methods and the development of competence for
communication with different target groups depending on their specific needs.
Participants’ qualifications are developed and tested by the Federal Ministry for
Sustainability and Tourism to guarantee a high standard of quality in the transfer of
the pertinent knowledge. The validity of the certificate is linked to regular compulsory training events that ensure the specialist’s knowledge remains up-to-date. A
recertification is required every 5 years.
Up to 80 forest educators are trained in Austria each year, and they provide an
important contribution to secondary non-formal education and Environmental
Citizenship. In total, more than 1200 certified forest educators are active in Austria
and their field of activities is wide. A particular strength of the programme is its
interdisciplinary approach, providing both educators and professionals from the forestry sector with the possibility of supporting non-formal environmental education
in creative and independent ways after certification. The importance of forest pedagogy is growing, especially with a view to the societal changes accompanying the
ongoing trend towards urbanisation.
D. Paraskeva-Hadjichambi et al.