- Creating and publishing a sustainable forestry training manual in collaboration with Yale University School of Forestry, and introducing it to the Ministry of Agriculture and Armenia State Forestry Service for consideration as a guidebook for forestry officials. The manual will serve as a benchmark for ATP trainings for current and future foresters, as well as local residents who wish to become involved with community based forestry initiatives;
- Continuing to provide trainings and seminars for rural environmental youth groups, family farmers growing trees, and visitors to ATP’s Michael and Virginia Ohanian Environmental Education Center at Karin nursery;
- Continuing to provide trainings for educators throughout Armenia and creating a network for information and experience exchange for public schools environmental education teachers;
- Working with organizations and individuals participating in the environmental coalition activities to advocate for the preservation of public green spaces, sustainable forest use policies, and other environmental issues having broad based public interest.
Archive for July, 2012
Mission and history Armenia Tree Project (ATP), a non-profit program based in Watertown and Yerevan, conducts vitally important environmental projects in Armenia’s cities and villages and seeks support in advancing its reforestation mission. ATP was founded in 1994 by philanthropist Carolyn Mugar and its efforts were officially launched with the start of the first tree-planting project at the Nork Senior Center in the spring of the same year. In 2001, ATP’s goals began to be redirected towards more aggressive, all-encompassing reforestation efforts, aimed at rehabilitating devastated rural and urban areas and providing Armenian citizens with the resources as well as incentive for redeveloping their immediate environments. Specifically, visionary programs have been launched in Aygut in the vicinity of Lake Sevan and in Vanadzor, the third largest city in Armenia, located in the Lori region. Since 1994, ATP has made enormous strides in combating desertification in the biologically diverse but threatened Caucasus region. More than 4,000,000 trees have been planted and restored, and hundreds of jobs have been created for Armenians in seasonal tree-related programs. Today ATP continues to work to further Armenia’s economic and social development by mobilizing resources to fund reforestation. These vital new trees provide food, wood, environmental benefits, and opportunities for economic growth. Current activities Currently ATP works on three major program initiatives: 1) Planting trees at urban and rural sites 2) Environmental education 3) Sustainable development and poverty reduction ATP’s targets include:
http://www.oru.se/Extern/Forskning/Forskningsmiljoer/HumUS/Utbildning_och_Demokrati/Tidskriften/2011/New%20Swedish%20environmental%20and%20sustainability%20education%20research.pdf http://www.ceres21.org/media/UserMedia/Laumann%20thesis.pdf http://www.oph.fi/download/47693_engnetKekekajako.pdf Photo credits: Livia Minca
http://www.enjoined.edupolicy.net/files/EST_ESD_eng1_opt.pdf Photo credits: Livia Minca
- In 1998 the German Bundestag’s Commission of Inquiry on the “Protection of Man and the Environment” published its final report entitled “The Concept of Sustainability – from principle to implementation”. In the same year the Bund-Länder Commission for Educational Planning and Research Promotion presented the “Framework of reference for Education for Sustainable Development”.
- In 2000 the German Bundestag unanimously passed the resolution “Education for Sustainable Development”.
- One year later the German government set up a state secretary committee for sustainable development, which is maintained by the present government, and appointed the Council for Sustainable Development.
- In 2002 the national strategy on sustainability “Perspectives for Germany” was published. Several Länder additionally formulated their own strategies on sustainability.
- In 2005 the German Bundestag established a parliamentary advisory board for sustainable development.
- In 2002 and 2005 the Federal Ministry for Education and Research presented the government’s first and second reports on Education for Sustainable Development based on a decision of the German Bundestag.
- To implement the concept of sustainable development into all educational levels in Germany, a National Plan of Action for the UN Decade was developed in 2005 on the basis of a resolution unanimously adopted by the German Bundestag. The aim is to integrate ESD cross-sectorally in all policy areas that are relevant to sustainable development. Some Länder have already initiated their own plans of action for the promotion of the UN Decade, while several others are preparing those plans.
- is a conceptual framework for the development of syllabi and curricula, for designing lessons and extra-curricular activities as well as for setting and assessing requirements for specific subjects and learning areas;
- offers inspiration for: school profile and full-day school programme development, for cooperation with external partners and for teacher education;
- offers concrete recommendations and suggestions for the interdisciplinary and cross-disciplinary organisation of instruction, and offers classroom materials (for vocational schools as well), to work out intricate global development issues.
- explaining and concretising the concept of sustainability (e.g. by publishing essays or developing continuous learning strands)
- bringing the parties involved together at all levels in order to work out concrete issues (organising workshops, starting up networks, supporting websites for sharing knowledge)
- offering training and coaching to participants in the program (participating in processes designed to embed sustainability in the structure and administration organisations, for example)
- The pilot phase of the network (1996–1998) successfully achieved its main goals of supporting ecological awareness and fostering school development through environmental projects.
- The nationwide contest (Phase II, 1997–1999) called “The Slightly Different Contest—Ecologising Schools”, with 200 participating schools, was a striking success. What made the contest innovative was that it was not the product that was examined but the growth in experience and change achieved in the schools.
- In Phase III (since 1999), which focused on the development of regional support networks, the cooperation with school authorities and environmental departments of the regional governments has been successfully established and has been working well in most Austrian provinces.
- Some federal states—such as Upper Austria and Styria—are repeatedly mentioned in the interviews as good practice models for this cooperation.
- Beside these forms of knowledge management there are also opportunities of gaining new knowledge: regular training workshops (e.g. team formation, curriculum, environmental topics) are offered to network members.
- A considerable number of school-development consultants showed a lively interest in participating in the network. These consultants are supposed to provide valuable knowledge and support concerning the further development of the network.
http://www.enjoined.edupolicy.net/files/SLO_ESD_eng.pdf Image source: http://www.puretravel.com/itineraries/2153