Advancing Environmental Education for Sustainable Development in Higher Education in Nigeria: Current Challenges and Future Directions
2. Environmental Education for Sustainable Development: A Survey of Current Implementation in Nigeria
- Awareness: to help social groups and individuals acquire an awareness of and sensitivity to the total environment and its allied problems.
- Knowledge: to help social groups and individuals gain a variety of experience in, and acquire a basic understanding of, the environment and its associated problems.
- Attitudes: to help social groups and individuals acquire a set of values and feelings of concern for the environment, and the motivation for actively participating in environmental improvement and protection.
- Skills: to help social groups and individuals acquire the skills for identifying and solving environmental problems.
- Participation: to provide social groups and individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental problems .
Key Impediments to the Implementation of EE Programs in Nigeria
- Inadequate funding of education and EE programs:
- Capacity gaps
- Poor infrastructure and Inadequate facilities for EE
- Lack of clear recognition of EE in legal frameworks and national strategies on education
The Government shall strive to eradicate illiteracy; and to this end Government shall, as and when practicable, provide (a) free, compulsory and universal primary education; (b) free secondary education; (c) free university education; and (d) free adult literacy programme.
4. Improving Legal and Governance Frameworks on EE in Nigeria
- Develop national EE plans and strategies
- Establish comprehensive laws to support EE programs
- Need for Sustained Funding for Education and EE Programs
- Establish focal institutions on EE programs
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Effective environmental education programs are relevant to the mission of the institution, agency or organization; to the educational objectives of the audience;
and to the everyday lives of the individual learners and the society at large.
|Is there a clear and comprehensive linkage of EE program to the curriculum or core missions of the institution?|
Is the EE course or program required for completion of degree programs?
What is the average time and cost to meet the requirements of the EE program?
What is the procedure for approving, reviewing or accrediting the program?
Are there practical components to the EE program?
Are the content and methods concrete and relevant to key sectors and industries in the country?
How are faculty members and trainers allocated and selected?
Are there institutional programs in place for the professional development and training of educators in environmental education?
|Societal impact and behavioural change|
Effective environmental education programs enable a diverse and wide audience to acquire a set of skills, values and feelings of concern for the environment. It inspires commitment and motivation for actively participating in environmental improvement and protection as part of personal and civic responsibility.
|Is the program focused on environmental literacy as well as responsible environmental behaviour?|
What are the behavioural tools integrated to encourage responsible environmental choices by learners?
What are the types of mechanisms put in place to help learners to behave in environmentally responsible ways?
How many students and members of the immediate community are reached by the program?
What are the mechanisms in place to adapt traditional teaching strategies to diverse communities and cultures?
|Stakeholder engagement and partnerships|
Effective environmental education programs involve stakeholders in all stages of the program, from the development of the program to its evaluation.
|How easily can the public get information about the program?|
Is there a requirement to consult other educators or stakeholders such as representatives of other schools, civil society, government and industry?
Are educators able to share resources, training manuals and best practices with other actors?
Are the educators funded and supported to participate in EE professional networks, conferences and workshops to exchange ideas and information on pedagogy?
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Babalola, A.; Olawuyi, D.S. Advancing Environmental Education for Sustainable Development in Higher Education in Nigeria: Current Challenges and Future Directions. Sustainability 2021, 13, 10808. https://doi.org/10.3390/su131910808
Babalola A, Olawuyi DS. Advancing Environmental Education for Sustainable Development in Higher Education in Nigeria: Current Challenges and Future Directions. Sustainability. 2021; 13(19):10808. https://doi.org/10.3390/su131910808Chicago/Turabian Style
Babalola, Afe, and Damilola S. Olawuyi. 2021. "Advancing Environmental Education for Sustainable Development in Higher Education in Nigeria: Current Challenges and Future Directions" Sustainability 13, no. 19: 10808. https://doi.org/10.3390/su131910808