国際教育協力による環境教育教員研修プロジェクト形成に

向けた海外調査報告：

ウガンダとバングラデシュ

2005年 2月

文部科学省国際協力拠点システム構築事業・環境教育分野

東京学芸大学環境教育実践施設

i

はじめに

この冊子は、文部科学省国際教育協力「拠点システム」構築事業の一つである「環境教育の教員研

修にかかわる途上国との国際協力プロジェクト開発研究」（2004 年度、代表・小泉武栄、以下、環境

教育教員研修プロジェクト開発研究と表記）の一環で実施した、途上国現地調査の報告である。調査

を行ったのは、ウガンダ共和国（以下ウガンダと表記）とバングラデシュ人民共和国（以下バングラ

デシュと表記）である。

「拠点システム」は、「万人のための教育」の実現などに向けた開発途上国に対する初等中等教育分

野の教育協力に関して、日本の教育経験の活用と人材派遣を促進していくための国内実施体制として、

国際教育協力懇談会の最終報告（2002年 7月）で提言されたものである。具体的には、（1）日本の教

育協力主力分野の強化、（2）現職派遣教員への支援、（3）協力経験の浅い分野の活用促進支援、（4）

拠点システムのハブ機能と情報発信、の 4領域で、2003年度から活動が展開されている。

環境教育は（3）の協力経験の浅い分野の一つであるが、ここでは日本の教育経験の整理を行い、開

発途上国との対話の過程を通じて、情報提供を拡大していくことが肝要だとされている。

途上国と具体的に対話を始めその過程を強化することを目的にして、環境教育教員研修プロジェク

ト開発研究では、ウガンダとバングラデシュを対話のカウンターパートとした。現地調査に先立って、

両国の環境・開発問題、教育制度、環境教育ならびに教師教育の現状と課題について学び意見交換を

行うために、2004年の 6月と 9月に東京学芸大学環境教育実践施設において、関係者を招いて対話集

会を開催した。

1） The First Dialogue Meeting "Listen to Bangladesh and Uganda : Environment and Development,

education, EE and teacher education (6月 22日)

2） The Second Dialogue Meeting "Listen to INSET in EE/ESD in Bangladesh and Uganda"（9月 16日）

なぜウガンダとバングラデシュなのか？ 対話のカウンターバートを選定する条件として、次の 3点を考慮した。

1） 地域（region、例えば東アジア、東南アジア等）レベルで環境教育関連のネットワークがある。

2） 地域に環境教育の中核機関としての高等教育機関あるいはそれに類する機関がある。

3） 比較対照を試みるために、社会文化的背景ならびに環境教育のコンテクストが異る地域を 2箇

所選ぶ。

これらの条件を満たすと同時に、プロジェクト開発研究メンバーと既に研究交流関係が

あることを考慮して、ウガンダとバングラデシュがカウンターパートとして選ばれた。

カウンターパート ウガンダ バングラデシュ

ネットワーク Eastern Africa Environmental

Network

South and Southeast Asia Network

for Environmental Education

中核機関 Makerere大学 Bangladesh Academy for Rural

Development

ii

調査の目的 2005年度に環境教育教員研修にかかわるパイロットプロジェクトに取り組むことを念頭において、

調査は 3つの目的の下に行われた。

1）ウガンダとバングラデシュの環境教育ならびに教師教育の事情を把握すること。

2）その背景として、持続可能な開発ならびに教育の事情を把握すること。

3）環境教育教員研修へのニーズを把握すること。

冊子の構成

1 ウガンダ調査報告

2 バングラデシュ調査報告

3 資料 第 1回対話集会

第 2回対話集会

2005年 2月

東京学芸大学 環境教育「拠点システム」構築事業研究グループ

目 次

ウガンダ調査報告・・・・・・・・・・・・・・・・・・・・・・・・・・・1

バングラデシュ調査報告・・・・・・・・・・・・・・・・・・・・・・・7

資料

第 1 回対話集会

第第 22回回対対話話集集会会

1

ウガンダ調査報告

ウガンダ調査は、環境教育教員研修プロジェクト開発研究のウガンダ側カウンターパートである

Makerere Universityの Dr. Daniel Babikwaと、National Environmental Management Authorityの環境教育コ

ーディネーターMs. Beatrice Adimolaのアレンジメントによって行われた。紙幅の関係上、この報告では

教師教育を含めた教育事情と環境教育事情ならびにプロジェクト形成に関する振り返りに焦点を絞り、

環境教育のコンテクストとなる持続可能な開発事情は、巻末資料に添付されている Dr. Babikwaのレジ

ュメを参照されたい。

1 調査期間

2004年 11月 12日（金）から 11月 27日（土）

2 訪問先

行政機関（国）

① 日本大使館

表敬訪問。ウガンダにおける国際教育協力プロジェクト事情と JICAプロジェクトの概

略を聞く。

② Ministry of Education and Sports

・Teacher Education Department

教育全般ならびに教師教育事情の概要説明を受ける。

・JICA個別専門家

中等理数科教員研修プロジェクト形成の担当者から、環境教育教員研修プロジェクト

開発へのアドバイスを受ける。

③ National Environmental Management Authority（NEMA）

環境行政の中核機関。環境教育事情の概要説明を受け、環境教育教員研修プロジェク

ト開発に関して意見交換を行う。

行政機関（地方）

④ Kasese District, Department of Education

Districtレベルの教育・教師教育・環境教育事情を聞く。

大学

⑤ Makerere University

・Institute of Adult and Continuing Education (IACE)

・Institute of Environment and Natural Resources

ウガンダ高等教育の中核機関。環境教育教員研修プロジェクト開発研究のウガンダ側

カウンターパート。IACEは、Department of Distance Educationと連携して現職教員教

育・研修を担っている。また、community developmentならびに rural development分野

では、ノンフォーマルな環境教育に取り組んでいる。教員養成を担当しているのは

School of Education。両 Instituteでは、諸情報の収集ならびにプロジェクト開発に関し

2

てフォーカス・ミーティングを行う。

⑥ Kyambogo University

・Faculty of Science

JICA中等理数科教員研修プロジェクト（形成中）のカウンターパート。環境教育教員

研修プロジェクト開発に関して意見交換を行う。

⑦ Mbarara University of Science and Technology

環境教育教員研修プロジェクト開発に関して意見交換を行う。

教員養成機関

⑧ Simoni Core Primary Teachers College（都市部）

⑨ Ndegaya Core Primary Teachers College（農村部）

⑧⑨では教師教育における環境教育の現状と課題について聞き、施設見学を行う。

学校

⑩ Kiswa Primary School（小学校、都市スラム街）

⑪ Myamwamba Parents School（小学校、農村スラム街）

⑫ Gayaza High School（高等学校、公立寄宿学校、農村部）

⑬ PMM Girl’s Secondary School（中学校、中都市住宅街）

⑩⑪⑫⑬では、環境教育担当者から各学校での環境教育の取り組みについて説明を受

け、フィールド見学と観察を行い、児童・生徒から聞き取りを行う。⑩⑪の小学校は、

1クラス 100名を越える児童を収容している。

環境NGO

⑭ Kainzu Environmental Education Centre（生物多様性保存・自然環境保全中心）

⑮ Uganda Wildlife Society（生物多様性保存・自然環境保全中心）

⑯ Uganda Wildlife Education Centre（かつての動物園、生物多様性保存中心）

⑰ Volunteer Efforts for Development Concerns（農村開発中心）

⑱ Jinja District Wildlife Association（生物多様性保存・自然環境保全中心）

⑭⑮⑯⑰⑱では、各 NGOの取り組み説明を受けると共に、環境教育教員研修プロジェ

クト開発に関して意見交換を行う。

3 調査方法

上記に記載した訪問先は、全て事前にアポイントメントを取って訪ねた。④⑤⑦⑧⑩

を除いて全て、調査者（原子）に加えて Dr. BabikwaとMs. Adimolaが同伴した。④⑨⑪には、調査者の

他に Dr. Babikwaと青年海外協力隊隊員（環境教育分野）の五十嵐真氏が同伴した。

調査で用いた手法は、ヒヤリング、活動現場見学と観察、フォーカス・グループ・インタビュー、ブ

レーンストーミングである。この他に、関係者、特にカウンターパートとの日常会話の中でのやり取り

は、情報収集の観点ばかりでなく収集した事柄を確認、再確認、振り返りをする上で貴重であった。

3

4 教育の概要

4-1 学校教育制度

万人のための教育あるいはミレニアム開発目標といった教育開発に関する国際的合意事項を踏まえ、

ウガンダは初等教育の完全普及ならびに貧困撲滅を実現するための計画を立て、実行に移している。貧

困撲滅計画の中で基礎教育は重要課題の一つとして位置づけられている。ウガンダの教育制度の概略は、

下表の通りである。

初等教育 小学校

（P1~P7）

6歳 12歳

1年生 7年生

前期中等教育 中学校

（S1~S4）

13歳 16歳

8年生 11年生

後期中等教育 高等学校

（S5~S6）

17歳 18歳

12年生 13年生

高等教育 大学 19歳 22歳

14年生 17年生

7年間の初等教育が終了すると中学校入学試験に相当する Primary Leaving Examinationが行われ、合格

すると Primary Leaving Certificateが与えられる。4年間の前期中等教育の最後に試験が行われ、合格す

ると中学校卒業資格である’O’ （ordinary）レベルが与えられる。また、2年間の後期中等教育の最後に

行われる試験に合格すると、高等学校卒業資格である’A’ （advanced）レベルが与えられる。ウガンダ

の学校教育の特徴を一言で述べるならば、試験指向の教師中心知識詰め込み型教育と要約できる。

上記普通教育学校の他に、前期中等教育には Technical School、Farm School、Community Polytechnic、

Vocational Training Center、後期中等教育には Technical Institute、Vocational Training Instituteと呼ばれる技

術職業訓練学校がある。

4-2 教師教育

小学校教員の養成は Primary Teachers College（PTC）、中等学校教員の養成は National Teachers College

（NTC）で行われている。前者は後期中等教育段階に相当する 2年間、後者は高等教育段階の最初の 2

年間に相当する期間である。PTC には公立 45校、私立 2 校がある。NTC は公立 10 校である。PTC は

教員養成を行い、教員養成に加えて現職教員教育・研修を行う機関は Core PTCと呼ばれる。全 PTCの

内、公立 23校と私立 2校が Core PTCである。PTCを卒業すると Teacher Certificate Grade IIIが与えられ

る。NTCを卒業すると、Diplomaに相当する Teacher Certificate Grade Vが与えられる。大学卒業資格の

Degree取得を希望する者はさらに大学に進学し、教師としての専門職性向上に努める。

Institute of Teachers’ Education Kyambogoと Uganda Polytechnic Kyambogoを統合して 2002年に設立さ

れた Kyambogo University（公立大学）は、教員養成の中核機関である。2003年には Uganda National Institute

of Special Educationを吸収合併した。

小学校教員養成においては Teacher Development and Management System（TDMS）と呼ばれる教員養

成・研修システムが築かれている。PTCあるいは Core PTCの教員が Co-ordinating Centre Tutorあるいは

4

Centre Co-ordinating Tutor（CCT）と呼ばれる教員の教育・研修を行い、研修を終了した CCTが学校現場

の教員を教育・研修するというシステムである。トップダウン型であると同時に、CCTがクラスター化

された地域の学校を幾つか担当するシステムを併用している。PTCあるいは Core PTCには教員研修の

ための Cenreが併設されており、そこに駐在し現場教員の指導・支援・助言を行う経験を積んだ教師は

CCTと呼ばれる。TDMSに相当する中等学校教員養成・研修システムは、現在、形成途上にある。

5 環境教育の概要

初等中等学校教員の環境教育研修に照準を合わせて報告する。NEMAはこれまでに、下記のイニシア

チブを達成している。

• 公衆の意識啓発、ノンフォーマル教育とコミュニティ教育、フォーマル教育の 3分野において、

国の環境教育戦略を制定。1996 年に制定された学校環境教育計画（School Environmental

Education Programme）は、Foundation for Environmental Educationがコーディネートする国際環

境教育プログラム Eco-Schoolsと同じスキームで実施されている。

• 1999年に改訂された初等学校のナショナル・カリキュラムにおいて、教科を横断するテーマあ

るいはトピックとして環境教育を導入。

• 初等中等学校教員を対象にした環境教育研修の実施。

• 80人を越える trainer of trainers (TOT)を育成。TOTは、現場教員の指導・支援・助言を行う経

験を積んだ現職教員である。

• TOTのためのリーダーシップ研修を毎年実施。

• 57 districtsの内 26の重点地域で、CCT、Inspectors of Schools、教員を対象にした環境教育研修

を実施。

• 様々な環境トピックに関する教材／学習支援材を開発。

• NGOや Department of Forestと協力して、上記 26重点地域以外で環境教育教員研修を実施。

国際環境教育協力の一環で今後実施が望まれ、かつまた実現可能な事業としては、下記のような活動

が挙げられた。

・ 教材／学習支援材の開発。

- 様々な環境トピックに関する研修モジュールの開発。

- Information Education and Communicationの教材開発。

- 持続可能な開発に関する教員研修用教材（CD化を含めて）の開発。

- ICT教材ならびに環境教育のウェッブサイトの開発。

- interactive教材の開発。

・ 教員ならびに TOTの継続的専門性開発プロジェクトの形成。

・ 環境教育研修が行われていない districtsでの研修の実施。

・ Kyambogo UniversityとMakerere Universityの連携による環境教育コースの実施。

・ 遠隔学習を用いた持続可能な開発のための教育の現職教員研修の実施。

6 振り返り：環境教育教員研修プロジェクトの形成に向けて

環境教育教員研修プロジェクト形成を念頭に置いて振り返ると、調査から得られることは次のように

まとめることができる。

• ウガンダと日本の相互協力によって環境教育教員研修プロジェクトを行うことに対してニー

ズがある。特に、研修プログラムで使える教材／学習支援材を開発することへのニーズが高い。

ここで参考になるのは、UNESCOが開発した持続可能な開発のための教育の教師教育用マルチ

メディア材 Teaching and Learning for a Sustainable Futureである。

• 現職教員を直接に対象とする研修よりも、教員の教育・研修に携わる教師教育者の専門性開

発・向上を図るプロジェクトへのニーズが強い。

• ウガンダと日本の高等教育機関（具体的には、Makerere Univesityの IACEと東京学芸大学環境

教育実践施設）どうしの連携をベースにして、それをサポートする主要な機関（行政、NGO

など）のネットワークによって、プロジェクトの形成は可能だろう。

• 環境教育教員研修という概念を吟味、検討する必要がある。調査での議論を踏まえると、教員

研修、環境、環境教育の概念は次のように描くことができるだろう。

（1） 教員研修

（2） 環境

http://www.unesco.org/education/tlsf/より引用

5

（3） 学校における環境教育

日本においては自明のこととされがちな、また経験も蓄積された教員研修、環境、学校における環境

教育という事柄も、国際教育協力というコンテクストにおいては、当事者の情況を十分に考慮しながら

関係者間の対話と議論を通して構築されるべきものだと実感した。ここに、日本と途上国との相互協力

によって環境教育教員研修プロジェクトを開発する意味があるのではないだろうか。

謝辞

Dr. Daniel BabikwaとMs. Beatrice Adimolaを初めとする関係者の方々のご理解とご協力によって、ウ

ガンダ調査が大変有意義なものとなったことを、ここに記して深謝致します。

6

7

バングラデシュ調査報告

１．調査の概要

１）目的

バングラデシュの環境教育ならびに教師教育の事情を把握し、環境教育教員研修へのニーズを分

析することを目的に、バングラデシュにおける現地調査を実施した。本稿では、バングラデシュの

自然環境と現実的な環境問題について整理した上で、それらをテーマとした環境教育とその教師教

育の概況について報告する。

２）日程

2004年 12月 5日（日）～2004年 12月 15日（水）

３）訪問先

省庁

• Directorate of Primary Education, Ministry of Education /Dhaka

• Department of Environment, Ministry of Environment and Forest /Dhaka 教員養成・研修

• Primary Teacher's Training Institute (PTI) /Comilla

• Kaliajuri Government Primary School /Comilla

• Teacher's Training College (TTC), Higher Secondary Teacher's Training Institute /Comilla

• National Academy for Educational Management (NAEM) /Dhaka 教育・研究

• Institute of Education and Research (IER), University of Dhaka /Dhaka

• Bangladesh Academy for Rural Development (BARD) /Comilla

• National Institute for Preventive and Social Medicine (NIPSOM) /Dhaka

• Kaliajuri Government Primary School /Comilla NGO

• Asia Arsenic Network (AAN, アジア砒素ネットワーク) /Dhaka

• Bangladesh Rural Advanced Committee (BRAC) /Dhaka

• NGO Forum for Water and Sanitation /Comilla

• Bangladesh Centre of Environmental Education (BCEE) /Dhaka

• Dhaka Ahsania Mission (DAM) /Dhaka • Shaplaneer（シャプラニール＝市民による海外協力の会）/Dhaka

• Society for Environment and Human Development (SEHD) /Dhaka その他

• Japan International Cooperation Agency (JICA, 国際協力事業団) /Dhaka

• Embassy of Japan（在バングラデシュ日本大使館）/Dhaka

8

４）調査方法

各組織・機関の環境教育関連部課の担当者への聞き取り調査、質問紙調査、及び、関連資料の閲

覧、写真撮影等。

２．バングラデシュの環境問題

バングラデシュは、ベンガル湾に注ぐ、ガンジス川、ブラフマプトラ川、メグナ川の三大河川に

よって形成された世界最大のデルタ地帯であり、国土面積は約 14万km2、国全体が比較的平坦な地

形となっている。そこでの人々の生活はモンスーンによる洪水と深く結びついており、人々は河川

水位の季節的な変動に対応して農業や漁業を営みながら、自然との間に安定した関係を保ってきた。

しかしながら、20世紀に入ってからの人口の増加は著しく、現在の人口は 1億 3340万人（2003年

央推計）。従来の生活や生産の様式にも変化がみられ、自然環境への人為的な負荷も増大していっ

た。その結果、現在多くの深刻な問題が生じている。

環境汚染の問題としては、生活・産業排水による水質汚濁、農薬による農作物、水質、土壌の汚

染、自動車やレンガ工場の排煙による大気汚染等があげられる。また、森林や沿岸域のマングロー

ブ林の伐採による生物の生息地の破壊、乱獲による特定種の減少等、生物多様性の危機に関わる問

題も生じている。さらに、人々の普段の生活に密接に関わる深刻な問題として地下水の砒素汚染が

あげられる。原因については様々な説があるが、地下水の汲み上げに起因して生じているものとい

われている。砒素汚染が確認された井戸のある地域は全土に渡り、バングラデシュでは 90％以上の

人々が飲料水を地下水に頼っているため、中毒症状を訴える患者や皮膚癌患者が急増している状況

にある。

実際に現地をみると、人口の集中する都市部では一般家庭から出るゴミや雑排水による汚染が深

刻な状況であり、道路際や水路等、至る場所において、ゴミが積み上げられ、生活雑排水が処理さ

れずに直接河川へ流入する状況がみられる。

以上、多くの問題が引き起こされているが、これらには貧困の問題が直接的・間接的に絡んでい

る。バングラデシュの環境問題は社会的・経済的な問題と大きく関係しているといえる。

現職教員の環境問題の捉え方について確認するため、PTIで研修を受講中の教員（22人）に聞き

取り調査を行った。その結果、多くの教員が上述の環境問題を認識しており、特に水源の確保や保

健衛生の観点から、砒素汚染を含む水質汚濁の問題や下水処理の問題について高い関心をもってい

ることが確かめられた。環境問題の具体的な解決策について質問したところ、日常の生活に直接結

びついている問題については生活様式の改善の必要性や経済的な水準の向上について述べる教員

が多かった。しかしながら、それらの問題が自然環境が本来有しているどのような特性に人為的な

影響が及んだ結果生じているのか、また問題の解決に向けて現在どの段階まで研究レベルで明らか

になっており、どのような解決策が有効であるのか等、科学的な見解について発言する教員はみら

れず、科学的知識と関連づけた説明は聞かれなかった。また、生物多様性の危機に関する問題につ

いては認識している者はいるものの、他の問題に比べて関心は低かった。

３．バングラデシュの環境教育とその教師教育

バングラデシュでは 1990年にタイで開催された「万人のための教育世界会議」以降、ドナーの支

援を受けながら、政府や NGOにより基礎教育の拡大が図られてきた。

教育制度であるが、初等教育（6～10歳の 5年間）

については、無償義務教育が 1992年から施行され

ている。小学校には、政府校の他、登録非政府校、

コミュニティー学校、サテライト校、PTI付属実

験校、中等付属小学校、非登録校、幼稚園併設校、

マドラシャ校、中等マドラシャ付属校、NGO運営

学校がある（写真は Kaliajuri Government Primary

Schoolの Class3の教室の風景）。環境教育は初等

教育では、Class1,2において指導マニュアルに環

境に関する事項が触れられてはいるが、教科書の

中では具体的に扱われていない。Class3において初めて「Environmental Introduction」として導入さ

れ、その科目の中で環境に関する多くの題材がとりあげられる。例えば、地下水の生活雑排水の河

川や湖沼への影響、地下水の砒素汚染と対策等について、教科書の中でイラストを盛り込みながら

とりあげられている。中等教育（初等教育の後、前期 3年間、中期 2年間、後期 2年間）では、環

境については主として「General Science」や「Social Science」の中で扱われる。他にも題材によっ

ては「Biology」等の環境関連領域を含む科目の中で部分的に扱われている（例えば、水や大気の循

環、森林の成り立ち、物質とエネルギー等）。

教師教育については、初等教育の現職教員研修を行う PTIでは Sanitationや Hygieneをテーマにし

たモジュールが用意されている。中等教育の現職教員教育・研修を行う NAEMでは、教科ごとの

研修が実施されており、各科目に Disaster Managementのモジュールが設けられている。その中では、

地下水の砒素汚染、伝染病、HIV等の内容がとりあげられている。

以上、いずれも環境に関する題材を扱ってはいるが、それらは断片的にとりあげられており、各

項目を関連づけて体系的にまとめられた構成にはなっているとは言い難い。

教科書のカリキュラムは初等教育、中等教育ともに教育省の管轄下にある National Curriculum and

Textbook Board (NCTB)において策定される。教育現場における環境教育の現状は上述のようである

が、近年、環境カリキュラムについての大きな動きがみられる。バングラデシュでは 1999年より

国連開発計画（UNDP）の資金援助を受けて環境省を中心に新たな環境カリキュラムづくりが進め

られている。このカリキュラムが 2005年度から現場に配布され導入される予定である。このプロ

ジェクトでは NCTBはもちろん、バングラデシュ国内の大学や研究機関の各サブジェクトの専門家

で構成されるプロジェクトチームがつくられ、開始から 6年の間に様々な調査が行われてきた。例

えば、先進的な事例のみられるイギリス、カナダ、ニュージーランド、インド等、約７カ国を訪問

し、各国の環境カリキュラムを調査したり、試作カリキュラムを作成し、教育現場に導入して評価・

検証、改善作業を繰り返し行ったりと、綿密な検討作業を組み込んだカリキュラムづくりが進めら

れてきた。現在、完成に至っている当該カリキュラムは本調査時には非公開であったため調査でき

なかったが、プロジェクトに関わった環境省の担当者やダッカ大学 IERの教員の話によると、従来

の「Environmental Introduction」等に比べ、内容はより広く深いものとなっており、児童・生徒が体

験的な活動を通して主体的に学習を進められるような構成となっているとのことであった。そのよ

うな教育理念に基づいた指導マニュアルも準備されているという。また、バングラデシュでは教員

資格についても見直され、2006年度から中等教員免許の取得が必須とされる予定であり、このよう

9

10

な制度改革も教師の資質向上に寄与するものと考えられ、新しいカリキュラムの導入に加えて環境

教育の推進に大きく資するものと思われる。

４．現地の課題と要望

各機関に対して行った質問紙の回答、及び PTIでの現職教員に対する聞き取り調査から得られた

意見をもとに、環境教育研修においてバングラデシュが日本に期待する現地の代表的な要望を以下

に記した。

環境教育のための教具・教材の提供

環境教育のための効果的なカリキュラム及び教具・教材の開発

環境教育のための教員研修の機会の拡大

放送技術の活用による国営 TV放送・ラジオを介した情報提供

環境科学に関するセミナーの開催

環境教育のための教員研修の開催や教材開発のための技術的・資金的援助

専門機関が連携した環境教育の実施するためのプロジェクトの試行

コミュニティーレベルでの環境教育プロジェクトの実施

日本及びバングラデシュにおける短期教員研修の開催

日本からバングラデシュへの環境教育の教員トレーナーの派遣

学校教育の現場におけるこれらの要望に共通する背景としては、１）環境教育を実施する教員側

の基礎的な知識や情報が不足していること、２）教具・教材が不足していること、３）教員研修参

加への制限があり受けられる機会が少ないこと、４）関連組織の連携がとられていないこと等があ

ると考えられた。

５．まとめ

３で述べた通り、バングラデシュでは新しい環境カリキュラムが既に完成しており、導入目前の

状況にある。今後、当該カリキュラムの教育方針や内容を踏まえ、導入以降の教育現場の状況を調

査しながら、それらに対応した指導法の検討や、効果的な教具・教材の開発等、わが国が協力でき

る環境教育教員研修のニーズを見出していくことが必要となろう。また、近年になって改善傾向が

みられるが、低就学率、低修了率、低識字率といった教育の基本的な問題も無視できない。さらに、

本稿では割愛したが、バングラデシュではノン・フォーマル教育における NGOの活動が盛んであ

り、優れた環境教育カリキュラムや教材の開発等を行う組織も多く存在することを確認した。した

がって、行政機関だけでなく、関連 NGOの連携も視野に入れた展開も大いに期待できる。このよ

うな教育現場に関連する社会的な状況ついても継続的に調査しながら、現地に根づくような環境教

育教員研修について検討していくことが肝要であろう。今回の短期間の調査では十分に調べきれな

かった部分もあるため、その追加調査も含めて、今後の動向を継続的に調査していくことを課題と

したい。

11

謝辞

現地調査を実施するにあたり、訪問先リストにあげた各機関の担当者の方々には聞き取り調査や

質問紙調査についてご快諾いただき懇切丁寧にご回答頂きました。また、Bangladesh Academy for

Rural DevelopmentのMasudul Chowdhury氏、Jaba Toursの Shahe Alam氏には、訪問期間との調整や

通訳にご協力頂きました。ここに記して深謝いたします。

参考文献

１）Philip Gain (Ed.) (2002) Bangladesh Environment Facing the 21st Century, 2nd Ed. Society for

Environmental and Human Development (SEHD) ２）国際協力銀行（2002）バングラデシュ教育セクターの概観．Bangladesh Education Sector Overview

（日本語要約版）．国際協力銀行

資料

第 1回対話集会（2004.6.22.）

第 2 回対話集会（2004.9.16.）

“Cooperation Base System” to strengthen cooperation in primary and secondary education

Ministry of Education, Cultures, Sports, Science and Technology Japan

The First Dialogue Meeting

“Listen to Bangladesh and Uganda: Environment and development,

education, EE and teacher education”

Tuesday, June 22, 2004

Field Studies Institute for Environmental Education

Tokyo Gakugei University

Tokyo, Japan

● Guest Speakers Dr. Masudul Hoq Chowdhury Joint Director for Bangladesh Academy for Rural Development Bangladesh Dr. Daniel J. Babikwa Senior Lecturer Institute of Adult Education Makerere University Uganda ● Program 13:30~13:50 Orientation, self-introduction 13:50~14:35 Bangladesh report 14:35~15:20 Uganda report 15:20~15:35 Break 15:35~16:50 Q & A, Dialogue 16:50~17:00 Closing

Introduction to Uganda Introduction to Uganda

Map of UgandaMap of Uganda

Ugandan contextUgandan context•• One of the least developed countries despite One of the least developed countries despite abundance of natural resourcesabundance of natural resources•• independence 1962independence 1962•• 5 military takeovers 5 military takeovers •• 3 national elections3 national elections•• 9 presidents in 40 years9 presidents in 40 years•• Size 236,040sq kmSize 236,040sq km•• Current population 26.millionCurrent population 26.million•• Age structure: 0Age structure: 0--14 yrs 50.8%, 1514 yrs 50.8%, 15--64yrs 46% 64yrs 46% and 65years and above 2.4%and 65years and above 2.4%

Environment and development Environment and development ChallengesChallenges

•• PovertyPoverty•• Land degradation Land degradation •• Encroachment on wetlands and natural forestsEncroachment on wetlands and natural forests•• Political instabilityPolitical instability•• OverdependenceOverdependence on agriculture (43%)on agriculture (43%)•• External debt ($ 2.8 billion 2002)External debt ($ 2.8 billion 2002)

•• CorruptionCorruption•• Land fragmentationLand fragmentation•• Inequitable land distributionInequitable land distribution•• Rapid population growth from 9.5m in 1969 to 25m in 2000Rapid population growth from 9.5m in 1969 to 25m in 2000

Economic development Economic development -- contradictionscontradictions

•• Steady decline in absolute poverty from 50% in Steady decline in absolute poverty from 50% in 1986 to 30% in 2002;1986 to 30% in 2002;

•• Increased annual economic growth (5Increased annual economic growth (5--10%) in 10%) in the last 10 years; the last 10 years;

•• 25% of Ugandans live below the food poverty 25% of Ugandans live below the food poverty line;line;

•• 40% of the population still live on less that one 40% of the population still live on less that one dollar a daydollar a day

Policy Responses to environmental and Policy Responses to environmental and development challengesdevelopment challenges

•• National environmental policy (1995)National environmental policy (1995)•• National environment action plan (NEAP)National environment action plan (NEAP)•• National environmental investment programmeNational environmental investment programme•• National poverty action planNational poverty action plan•• Plan for modernisation of agriculturePlan for modernisation of agriculture•• Participatory poverty assessmentParticipatory poverty assessment

•• Political/administrative decentralisationPolitical/administrative decentralisation to foster to foster communitycommunity--based responsesbased responses

Facts on Ugandan formal educationFacts on Ugandan formal education•• Primary enrolment: 7,633,314 children 6Primary enrolment: 7,633,314 children 6--12 years (>100%)12 years (>100%)•• Total number of primary schools 14,816Total number of primary schools 14,816-- Government 10,460Government 10,460-- Private 4356Private 4356•• Total number of secondary schools 2899Total number of secondary schools 2899-- Government 600Government 600-- Private 2299 Private 2299 •• Total number of Primary teachersTotal number of Primary teachers’’ colleges 64 (Grade III Certificate)colleges 64 (Grade III Certificate)•• National Teachers colleges (Diploma National Teachers colleges (Diploma –– Grade 5) 10Grade 5) 10•• Universities: Universities: -- Government 5Government 5-- Private 10 Private 10

Structure of formal Education Showing Structure of formal Education Showing Teacher Training Routes in Uganda Teacher Training Routes in Uganda

4 years of secondary education (Ordinary Level)

2 Years Higher school certificate (Advanced Level)

7 Years Primary School Education

2 Years primary teachers college Grade III (pre & in-

service)

University Education (Minimum of 3 Years) BA/B sc Education/

BED (Pre & in-service)

University Education (Minimum of 3 Years) BA/B sc Education/

BED (Pre & in-service) 2 Years (pre & in-service) Diploma in Education

Problems facing the education sectorProblems facing the education sector

•• Presence of untrained teachers especially in the Presence of untrained teachers especially in the primary section in the rural areas;primary section in the rural areas;

•• Government ban on recruitment of new teachers Government ban on recruitment of new teachers despite the need (secondary);despite the need (secondary);

•• Poor working conditions of teachers (low pay);Poor working conditions of teachers (low pay);•• Over concentration of qualified teachers in urban Over concentration of qualified teachers in urban

areas;areas;•• High teacherHigh teacher--pupil ratio at primary level; andpupil ratio at primary level; and•• Limited post primary educational opportunities. Limited post primary educational opportunities.

Training untrained primary teachers Training untrained primary teachers •• Teacher Development Management System (TDMS by Teacher Development Management System (TDMS by

KyambogoKyambogo University University –– formerly run as a project under the formerly run as a project under the ministry)ministry)

•• Distance Education programmes: Distance Education programmes: -- MubendeMubende integrated teacher education project (MITEP)integrated teacher education project (MITEP)

-- Northern integrated teacher education project (NITEP)Northern integrated teacher education project (NITEP)-- RakaiRakai integrated teacher project (RITEP)integrated teacher project (RITEP)•• Teacher Resource centres and TutorsTeacher Resource centres and Tutors-- One in each sub countyOne in each sub county-- Managed by a Centre coordinating tutor Managed by a Centre coordinating tutor ––gives professional gives professional

support to the untrained teachers undergoing trainingsupport to the untrained teachers undergoing training

Secondary teacher educationSecondary teacher education

•• National teachers colleges for 2 years after A level National teachers colleges for 2 years after A level (often those not taken by University) to teach in (often those not taken by University) to teach in lower secondarylower secondary

•• University for minimum of 3 years full time (BA/BSc University for minimum of 3 years full time (BA/BSc Education), one year post graduate diploma in Education), one year post graduate diploma in education, 2 years M Ed. education, 2 years M Ed.

•• Distance education 4 years originally for inDistance education 4 years originally for in--service service teachers teachers –– diploma holders (B Eddiploma holders (B Ed))

Non formal educationNon formal education•• Functional Adult literacy (FAL)Functional Adult literacy (FAL)•• Alternative basic education for Alternative basic education for KaramojaKaramoja (ABEK)(ABEK)•• REFLECT REFLECT •• Literacy and Basic Education (LABE)Literacy and Basic Education (LABE)•• Agricultural extension and agroAgricultural extension and agro--forestryforestry•• Young farmers programmesYoung farmers programmes•• NGO based education programmes (many and varied)NGO based education programmes (many and varied)•• Public health Public health •• HIV/AIDS awareness educationHIV/AIDS awareness education•• Peer education through clubs and associations (in schools)Peer education through clubs and associations (in schools)

Profile of environmental educationProfile of environmental education

•• Rooted in the national constitution and governmental policy Rooted in the national constitution and governmental policy directives directives ““Every Ugandan has a right to a safe and healthy Every Ugandan has a right to a safe and healthy environmentenvironment””

•• Mandatory in all institutions of learning in the country;Mandatory in all institutions of learning in the country;•• Purpose is to create an environmentally literate citizenry;Purpose is to create an environmentally literate citizenry;•• Two environmental education strategies are in existence: the Two environmental education strategies are in existence: the

formal and Non formal environmental education strategiesformal and Non formal environmental education strategies•• Both strategies are based on the guidelines and principles Both strategies are based on the guidelines and principles

outlined in chapter 36 of agenda 21 on environmental outlined in chapter 36 of agenda 21 on environmental education and awarenesseducation and awareness

Guidelines for EE in schoolsGuidelines for EE in schools

•• Each institution has to appoint a coEach institution has to appoint a co--ordinator for and a committee to steer ordinator for and a committee to steer the programmethe programme

•• Each school/institution has to develop a policy and goals for enEach school/institution has to develop a policy and goals for environmental vironmental management;management;

•• Every subject in the curriculum should be taught in such a way aEvery subject in the curriculum should be taught in such a way as to s to contribute to EE. In other words EE should be integrated in all contribute to EE. In other words EE should be integrated in all the subjects the subjects taught in the school;taught in the school;

•• The EE content should be based on local, national and global The EE content should be based on local, national and global environmental problems and issuesenvironmental problems and issues

•• Schools should outline examples of practical activities to conseSchools should outline examples of practical activities to conserve and rve and enhance the environment;enhance the environment;

•• Different departments within the school should network to share Different departments within the school should network to share experiences. It is also recommended that similar networking takeexperiences. It is also recommended that similar networking takes place s place between schools and institutionsbetween schools and institutions

•• Deliberate steps should be taken to create an interface between Deliberate steps should be taken to create an interface between school and school and communities in addressing local environmental challengescommunities in addressing local environmental challenges

The school environmental education The school environmental education programme SEEPprogramme SEEP

•• Works on the same principle as ecoWorks on the same principle as eco--schoolsschools•• Emphasises a link between school and surrounding Emphasises a link between school and surrounding

communities e.g. working on joint projects, providing communities e.g. working on joint projects, providing indigenous knowledge, sharing of information and indigenous knowledge, sharing of information and reciprocal teaching;reciprocal teaching;

•• Utilises all areas of school life such as school open days, Utilises all areas of school life such as school open days, sports, drama, regulations, festivals and clubs to sports, drama, regulations, festivals and clubs to promote EE activitiespromote EE activities

SEEP method of workSEEP method of work•• Provides inProvides in--service training to EE teachers;service training to EE teachers;•• Provides teachers with guidelines to develop school environmentaProvides teachers with guidelines to develop school environmental l

programmes;programmes;•• EE coEE co--ordinator leads the school environmental committee (comprising oordinator leads the school environmental committee (comprising of f

teachers, pupils, local councillors, support staff, parents and teachers, pupils, local councillors, support staff, parents and school school management committee representatives) management committee representatives) which oversees programme which oversees programme implementation;implementation;

•• Goals objectives and operational guidelines are set in consultatGoals objectives and operational guidelines are set in consultation with ion with other actors in the school e.g. club leaders, patron, school proother actors in the school e.g. club leaders, patron, school projects and class jects and class teachers;teachers;

•• Committee conducts an environmental audit includingCommittee conducts an environmental audit including water sources, plants water sources, plants in the school compound, waste management, general sanitation, coin the school compound, waste management, general sanitation, cooking oking facilities, safety on the compound and others;facilities, safety on the compound and others;

•• Develop plan of action based on audit and begin to implement it;Develop plan of action based on audit and begin to implement it;•• Continuous monitoring and evaluation of the programme including Continuous monitoring and evaluation of the programme including periodic periodic

reportingreporting•• The national environmental coThe national environmental co--ordinator at NEMA receives and compiles ordinator at NEMA receives and compiles

reports about school environmental activities in the entire counreports about school environmental activities in the entire countrytry

CASE 1CASE 1

•• GayazaGayaza High School (girls only)High School (girls only)•• GayazaGayaza High School medicinal and herbal, garden and woodlot High School medicinal and herbal, garden and woodlot

projectsprojects•• This is a conservation project involving students and members ofThis is a conservation project involving students and members of the local the local

community in which over three hundred plant species with medicincommunity in which over three hundred plant species with medicinal values al values have been planted. The students obtain the information from peophave been planted. The students obtain the information from people in the le in the community hence utilizing indigenous knowledge. They record, doccommunity hence utilizing indigenous knowledge. They record, document ument and share the knowledge with other students and people who visitand share the knowledge with other students and people who visit their their school.school.

•• The school carries out cleanup exercises of trading center and sThe school carries out cleanup exercises of trading center and spring wells pring wells with the surrounding communities. The Environmental Education clwith the surrounding communities. The Environmental Education club also ub also investigated the energy consumption especially in the kitchen. Tinvestigated the energy consumption especially in the kitchen. The findings he findings have helped the school to install energy saving stoves and to sthave helped the school to install energy saving stoves and to start a wood lot art a wood lot project, which has helped them to resulting in tremendous reductproject, which has helped them to resulting in tremendous reductions on the ions on the amount of firewood used, and general overall costs of energy conamount of firewood used, and general overall costs of energy consumption. sumption. The students are also practicing The students are also practicing ““switch off all unnecessary lightsswitch off all unnecessary lights”” and and ““close close all taps after useall taps after use”” which is a which is a behaviouralbehavioural change change

CASE IICASE II

•• Kings College Kings College BuddoBuddo (boy and girls)(boy and girls)•• In assemblies and school functions the head teacher highlights dIn assemblies and school functions the head teacher highlights different ifferent

environmental themes, and students read environmental news. Theyenvironmental themes, and students read environmental news. They have a have a routine of inspecting classrooms and houses to award prizes to troutine of inspecting classrooms and houses to award prizes to the cleanest he cleanest house and class. The students manage the compound. They go on sphouse and class. The students manage the compound. They go on sponsored onsored visits with the teachers to farms e.g. visits with the teachers to farms e.g. BusereBusere farm and Uganda Wildlife farm and Uganda Wildlife Education Centre. Environmental Education is integrated in the sEducation Centre. Environmental Education is integrated in the schemes of chemes of work by the heads of departments, estates department take care owork by the heads of departments, estates department take care of the f the buildings and planted trees. A variety of crops are grown on thebuildings and planted trees. A variety of crops are grown on the compound, compound, pachamanapachamana club visited three mini farms on the World Environment day 5th club visited three mini farms on the World Environment day 5th June 2001. The students taught a class of women how to read and June 2001. The students taught a class of women how to read and write and write and how to prepare balanced meals. Dustbins have been placed around how to prepare balanced meals. Dustbins have been placed around the school the school in strategic places. Students with their teachers have collectedin strategic places. Students with their teachers have collected and recorded and recorded some indigenous knowledge about planting, seasons and taboos thasome indigenous knowledge about planting, seasons and taboos that promote t promote environment conservation and food security.environment conservation and food security.

CASE IIICASE III•• Mt. St. MaryMt. St. Mary’’s s NamagungaNamagunga (girls only)(girls only)•• a). a). ““Operation soil conservationOperation soil conservation”” in which: in which: --•• Bare areas in the compound are planted with trees;Bare areas in the compound are planted with trees;•• Water from roof tops is harvested in tanks;Water from roof tops is harvested in tanks;•• Buried verandas were reclaimed;Buried verandas were reclaimed;•• b). Hedge rehabilitation and compound maintenance. This stopped b). Hedge rehabilitation and compound maintenance. This stopped trespassing. Thetrespassing. The•• Lawns are ever green;Lawns are ever green;•• c). Waste management project in which waste is sorted into biodec). Waste management project in which waste is sorted into biodegradable and non biodegradable at source and gradable and non biodegradable at source and

utilized in different ways; This project earned five students anutilized in different ways; This project earned five students and two teachers an opportunity to attend a 21st d two teachers an opportunity to attend a 21st Century schoolhouse environment summit in Perth, Australia 1999.Century schoolhouse environment summit in Perth, Australia 1999. This project has also spilled over to the This project has also spilled over to the neighbouringneighbouring KigalamiziKigalamizi community through womencommunity through women’’s group.s group.

•• d). Trainingd). Training•• Members of the school on the Environmental Education committee iMembers of the school on the Environmental Education committee in conjunction with n conjunction with MabiraMabira Forest ecoForest eco--

tourism project tourism project organiseorganise and train teachers of the primary school in and around and train teachers of the primary school in and around MabiraMabira forest. They also forest. They also organiseorganise competitions in environmental conservation and festival activitcompetitions in environmental conservation and festival activities in these schools. The activities ies in these schools. The activities include drama, music, dance, art and craft, nature walks, EE matinclude drama, music, dance, art and craft, nature walks, EE material development, good sanitation and erial development, good sanitation and compound management.compound management.

•• e). The e). The ““AQUATOXAQUATOX”” projectproject•• This is a project in which simple water quality This is a project in which simple water quality –– monitoring tests are carried out by students on water samples monitoring tests are carried out by students on water samples

from the school and community spring wells. The findings are docfrom the school and community spring wells. The findings are documented and disseminated to communities umented and disseminated to communities and authorities. The students supervise these activities right fand authorities. The students supervise these activities right from senior one to six through the Ministry of selfrom senior one to six through the Ministry of self--reliance headed by a minister in senior six. There are representreliance headed by a minister in senior six. There are representatives in each of the classes. Individual winners atives in each of the classes. Individual winners are awarded weekly while winning classes at the end of each termare awarded weekly while winning classes at the end of each term..

CASE IVCASE IV•• IgangaIganga District in Eastern UgandaDistrict in Eastern Uganda•• SEEP in SEEP in IgangaIganga District is spearheaded by the Education departments and District is spearheaded by the Education departments and

the District inspectors have owned the programme. All the primarthe District inspectors have owned the programme. All the primary schools y schools and a few secondary schools participate in an annual environmentand a few secondary schools participate in an annual environmentcompetition. In additional to compound management and proper sancompetition. In additional to compound management and proper sanitation itation requirements they have a theme for each year for example for 200requirements they have a theme for each year for example for 2001 1 ““Indigenous knowledge promotes environment conservation and propeIndigenous knowledge promotes environment conservation and proper r management of the environment.management of the environment.”” Pupils had to collect as much information Pupils had to collect as much information as possible. The schools represented their findings in form of das possible. The schools represented their findings in form of drawings by rawings by children, art and craft, poems, songs and simulations, drama, stchildren, art and craft, poems, songs and simulations, drama, stories, charts ories, charts especially for medicinal plants and fire resistant plants. They especially for medicinal plants and fire resistant plants. They come up with by come up with by laws to enforce conservation of environment. The winning school laws to enforce conservation of environment. The winning school presented presented the activities which qualify their chief actor to represent chilthe activities which qualify their chief actor to represent children at dren at International ChildrenInternational Children’’s Conference on the Environment held in Victoria s Conference on the Environment held in Victoria British Columbia Canada. The schools are awarded a trophy and a British Columbia Canada. The schools are awarded a trophy and a flag. All flag. All participating schools received gifts and certificates of participarticipating schools received gifts and certificates of participation. The gifts pation. The gifts are donated by NEMA. During the last award ceremony a number of are donated by NEMA. During the last award ceremony a number of stakeholders were involved and the children managed to establishstakeholders were involved and the children managed to establish their leisure their leisure park in park in IgangaIganga town. They planted fruit, ornamental and shade trees, flowers town. They planted fruit, ornamental and shade trees, flowers and grass. The children are taking care of the park with the heland grass. The children are taking care of the park with the help of the p of the municipality.municipality.

CASE 5 Non FormalCASE 5 Non Formal

•• Functional Adult Literacy programme Functional Adult Literacy programme •• The FAL programme is intended to educate adults who missed the oThe FAL programme is intended to educate adults who missed the opportunity of pportunity of

attending formal education. attending formal education. •• It aims to equip them with basic literacy skills including readiIt aims to equip them with basic literacy skills including reading, writing and simple ng, writing and simple

arithmetic calculations to enable them function in the Ugandan carithmetic calculations to enable them function in the Ugandan contemporary society. ontemporary society. •• The programme is informed by local conditions and it endeavours The programme is informed by local conditions and it endeavours to empower the to empower the

local people to cope with their local conditions manage the localocal people to cope with their local conditions manage the local challenges and l challenges and improve their livelihoods. improve their livelihoods.

•• The main goal of the programme is to equip local people with theThe main goal of the programme is to equip local people with the necessary necessary knowledge, attitudes and skills to take charge of their lives. knowledge, attitudes and skills to take charge of their lives.

•• The themes of the training vary according to regional prioritiesThe themes of the training vary according to regional priorities; ; •• the teaching of literacy skills is integrated within the major sthe teaching of literacy skills is integrated within the major socioocio--economic themes economic themes

relevant to a given region. relevant to a given region. •• The programme also focuses on matters of a crossThe programme also focuses on matters of a cross--cutting nature including cutting nature including

HIV/AIDS, gender issues, civic education, environment, rural ecoHIV/AIDS, gender issues, civic education, environment, rural economics, nomics, cooperatives, marketing and business management. cooperatives, marketing and business management.

CASE VI Non formalCASE VI Non formal

•• Alternative Basic Education for Alternative Basic Education for KaramojaKaramoja(ABEK) ((ABEK) (See detailed description in the handout)See detailed description in the handout)

Current challengesCurrent challenges•• The current formal EE efforts have only reached 3000 out of The current formal EE efforts have only reached 3000 out of

17,715 primary and secondary schools;17,715 primary and secondary schools;•• Most of the schools reached are the well facilitated and Most of the schools reached are the well facilitated and

accessible ones often in the urban or accessible ones often in the urban or periperi--urban areas;urban areas;•• The percentage of teachers who have received formal EE The percentage of teachers who have received formal EE

training is still very low;training is still very low;•• Many teachers still find difficulties in integrating EE content Many teachers still find difficulties in integrating EE content

in their teaching; in their teaching; •• Many teachers especially the rural have not been oriented in Many teachers especially the rural have not been oriented in

the use of the new integrated curriculum; the use of the new integrated curriculum; •• Many EE content areas are not among the core examinable Many EE content areas are not among the core examinable

content yet teachers teach more for exams than learning; content yet teachers teach more for exams than learning; •• Many untrained teachers still view EE as nature study;Many untrained teachers still view EE as nature study;•• Lack of capacity to integrate action research in daily teaching;Lack of capacity to integrate action research in daily teaching;•• Some school administrators are not supportive of EE activities;Some school administrators are not supportive of EE activities;•• Some activities require extra funding which schools cannot Some activities require extra funding which schools cannot

afford to raise afford to raise

The Local government system in Uganda The system of local government in Uganda is based on the district as a Unit under which there are lower Local Government Administrative Councils. Elected local government Councils accountable to the local community are made up of persons directly elected to represent electoral areas, persons with disabilities, the youth and women councilors forming one third of the council. The Local Government Council is the highest political authority in its area of jurisdiction. The councils are corporate bodies having both executive and legislative powers. They have powers to make laws, and enforce implementation. On the other hand Administrative Unit councils serve as political units to advise on planning and implementation of services. They assist in the resolution of disputes, monitor the delivery of services and assist in the maintenance of law, order and security. Local Government in a district rural area are:

• The district (the districts vary in size, population and economic endowment). The district with the highest population is about 1.5 million whereas the lowest one is about 40,000 people.

• The sub county (sub counties are much smaller units than the

district and a district may have as many as 20 or more sub counties) Sub-county populations also vary with some very densely populated and others sparsely populated. In the 2002 population census results some individual urban sub-counties (divisions) had more than 300,000 people, yet some remote rural sub-counties had as few as 1500 people or less.

Local governments in cities:

• The City Council • The city Division council

Local governments in a municipality:

• The municipal council • The municipal division council

The town council is also a local government Administrative Units in the rural areas:

• Sub county • Parish (parishes are smaller units under the sub-county, they

constitute a number of villages and their population sizes also vary depending on the population density of the area)

• Village (A village is the smallest unit after the household. Villages are composed of households from as few as 50 or less in the sparsely populated to as many as 400 or more in the densely populated areas. The average size of a Ugandan household is 7 people.)

The administrative units in the urban areas are:

• Parish or ward • Village

The powers of local governments include powers of making local policy and regulating delivery of services; formulation of development plans based on locally determined priorities, receive, raise, manage and allocate revenue through approval and execution of own budgets; alter or create new boundaries, appoint statutory commissions, boards and committees for personnel, land, procurement and accountability as well as establish or abolish offices in public service of a district or urban council. The central government is responsible for national affairs and services; formulation of national policies and national standards and monitoring the implementation of national policies and services to ensure compliance with standards and regulations. Local government operations The Chief Administrative Officer (CAO) works as the administrative and technical head of the district (Chief accounting officer). The CAO leads a team of professional/technical personnel in the district under different directorates including: community and social services (oversees the activities of NGOs, CBOs and other groups and associations in the district including non-formal education), education (formal education), health services, production – (agriculture, veterinary, forestry, fisheries, natural resources and environment), finance and administration, planning, and population. At sub-county level, Districts have the mandate to assess their needs and develop appropriate responses in form of programmes. There is a structure for involving people at the lower levels through village committees and parish development committees, which report to the sub county/local council 3 which develops a local plan and submits it to the district to incorporate in the entire district plan (The district plan is basically a integration of several sub county plans) . The presence of such a

structure and mandate makes the district the most appropriate local political and administrative unit to organise and host the Regional centres of excellence. The fact that districts develop and implement their own development plans makes it easy to integrate the identified issues into the local plans.

Local Government political and administrative structures TECHNICAL ARM POLITICAL ARM

Chief Admin Officer

(County chief)t

Sub-county chief

Parish chief

Local Council 3 chair (SIC)

Local Council 2 chair (PDC)

Local Council 1

Local Council 5 chair

Local Council 4 (MP)

Village

SOME BACKGROUND INFORMATION ON UGANDA Uganda is a poor developing country with 85% of the population living in rural areas and engaged in small scale farming as the main economic activity. Nine out of every ten persons in Uganda directly make their living “from the products and services of the country’s soil, water and biota” (MNR 1995:14). Land degradation as a problem Land degradation has been associated with soil erosion due to poor tillage practices, as a result of lack of proper knowledge and skills in land use and conservation practices. The levels of soil erosion range from 20% in the less eroded districts to 90% in the highly eroded districts (NEMA 2001). In the cattle-keeping areas, communal grazing, overstocking and dependency on natural pasture, have decreased the carrying capacity of land and exacerbated land degradation (UNEP 1992). Increased degradation of traditional farmlands has led to a sharp increase in the impact of human activity on wetlands with a 99.3% increase in wetland area reclaimed since the 1960s (NEMA 2001). Natural forests have been converted into farmland (NEMA 2001) and within the 20th century alone, national forest cover has been reduced from the original 45% of the country’s surface area to a mere 21%. ECONOMIC DEVELOPMENT – SOME CONTRADICTORY SCENARIOS Official government statistics for instance show a steady decline in absolute poverty1, from over 50% of the population being defined as absolutely poor in 1986 to about 35% in 2000 (NEMA 2001). There has also been an unprecedented increase in ‘economic growth’ during the same period with an annual GDP growth rate of between 5% and 10% (MFPED 1998). In addition, the reported economic gains have not been fully reflected in the lives of the common people in particular the rural who constitute 85% of the population and the urban poor.

Twenty five percent (25%) of Ugandans are unable to meet their daily food requirements and are living below the food poverty line, while more than 40% of the population are said to be living on less than $ 1 a day (note that this may not mean much or reflect the actual living conditions of the people). This co-existence of poverty and growth may not only illustrate the inconsistencies in Uganda’s approach to development, but also the limitations of equating development with economic growth.

Poverty has meant increased pressure on the existing resources, since most of the poor live directly off the benefits of the land (NEMA 2001) and as such a key threat to the attainment of sustainable development.

1 Absolute poverty here refers to a state of living in which people are unable to meet their basic needs, including their daily food requirements.

POPULATION GROWTH Population growth constitutes another threat to the attainment of sustainable development. Uganda’s population has almost trebled within a period of thirty years from 9.5 million in 1969 to 24.6 million in 2002 (UBOS 2002). This has been despite the political turbulence and the HIV/Aids scourge that characterised the country during the period. The population density has increased by an incredible 528% within a period of seventy years, from a mere 18 people per sq km in 1931 to 113 people per sq km in 2000 (UBOS 2000). This has not been accompanied by corresponding positive economic development. The increase in population led to scarcity of land and fragmentation that rendered traditional vegetative fallowing as a system for sustaining fertility, impossible (IITA 1990). The fragmentation has also been culturally motivated by the practice of sharing land among children at the death of their parents. This, coupled with poverty, resulted in a situation where entire households have to depend on very tiny plots of land, which they over-cultivate and exhaust beyond ecological recovery. Whilst 85% of Uganda’s households are in the rural areas, 62% of such households own farms of less than one hectare (NEMA 2001) POLICY RESPONSES In response to the above challenges, Uganda developed a policy to guide actions towards the attainment of goal of sustainable development. The National Environmental Policy (MNR 1995) outlines six objectives, which emphasise social, economic and environmental sustainability as the core of the development process, a holistic approach to environmental management and the importance of community participation in sustainable resource utilisation (MNR 1995:49):

1. Enhance health and quality of life of all Ugandans and promote long-term sustainable economic development through sound environmental and natural resource management and use;

2. Integrate environmental concerns in all development oriented policies, planning and activities at national, district and local levels, with participation of the people;

3. Conserve, preserve and restore ecosystems and maintain ecological processes and life support systems including conservation of national biological diversity;

4. Optimise resource use and achieve a sustainable level of resource consumption; 5. Raise public awareness to help understand and appreciate linkages between

environment and development; and 6. Ensure individual and community participation in environmental improvement

activities. Environmental principles that informed policy The policy was informed and guided by sixteen environmental principles adopted from the Rio Declaration (MNR 1995; Quarrie 1992). Whilst all the sixteen were important for the

broad national policy, I found the five listed below most relevant to this study (MNR 1995:45-50):

• The development of Uganda should be based on sustainable natural resource use and sound management;

• Security of land and resource tenure is a fundamental requirement of sustainable natural resource management;

• Long-term food security depends on sustainable natural resource and environmental management;

• Environmentally friendly, socially acceptable and affordable technologies should be developed and disseminated for effective use of natural resources; and

• Conditions and opportunities for communities and individual resource managers to sustainably manage their own natural resources and the environment should be created and facilitated.

The above scenario compelled Uganda to develop an Environmental Investment Programme that among other things outlined the strategies for implementing the environmental policy. The purpose of the programme was to ensure “a balance between socio-economic growth and sustainable use of natural and environmental resources “(MNR 1995:99). The programme identified capacity building in environmental management, enhancement of resource productivity; conservation and use of biodiversity resources; environmental education and public awareness as the central areas of investment to ensure sustainable development.

Sample project proposal by one of the schools

Name: E.Ngerageze, F.Kizito, E.Nyakaisiki, C. Bigaruka

School/Institute: Gayaza High School

Position: We are teachers of Gayaza High School teaching: E. Ngerageze - Environmental Education, Math, Geography F. Kizito - Math, Physics E. Nyakaisiki - Art, School Librarian C. Bigaruka - Music, French We have two years' experience in designing and developing a school based environmental education curriculum.

City and Country: Kampala, Uganda

Proposed Project: We would like to develop strategies of environmental education programs in other schools around us. We have set up an environmental education implementation strategy, developed a school based environmental education program, set up a tree and flower nursery bed project, seed collection project, have planted a one hectare school woodlot for fuelwood and started saving indigenous endangered tree species. We need to put up energy saving devices, set up a fish pond and train other people to undertake similar projects. The practical problems faced include technical know-how and computerizing information.

“Cooperation Base System” to strengthen cooperation in primary and secondary education

Ministry of Education, Cultures, Sports, Science and Technology Japan

The Second Dialogue Meeting

“Listen to INSET in EE/ESD in Bangladesh and Uganda”

Thursday, September 16, 2004

Field Studies Institute for Environmental Education

Tokyo Gakugei University

Tokyo, Japan

● Guest Speakers Dr. Masudul Hoq Chowdhury Joint Director for Bangladesh Academy for Rural Development Bangladesh Dr. Daniel J. Babikwa Senior Lecturer Institute of Adult Education Makerere University Uganda ● Program 13:00~13:20 Orientation 13:20~14:05 Bangladesh report 14:05~14:50 Uganda report 14:50~15:10 Break 15:10~16:30 Dialogue 16:30~16:40 Closing

Current issues and trends in Current issues and trends in teacher education in Uganda teacher education in Uganda

Map of UgandaMap of Uganda

Facts on Ugandan formal educationFacts on Ugandan formal education

•• Primary enrolment: 7,633,314 children 6Primary enrolment: 7,633,314 children 6--12 years (>100%)12 years (>100%)•• Total number of primary schools 14,816Total number of primary schools 14,816-- Government 10,460Government 10,460-- Private 4356Private 4356•• Total number of secondary schools 2899Total number of secondary schools 2899-- Government 600Government 600-- Private 2299 Private 2299 •• Total number of Primary teachersTotal number of Primary teachers’’ colleges 64 (Grade III Certificate)colleges 64 (Grade III Certificate)•• National Teachers colleges (Diploma National Teachers colleges (Diploma –– Grade 5) Grade 5) 55•• Universities: Universities: -- Government 5Government 5-- Private 10 Private 10

Recent developmentsRecent developments

•• Primary education reform (to improve quality through Primary education reform (to improve quality through innovative delivery and support system)innovative delivery and support system)

•• Curriculum reform for both primary and secondaryCurriculum reform for both primary and secondary•• Universal primary educationUniversal primary education•• Reduction of National teacher's colleges from 10 to 5;Reduction of National teacher's colleges from 10 to 5;•• Reduction of primary teachersReduction of primary teachers’’ colleges form 64 to 45colleges form 64 to 45•• Introduction of core Introduction of core PTCsPTCs, CCs and , CCs and CCTsCCTs as as CPDCPD

structures for primary teacherstructures for primary teacherss..•• Introduction of teacher resource centres (Introduction of teacher resource centres (TRCsTRCs)) as inas in--

set structures for secondary teachers.set structures for secondary teachers.

Issues in the teacher education Issues in the teacher education sectorsector

•• Presence of untrained and underPresence of untrained and under--trained trained teachers especially in the primary section in teachers especially in the primary section in the rural areas;the rural areas;

•• Implications of increased enrolment in the Implications of increased enrolment in the primary sector on teacher education primary sector on teacher education

•• ReRe--orienting teacher education from orienting teacher education from knowledgeknowledge--dominated to actiondominated to action--oriented;oriented;

•• ReRe--orienting teachers from straight disciplines orienting teachers from straight disciplines to integrated teaching;to integrated teaching;

Structure of formal Education Showing Structure of formal Education Showing Teacher Training Routes in Uganda Teacher Training Routes in Uganda

4 years of secondary education (Ordinary Level)

2 Years Higher school certificate (Advanced Level)

7 Years Primary School Education

2 Years primary teachers college Grade III (pre & in-

service)

University Education (Minimum of 3 Years) BA/B sc Education/

BED (Pre & in-service)

University Education (Minimum of 3 Years) BA/B sc Education/

BED (Pre & in-service) 2 Years (pre & in-service) Diploma in Education

Continuous professional development for Continuous professional development for primary teachers (CPD)primary teachers (CPD)

InIn--service professional development for service professional development for secondary teacherssecondary teachers

•• Teacher resource Teacher resource centrescentres ((TRCsTRCs) in 26 out of 56 ) in 26 out of 56 districts (especially for rural ones)districts (especially for rural ones)

•• Subject associations e.g. Science teachersSubject associations e.g. Science teachers’’ association, association, Mathematics teachers assoc etc. Mathematics teachers assoc etc.

•• MakerereMakerere University external degree program through University external degree program through distance education (Institute of Adult and continuing distance education (Institute of Adult and continuing Education)Education)

•• KyambogoKyambogo University (formally institute of teacher University (formally institute of teacher education)education)

•• MbararaMbarara University of science and technology (only University of science and technology (only science teachers)science teachers)

•• Uganda martyrs University Uganda martyrs University -- NkoziNkozi

Enabling policies on environmental Enabling policies on environmental educationeducation

•• The National constitution 1995The National constitution 1995•• National environmental policy (1995)National environmental policy (1995)•• National environment action plan (NEAP)National environment action plan (NEAP)•• National environmental investment National environmental investment

programmeprogramme•• National environmental educational strategies National environmental educational strategies

for formal and nonfor formal and non--formal EE;formal EE;•• The local government Act 1997The local government Act 1997

CPD in EE CPD in EE

•• NEMA has trained 100 NEMA has trained 100 TOTsTOTs through through workshopsworkshops

•• Annual leadership workshops for Annual leadership workshops for TOTsTOTs on on newly emerging issues (e.g. Biodiversity, ESD newly emerging issues (e.g. Biodiversity, ESD etc) etc)

•• EE capacity building workshops have been EE capacity building workshops have been conducted for teachers in 26 districtsconducted for teachers in 26 districts

•• 4000 teachers out of 150,000 have been trained 4000 teachers out of 150,000 have been trained in EEin EE

Profile of environmental educationProfile of environmental education

•• Rooted in the national constitution and governmental policy Rooted in the national constitution and governmental policy directives directives ““Every Ugandan has a right to a safe and healthy Every Ugandan has a right to a safe and healthy environmentenvironment””

•• Mandatory in all institutions of learning in the country;Mandatory in all institutions of learning in the country;•• Purpose is to create an environmentally literate citizenry;Purpose is to create an environmentally literate citizenry;•• Two environmental education strategies are in existence: the Two environmental education strategies are in existence: the

formal and Non formal environmental education strategiesformal and Non formal environmental education strategies•• Both strategies are based on the guidelines and principles Both strategies are based on the guidelines and principles

outlined in chapter 36 of agenda 21 on environmental outlined in chapter 36 of agenda 21 on environmental education and awarenesseducation and awareness

Guidelines for EE in schoolsGuidelines for EE in schools

•• Each institution has to appoint a coordinator Each institution has to appoint a coordinator for and a committee to steer the programmefor and a committee to steer the programme

•• Each school/institution has to develop a policy Each school/institution has to develop a policy and goals for environmental management;and goals for environmental management;

•• EE should be integrated in all the subjects EE should be integrated in all the subjects taught in the school;taught in the school;

•• Content should be based on local, national and Content should be based on local, national and global environmental problems and issuesglobal environmental problems and issues

Guidelines for EE in schoolsGuidelines for EE in schools

•• Schools should outline examples of practical Schools should outline examples of practical activities to conserve and enhance the activities to conserve and enhance the environment;environment;

•• Networking between departments within the Networking between departments within the school and institutions;school and institutions;

•• Deliberate steps should be taken to create an Deliberate steps should be taken to create an interface between school and communities in interface between school and communities in addressing local environmental challengesaddressing local environmental challenges

Guidelines for EE in schoolsGuidelines for EE in schools

•• Schools should outline examples of practical Schools should outline examples of practical activities to conserve and enhance the activities to conserve and enhance the environment;environment;

•• Networking between departments within the Networking between departments within the school and institutions;school and institutions;

•• Deliberate steps should be taken to create an Deliberate steps should be taken to create an interface between school and communities in interface between school and communities in addressing local environmental challengesaddressing local environmental challenges

The school environmental education The school environmental education programme SEEPprogramme SEEP

•• Works on the same principle as ecoWorks on the same principle as eco--schoolsschools•• Emphasises a link between school and surrounding Emphasises a link between school and surrounding

communities e.g. working on joint projects, providing communities e.g. working on joint projects, providing indigenous knowledge, sharing of information and indigenous knowledge, sharing of information and reciprocal teaching;reciprocal teaching;

•• Utilises all areas of school life such as school open days, Utilises all areas of school life such as school open days, sports, drama, regulations, festivals and clubs to sports, drama, regulations, festivals and clubs to promote EE activitiespromote EE activities

SEEP method of workSEEP method of work•• Provides inProvides in--service training to EE teachers;service training to EE teachers;•• Provides teachers with guidelines to develop school Provides teachers with guidelines to develop school

environmental programmes;environmental programmes;•• EE coordinator leads the school environmental EE coordinator leads the school environmental

committee (comprising of committee (comprising of teachers, pupils, local teachers, pupils, local councillors, support staff, parents and school councillors, support staff, parents and school management committee representatives) management committee representatives) which which oversees programme implementation;oversees programme implementation;

•• Goals objectives and operational guidelines are set in Goals objectives and operational guidelines are set in consultation with other actors in the school e.g. club consultation with other actors in the school e.g. club leaders, patron, school projects and class teachers;leaders, patron, school projects and class teachers;

SEEP method of workSEEP method of work

•• Committee conducts an environmental audit Committee conducts an environmental audit includingincluding water sources, plants in the school water sources, plants in the school compound, waste management, general sanitation, compound, waste management, general sanitation, cooking facilities, safety on the compound and others;cooking facilities, safety on the compound and others;

•• Develop plan of action based on audit and begin to Develop plan of action based on audit and begin to implement it;implement it;

•• Continuous monitoring and evaluation of the Continuous monitoring and evaluation of the programme including periodic reportingprogramme including periodic reporting

•• The national environmental coThe national environmental co--ordinator at NEMA ordinator at NEMA receives and compiles reports about school receives and compiles reports about school environmental activities in the entire countryenvironmental activities in the entire country

Current challengesCurrent challenges•• The current formal EE efforts have only The current formal EE efforts have only

reached 3000 out of 17,715 primary and reached 3000 out of 17,715 primary and secondary schools;secondary schools;

•• Most of the schools reached are the well Most of the schools reached are the well facilitated and accessible ones often in the facilitated and accessible ones often in the urban or urban or periperi--urban areas;urban areas;

•• The percentage of teachers who have received The percentage of teachers who have received formal EE training is still very low;formal EE training is still very low;

•• Many teachers still find difficulties in Many teachers still find difficulties in integrating EE content in their teaching; integrating EE content in their teaching;

Current challengesCurrent challenges

•• Many teachers especially the rural have not Many teachers especially the rural have not been oriented in the use of the new integrated been oriented in the use of the new integrated curriculum; curriculum;

•• Some school administrators are not supportive Some school administrators are not supportive of EE activities;of EE activities;

•• Some activities require extra funding which Some activities require extra funding which schools cannot afford to raise schools cannot afford to raise

STATE OF BASIC STATE OF BASIC EDUCATION, TEACHERS EDUCATION, TEACHERS

TRAINING AND TRAINING AND ENVIORNMENTAL ENVIORNMENTAL

EDUCATION IN EDUCATION IN BANGLADESHBANGLADESH

Dr. Dr. MasudulMasudul HoqHoq ChowdhuryChowdhuryBangladeshBangladesh

Presentation DesignPresentation Design

Presentation on EE in BangladeshPresentation on EE in Bangladesh

Basic Facts about BangladeshBasic Facts about BangladeshMajor Environmental IssuesMajor Environmental IssuesEE in BangladeshEE in BangladeshEducation System in BangladeshEducation System in BangladeshTeachers Education in BangladeshTeachers Education in BangladeshProblems in School EE/Teachers EducationProblems in School EE/Teachers EducationSome Initiatives/ suggestionsSome Initiatives/ suggestions

Map of BangladeshMap of Bangladesh

Basic Facts About BangladeshBasic Facts About Bangladesh

Total Area 147000 sq.kmTotal Area 147000 sq.kmTotal Population 138,448,210 (2003 est.)Total Population 138,448,210 (2003 est.)Poverty level is very high (35.6%)Poverty level is very high (35.6%)Low per capita income (350US$)Low per capita income (350US$)Increasing and glaring socioIncreasing and glaring socio--economic inequalityeconomic inequalityPopulation growth rate 2.06%Population growth rate 2.06%Extreme high un and under employment (40%)Extreme high un and under employment (40%)Very limited export baseVery limited export baseVery low landVery low land--man ratioman ratioHigh population density (950/KmHigh population density (950/Km²²))Literacy rate : 43.1% (Male 53.9% and Female 31.8%)Literacy rate : 43.1% (Male 53.9% and Female 31.8%)Low level of human capability developmentLow level of human capability developmentLow level productivity in agriculture, industry and other Low level productivity in agriculture, industry and other sectionssections

Major Environmental IssuesMajor Environmental IssuesThe forest resources are decreasing rapidlyThe forest resources are decreasing rapidlyWater extraction in the upstream reduces dry season water Water extraction in the upstream reduces dry season water flowsflowsRapid expansion of dry season irrigationRapid expansion of dry season irrigationReduction in biodiversityReduction in biodiversityCoastal and flood plain ecosystem degradedCoastal and flood plain ecosystem degradedWetland ecosystem decreasingWetland ecosystem decreasingDecreasing of fish catch and species diversityDecreasing of fish catch and species diversitySurface water pollution by using pesticides, industrial wasteSurface water pollution by using pesticides, industrial wasteSoil degradation and erosionSoil degradation and erosionFlood and draughtFlood and draughtArsenic contaminationArsenic contaminationThreat of climate change and seaThreat of climate change and sea--level riselevel riseNatural disastersNatural disastersIndustrial effluentsIndustrial effluentsLack of public awareness of environmental issuesLack of public awareness of environmental issues

Flood in BangladeshFlood in Bangladesh

Roads Under WaterHomeless People

Crop Damage House Under Water

Killing of Guest Bird River Encroachment

Archeological Destruction Wood Burn in Brickfield

Arsenic Contaminated Hand Dengue the Deadly Killer

Using Carbide in Tomatoes

Fish Exploitation

Destruction of Forest Island

Air Pollution

River Siltation

Cyclone in Bangladesh

Environmental Regulations and Environmental Regulations and Management in BangladeshManagement in Bangladesh

AuthorityAuthority•• Ministry of Environment and ForestMinistry of Environment and Forest•• Department of EnvironmentDepartment of Environment

RegulationsRegulations•• Environment Policy,1992Environment Policy,1992•• Environment Conservation Act, 1995 and subsequent Environment Conservation Act, 1995 and subsequent

amendmentsamendments•• Environment Conservation Rules,1997Environment Conservation Rules,1997•• Environment Court Act, 2000 and Subsequent Environment Court Act, 2000 and Subsequent

AmendmentsAmendments

Environmental Policy 1992, Introduced with Environmental Policy 1992, Introduced with the Following Objectivethe Following Objective

Maintain ecological balance and the overall Maintain ecological balance and the overall development of the country through conservation and development of the country through conservation and improvement of the environmentimprovement of the environmentProtect the country from natural disastersProtect the country from natural disastersIdentify and regulate all activities which pollute and Identify and regulate all activities which pollute and degrade the environmentdegrade the environmentEnsure sustainable, long term and environmentEnsure sustainable, long term and environment--friendly use of all natural resourcesfriendly use of all natural resourcesRemain actively associated with international Remain actively associated with international environmental initiatives to the greatest extent environmental initiatives to the greatest extent possiblepossible

Environmental Education in BangladeshEnvironmental Education in Bangladesh

The First Environmental Policy has the Following The First Environmental Policy has the Following Provisions with Regard to Education and Public Provisions with Regard to Education and Public AwarenessAwareness

Empower people through education by eradicating illiteracyEmpower people through education by eradicating illiteracyCreate mass awareness regarding environmental conservation Create mass awareness regarding environmental conservation and improvement and sustainableand improvement and sustainableEnsure the inclusion and dissemination of environmental Ensure the inclusion and dissemination of environmental knowledge and information in the formal systems of knowledge and information in the formal systems of education and mediaeducation and mediaInduce spontaneous and direct participation of people in all Induce spontaneous and direct participation of people in all environmental activitiesenvironmental activitiesIncorporate environmental issues into all government and Incorporate environmental issues into all government and nonnon--government training programs and into training programs government training programs and into training programs for industrial and commercial workersfor industrial and commercial workers

Environmental Education Environmental Education InIn

Formal EducationFormal EducationIn Grade 1In Grade 1--22: Taught orally like Family : Taught orally like Family environment, Food, Clothes, Shelter, Birds etc.environment, Food, Clothes, Shelter, Birds etc.In Grade 3In Grade 3--55: Environmental Studies (Science : Environmental Studies (Science and Society) and Continued to the Secondary and Society) and Continued to the Secondary EducationEducation

Higher EducationHigher EducationBachelors and Masters course: Botany, Zoology, Bachelors and Masters course: Botany, Zoology, Geography, Geology, EcologyGeography, Geology, Ecology

Environmental Education ThroughEnvironmental Education Through

NonNon--formal Educationformal Education: There are several : There are several institutions under the aegis of the government which institutions under the aegis of the government which undertake program for rural development like; undertake program for rural development like; BARD, BRDB, LGED, DAE, BWDB, DFIDC, BARD, BRDB, LGED, DAE, BWDB, DFIDC, DFDC etc.DFDC etc.NonNon--government Organizationgovernment OrganizationCivil Society Organization: BAPA, BELACivil Society Organization: BAPA, BELAMass Media: News papers, Journals, Magazines, Mass Media: News papers, Journals, Magazines, Radio, TVRadio, TVPeoples Traditional KnowledgePeoples Traditional Knowledge

Educational Structure of BangladeshEducational Structure of Bangladesh

Higher Education

(XIII+, Hons, MS, Ph.D)

Higher Secondary (XI-XII)

Secondary (IX-X)

Junior Secondary (VI-VIII)

Primary (I-V)

Kamil/ Fazil

Alim

Dhakhil

Ebtedayee

GENERAL EDUCATION ISLAMIC EDUCATION

Types of Primary SchoolsTypes of Primary Schools

StateState--owned 37,710owned 37,710Registered nonRegistered non--government 19,658government 19,658Non registered nonNon registered non--government 3, 177government 3, 177Satellite schools 2,742Satellite schools 2,742Community schoolsCommunity schoolsNon formal primary schools run by NGOsNon formal primary schools run by NGOsEbtedayeeEbtedayee MadrashasMadrashas

Educational Institute and Their ManagementEducational Institute and Their ManagementAv.StudentAv.Student Av. TeacherAv. Teacher Total No. Total No.

of of InstitutionInstitution

Management (%)Management (%)

PublicPublic PrivatePrivate--

2.532.53--

0.460.4616.9416.9472.8672.8670.9770.97

------

2.132.13

10010097.4897.48100100

99.5499.5483.0683.0627.1427.1429.0329.03

100100100100100100

97.8797.87

General EducationGeneral EducationJunior SecondaryJunior SecondarySecondarySecondarySchool and CollegeSchool and CollegeIntermediate collegeIntermediate collegeDegree collegeDegree collegeHonoursHonours collegecollegeMastersMastersIslamic EducationIslamic EducationDhakhilDhakhilAlimAlimFazilFazilKamilKamil

216216525525182182263263109210921187118747954795

66121214141818333334348383

2846284612614126143253251097109778578570706262

489048901074107410171017141141

Percentage of Institution by Level of EducationPercentage of Institution by Level of Education

Masters Level 1%Masters Level 1%Degree Level 8%Degree Level 8%Higher Secondary 13%Higher Secondary 13%Secondary Level 67%Secondary Level 67%Junior Secondary 11%Junior Secondary 11%

Intake Capacity of Public and Private UniversitiesIntake Capacity of Public and Private UniversitiesPublic Universities 81%Public Universities 81%Private Universities 19%Private Universities 19%

Teachers TrainingTeachers Training

Teacher educationTeacher education: there are several institutes and courses for the teachers : there are several institutes and courses for the teachers of different educational levels. These are:of different educational levels. These are:

Primary training institute (PTI): offer 1 year course for primarPrimary training institute (PTI): offer 1 year course for primary y teachersteachersTeachers training college (TTC): offer 1Teachers training college (TTC): offer 1--year bachelor course (B.Ed) year bachelor course (B.Ed) for secondary level school teachersfor secondary level school teachersBangladesh open university also offer B.Ed course through distanBangladesh open university also offer B.Ed course through distance ce learninglearningInstitute of education and research (IER) of Dhaka university alInstitute of education and research (IER) of Dhaka university also offer so offer 11--year diploma and 1year diploma and 1--year M.Ed courseyear M.Ed courseHigher secondary teachers training institute (HSTTI) conduct inHigher secondary teachers training institute (HSTTI) conduct in--service service training courses for the college teacherstraining courses for the college teachersVocational training institute (VTTI) offers 1Vocational training institute (VTTI) offers 1--year course for the year course for the teachers of vocational institute and technical teachers trainingteachers of vocational institute and technical teachers training college college offers courses for the teachers of polytechnic institute.offers courses for the teachers of polytechnic institute.

Educational ManagementEducational ManagementMinistry of EducationMinistry of Education

Primary and Mass Education DivisionPrimary and Mass Education DivisionDirectorate of Secondary and Higher EducationDirectorate of Secondary and Higher EducationDirectorate of Technical EducationDirectorate of Technical EducationBangladesh National Commission for UNESCOBangladesh National Commission for UNESCONational Academy for Educational ManagementNational Academy for Educational ManagementNational Curriculum and Textbook BoardNational Curriculum and Textbook BoardBangladesh Bureau of Educational information and Bangladesh Bureau of Educational information and StatisticsStatisticsUniversity Grants CommissionUniversity Grants CommissionNational UniversityNational UniversityEducation BoardsEducation BoardsMadrashaMadrasha Education BoardsEducation BoardsTechnical Education BoardTechnical Education Board

Problems of EE In BangladeshProblems of EE In Bangladesh

Lack of Trained TeacherLack of Trained TeacherGreat shortage of trained and competent teachers to teach Great shortage of trained and competent teachers to teach integrated and composite courses of environmental studies.integrated and composite courses of environmental studies.Teachers are too overburdened and exhaustedTeachers are too overburdened and exhaustedLack of teacher training facilities both inLack of teacher training facilities both in--service and prservice and pr--serviceservicePoor quality of teachingPoor quality of teachingLack of professionalismLack of professionalismLack of culture of reading and learningLack of culture of reading and learningPoor quality of academic supervisionPoor quality of academic supervisionTeacherTeacher’’s training curricula is also examination orienteds training curricula is also examination orientedTeaching is chalk and talk methodTeaching is chalk and talk method

Problems related to curriculum and TeachingProblems related to curriculum and Teaching

Existing curriculum is bookExisting curriculum is book--knowledge based knowledge based examination orientedexamination orientedThere is a lack of vertical and horizontal integration of There is a lack of vertical and horizontal integration of curricular componentscurricular componentsThere is no incentives for teachers to prepare teaching There is no incentives for teachers to prepare teaching materials locally. They heavily depend on text books and materials locally. They heavily depend on text books and some times those text books are not relevant to local some times those text books are not relevant to local situationssituationsThe existing courses are tightly arranged and do not The existing courses are tightly arranged and do not allow additional subjects to be incorporated into the allow additional subjects to be incorporated into the curricula.curricula.Classroom instruction is geared towards examination and Classroom instruction is geared towards examination and completing the course for the examinationcompleting the course for the examination

School and Teacher Training School and Teacher Training Institute EnvironmentInstitute Environment

Primary Teachers Training Institute Primary Teachers Training Institute EnvironmentEnvironment

Some Initiatives on Environmental Education in Some Initiatives on Environmental Education in BangladeshBangladesh

Bangladesh Observed 1990 as the year of EnvironmentBangladesh Observed 1990 as the year of EnvironmentDecade of the Environment: 1991Decade of the Environment: 1991--19991999Banned on Production, Marketing and uses of Polythene Banned on Production, Marketing and uses of Polythene Shopping BagsShopping BagsWithdrawn of Two Stroke Engine Vehicles and Old and Withdrawn of Two Stroke Engine Vehicles and Old and Defective Vehicles from the Dhaka cityDefective Vehicles from the Dhaka cityBanned the export of frog legsBanned the export of frog legsProtection of Protection of HilshaHilsha GroundGroundProhibit the Killing of All Kinds of Wild Birds and AnimalsProhibit the Killing of All Kinds of Wild Birds and Animals

A Project on EE in Primary School: A Project on EE in Primary School: SABUJ SANGHA SABUJ SANGHA ProgrammeProgramme

The purpose is to help the children become The purpose is to help the children become good community leaders, good farmers, better good community leaders, good farmers, better savers, and better citizens in future with the savers, and better citizens in future with the involvement of and support from the involvement of and support from the community. The specific objectives were:community. The specific objectives were:Better school educationBetter school educationStrong and sound healthStrong and sound healthGood character and workGood character and workSelfSelf--helphelpConstructive social workConstructive social work

Organizational Chart of the Organizational Chart of the SabujSabuj SanghaSanghaProgrammeProgramme

BARD Faculty Sabujsangha

UpazilaEducation Committee

Primary School

Head Teacher

In-charge Teacher

Sabuj sanghaExecutive Committee

Agriculture committee

Coop. Store committee

Saving committee

Museum committee

Library Committee

Activities of the Activities of the SabujSabuj SanghaSanghaProgramme4Programme4

Training of TeachersTraining of TeachersTraining of Student leadersTraining of Student leadersRalliesRalliesConferencesConferencesWeekly meetingsWeekly meetingsIndividual ProjectsIndividual ProjectsCollective ProjectsCollective Projects

Agriculture farmingAgriculture farmingCooperative storeCooperative storeSavingSavingMuseumMuseumLibraryLibrary

Some suggestions on contents of Some suggestions on contents of teachers training on environmental teachers training on environmental educationeducation

The concept of EE and its significance in the global and BangladThe concept of EE and its significance in the global and Bangladesh esh contextcontext

EE and sustainable developmentEE and sustainable developmentPollution and its different forms: Water, Air, Sound and their Pollution and its different forms: Water, Air, Sound and their

consequences in our daily lifeconsequences in our daily lifeEnvironmental hazards and its effect on Agriculture: Crops, liveEnvironmental hazards and its effect on Agriculture: Crops, livestock's, stock's,

Fisheries etc.Fisheries etc.Pollution and Environmental hazards at several points of BangladPollution and Environmental hazards at several points of Bangladesh esh

societysocietyMarket, street, house, hostels and restaurantsMarket, street, house, hostels and restaurants

School Environment and the local communitySchool Environment and the local communityDuties and responsibilities of a citizen/student to preserve andDuties and responsibilities of a citizen/student to preserve and protect protect

the local environment the local environment Personal hygiene, health, sanitation, school gardening, school mPersonal hygiene, health, sanitation, school gardening, school museum, useum,

school echo clubschool echo club

THANK YOUTHANK YOU

「国際教育協力による

環境教育教員研修プロジェクト形成に向けた海外調査報告：

ウガンダとバングラディシュ」

文部科学省国際協力拠点システム構築事業・環境教育分野

発行日：2005 年 2 月

発行者：小泉武栄

東京学芸大学環境教育実践施設

〒184-8501 小金井市貫井北町 4-1-1

TEL:042-329-7665

FAX:042-329-7669