26 IV. DEVELOPING AN EDUCATIONAL RESPONSE TO THE PROBLEM The Office of Education has taken steps toward defining its leadership role in the area of Environmental/ Ecological Education. On January 23, 1970, Commissioner Allen expressed his understanding of the urgency of the problem and the necessity for an educational thrust toward its resolution. In a speech delivered before the American Council of Learned Societies, Commissioner Allen stated that: "The key to human survival is eduation." He stated further: "The responsibility of the gov rnment (national, State and local) is to lead...to set an example, to encourage the growth of public understanding of it: activities, of public concern, of public participation...to educate, to replace confusion with knowledge, to replace concern with commitment and action." In addition to government, he said, participation of scientists, social scientists and humanists is needed. He thus urged the establishment of vironmental/ Ecological Education as a national priority, reflecting his belief that maintenance of "Quality of Me" is a goal so crucial it must be addressed by all levels of the population and through all types of formal and nonformal education. The Commissioner made Environmental/Ecological Education an agency priority and implemented this policy decision by establishing an EEE Studies Staff, a planning group to establish a five-year plan, and a temporary Task Force composed of representaives from each of the offices and operating Bureaus. The EEE Studies Staff and the planning group have carried out a general assessment of education activities related to the goals and objectives of Environmental/Ecological Education. Experts in this field have been consulted and tentative plans developed. It has become increasingly clear 'to observers at the national level that considerable activity and innovation had already been initiated at the local school and community level all across the country. Many of the most highly innovative projects at the local level deserve being called to the attention of educators in other parts of the country. The identification and spotlighting of many of these special projects, to serve as models for national consideration, sets the stage for a major role for OE in the year ahead. This approach also encourages greater participation at the local level in the vital creative and developmental aspects of environmental education. : 28 However, if individual communities are to achieve the recognition they deserve at the State and Federal level, it is essential to provide mechanisms that reflect their interests, needs and resources. Recognizing this, invited each State to develop its Commissioner Allen own State Plan for Environmental/Ecological Education. A. The State Plan for EEE Increasing the level of participatio at the local level achieves two specific objectives. It emphasizes the need to develop Environmental/Ecological Education that is relevant to the particular needs of the community, and--at the same time--it carries out the mandate of the President and Congress to decentralize governmental structure (while giving coherence to the great variety of programs of the Federal agencies now involved in enviromental education). The State plan should, as a beginning: Provide comprehensive State recognition and support for local model: by clearly national and other organizations. 29 B. Develop priorities within the State for local, State and Federal funding. Q Develop programs to increase environmental awareness and disseminate information developed by other school systems. school and colleges. School Systems Each school system within a State will be asked to originate action-oriented environmental education curricula that will involve the entire range of community resources (the school system itself, local governmeat, community organizations, and business and industry) and, where feasible, such area resources as State and National Parks, reclaimed open space in urban areas, and community colleges and universities. A number of school systems within a State where there are promising programs may be designated as demonstration projects to serve as models. 30 Each school system will undoubtedly want to coordinate its activities with local or area plans for environmental action and manpower training, in order to benefit from resources which may be identified in a State plan for curriculum development activities and teacher training. C. Environmental Action : Programs of environmental action should be developed at the local level by community organizations, local governments and other appropriate organization. Ideally, these activitics will be coordinated with educational programs. For instance, an environmental action program to measure the pollution levels of a local river system could be coordinated by a State agency, with data collection by high school students as part of their curiculum and by : volunteers from community organizations, and with data analysis by the students and faculty of a nearby community college as part of a manpower training program for environmental technicians. |