U N E S C O I N T E R N A T I O N A L S C I E N C E , T E C H N O L O G Y && ENVIRoNMENTAL E D U C A T I O N N E W S L E T T E R

VOL XXII , No 1, 1997

Gender andScience & Technology Education

G ender is implicated in science and

technology education (STE) in

a number of different ways. One

set of issues relates to the relative

participation rates of boys and girls in

programmes of science, technology and

vocational education. Why, when these

subjects are not compulsory, do boys

technology curricula and the associated

procedures for assessing students’

progress and understanding. Any cur-

riculum necessarily selects, and there-

by privileges certain kinds of activities

and forms of knowledge and sends

explicit and implicit messages about

them to students and teachers alike.

and girls often exercise markedly d i f Teachers’

ferent choices? How. and on what

basis, are those chorces made? Is

there something about the nature of

physics or technology that necessar-

ily makes them unattractive to girls

as subjects to study? A second set of

issues clusters around science and

responses to these mes-

sages, as they seek to deliv-

er science and technology

education in the classroom

and laboratory, present a

third set of issues. In trans-

forming the prescribed into

the del ivered curr icu lum

and engaging in the dynam-

ics of classroom interac-

tion, teachers necessarily

draw upon thei r under-

standings of their subject and

their beliefs about how best

to teach and promote learn-

ing. They also draw upon a

set of wider cultural assump

tions not least about the

role expected of boys and

girls in society. These assumptions

differ widely between, and often with-

in, societies and they may differ sig-

nificantly between the teachers in an

individual institution. They also change

markedly over time and it is this poten-

tial for change that makes it possible

to be optimistic about addressing many

of the gender issues surrounding sci-

ence, technology and vocational edu-

cation. These and other aspects of

the gender dimensions of science and

technology have, for many years,

attracted the attention of scholars

drawn from many different disciplines

who have approached the issues from

a variety of perspectives. Science edu-

cators have done much, not least

through the Gender and Science and

Technology (GASAT) conferences, to

establish the necessary data about

the relative participation of and achieve

ment by girls in science and technol-

ogy, to explore their attitudes towards

these components of their education

and to promote ways of addressing the

various imbalances that have been

identified.These educational activities

of GASAT need to be placed in the con-

text of the current global concern to bring

attention to bear on a wide range of

issues that are of particular concern to

women, evident in a range of UNESCO

and country-specific initiatives and a

series of international conferences for

women, the fourth of which was held

in Beijing in 1995.

Some philosophers and sociologists of

science writing from a feminist per-

spective have argued that science and

technology are essentially masculine

(Contmued on p. 3)

ED-97Ah’S/43

2

E D I T O R I A L

A Happy Marriage - the INISTE CONNECTion

This edition celebrates the mar- tribute to the progress of the soci- The inter-connectedness of sci-riage of Connect and the INISTE ety in which they live, founding ence, technology and environmentBulletin. To some it may seem sim- development upon the responsible has been implicitly or explicitlyply a matter of convenience and participation of individuals and recognized in the recommenda-product of austerity - after all, communities.” The Report insists tions of major conferences forthere is considerable overlap on the right of all to education - to many years (e.g. the first UNbetween those who read Connect “a passport to life” which equips Conference on Humanand the INISTE Bulletin and the all, without exception, to the scien- Environment held in Stockholm inentire UN system - including tific, technological and environ- 1972) and all sides (e.g. the ICSUUNESCO and UNEP - must make mental knowledge, skills and Conference on Science andthe most effective use of the limit- values needed for effective partici- Technology Education and Futureed resources available. But more pation in contemporary society. Human Needs held in Bangaloreimportantly, I believe that science,. Since 1975, when the in 1985). With the prevailing ’technology and environmental International Environmental worldwide concern for sustainableeducators must work together to Education Programme (IEEP) was development and the tendency toreach a new consensus on what launched jointly by UNESCO and take an integrated view of sciencekind of education is needed for UNEP, the two organizations have and technology education encom-the future and how collectively we promoted environmental educa- passing societal concerns such ascan maximize our contribution to tion for all as a key to responsible environment, health, nutritionhuman development. citizenship and sustainable devel- and energy, the time has come toA profound rethinking is under- opment. The importance of envi- consolidate our efforts and toway about the fundamentals of ronmental education, the work together to achieve thepeace and development, a rethink- objectives of IEEP and its underly- broader purposes of educationing precipitated by Jomtien, Rio, ing philosophy were clearly recog- outlined by the Secretary GeneralCairo, Copenhagen and Beijing nized at UNCED and in Agenda 21. of the UN.World Conferences. Throughout In this regard, Connect has played a In order to achieve a smooth inte-this process, the role of education, very significant role and has been gration of the two newsletters, anespecially for girls and women, as widely acclaimed. We are deter- Editorial Board has been set upthe key to development has been mined to continue Connect andrepeatedly reaffirmed. But what support of sciemists, qducators

consisting of science and environ-mental education specialists from

kind of education is needed for and NGOs active in environmental UNESCO as well as our traditionalthe 21st century if the emphasis is education as part of Agenda 21. partners - IUCN - the Worldto shift from economic growth to At the same time, UNESCO for Conservation Union (representingsustainable development? In a many years has promoted science environmental NGOs) , ICASErecent address to the American and technology education for all (representing Science andCouncil on Education, the new and the networking of NGOs and Technology NGOs) and UNEP.Secretary General of the United institutions active in this field - Following the recommendationsNations, Mr Kofi Annan said: hence the establishment in 1984 of of the Editorial Board, each issue“My many years of service with the the International Network of will contain a theme which will beWorld Organization have convinced Science and Technology treated from as many angles asme that thejrst ingredient of political Education (INISTE) and its possible and on which contribu-stability is an informed citizen. The Information Bulletin. At the World tions from readers of all horizonsfirst ingredient of economic progress is Conference on Education for All, will be solicited in previous issues.a skilled worker Thefirst ingredient of we insisted on the need for “a In this way we hope to give the sub-socialjustice is an enlightened society. world community of scientifically ject as wide a coverage as possible.Education is thus the kq to global and technologically literate citi- The other traditional features ofpeace and well-being. I’ zens” (and on basic environmental Connect will be maintained. WeMuch the same position is taken and health education). PROJECT shall also be conducting a reader-by UNESCO’s International 2000+ was launched jointly by survey before the end of this yearCommission on Education for the UNESCO inviting your opinions, comments21st Century. For UNESCO and and ICASE in 1993 to promote and suggestions concerning thethe Commission, education must this objective, the ultimate purpose new orientation of Connect.“enable all people without,excep- being that of informed citizens,tion to take their destiny into their an enlightened society and COLIN N. POWERown hands so that they can con- sustainable development. Assistant Director-General for Education

GENDER AND SCIENCE AND TECHNOLOGY EDUCATION

(from p. 1)- and Western - in their ontology, an argu-ment that seems to point convenientlytowards an explanation of why an edu-cation in these subjects is so often analienating experience for many girls andwomen. It is important to acknowl-edge, however, that a variety of fem-inist positions exist with respect toscience and technology and that sincesome are much more radical than oth-ers, there are major differences in theimplications they may have for sci-ence and technology education.National and international compar-

isons of attitudes towards, and theperformance of boys and girls in scienceand technology are now available,although for far too few countries fromthe developing world, where the need

for reliable data over time remains a pri-ority. The data which are available sug-gest caution in making over simplegeneralisations about gender and STE.There are different sciences and manydifferent technologies and a valid expla-nation of, or successful strategy for deal-ing with gender issues in one culture

may be quite inappropriate in another.We should also be very wary of refer-ring in a simplistic way to science andtechnology (thereby ignoring impor-tant differences between different sci-ences and technologies) and ofattributing a cultural homogeneity to indi-vidual countries or even continents.There are perhaps even greater dangersin assuming that the gender issuessurrounding science education are thesame, or necessarily have the same ori-gins, as those involved in technologyeducation. Important distinctions canbe made between science and tech-

nology and they have very different cur-riculum histories and status. Technology,understood in terms of designing,making and doing rather than as com-puting or information technology, isthe curriculum newcomer and far toolittle research has been done on gen-der issues to parallel the extensivebody of work now available in the fieldof science education.A further point to note is that gender-related data can quickly become out-ofdate. For example, in many&velopedcountries there have been significantshifts over time in the size and extentof the gender gap between the levelsof performance of boys and girls on a

-variety of tests in the physical sci-

ences. The trend is for the gap betweenmales and females to narrow or evendisappear, so much so that in a fewdeveloped countries it is the relative per-formance of boys that is now beginningto give rise to concern. Such changescan, of course, be seen as prima facieevidence for the importance of social,cultural and educational expectationsof girls and boys and the ways in whichthese are accommodated in the orga-nization and values that underpinschooling.

Nonetheless, subject to these importantqualifications, a number of tentative

generalisations can be made. Girlsseem to be more interested than boysin the social, cultural and ethical dimen-sions of science and technology. Theyare often less persuaded by the ‘tech-nical fix’, and their interest in science and

technology edwation increases whenthese can be related to their own con-cerns and priorities. There may be‘women’s ways of knowing’ that aremore inclusive and less reductionistthan the approach traditionally associ-ated with science and technology andgirls generally attach a higher importancethan boys to working collaborativelythrough discussion rather than com-petitively and on an individual basis.There may also be important differ-ences in the responses of boys and girlsto some of the language of scienceand technology and the image which itconveys. For example, the use of termssuch as “execute”, “kill” and “abort”in computing is not easily reconciled withthe values to which many girls andwomen attach importance.The caution needed in generalising

about gender differences in science andtechnology education is equally nec-essary when examining possible pol-icy options for change. There are, ofcourse, a number of general strategieswhich can be identified. These includeemploying more women science teach-ers to serve as role models for pupils,increasing teachers’ awareness ofgender issues and helping them becomemore sensitive to the dynamics ofclassroom interaction, removing gen-der bias from textbooks and other cur-riculum materials, raising the profile of

successful women scientists and tech-nologists, and collaborating with other

agencies, such as the broadcast and printmedia, in alerting parents and stu-

,

dents to the opportunities which existfor work in science and technology-relat-ed careers. It is also important not tooverlook the obvious. For example,girls will not stay at school to study ifthe cost to their families is too great orif the demands of schooling conflict toomarkedly with other priorities that can-not be changed.Although much research is still need-ed, especially in the developing world,more than enough has been done toexpose the issues and prompt anenduring political response. Some ele-ments of tha’t response will neces-sarily differ from one country to another,a point wel l - recognised in theUNESCO Special Project on Scientific,Technical and Vocational Education ofGirls in Africa. The collaborative dimen-sions of this Project with a variety ofNational Commissions and NGOs willbe central to its success in promotingand implementing gender-inclusivecurriculum policies. So too will be localinitiatives and the support of nationalgovernments. However, gender-inclu-sive policies commonly reveal andchallenge assumptions that are soembedded in the community thatchanging those assumptions is notonly difficult but sometimes activelyresisted. Ultimately, however therecan be no alternative if the Jomtien com-mitment to education for all and theUNESCO Project 2000+ are to have any

meaning. Assumptions, structures,systems or practices which discourageor prevent girls from studying scienceand technology are not only unjust,they frustrate the immense and arguablydistinctive, contribution that women canmake to many fields that are funda-mental to sustainable developmentat local, national and international level.The problems associated with gen-der, science and technology, there-fore, are an integral part of*, much larg-er agenda: one which seeks to promotenew, more ecologically sustainable‘and socially just approaches to devel-opment Such approaches are now apressing requirement of all countriesand UNESCO is uniquely placed topromote them.

Edgar W. JenkinsCentre for Studies in Science

and Mathematics Education,

University of Leeds, l-J. K.

Vol.XXII, N o . I, 1997

3

4

Scientific, ‘Ikxhnical. and VocationalEducation of Girls in Africa

F or a variety of reasons most count-

ries of the African continent stillhave little or no access to the full be-

nefits of scientific and technological

progress and girls and women are par-

ticularly under-represented in or exclud-

ed from science and related areas of

study and employment. The impor-

tance of science and technology makesit imperative that the entire human

resources potential of the continent

should be tapped for economic and

social development.

Despite efforts directed towards im-

provement of education in Africa, only

a very small minority of girls pursue

courses in scientific, technical and

vocational education which are often

gender-biased; have textbooks not

relating to women’s and girls’ dailylife added to teachers’ attitudes which

seldom motivate girls to pursue these

studies. Socio-cultural norms as wellas unconscious influences from parent-

al or family opinions, often impede

women’s access to scientific, technic-al and vocational education and train-

ing. Furthermore, little recognition is

given to the contribution of women sci-

entists to‘development, perpetuating

a negative role model for those girls who

might otherwise choose to follow a sci-

entific career.

Fern

In order to attempt to enhance gender

equality in enrollment, quality and

achievement in scientific, technical

and vocational education, UNESCO

was requested by its Member States

to plan and undertake a six-year SpecialProject on Scientific, Technical and

Vocational Education of Girls in Africa.

Initiated in 1996, it aims at encourag-

ing local initiatives as well as triggeringpolitical action. It will make use of the

experience and activities of local and

regional NGOs such as the Forum

for African Women Educationalists

(FAWE), Gender and Science and

Technology (GASAT), Third WorldOrganisation of Women in Science

(TWOWS), and Tanzanian Association

of Women Professionals in Science

and Technology (TAWOSTE) and willbe operated in liaison with existing

UNESCO networks and activities.

In cooperation with several UNESCOOffices in the African region, national

surveys have at present been completed

in: Benin, Burundi, Chad, Ethiopia,

Ghana, Kenya, Malawi, Mali, Namibia,Niger, Nigeria, Senegal, South Africa,

Swaziland, Uganda, Tanzania, Togo,Zambia and Zimbabwe. The surveys

will be presented in Volume VII of

Innovations in Science and Technology

Education (1998) which will focus on

gender issues in science and tech-

nology education.

Two sub-regional meetings are cur-

rently being planned on the basis of thenational reports: in Harare, Zimbabwe,

in August 1997 and in Abidjan, C&e

d’lvoire, in September 1997. These

meetings are intended for NGOs andMinistries of Education for recom-

mendations on concrete actions torender curricula, textbooks and teach-

er training more gender sensitive and

on the ways and means of removing

socio-cultural constraints and nega-tive role modeling which impede

women’s access to scientific, techni-cal and vocational education and train-

ing. The activities will focus on the

content of a basic curriculum which can

provide a sound foundation for the

needs of the majority of the populationas well as for those who will continue

to study scientific and technological sub

jects in secondary and higher educationor enter into working life.

Further information from:

Connect, ATTMs Anna Maria Barth&

(address on last page);

E-mail:am.barthesQunesco.org

ducation in M

T he FEMSA project aims at pro- The specific objective of the pilot performance in mathematics and sci-

moting participation of girls in math- phase of FEMSA, which began in ence at p&ary and secondary level, asematics and science education at the 1996, is to compile profiles of four well as providing data on interventions

primary and secondary school levels and countries, Cameroon, Ghana, Tanzania undertaken by NGOs and donor agen-to enhance their performance in these and Uganda. The country profiles will ties and ongoing research efforts.

subjects and access to careers in document the status of girls access to The core activity of FEMSA in eachmathematics and science. schooling and their participation and country is an in-depth study of a small

sample of primary and secondaryschools with a view to determining

the attitudes of students, teachers

and parents to mathematics and sciencelearning, the difficulties encountered by

girls, the reasons for girls’ generally poorperformance in these subjects and

the ways in which mathematics and sci-

ence can be made more attractive

and relevant to their needs. The stud-

ies make use of questionnaires for

students and teachers in primary and

secondary schools, guided discus-sions using the Participatory Learning

and Action (PLA) methodology with

students, teachers and parents andindividual interviews. The studies also

involve detailed observation of math-

ematics and science lessons in pri-

mary schools.

A unique feature of the FEMSA activ-

ities is the involvement of the real

actors-students, teachers and parents

- in expressing their views as to what

the problems and difficulties are and

what should be done and by whom toalleviate the situation, as against reliance

on the views of traditional experts.

For further information contact:

Joseph O’Connor, Project Consultant,

FEMSA, Rockefeller Foundation, PO

Box 47543, Nairobi, Kenya.

Tel:(254-21228.06 1

Fax: (254-2) 2 18.840

Email:femsaQrockefeller. or. keb24

Science and Scientists (SAS)An international empirical study of science education in the interests

of boys and girls of different cultures.

S cience and Scientists is a cross-cul-

tural comparative study of chil-

dren’s interests, experiences, attitudes

and perceptions that may be of rele-

vance for learning science with particular

emphasis on gender aspects. It is cen-tred on 13 year old pupils whose

responses to a special questionnaire

reveal how they perceive important

aspects of science as part of prepara-

tion for life.

This international research project waslaunched in 1995 by three science edu-

cators: Jayshree Mehta (India), Jane

Mulemwa (Uganda) and Svein Sjceberg

(Norway) and currently has participation

from some 50 researchers from more

than 25 countries worldwide.

It stems from education initiatives in

developing countries supported byNORAD (Norwegian Agency for

Development Cooperation) as well as

research grants from Oslo University

and the Research Council of Norway.

The rationale of the project is that sci-

ence at the school level is, and should

be, culture dependent as it may serve

very different goals according to local

needs, family background, ethnic and

social groups, geographical location -

and gender.Its purpose is dual where both the

research process and the results are

important:

1. The research process allows re-searchers from different countries and

continents to engage in a common

project resulting in the development of

networks and research skills and thus

contributing to local capacity-building.

Particular stress is laid on engaging

researchers -specially female -from thirdworld countries. Some participants

have already published national stud-ies based on the material.

2. The results enable participants to dis-

cuss important aspects of science

education based on concrete empiricalevidence like curriculum priorities of con-

tents, images of science, children’s aspi-

rations and hopes. Through such

discussions participants are empowered

. to contribute to policy discussions in their

own country as well as between coun-

tries and across cultures.The study is still open for participation.

For further information contact:

Svein Sjosberg, ILS, University of

Oslo, Pb 1099 Blindern,

03 16 Oslo, Norway.

E-mail:svein.sjoberg@ils. ulo.no

activities and views on relevant actions

Technology and Environmental Education.Write to Connect (address on last page).

ociation

T he GASAT Association was offi-

cially established in 1991. However,

its origins go back to 1981 when a

group of interested individuals and

researchers organised its first meeting

in the Netherlands, and continued to

meet every two years. Today it counts world of science and technology from

around 300 members from nearly 50 early childhood to work environments.

countries worldwide. Previous international GASAT confer-

GASAT provides a forum for individu- ences have been held in Eindhoven, The

als and organizations concerned with Netherlands (1981); Oslo, Norway

the inclusion of girls and women in the (I 983); London, U.K. (I 985); Ann Arbor,

USA (1987); Haifa, Israel (1989);

Melbourne, Australia (1991); Waterloo,Canada (1993); and Ahmedabad, India

(I 996).The objectives of GASAT are:

. to encourage research into all aspects

of gender differentiation in science and

technology education and employ-

ment;. to foster gender equity in science and

technology, in education and in the

workplace;l to facilitate the entry of women into

employment in the fields of science

and technology and their progress

within such employment;. to foster socially responsible and

gender-inclusive science and tech-

nology;

. to provide a forum for .the dissemi-

nation and discussion of research

findings and experiences of those

working in the field; and

. to provide a support network for

those working towards the objecives

outlined above.

GASAT has actively participated in the

Once and Future Action Network(OFAN) pavillion and the preparation of

the draft Platform for Action (PFA), an

o u t c o m e o f t h e 4 t h U N W o r l d

Conference on Women, Beijing, China

(1995). GASAT members are activein the post-Beijing follow-up in research

and development as well as in projects

from the academic to the grassroots

level.

The next GASAT international conference

is due to be held in Ghana in 1999.

For more information on GASAT

activities contact: Dr Jayshree Mehta,

Chairperson, GASAT; SATWACFoundation, A l/22 Amrapali,

Sukhipura, Paldi, Ahmedabad 380 007,India. Fax: 9 1-79-663.63.86

E-mail: satwac.gasatQlwahm.net

T he Third World Organization For

Women In Science (TWOWS) is anindependent, non-profit, non-govern-

mental body based at the headquartersof the Third world Academy of Sciences

(TWAS) in Trieste, Italy. WAS and the

Canadian International Development

Agency (CIDA) convened the Con-

ference on the Role of Women in the

Development of Science and Technologyin the Third World in 1988 which rec-

ommended that a study group explorethe possibility of creating an organisation

for women in science. In 1989, the

group decided to establish TWOWS

which was officially launched four

years later at the international confer-

ence: “Women’s Vision of Science and

Technology for Development” held in

Egypt.TWOWS is the first international forum

to unite eminent women scientists

from the South with the objective of

straightening their role in the devel-

opment process and promoting theirrepresentation in scientific and’tech-

nological leadership. Its objectives are:

. to promote the role of women inthe development of science and

technology in the third world countries;

. to enhance opportunities of better edu-

cation and participation of women inscientific activities in the third world;

. to increase participation of women sd-

entists in the decision-making pro-

cesses at national and international

levels; and

. to enhance scientific productivityand efficiency of women scientists in

the third world.Full membership is open to women sci-

entists and scientific institutions in

the South. Currently TWOWS has over

1662 individual and 25 institutional full

members from 83 developing countries.

Associate membership comprises insti-

tutions and individuals (male and female)

from both the North and the South, not

responding to the criteria of full mem-

bership but committed to the objec-

tives of the Organisation. At present,207 individuals and 27 institutions from

-A limited number of copies of the papersand proceedings of the Eighth Intema-tional Gender and Science and TechnologyConference GASAT 8 are now availablein three volumes for US%70. Contact:SA7WAC Foundation (address above)

Third World Organization forScience (TWOWS)

Women in

38 countries in the South and 21 count-

ries in the North are associate members.TWOWS activities include: support for

travel, publications and research activ-ities; organization of the TWOWS First

General Assembly; active participation

in the UN Fourth World Conference

on Women, the NGO Forum, the Onceand Future Action Network (China,

19951, numerous conferences relatedto women, science and development;

and publication of its Newsletter as

well as the TWOWS Directory of Full

Members.

For further information contact:

Third World Organization for

Women in Science (TWO WSI, c/oThird World Academy of Sciences

(TWAS), PO. Box 586, StradaCostiera 11, 34700 Trieste, /ta/y.

Tel: (+39-40) 2240.32 1

Fax: (+39-40) 224559

E-mail:twows@ictp. trieste.it

The two coming issues of Connect for 1997 Contributions (brief) on these themes,will feature the following themes: concerning notably local, national1. Ozone & climate change; and 2. Oceans. or regional issues/actions, are solicited.

i

EDUCATIONAL CENTRES

Centre @Initiation b ltErivironnement deNouvelle-Calkionie (C.I.E.)

T he Centre d’lnitiation a I’Environ-

nement de Nouvelle-Caledonie(The New Caledonian Centre “Gettingto know the Environment”) was found-ed in November 1996. It is made up ofactive and associate members - includ-ing educational, research and public bod-ies, associations, individuals - with aBoard of Directors, a Bureau, perma-nent staff and commissions for preciseprojects. The Centre is open tothe publit and its activities cover the entireregion of New Caledonia.Its objectives are notably:l educating the public about its respon-

New Caledonia, France

sibilities concerning environmentprotection and management.

l spreading awareness for natureprotection

l gathering all the means for spread-ing EE

Its activities revolve around three mainthemes:l Education/Information: comprising

lecture-demonstrations, field tripsetc. on Nature for school children;training workshops for teachers andprofessionals on various topics -fire,trees, waste, biodiversity etc. andsupport for nature-related activities.

l Educational materials: developingresource kits, C-D ROMs and travellingexhibitions.

l EE Network: informing all membersof the activities of the Centre; prepar-ing a guide of EE activities in New Ca-ledonia; cooperating with other Pacificregion associations and organising theCaledonian Environment Week.

For further information contact:

Anne-Claire Roudaut,Cl. E. BP 427, 98845 Noumea,

Nouvelle Caledonia, France.

Tel/Fax: 28-32-75.

Centre for Alternative Technology

T he Centre for Alternative Technology(C.I.F.) is located in mid-Wales. It is

a display and education centre offeringpractical ideas and information on envi-ronmentally sound practices to every-one from the casual visitor to thepostgraduate student.The Centre is open to the public for mostof the year and its 40 acre site has work-ing displays of wind, water and solarpower; low energy buildings; organic

growing and alternative sewage sys-tems. The six staff members who live

Wales, U.K.

on the site make it a working demon-stration of alternative technology: theCentre generates its own electricitymainly from renewable sources ofenergy, over half the hot water is solarheated and the buildings display manyfeatures of ecological design and ener-gy conservation. Its highly qualifiedand experienced educational teamruns over 120 courses per year on a vari-ety of subjects including engineering,architecture, science, technology, geog-raphy, environmental science and build-

Second Nature

ing. Courses are designed in cooper-ation with the group concerned and arespecif.ically adapted to the needs andabilities of the participants. The Centrealso produces educational and infor-mation booklets, slides, videos, resourcebooks and kits.

For more information contact:

Ms Ann MacGarry,Centre for Alternative Technology,

Mach ynlleth, Powys, SY20 9AZ, U.K.

Tel:(O654) 702400 Fax: (06541 702782.

U.S.A.

tent; and Educational policy and part-nerships.S econd Nature is a non-profit orga-

nization whose mission is to advancehuman and environmental well-beingthrough learning. Its programmesexpand individual and institutional capa-bilities to make environmentally just and

sustainable living a central and continuingpart of education, research and oper-ations. It focuses on colleges and uni-versities because they educate thefuture teachers, leaders, managers,

policy makers and other professionals.Its programmes and services consistnotably of a Sustainability Networkbased on a Self-guided system for

sustainability, Education for sustain-

ability training, Networking opportu-

nities and technical assistance; an

Environmental Reference Center con-

taining a collection of educational mate

rials, teaching methods and courses with

environmental and sustainability con-

Vol.XXII. NO . I , I997

For further information contact:

Ms Cynthia Staples, Second Nature,

44 Bromfield Street, 5th Floor, Boston,

MA 02 108, USA. Tel:/61 7) 292-7771

Fax(6 17) 292-O 150

E-mail:info@Znature.org

W1IZ/W.Znature.org

7

3

EE on the banks of R. St Laurent

Place: In the schools of Rimouski.

Target Groups: Primary and secondary

school students.

Introduction: The pan-Canadianlnnovateurs a I’ecole (Innovators in

schools) network was launched in

1993. In Quebec, this network is man-

aged by the SPST (Society for the

Promotion of Science &Technology) andproposes a wide variety of science &

technology discovery workshops to

schools. The workshops take place inthe class with audiovisual presentations,

experiments and demonstrations.

Chosen by teachers, they are man-

aged by volunteers and so cost noth-ing. The SPST is progressively expanding

its network throughout Quebec and itsimplantation in Rimouski, a small town

with a school going population of9,000, has been entrusted to us. With

-the help of local expertise, we pre-

sent EE workshops. As pollution and

wastage threaten both salt and freshwater resources in Quebec we have

made water the central theme of theworkshops, which seek to sensitise the

youth to the importance of the con-

servation this precious resource.

Objectives:1. The overall objective of the pro-

Place: Keta (Volta Region) and Shangri-

La Hotel (Accra).

Target Groups: Fisherfolk, opinion

leaders, NGOs and public servants.

Introduction: Three species of marine

turtles nest in the flat, sandy beaches

of the Central and Volta Regions:

Leatherback, Olive Ridley and Green

Turtle. The peak season is usuallybetween November and March. Turtles

and their eggs are protected by law -not only as endangered species but also

to promote ecotourism as well as for

other social and ecological reasons.

However, and in spite of continuous pub

gramme is to attract the youth to

careers in science and the new tech-

nologies through workshops whichallow them to get in direct touch with

scientists and engineers who transmit

their love for the subject.2. The specific objective of the EE

workshops is to spread awareness

among school children of the major envi-

ronmental problems through concrete

examples and by acquainting themwith environment related career pos-

sibilities.

Resources: As Rimouski is located bythe St Laurent estuary where the

greater part of Quebec’s marine indus-

try is concentrated, human and tech-

nical resources related to the marine

environment abound.

Methodology: An overall picture of the

subject is at first presented to the stu-

dents with the help of audio-visualmaterials in order to spark off a dis-

cussion or queries. This is followed by

demonstrations and explanations of

fundamental notions. Finally students

are asked to perform simple experi-

ments to find solutions themselves. E.g.in the workshop on Water they discover

the physical and chemical properties of

water through the use of crucibles,

sand, salt, colouring agents etc., followed

Rescuing Marine Turtles

lit education and dialogue, there is

intensive killing of the turtles and their

eggs for consumption.

Objectives: To develop a strategy for

the conservation of the marine tur-tles in Ghana and to increase awareness

of the fact that marine turtles are a whol-

ly protected species.

Resources: Lectures by specialized

personnel from the NGO Ghana Wildlife

Society who also provide audio-visual

equipment, posters and funds togeth-

er with the RSPB (U.K.).

Methodology:

by a discussion which gives them the

basic notions of the water cycle and its

usefulness. In the workshop on Oil Spillsthey learn the properties of non-misci-

ble liquids and the effects of oil spills inthe ocean through a reconstitution of the

seashore ecosystem by using shells,

sand, rocks, wood, algae, feathers etc.Then, by using a detergent they discover

for themselves one of the most efficient

ways of attacking this problem.

Evaluation/Results: Following each

workshop the teacher asks the students

to write out - or draw - what theyunderstood, what they liked and what

they didn’t. In this way it is possible to

estimate the message that has been

passed as well as eventual alterations

to be made in the pedagogy. E.g. the

first workshop showed that the students

were shocked to find the material

used in the workshop was thrown

away. Consequently, in the followingworkshops only recuperable material

. was used thus getting the message of

environmental conservation and edu-

cation through more effectively.

Sent by: Robert Siron,

Oceanographer and Consultant

in science popularisation, Consultants

RIVES, 310 alMe des Ursulines, bur. Z-

93, Rimouski (QC) G5L 3A1, Canada.

l A video show was organised for the

participants on the handling and

behaviour of turtles in some parts of

the world.A lecture was delivered on marine

turtle research in Ghana@Four working groups were then

formed to thoroughly examine the fol-

lowing sub-topics:

- Value of marine turtles

-Threats

- Protection measures- Involving communities for

dtheir protection

l The leader of each group-a trained

person - was asked to present a

report to the whole house.

DOING IT & TELLING ITEvaluation: Continuous reporting of the

programme by the press representedthe beginning of the success of the pro-gramme. Opinion leaders from mostcommunities pledged to use their ownmeans to check the ever-exploitationof turtles. Lastly, the number of enquiriesabout marine turtles received at the

Place: The Center of EnvironmentalEducation (CEE) and the urban forestof Argyroupolis, a suburb of Athens.

Target Groups: Primary school pupils.

Introduction: Nowadays it is a com-monplace that the urbanization whichtook place during the last decades inGreece is responsible for the diminutionas well as the degradation of the “urban”forest in the region of Attica whereArgyroupolis is located. These phe-nomena are mainly due to a change inthe land use, after extensive destruction

of the forest, resulting in air pollution,soil erosion and flooding -the major problems of the region today.

Objectives:@To strengthen love for nature and

increase awareness of the ill-effectsof deforestationl To increase understanding of bio-

geo-chemical interrelationships andfunctions in nature

l To encourage teachers to get involv-ed in similar environmental projects

Keta office of the Ghana Wildlife Society

was a sign of enhanced public aware-ness.

Results: Opinion leaders in severalcommunities formed Watchdog com-mittees for the protection of turtles. Inaddition, cases of turtle killing have

Urban Forest of Argyroupolis

. To offer pupils an experience in fieldand group work

Resources: The programme requiresthree teachers - one per ten children,the usual materials used in the class-room as well as equipped laborato-ries, a library, seminar hall etc. whichare provided by the CEE.

are asked to express their feelings onthe field work. The drawings they doare put together in a collage calledthe “Tree of Impressions”. At the endof the programme children are givenstickers and become “Protectors ofthe forest”.

reduced considerably after the lastworkshop in September 1996.

Sent by: De/a/i B.K. Dovie,Conservation Education Officer, Ghana

Wildlife Society (G WS), PO Box 2 12,

Keta, Volta Region, Ghana.

Methodology: The duration of theprogramme is 5 hours. To begin with,the children are stimulated by beingshown the work of other children.This is followed by a discussion onecological concepts and relationsamong the various elements of theforest ecosystem as well as the effectsof human intervention. The next stepis field work to allow the children a sen-sory approach to the forest, This isdone through a game in which they fol-low instructions along a route doingresearch activities to discover a trea-sure -which is in fact the explorationitself. Back at the CEE, they play anoth-er game aimed at developing positiveattitudes towards the forest. Finally, they

Evaluation: Beside the subjectiveevaluation by the CEE trainers/teach-ers, the programme was watched byEE experts whose qualitative evalua-tion was taken into account to make suit-able changes.

’ Results: The teachers accompanyingthe pupils have expressed great inter-est in the programme and have askedfor instructions to continue with sim-ilar projects at school. The childrenthemselves are very enthusiastic aboutthe whole programme.

Place: Koyaki Group Ranch- in thewildlife dispersal zones of the MasaiMara National Reserve, Narok District.

Target Group: Masai pastoralists liv-ing in the areas adjacent to the Reservewhose main economic activity is live-stock rearing.

Introduction: Communities living adja-cent to protected areas have frequentlybeen considered of little or no impor-tance in the conservation and man-agement of the biological diversity.

The Cost of Living with Wildlife

Sent by: G. Farangitakis,I?. Paleopoulou, A. Trikalitis, E

Vrettou, N.Stefanopoulos,

Educational team of Argyroupolis CEE,

Bouboulinas 3, 16451 Greece.

Time and events have proved this

notion wrong and outdated. Revising

objectives and reassessing approach-

es to conservation is imperative. Re-

searcher/conservationists meetings

with these communities; provide anopportunity for giving and receiving

information, identifying problems and

solutions, validating data collected

from them and negotiating conflicts and

matters pertaining to nature conser-

vation. These forums provided an

opportunity to share the findings and

validate the data from a study con-

ducted here on: “A cost benefit analy-

sis of livestock predation”.

Objectives: To share the findings of the

study through participatory semi-

nars/workshops:

-To procure a forum for the community

members to identify, analyze and pro-pose alternatives to alleviate livestock

predation and associated problems-To establish the community’s con-

servation and development priorities withrespect to their socio-economic needs

VoI.XXII, No. 1, 1997

Resources: Resource persons weredrawn from Friends of ConservationExtension staff; teachers and head-masters of the host schools. Flip charts,wall papers as well as close-up pho-tographs taken during the study wereused. Financial assistance was pro-vided by WWF-US and WWF-EARPOin collaboration with Moi University,Department of Wildlife Management,Eldoret, Kenya.

Methodology: Two lrday seminars/workshops were organised in twolocalities in Koyaki group ranch. Theworkshops were purely participatorywith two types of discussions: facili-tators-participants and participant-par-ticipant. Participants were divided into

DOING IT & TELLING ITgroups of five and each of the groupswas given a set of guidelines for dis-cussion with the help of an interpreter.The answers were then discussedcollectively by all the participantstogether with the facilitators.

Evaluation: There was no formal/sys-tematic evaluation done but the finalremarks of the community spokesman,an official in the Koyaki Group Ranchcommittee and other participants itwas clear that the seminars had a pos-itive impact.

Results: Pastoralists unanimously con-cluded that due to the high density ofgrazing wildlife and predators in the ranchduring most of the year, predation on

livestock and competition for resourcesare inevitable. In compensation, the par-ticipants suggested that they couldbenefit more from revenue generatedfrom wildlife-based tourism throughimprovement of local educational facil-ities, provision of more water points forlivestock and people, improved vet-erinary services, medical assistance forinjuries caused by wildlife and com-pensation for destroyed property. Thiswould encourage pastoralists to feel aspartners in conservation of biodiversity.

Sent by: Mwangi Solomon Ngari,

Post-graduate Community

Conservation Student,

c/o WWF-EARPO, PO Box 62440,

Nairobi, Kenya.

Clean Up the World Programme for EE Activities

Place: Beawar (Dist. Ajmer), RajasthanState.

Target Groups: About 1,500 second-ary school children and the generalpublic.

Introduction: Beawar, with a popula-tion of 150,000 has problems of wasteand sanitation common to big cities inthe third world. These problems leadto epidemics and loss of human lives.The Environment Conservation Society,within the framework of the “Cleanup the World” programme sponsoredby Australia in conjunction with UNEPtrained and informed students, teach-ers and social service organisationsin ways to deal with the problems ofwaste and sanitation.

Objectives:- Informing the common man ofthe problems caused by wasteand ways and methods ofsuccessfully tackling these prob-lems;

- Inciting students to act as vec-tors for spreading informationabout these issues;

- Spreading awareness of therole of environmental conserva-tion and education.

Resources: J.M.D. Trust and ShriCement Private Ltd (Beawar) providedhelp for the EE and Training Competitionby providing posters, pamphlets, ex-hibition newspapers, a T.V. and videorecorder.

Methodology: The programme wascarried out in three phases:

1. A massive information cam-paign was carried out through rallies,posters, newspapers and audio-visualaids.

2. Meetings, symposia and train-ing sessions were organised for students- the future citizens - and teachers.An essay competition was organisedwith 13 prizes worth Rs 10,000.

3. Games, an exhibition and a tourwere organised mainly as a means of

providing vivid knowledge on a varietyof animals.

Evaluation/Results: The massiveparticipation of the general public is thebest testimony of the success of theproject. Besides, the change in their atti-tudes regarding waste disposal was anindication of the positive impact ofthe programme. The enthusiasm ofthe students, who learnt a lot, wasnotable. Administrative services toocooperated greatly in this programmeand it is hoped that they will continueto do so.

Sent by: 0. F! Verma,

Environment Conservation Society,

83 Adarsh Nagar, Ajmer Road,

Beawar - 305 901, India.

Readers are invited to send us their FIELD experiences in Science, Technology & Environ-mental Education (STEE) activities involving the teaching/learning process - but notnecessarily limited to students and teachers. They should be as brief as possibleand set under the following headings:

Place: Locality where the activity was carried outTarget Groups: For whom the activity is intendedIntroduction: Background information why the activity was initiatedObjectives: What the activity is expected to achieveResources: Materials/funds used for the activityMethodology: How is the activity carried out?Evaluation: How was the activity judged? By whom?Results: Did the activity produce any concrete changes?

Selected experiences will be published together with the name and address of the author.P/ease address your contributions to: Doing it and Telling it (address on last page)

II The Universidad National de Entre

Rios has initiated a project for an

In’teractive Science and TechnologyMuseum. Starting with seed funds, the-

first models were shown to the public

in an exhibition held in the month of

October in Parana and November 1996

in Viale. The unprecedented enthu-

siasm of the public of the region led to

a meeting between representatives

of the local government and the

University to decide upon an adequa-

te site to house a permanent museum.

For further information contact:

Augustin Carpio, Dean, Facultad de

Ingenieria, Universidad National de

En tre Rios, C. C.57, Sue. 3 -

3 100 Parana, Entre Rios, Argentina.

Tel/Fax: 154j-43) 975078.

I MEET (Multi-media and EE &Training)

is a programme of the Department of

Ecology and EE of the University of

Luneburg to foster the use of multi-

media in EE in Europe. It consists of

three phases: 1. Systematic identifica-

tion of current provision in this field in

secondary schools across the European

Union. 2. Documentation and recording

in a guide of provisions of the expe-

riences from European countries in

the field of multi-media. 3. Formulation

of recommendations for further action

as well as on the preparation of mate-

rials. Drawing on the experience and

network fac i l i t ies of fered by the

European Research and Training on

EE (ERTCEE), MEET counts on the

support of specialists and institutions

NEWS & PUBLICATIONSf rom Austr ia , Belg ium, Denmark,

Finland, France, Germany, Greece,

I re l and , I t a l y , Luxembourg , t he

Netherlands, Norway, Portugal, Spain,

Sweden and U.K.

For further information contact: MEET

Co-ordinating Office, University of

Liineburg, Dept. of Ecology & EE,

Wilschenbrucher Weg 84, D-21335

Ltineburg, Germany.

Tel:+49-4131-714373

Fax:+49-4131-714202

E-mail:lealQuni-lueneburg.de

I Marine Affairs Program of the

Dalhousie University have moved to

a new location. Twenty-four students

from eleven countries are currently

studying for a one-year interdisciplinary

Master of Marine Management degree.

A maximum of 20 students are accep-

ted each year with possibil it ies of

scholarships and financial assistance.

For more information contact:

Marine Affairs Program, 1234

Seymour street, Halifax, Nova Scotia,Canada B3H 3J5. Tel:(902) 494.3555

FaxY9021494.100 1

E-mail: Patricia. Roberts@Dal. Ca

WWW:http://www.dal.ca/mmm

I The Open University has announ-

ced a new Postgraduate Programme

in Environmental Decision Making.

The programme is primarily about

people and their decisions on actions

that have environmental effects rather

than ‘about the environment’. It aims

to help students clarify their thinking in

the face of complex issues and incor-

porate environmental considerations into

everyday decision making whether at

work, at home or in the community. The

programme consists of courses in

environmental decision making; enter-

prise and the environment; environ-

mental health and safety; environmental

ethics and is available to graduates

working for a postgraduate diploma

as well as non-graduates with work

experience. The mode of study is sup-

ported by distance learning enabling

students to work in their own time

and fit their study hours around work

and home commitments. Courses are

presented twice yearly in May and

November.

For further information contact:

Marjorie Thompson, Systems Dept,Technology Faculty, The Open

University, Walton Hall, Milton Keynes

MK7 6AA, U. K. Tel:0 1908-654.992 E-mail:m. thompson@open.ac. uk

I The Final Report of the European

Seminar on School/Business Partner-ship for Sustainable Development (v

Connect, Vol. XXI, no. 4, Dec. 1996) is

now available in English and French. 116

pp. Price 1 OOFF all inclusive.

For copies contact:

Fondation Nicolas Hulot,

52 Bd Malesherbes, 75008 Paris,France. Tel:(33-1144.90.83.00

Fax:(33- I) 44.90.83.19.

FORTHCOMING MEETINGS, WORKSHOPS, COURSES...

Ninth Meeting of the Parties to the Montreal Protocol on Substancesthat deplete the Ozone Layer

(ICAO Conference Centre & Radisson Hotel, Montreal, Canada.)

0 Preparatory Meeting (16th Open-ended Working GroupMeeting)

0 Technology Showcase m

0 10th Anniversary Colloquium e.( (_ 8.0 N i n t h M e e t i n g o f t h e P a r t i e s . . . -, , . .

0 UNEP TEAP Awards Dinner

Tenth Anniversary Events:0 E - N G O C o n f e r e n c e -: ., ,. ** l International Day for the Preservation

of the Ozone Layer

For further information contact: JPdL-10th Anniversary Meeting Organisers,Tel:+ l-514-287.1070 - Fax:+ l-514-287.1248 - E-mail.jpdl@jpdl.com - Web page:http:&ww.ec.gc.ca/ozone

.&Qg&NEWS & PUBLICATIONS

0 GASAT (Gender and Science andTechnology) Association Meetings/

Conferences: Africa region/FAWE,

Malawi, October 1997; Australasia

region/lOSTE, Western Australia,

December 1997; European region/ASE,

U.K., January 1998; Asia region/AIT,Thailand, April 1998; Ninth International

Conference, Ghana, August 1999.

Contact: Dr Jayshree A. Mehta, Chair,

- GASAT; A l/22 Amrapali, Sukhipura

Paldi, Ahmedabad-380006, India.Tel:(91-791412422

Fax (9 l-79) 6636386

E-mail:satwac.gasat@lwahm.net

0 Biodiversity and Sustainable Life-styles: Creating New Partnerships -Conference and Business Meeting

organized by the European Committeefor Environmental Education/Corn-

mission on Education and Communi-

cation, IUCN (Warsaw/ Mikolajki, Poland,

18-23 September 1997).

Contact: Monika Lieschke, ARGE

Urn welterziehung, Alsers trasse21, A-1080 Wien, Austria.

Tel:+43-222-402.47.01

Fax:+43-222-402.4 7.05.

0 Awareness to Action (22 September- 31 October 1997); Desk top Publishing(3 - 14 November 1997).

Contact: The Training

Coordinator, Dept. P&International

Centre for Conservation Education

(ICCE), Greenfield House,

Guiting Power,

Cheltenham GL54 5TZ, U.K.Tel:+44(0)1451-850777

Fax:+44(0)1451-850705

E-mail: 1004 17.325@compuserve. corn

0 Solving Natural Resource Problemsthrough Education, Social Marketingand Communication Strategies, 11October - 8 November 1997.

Contact: North American Association

for Environmental Education (NAAEEI

Training and Professional Development

Institute, 1255 23rd Street,

NW, suite 400, Washington, DC

20037, USA. Fax:(202)884-8701E-mail:<dstarne.s@aed.org>

m Second International Film Festivalon Insects and Terrestrial Inver-tebrates organised by the Office pourI’lnformation Eco-entomologique and

the French Scientific Film Service: at

the CRDP, Regional Educational

Documentation Centre, Montpellier,

15-19 October 1997.Contact: OPIE-LR,

63 avenue du gen. de Gaulle,66500 Prades, France.

Tel/Fax:(33)(0) 4.68.05.30.46.

0 Regional Seminar on Nuclear Tech-niques for optimizing the use of Nu-trients and Water for maximizing PlantProductivity and EnvironmentalPreservation, Piracicaba, Brazil, 27-31October 1997; International Confe-

rence on the Health Effects attributableto low Radiation Doses, Seville, Spain,

17-21 November 1997.

Contact: International Atomic Energy

Agency (IAEA), PO Box 100, Vienna

International Centre,A-1400 Vienna, Austria.

0 Urban Poverty Eradication: Policies,

promises, plans programmes, projects

& performances (14-18 November1997); Urban Rivers and Waterfronts:Conservation and Development -

Environment & Ecology: plans and

projects (12-14 December 1997);

Disasters: Cities & Building - Prevention,

Resettlement & Development (16-18January 1998).

Contact: Centre for Built Environment,

2/5 Sarat Bose Road, Calcutta

700 020, India. Tel: 91(33/476-1495Fax: 9 l(33) 466-0625.

PUBLICATIONS

UNESCO Publications

H The Curriculum Guide for In-service TeacherEducation Programmes, outcome of the Training

Workshop in EE for Sustainable Development for

Teacher Trainers., held in Kampala, Uganda, 12-14

July 1995, (v. Connect, Vol. XX, No. 3, September

7995), is now available (English only).The Final Report of the Community Awarenessand Education Programme for the Conservation ofBiological Diversity in Western Australia (v. Connect,

Vol. XXI, No. 4, December 1996), is now available

(English only). For copies of both reports write to:

Connect (address on last page)

q Innovations in Science and Technology Education,Vol. VI, edited by E. W. Jenkins, is the sixth volume

of this well-known series concerned with scientif-

ic and technological literacy (STL) . Following an edi-

torial introduction which explores the meanings of,

and rationales for STL, the book presents a range

of theoretical perspectives and offers a series of

accounts of attempts to promote STL in a range of

countries: China, Colombia,cHungary, South Africa,

Sri Lanka and USA. The book is intended for those

concerned with the on-going process of science and

technology education such as science educators in

Connect

NEWS & PUBLICATIONSuniversities and colleges as well as those involved

with teacher training and curriculum planning,

officials of Ministries of Education and practising

science and technology teachers. (1997, 286 p.,

85FF).n The Scientific Education of Girls. ~ Educat ion

beyondreproach7Compiled by the French National

Commission for UNESCO and coordinated by

Renee Clair, this book is of immediate interest to edu-cation professionals, but is also important for

researchers and those concerned with equality in

education. In raising questions about the nature of

education, it also hopes to provide answers that will

help to change perceptions and thus behaviour.Available in English, French and Spanish. (1995, 214

p., 149FF).

n Equity in the Classroom: Towards effective

pedagogy for girls and boys, edited by Patricia F.

Murphy and Caroline V Gipps, is a collection of papers

which hold that pedagogy cannot be isolated from

the overarching education-gender system if prob-

lems of inequity are to be addressed. It examines

international trends in subject performance through-

out schooling and addresses a range of purposes

aimed at enhancing equity in schools and higher edu-

cation institutions with due attention to the constraints

and consequences of ef fect ing change fromresearchers’ and teachers’ perspectives. (1996,

286 p., 13OFF).For copies of these three documents contact:

UNESCO Publishing, Sales Unit, 7 Place de Fontenoy,

75352 Paris 07 SF: France.

n Vocational Guidance for Equal Access and

Opportunity for Girls and Women in Technical

and Vocat ional Educat ion (1996, 102 p.) is an

information document aimed at national authori-ties and’specialists for reviewing and planning

programmes and services for girls and women in

technical and vocational education. Promotion of

the Equal Access of Girls and Women to Technical

and VocationalEducation (1996,260 p.) is a mono-

graph addressed to policy-makers, administrators,planners, teachers, specialists and all those inter-

ested in promoting the equal access of girls andwomen to technical and vocational education. Also

contains the Report of the UNEVOC International

Expert Meeting on the Promotion of Equal access

of Girls and Women to Technical and Vocational

Education, Seoul, Republic of Korea, 1995.

Both documents are available from: U N E V O C

Project, UNESCO, 7 Place de Fontenoy, 75352 Paris

07 Se France.

Please note that UNEP publications - includmg Our Planet- are no SGl 4Te U.K. Fax:44-1438.748844longer supplied free of charge. For individual prices/conditions of avail- E-ma//:an thon y@ssmibooks. corn o r

ablllty please contact: Distr;bution Assistant, UNEFi PO Box 30552, Nairobi, Kenya.SMI Distribution Serwces Ltd. PO Box 119, Stevenage, Hertfordshire Fax:(254-2)226886

e As part of its efforts to fight dryland degradation, the

Environment Liaison Centre International (ELCI) in col-

laboration with the UNDP Office to Combat Desertificationand Drought KJNSO) has published a 24-page booklet byHeinz Greijn entitled Initiating National DesertificationFunds: Suggested Guidelines for NGOs. Using examples

from Uganda and elsewhere, the author describes innovative

instruments already being used to channel funds to sup-

port sustainable development efforts. NGOs being the

most important development agencies reaching out to

communities in dryland areas, the author describes the rolethat they should play in the NDFs and provides practical guide

lines that they can use in establishing NDFs.

For further information/copies contact:

Ms Baudouine Kamatari, Coordinator, Desertification

Programme, ELCI, PO Box 72461, Nairobi, Kenya.

Fax:254-2-562 175 - E-mail: bkamatari@elci.sasa. unep.no

o World Health Organization (WHO) have announced a newpublication: Environment and Health 1 - Overview and

Main European Issues (56~~. US$17. English only). A joint

effort by the European Environment Agency (EEA) and the

WHO European Centre for Environment & Health (ECEH),

the publication seeks to draw attention to some environ-

Vol.XXII, No. 1) 1997

mental issues that have a significant impact on the health

of the people of Europe. Based on immense amounts of

data, it is presented in the form of a brief discussion on the

contribution of environmental factors to the main causes

of death in Europe. It not only identifies them sketching theharm they do, but lists goals and strategies for immediate

action.

Orders/further information from: WHO, Distribution &

Sales, 12 II Geneva 27, Switzerland. Tel:(4 l-22) 791.24.76

Fax:(4 l-22)791.48.57 E-mail: PublicationsQwhoch

0 Voices from Africa is a series published by the UN Non-governmental Liaison Service (NGLS). Its sixth volume

is devoted to sustainable development and takes a look at

the environmental state of Africa and its attempts not tostray from sustainable development despite crushing con-

straints. Contains articles notably on Sustainable development

in Ghana; Toxic waste dumping in Zambia; Kenya’s respons-

es to Climate Change; Zimbabwe’s Campfire programmeand RIOD: the Desertification network.

For further information contact: UN-NGLS, Palais des

Nations, CH-121 1 Geneva 10, Switzerland.

Tel:+4 l-22/798.5850 Fax:+4 7 -22/88.7366

E-mail: tnglsunctad.org>

13

NEWS & PUBLICATIONSo The New Learning Models: their consequences forthe teaching of biology, health and environment edit-

ed by Andre Giordan and Yves Girault in the Collection Penser

& Agir contains the contributions of twenty researchers at

the IUBS-CBE Convention of the European Didactic

Association of Biology, Geneva, 1994. It is divided into three

parts: the first concerns the theoretical aspects of learning;

the second, the study and use of concepts in scientific teach-

ing whereas the third part mainly concerns EE.Order from: Laboratoire de Didactique et Episremologie des

Sciences (LDES). 9 route de Drize, CH-1227 CarougeGeneva, Switzerland. Tel:(4 I-221705.98.32

Fax(4 l-22)300.1482 - E-mail: GiordanQuni2a. unige.ch

e Man and the Environment is a series devoted to the

conservation of nature, ecology and natural history which

presents original contributions on problems facing human-

ity in relation to the environment and which have a vital bear-

ing on its future. No. 18, La conservation de la nature enRoumanie by Prof. Vasile Cristea, presents an overall

view of nature in Rumania including the historical evolution

of nature protection in Rumania as well as the geograph-

ical, zoological, botanical characteristics and a list of nature

reserves.For details of availability contact: Prof. Vasile Cristea,Universitatea “Babes-Bolyai’; Facultate de Biologie si

Geologie, Str. Mihail Kogalniceanu nr 1, RO-3400 Cluj-Napoca, Rumania. Tel:(40-64) 1943 15 Fax:(40-64) 191906

E-mail: ubbmail@utccluj.ro

0 Biodiversity: Questions andAnswers... is an attractive

information booklet edited by the Centre Naturopa and pub

lished by the Council of Europe. It presents very succinctly

the meaning and values of Biodiversity, threats to it and ways

to counteract them. Though aimed primarily at the European

public, the information could be of use to anyone interested

in the subject.Available in English and French from: CENTRE NATUROPA,COUNCIL OF EUROPE, F-67075 Strasbourg Cedex, France.

Fax:(33-31 88.4 1.27.15.

m Nature and the Human Spirit: Toward an ExpandedLand Management Ethicaddresses the hard-to-define and

hard-to-measure values and benefits that enrich humankind’s

relationship with the natural world. Diverse views are put

forth by 50 authors who represent all types of users includ-

ing subcultures and commercial interests. Aimed at pub-

lic land managers, policymakers, educators and all others

interested in the future of environmental stewardship, it redi-

rects the reader from the realms of the sectarian, religious

or mystical toward a nature-based meaning of the words

“spirit” and “spirituality”. Edited by B. L. Driver, Daniel

Dustin, Tony Baltic, Gary Elsner and George Peterson.For further information contact: Kay Whiteside, Venture

Publishing, Inc. 1999 Caro Avenue, State College, PA1680 l-3238, USA. Tel:(814/234-4561 - Fax:(814)234- 165 1

E-mail:vpublish@venturepublish.com

e World Resources Institute (WRI) publications: New

Partnerships for Sustainable Agriculture edited by Lori

Ann Thrupp features nine case studies from Asia, Africa and

Latin and North America showing how ecologically-ori-

ented integrated pest and crop management practices

can maintain or increase yields, soil quality and resilience,

reduce agrochemical inputs and costs and achieve other

benefits. Profit without Plunderby Nigel Sizer shows how

Guyana can avoid the mistakes other countries have made

and maximize both the economic and environmental ben-

efits of its extraordinary natural resources. Has EnvironmentalProtection really reduced Productivity Growth? by R.

Repetto, D. Rothman, P. Faeth and D. Austin shows how

the conventional measure of productivity growth misrep-

resents the industrial process by taking into account only

pollution abatement costs and ignoring pollution damages

averted. Ozone Protection in the United States edited

by Elizabeth Cook presents ten case studies of innovative

regulatory initiatives and voluntary actions and shows

how economic incentives, entrepreneurial government

activities, corporate leadership and competition as well as

scientific advances and public activism made significant con-

tributions to the adoption of CFC alternatives.Available from: WRI Publications, P 0. Box 4852, Hampton

station, Baltimore, MD 2 12 11, USA.Tel: I-800-822-0504 - Fax: 4 1 O-5 16-6998

E-mail Send Visa or Mastercard information toChrisD@wri.org

e Seshaiyana is the newsletter of the ENVIS Centre of

Estuaries, Mangroves, Coral Reefs and Lagoons (ESMA-

COLA), located in Tamil Nadu India. Its Vol. 4, No. 1 issue,

(May-June 1996) contains a number of articles on the

coastal, marine, estuarine, mangrove, and coral reef envi-

ronment. Also contains articles on various other subjects

e.g. European’ environmental scenario; The peripatetic

tourist and the environment; Greenhouse gases and civi-

lization; What are scientists to be made of?; Parallel evo-

lution of religious paradigms on environmental ethics; and

Biochemical aspects of wastewater treatment.For information on availability: ENVIS Centre in-charge,

C.A.S. in Marine Biology, Parangipettai -608502, Tamil Nadu, India.

o Stockholm Water Front: A Forum for Global Water Issues

is published thrice yearly by the Stockholm Water Company

to disseminate news and views on water issues around the

world as well as to provide regular updates on the Stockholm

Water Prize and the Stockholm Water Symposium. The prize

and the symposium have been instituted to focus the

world’s attention on the rapid deterioration of global water

resources, to analyze the problems and to suggest means

of overcoming them.Available free of charge from: Stockholm Water Company,

S-10636 Stockholm, Sweden. Fax: +46-8-736.20.22E-mail: sympos@sthwat.se

m Biodiversity: Essence and Significance, by M ilorad MJankovic, is a publication in Serbian (Special Editions, No.

16), of the Institute of the Protection of Nature of

Yugoslavia, with a summary in English.For availability contact: Institute of the Protection of Nature,

Novi Beograd, Ill bulevar 106, Yugoslavia.

o The National Project for Excellence in Environmental

Education has published Environmental EducationMaterials: Guidelines for Excellence, a resource that

provides recommendations for selecting, evaluating and pro-

NEWS & PUBLICATIONSducing quality EE curricula, lesson plans and other instruc-tional materials. Developed through a process of critique

and consensus, it is grounded in a common understandingof effective EE with over 1,000 practitioners and scholarsin the field having participated in its review and develop-ment. US$10.95 all incl.

Available from: North American Association forEnvironmental Education (NAAEEI, PO Box 400, Troy,

OH.45373, USA. Tel/Fax:(937)676-2514.

0 The Groupe de Recherches sur I’Enseignement de laPhysique (G.R.E.P.) has initiated a project entitled “ManuelsScolaires de Base au Lycee” (Basic Manuals for HighSchool) whose rationale is the pressing need for Africansto integrate science and technology in their culture onthe one hand and on the other the very difficult material con-ditions in which science education takes place - speciallyin Congo. Two Manuels Scolaires de Base de Physique (Basic

Physics Manuals) have just been published as the first partof the project. Entirely conceived and prepared by Congolesespecialists, they are presented in the form of a collectionwhose main objective is to promote a scientific and tech-nological pedagogy which develops understanding andprovides a support taking into account sociocultural speci-ficities without limiting the frontiers of knowledge.

For further information contact: Andre N’Tsila,Coordonnateuc Groupe de Recherches sur I’Enseignement

de la Physique (GREP), Universite Marien N’GOUABI,Faculte des Sciences, B. P 69, Brazzaville, Congo.

i) People and the Planet: Lessons for a sustainablefuture a teaching kit for students in grades 5-9 to understandtheir relationship to the environment and to other membersof the global family. An interdisciplinary, EE and globalstudies guide in one, the kit covers concepts and objectivescentral to science, social studies, maths and family life edu-

cation. Colourfully designed, it includes reproducible stu-dent worksheets, a comprehensive teacher’s guide, back-ground reading and motivational activities. 190 pp. US$25.95all incl.

For orders contact: Zero Population Growth (ZPG)Publications, 1400 16th Street, NW, Suite 320, Washington,

DC 20036, USA. Tel: l-800-767- 1956.

o Environment, Protection, Education and DeveloGmentby S.P. and J.C. Agarwal provides a comprehensive and up-to-date information on the concepts of environment pro-tection, education and development. The book attempts tohighlight the need for the inclusion of EE in the school cur-riculum and teacher training programmes, with six chap-ters devoted to India. Appendices include a detailedbibliography of source material.

Order from: New Concepts, International Publishers, H-13,Bali Nagar, New Delhi 110 015, India. Tel:5431361.

o Government Institutes have published: Environmental

Guide to the Internet (2nd Edition) 236~~. US$49; Industrial

Environmental Management, 600~~. US$79; Clean Water

Handbook (2nd Edition), 452 pp. US$89.Order from: Government Institutes, 4 Research Place,

Rockville, MD20850, USA. Tel:130 l/92 l-2355E-mail: giinfo@govinst.com

e Une for& dans la t&e (European Encyclopaedia of Forests)

is a CD ROM encyclopaedia of European forests contain-ing information on 165 species of trees and bushes,games, promenades, video sequences... with 5,000 pho-tos and 1,000 pages of text. Price 2,850 Belgian Francs.

Order from: Jacaranda, ATT Mme Elyane van Coillie, aveRichard Neybrugh 142, B-1020 Brussels, Belgium.

Tel:+3210/2-420.61.00 Fax:+32(0)2-420.61.01WWW.jacaranda.be/foret/

V I E W P O I N TDear Editor,I am a bit dismayed regarding the suggested reorientation

toward “sustainable development” -as I consider sus-tainable development somewhat of an oxymoron. I like

the concept of sustainability and sustainable soci-eties, but sustainable development seems too Westernin flavour, indicative of the U.S. over-consuming orientationfor more and more...

Sincerely,Ted May, doctoral student, EdSMRT Unit, College ofEducation, University of Tennessee-Knoxville, 402Claxton Addition, Knoxville, TN 37996, USA.

(Ever since the term sustainable development was pop-ularized, there has been quite a debate all over the world

-and at all levels - as to exactly what this term means.

The debate is all the more significant as neither in French

nor in Spanish - and perhaps in other languages as well- has an appropriate equivalent been universally agreedupon, occasioning serious problems in the translation

of derived terms such as sustainability, sustainable edu-

cation, sustainable practices - not to mention ‘Sustainable

future” as in the lead article of Connect, December 1996!

- Ed.)

Dear Editor,It is perhaps worth recalling that agricultural pesti-cides and runoff water by polluting the environment con-stitute not only a serious threat for the balance ofecosystems but for the very survival of the humanspecies. The long term effect would be that water, whichhas already lost its capacity for auto-purification, wouldbecome a vector for the proliferation of transmissible

1:

VIEWPOINT

diseases in newly irrigated zones - an alarming prospect

which calls for urgent action.

As concerns the implementation of Agenda 21, ch. 36,

UNEP as well as ECLAC (Economic Commission for

Latin America and the Caribbean) should, on the oper-

ational level, strengthen the legal framework of its action

plan associating all competent organs of the eco-

nomic- legal system - including NGOs - in order to

encourage initiatives and funding of the follow-up and

evaluation. This would tend to encourage land/sea

related industries to opt for cleaner technologies and

to generalize the polluter-payer principle. A good exam-

ple is, or would be, doubling hydrometric and surveil-

lance services.

Additionally, in order to expose the true conditions as

well as coming dangers, the “media” - uncontested prod-

uct of merit and propaganda - should be involved in and

adapted to regional conditions focusing particularly on

local preoccupations - “Negligence” oblige!

Sincerely,

Jean-Luc Theobald, Cite Desmarais, Bat. I n”21, 97100

Basse Terre, Guadeloupe, France.

Dear Sir,

I am working as the artistic coordinator of an art-edu-

cation project called Tamandua. The aim of the project

is to show that by amalgamating artistic and creative devel- ’opment with eco-responsible modes of behaviour a cul-

ture of environmental responsibility can be created

leading to sustainable development. In collaboration with

a local organisation Associad dos amigos da praia de

Bombas and in association with a local school with 200

children, the project is currently trying to involve the native

fishing community and to deal with problems con-

cerning protected areas, plastic debris, tourist impact

(cultural and environmental), and conservation of the marine

and coastal environment. We should appreciate receiv-~

ing addresses of foundations supporting art-educa-

tional projects or willing to donate art and EE materials

to economically disadvantaged communities as well as

information on short courses for foreign teachers.

Sincerely,

Daniela Rocco F. Coutinho, Project Tamandua,

Rua 10, no 334 - Praia de Bombas, Bombinhas S.C.,

Brazil 88215000.

Science and Technology Education HofnepageUNESCO’s Science and Technology Education Section is currently finalising its Homepage underUNESCO’ s Education Information Service Homepage on Programmes and Activities. It will cover dif-ferent issues such as broadened approaches to science and technology education, educationalmaterials, gender issues as well as Connect. You can visit us at the following address:

You can also get information on the World Council of Associations for Technology Education(WOCATE) by clicking successively on “Enhancing Scientific & Technological Literacy...’ and “Steering

Committee”.

Editorial Board:Chairman: Colin N. Power,Assistant Director-General

for Education;

A. Isaksson,G. Lopez-Ospina,V. Zharov,M. Enriquez-Berciano,0. Hall-Rose,G. Goldstein (IUCN),B. Hone,Yman (ICASE),U. Carlsson (UNEP).Editor: D. Bhagwut

Published by UNESCO

Educat ion Sector

7, Place de Fontenoy

75352 Paris 07 SP

France.

Tel: (33-l) 45.68.08.09

Fax: (33-l) 45.68.56.26

E-mail: c.thiounn@unesco.org

ISSN: 0250-4499

This ,ss”e IS printed on recy-cled paper not retreated withchlorineConnect IS also publIshed I”French as Connexion. I”Spanish as contacta I” Russianas Kontakt, in Arabic asArrabita, I” Ukra in ian asKontakt. in Chinese as L~anjieand in Hind1 as SamparkConnect IS free Reproductionof Its contents IS not only per-mItted, it IS solicited and en-couraged, p lease sendcllpplngs, If used

(Opinions expressed in the newsletter are those of the authors and do not necessarily reflect those of UNESCO)

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