Evaluation of Environmental Education
In Higher Educational System of Iran








Abstract:

The main purpose of this study is the evaluation of environmental awareness of the students who were admitted to the University of Tehran in the educational years (78-79) and (81-82). Collection data have been through a questionnaire and sampling. Sampling of above-mentioned entries has been cluster-incidental and the volume of samples under study has been calculated by using KooKeran’s equation. The data obtained from the questionnaires were processed by SPSS software. Results of the present research have shown that the vacuum in the students’ awareness of environment revolves around the following three axes: a. Generalities and bases of the environment, b. Knowledge of the sources of the environmental pollutants, c. Supervision and control of the environmental pollutants have been highly tangible and posed considerable challenges. Consequently, considering environmental education, students nationwide also need to learn changes in the knowledge of existence and methodology of such education. As it is observed in the teachings Paulo Frierer and I. Illich, sages and founders of educational system, they have mainly confirmed and emphasized the introduction of scientific-practical education of the critical style, interdisciplinary education and the comprehensive look at the dimensions of life. Also, in the comparative study of the environmental trends of various countries, the case in point has already been brought up and fundamental points have been underlined as follows: a. Environmental education must cover different ages starting from pre-elementary and elementary school through university, b. Since environmental issues are disciplinary, in teaching them, theoretical-scientific, practical education must use based on knowledge, insight, skill, and behaviorism. As a result on the bases of the findings of this research paper, the fact is that statistical society has lacked true understanding and awareness of environment on three axes of judgment and measurement including (awareness, interest, willingness, and action) which often centralize into dimensions of insight and skill-behavior. Suitable environmental subjects in the form of interdisciplinary university courses where devised as an indispensable and unavoidable approach. This paper deals with subjects.

Key words: Evaluation, higher education, environmental, behavioral skill and perception
*Corresponding Author, E-mail: m-abbaspour@jamejam.net

Introduction:
One of the fundamental requirements to achieve a stable environmental culture is the existence of a proper and solid engineering educational system that can revolutionize talents, recognition, potentials, ethical values, and innovation of human societies in the right direction. During the convention of the international conference on the environment of Iran also participated, man’s deep concern about different kinds of pollution and environmental hazards worldwide were brought up in compliance with the resolution of the afore-mentioned conference whose emphasis was on environmental education. The organization for the observation and control of hunting and fishing which had been presented by a number of hunters who enjoy welfare and are interested in nature, with a dominant perspective on the protection of the wild, changed its name to the organization for the protection of the environment which underlined the significance of protecting environment; along with conventions’ emphases, conference by international cultural organization such as “UNESCO”, attention to environmental education and the enlightenment of public thoughts have been included in the curricula. This article intends to:
a. State the importance and role a stable education together with environmental training (the approach to the achievement of a stable ambitious development).
b. Declare the belief that to create awareness (promotion of environmental culture) should begin at higher levels of education that is the nearest layer to the country’s future work front and responsibility seekers. To achieve this goal, two categories are:
1. Appraise the level of environmental knowledge and awareness of students (the analysis of the present situation) is for in different disciplines at the nation’s higher educational levels in order to be able to appraise the existing vacuum by measuring the amount of low knowledge of hidden viewpoints.
2. Analyzing the evidence obtained from this appraisal for the realization of the prescription and preparation of new education all chapters in favorable and better conditions. (Borumand, 1370 and Musavi, 1380)
1-Evolution in environmental education in the world (International experiences in environmental education):
For the first time the IUCN[1] pointed out and recommended the usefulness and urgency of teaching environmental-related problems at all levels of education for the conservation of nature and its resources. Also UNESCO, an international organization, included environmental training as its permanent activity and emphasized and confirmed it at an international level. In 1968 the international conference was held to discuss the scientific principles for the proper use and conservation for natural resources. The international program on man and Biosphere[2] which was put in action in 1970 emphasized the educational, scientific and technological aspects of reasonable usage and conservation of nature and its resources. The conference and man and its environment which was held in Stockholm in 1972 following the constant effort of the united nations to seek the cooperation of 113 member countries, was indeed the first international cooperative effort for a common strategy in the direction of the conservation of the environment. This conference concluded in a twenty six article resolution in which environmental education at all age groups bore the most emphasis, particularly in article 19 and 20 the role of mass media in disseminating information and creating ability in individuals has been added to the emphasis on environmental education and scientific research.
In 1975 (based on the suggestion of Stockholm conference) a ten day international scientific work shop was held by UNESCO in Belgrade, Yugoslavia with 64 nation members on environmental education and compilation of a frame work fore environmental education to develop the international environment movement, during which comprehensiveness of environment and continuity of environmental education as continuous and permanent process was emphasized. Two years later, in response to Belgrade’s invitation, an environmental educational conference was held in Tbilisi, Georgia (ex-USSR) with seventy member countries (Asadzadeh, 1365, Taghipur, 1370 and www.jcie.jp, 2003)
The European community Resolution (1988) - A year later Moscow conference, in May 1998 the council of the European community (the now European Union) approved of the need for development and promotion of environmental education in the society. This approval was confirmed by the European community council of Ministers and the priority of environmental training was emphasized for all levels of education.
The convention of the Earth’s Summit (1992) - Articles 9, 10 and 21 of this summit emphasize the role of education and individuals’ partnership in the solution of environment-related problems. Agenda 21 -The end-result of this significant summit during which practical and executive courses of action were compiled by North and South countries (the have and the have not) for entrance in to the third millennium was agenda 21, a full chapter devised and allocated for environmental education in which, just as in chapter of “Stable Development” education has been emphasized.
Rio + (Johannesburg-2002) summit - In section 10-means of execution, the document of this world summit meeting for stable development, articles 116, 119, 121, 123, and 124 have declared promotion of the culture of environmental education in individuals as one of the fundamental courses of action which is the basic prerequisite for achieving the stable development and a healthy environment. In particular, articles 117 and 121 have committed all nations to include environmental education and stable development in their educational system as a key parameter, and it was announced that the environmental educational decade be recommended by the heads of states to the UN General Assembly. (The document of the world sustainable development, 2002)
2-Evolutions in environmental education in the country’s higher educational centers:
a. Educational Center of Department of environment
In 1350 simultaneously with the convention of the International Conference on Environment in Stockholm, the organization for Game Protection and Supervision of fishing changed its title to Environmental Preservation. In the same year, it was decided to organize an office for education and educational center entitled Environmental higher institute. Up until 1357 the institute admitted 50 students for associate level annually.
After the victory of Islamic revolution this educational activity came to a standstill. In 1360 once again the institute resumed its activity. Then in 1365 the office for education changed name to the office for the education of environment and the environmental higher institute also began the admission of students. This trend was in progress until the year 1377. In 1378 the office for education was promoted to education and planning assistance. At the present time, along with the organization of an educational assistance and with three infra-complex offices and on educational center entitled higher environmental institute (at associate and B.S. levels) pursues the environmental education (Karimi, 1383)
b.Environmental education in universities and higher educational centers of Iran was propounded some thirty years ago. Ever-increasing need for experts in this field of study and importance of environment in the present situation provided the means for the quantitative and quantitative expansion of environmental education centers. At the moments in 21 public higher educational centers in the form of environmental groups, institutes, colleges in associate degree, B.S., and M.S. and PhD levels students are admitted the description of which is depicted in Table No. [1]. (Mobarghaee, 1375 and Naeemi, 1382)
c. Environmental education in private higher educational centers
Along with the promotion of public awareness about environmental problems and difficulties and compilation of environmental rules for constructional, industrial and city building projects, need for environmental experts was brought up in the society. In response to these needs, universities and other higher educational centers prepared programs to teach and educate environmental experts to be and executed them. On the basis of these needs, different undergraduate, M.Sc. and Ph.D. courses were programmed at the department of complementary researches and other different departments of the Islamic Azad University of Iran 1369. (Table No. [2])

Table (1): Public higher educational centers for environmental education in Iran

Order
University or Center
College or Educational Center
Educational Levels
Environmental Field of Study or Tendencies
Number of Students Admitted Annually &
Establishment year
1
University of Tehran
Natural resources college
B.Sc.
Environment and Fisheries
30-1980


Natural resources college
M.Sc.
Environment Natural resources engineering
05-1980


School of the Environment
M.Sc.
Environmental engineering
10-1993


School of the Environment
M.Sc.
Environmental design engineering
10-1993


School of the Environment
M.Sc.
Environmental management and planning
10-1993


School of the Environment
M.Sc.
Management of natural disasters engineering
10-1993


School of the Environment
Ph.D.
Environmental engineering
04-2001
2
Introductory training university
Group of the Environmental engineering
M.Sc.
Environmental engineering
05-1990


Group of the Natural resources engineering
M.Sc.
Environment
05-1988


group of Environmental Health engineering
M.Sc.
Environmental engineering
05-1989
3
Tehran university of medical science
School of the Health
M.Sc.
Environmental hygienic engineering
15-1966


School of the Health
Ph.D.
Environmental hygienic engineering
05-1966


Abureyhan higher education complex
Associate degree
Environmental Health
35-1979


Abureyhan higher education complex
B.Sc.
Environmental Health
20-1979
4
Shahid Beheshti medical science university
School of the Paramedical
Associate degree
Environmental Health
20-1979


School of the Paramedical
B.Sc.
Environmental Health
30-1979
5
Isfahan university of medical sciences
School of the Health
Associate degree
Environmental Health
20-1966


School of the Health
B.Sc.
Environmental Health
20-1966
6
Sabzevar medical sciences university
School of the Health
Associate degree
Environmental Health
20-1987
7
University of Shiraz
Group of the Environmental engineering
M.Sc.
Environmental engineering
5-1989
8
Birjand University
Group of the Environmental engineering
Associate degree
Environment
30-1993
9
Mazandaran university
Group of the Natural resources
B.Sc.
Environment
15-1983


Group of the Natural resources
M.Sc.
Environment
5-1983
10
The Iran university of medical sciences
School of Health
Asocial degree
Environmental Health
30-1981


School of Health
B.Sc.
Environmental Health
30-1981


School of Health
M.SC.
Environmental Health
5-1990


School of Health
Ph.D.
Environmental Health
4-1990
11
Department of Environment (DOE)
Institute of the Environment
Associate degree
Environmental Technology
30-1974


Institute of the Environment
B.Sc.
Environmental Pollution
30-2002
12
Sharif University of Technology (SUT)
School of the Civil engineering
M.Sc.
Environmental engineering
10-2001


School of the Chemical engineering
M.Sc.
Environmental engineering
06-1994
13
Science and Industry university
Group of the Environmental engineering
M.Sc.
Environmental engineering
10-2001
14
Isfahan Industrial university
Group of the Environmental engineering
B.Sc.
Environmental engineering
15-1995


Group of the Environmental engineering
M.Sc.
Environmental engineering
8-1995
15
Sabzevar instructor training university
group of Environment
Associate degree
Environment
30-1997
16
Sistan and Baluchestan university
group of Environment
B.Sc.
Environment
20-1997


group of Environment
M.Sc.
Environment
15-1997
17
University of Yazd
group of Environment
B.Sc.
Environment
30-1997
18
Allameh higher educational institute Mohaddes Nour
group of Environment
B.Sc.
Environment
25-1997
19
Shahid Chamran university, Ahvaz
group of Environment
B.Sc.
Environment
20-1997
20
Zabol Islamic Azad university
Environment College
B.Sc.
Environment
30-1998
21
Khajeh Nasiroddin Tousi industrial university
group of Environmental engineering
B.Sc.
Environmental engineering
10-1998

Table (2): Private higher educational centers for environmental education in Iran (Islamic Azad University)


Order
University or center
College or educational unit
Educational level
Environmental Field of Study or Tendencies
Number of Students Admitted Annually &
Establishment year

1
Islamic Azad University Research and Sciences branch
School of the Environment
M.Sc.
Environmental engineering
15-1990


School of the Environment
M.Sc.
Environmental management
15-1990


School of the Environment
M.Sc.
Management of environmental Economics
15-2003


School of the Environment
M.Sc.
Management - environmental law
15-1990


School of the Environment
M.Sc.
Natural resources engineering - environmental sciences
15-2003


School of the Environment
M.Sc.
Engineering of environmental Designing
15-2004


School of the Environment
M.Sc.
Environmental engineering - water resource
15-2004


School of the Environment
M.Sc.
Environmental engineering air pollution
15-2004


School of the Environment
M.Sc.
Environmental engineering - water and waste water
15-2004


School of the Environment
Ph.D.
Environmental management
5-1990


School of the Environment
Ph.D.
Environmental sciences
5-1990


School of the Environment
Ph.D.
Environmental engineering
5-1990

2
Islamic Azad University – North Branch of Tehran
Group of Environment
B.Sc.
Natural resources engineering - environment
100-1991


Group of Environment
B.Sc.
Natural resources engineering
100-1991


Group of Environment
M.Sc.
Marine environment
20-1992

3
Islamic Azad university Lahijan unit
Group of Environment
B.Sc.
Natural resources engineering - environment
70-1989


Group of Environment
Associate degree
Environmental technology
50-2003

4
Islamic Azad university Bandar Abbas unit
Group of Environment
B.Sc.
Natural resources engineering - environment
100-1993


Group of Environment
M.Sc.
Environmental engineering water and waste water
15-2004
5
Maybod Islamic Azad university
Group of Environment
B.Sc.
Natural resources engineering environment
50-1999


Group of Environment
Associate degree
Environmental technology
15-1995
6
Ahvaz Islamic Azad university
Group of Environment
M.Sc.
Environmental engineering - air pollution
15-2004


Group of Environment
M.Sc.
Environmental engineering - water and waste water
15-2004


Group of Environment
B.Sc.
Natural resources engineering - environment
100-2004
7
Boroojerd Islamic Azad university
Group of Environment
Associate degree
Environment
30-2000


Group of Environment
B.Sc.
Environment
20-2000
8
Islamic Azad university Arak Branch
Group of Environment
B.Sc.
Environment
150-2000


Group of Environment
B.Sc.
Natural resources engineering - environment
50-2004

9
Islamic Azad university Tonekabon Branch
Group of Environment
B.Sc.
Natural resources engineering - environment
50-2000
10
Islamic Azad university Noor Branch
Environmental unit
B.Sc.
Environment
50-2000
11
Islamic Azad university Savad kouh Branch
Group of Environment
Associate degree
Environmental technology
50-2003
12
Islamic Azad university Sanandaj
Environment unit
Associate degree
Environmental technology
50-2003
13
Islamic Azad university Roodehen Branch
Environment unit
Associate degree
Environmental technology
50-2003
14
Islamic Azad university Tekestan Branch
Environmental unit

Associate degree
Environmental technology
50-2003
15
Islamic Azad university Hamadan Branch
Group of Environment
B.Sc.
Natural resources environment
50-2004


Group of Environment
Associate degree
Environmental technology environment
50-2004
16
Islamic Azad university Bojnoord Branch
Group of Environment
Associate degree
Environmental technology
50-2004


Methodology:
The objective of this research is to appraise the environmental awareness of the students who were admitted into universities in Tehran in the educational years (78-79) and (81-82). 700 questionnaires, each including 50 questions were the means of gathering information. Sampling of the two above-mentioned entries has been of cluster-random type by using Kookeran formula. The data obtained from the questionnaires was processed on SPSS software and Chronbach alpha-coefficient was calculated. The results obtained from the calculation of the Choronback alpha-coefficient for the questionnaires were approximately 86.6 percent. The desirability of the Choronbach alpha-coefficient indicates that the questionnaire has been highly successful in the assessment of the variables.
- Estimation of the volume of the sample in measurement research:
- During the pre-test, 20 students including 10 from those who were on the verge of graduation (1378-79 entries) and 10 from beginners (1381-82 entries) were selected so that the deviation of the criteria between the two groups on the basis of their different viewpoints in relation to generalities and foundations of environment (Knowledge), recognition of the sources of polluting the environment (Attitude), and control and observation of environmental pollutants be distinguished (Practice). Deviation of the calculated criterion was estimated (S=0.003). After wards the volume the society under study was calculated as below by using Kookeron formula (1). The volume of sample students with regard to Kookeron formula is as below:

(1)

n = volume of the acceptable ample = 700 students
N = total volume of the society = 60892 students
t = the amount of (t) student with 95 percent certainty and 5 percent error.
s = deviation of the criterion in 20 questionnaires during pre-test = 0.003
d = half the distance of approximate confidence (probable desirable caution) = 0.14


With regard to the number of students in any field of study, 700 acceptable samples have been classified and sampled as follows:
1. Students who will soon graduate (79-80 entries)

- Humanities 100 students
- Math physics 100 students
- Experimental (biology) 100 students
- Art and music 50 students

2. Beginners (81-82 entries)

- Humanities 100 students
- Math physics 100 students
- Experimental (biology) 100 students
- Art and music 50 students
Analysis of the Theoretical Framework of Research (Inputs and Outputs of theoretical model of research):
The information obtained is about students’ recognition and knowledge of the environment, which will be described in three fundamental points:
a. Recognition of generalities and the fundamental aspects of environment. (Knowledge)
b. Sources of polluting the environment. (Attitude)
c. Methods of supervision and control of environmental pollutants and pollution. (Skill-Practice)
The result of this study is 700 samples which have been taken on the basis of the society who were busy studying at universities in Tehran, 78-79 and 81-82 entries. In three above-mentioned realms (according to Model No [1])
Model (1): Theoretical framework of research, parameter influencing environmental education in the country’s higher education

Inputs Processing Outputs
Variable
Index
Research Parameters
Domain
Environmental Education in Higher Education

Knowledge



Attitude



Practice


Monitoring and Control of Environmental Pollutants

Polluting Resources
Recognition of the Bases and Generalities of Environment
Learning Skill and Behavior (Intervention)
Definitions
Concepts
Static Resources
Mobile Resources
Monitoring
Control
Promotion of the Environmental Knowledge
Change in Attitude and Ideas
Evaluation of Environmental Education in Higher Education


Analysis of the findings and discussion:
With regard to the theoretical bases, this research has focused attention on the objective of evaluating effective factors on environmental education in higher educational system of the country, and its point of concentration revolves around three realms of knowledge, insight, and behavioral skill. In the realm of generalities and foundations of environment in the form of definitions and concepts, in the realm of insight the emphasis is on analyzing the recognition of the sources of polluting the environment, either stationary or mobile, and in the realm of behavioral skill, the emphasis is on supervision and control of different kinds of environmental pollution in two approaches, Control and supervision. One the whole, about 50 variables have been considered, the result of which will be taken care of and analyzed in this chapter.
A. Connection of different educational groups with the three main axes of appraisal.
As depicted in table number (3), mathematics-physics and Experimental students gained higher ranks (had 75 and 74 percent correct answers respectively). Art and Experimental groups fell behind in rank. It maybe assumed that since the experimental (biology) groups are more in contact with natural and environmental subjects during their course of study at high school and even university, they must have better grades, and this hypothesis struck the mind of the author too. This caused a revision of some samples of questionnaires, the result of which was that a careful observation and technical and artistic viewpoint of these groups (math and experimental) in their living environment (Greater Tehran) and combining with the scientific findings have resulted in better understanding of the questions. It can certainly be said that lack of proper educational programming, complexity of environmental training and lack of desirable system (Hierarchy of developing environmental sciences in the country’s educational system) have all caused numerous inadequacies and challenges in the trend of awareness, assuming the responsibility and wisdom of environment.

Table (3): Percentage of different educational groups’ awareness of the axes of appraisal

Percentage of plentiful-ness

Axes
Math and physics
Art and music
Experimental sciences
Humanities
Generalities and bases of environment
83%
83%
68%
71%
Recognition of the sources of pollution
64%
72%
72%
67%
Supervision and control of environmental pollution
78%
63%
81%
62%
Average
75%
71%
74%
70%

Although math and physics students were less exposed to environmental or similar subjects during their course of study at high school, in most analyses of inputs this group achieved a higher rank. It must be admitted, of course, that math and physics students enjoy a higher intelligence and precision, but not with such a difference that they will gain better grades in other fields of study. This, in itself, is the reason for an incorrect and incongruous programming in the system of education that results in the existing challenge and deficiencies.
B. Connection and rate of awareness of students entries in the educational years (78-79) and (81-82) with the three main axes of appraisal:
- Connection with generalities and foundations of environment (knowledge):
By taking a glance at table No (4), it is inferred that entries (78-79) have answered about 83% of the questions correctly.
Therefore the difference noticed is 18% awareness which the (78-79) entries have gained during their course of study at the university.
Although environmental courses have not yet been included in other educational fields of study as an interdisciplinary course, it can be certain that if it is included as an interdisciplinary course, a striking change will occur in the cultural promotion of environmental awareness of these societies.


Table (4): connection of awareness of the generalities of environment with student entries of terms

Awareness of generalities
Entries (year)
True
false
Total
Entry 81-82
234
67%
116
33%
350
Entry 78-79
295
85%
55
15%
350
Total
529
171
700

With regard to the information gained from the table above, it is noticed that the truest answers about awareness of the generalities of environment belong to entries 78-79 and the most false answers in this case are also those of entries 81-82.
- Connection with methods of supervision and control of different kinds of environmental pollution (practice):
With reference to table No (5), it is inferred that entries 78-79 and 81-82 have answered the questions 79% and 65% correctly respectively. A difference of 14% is quite observable. As mentioned previously the axes of supervision and control of environmental pollution is part of awareness and knowledge of environmental. The other sector that is related to environmental rules and lows and environmental rights need the careful attention of newspapers and mass media and public information of the dependent statically society. This difference is tangible and natural. In fact the statistical society’s viewpoint to ward the environmental state is positive and the rate of their awareness is directed towards environmental problems.

Table (5): connection of the rate of environmental supervision and control with the student entries of two terms

Rate of recognition
Student
(year)

True

False

Total
Entry 81-82
229
65%
121
35%
350
Entry 78-79
79
79%
71
21%
350
Total
508
192
700

From the table above, it can be observed, just as in table No (3) that the entries 78-79 have chosen most correct answers and least correct answers have been chosen by the entries 81-82.
- Connection with the recognition of environment and the sources that pollute it (Attitude):
With regarding to table No (6) it is obvious that 78-79 entries are at a higher rank, and a difference of about 11% is observed. Since the said axis just as the previous axis, that is “Generalities and the foundation of environment” has little theoretical and visual feature, and in greater Tehran people often face “the sources that pollute the environment, this percent difference seems less than the previous axis. It can be admitted that the awareness of statistical society in this particularly acquired axis rises from the urban area and public information has sporadically obtained from a large parking lot or polluted school such as Tehran.

Table (6): connection of the rate of environmental recognition and sources that pollute it with the entries of two terms
Rate of recognition
Student
(year)

True

False

Total
Entry 81-82
220
63%
130
37%
350
Entry 78-79
260
74%
90
26%
350
Total
480
220
700

A glance at the table above indicates that most correct answers belong to entries 78-79 and the least to entries 81-82.
Conclusions and suggestions:
Findings indicate that environmental education in the form of interdisciplinary to make up for the vacuum of environmental awareness. In this way, by the appraisal of the level of their awareness, environmental students of different higher educational centers in “Tehran province and suburbs” find methodical solutions to eliminate their low information and fill their cultural vacuum from the time they are admitted into university and after works when they graduate from their education. The results of experimental findings are expressive of this visual fact that in the final analysis, recognition of the environmental awareness in the realm of higher educational centers is a natural affair; however based merely on knowledge or knowledge centered in the realm of enlightenment, storage of knowledge based on subjective products and abstract memorization is not an abstract matter. It is, however, a category that must be considered in the realm of behaviorism of environmental education in practical and operational dimensions. Of course, without entering the category of correction of insight and paying close attention to samples of research as an active trainee, achievement of result from this kind of education seems remote. This finding is also elucidating other important dimensions of the process of this research, and that is the proposition that environmental education in the totality of the higher education is not project or a series of successive projects with certain periods of time because of a periodic educational programming, and calling it an over looking project will result in an irrelevant transmutation and an aimless reduction. This education, however, is considered process-centered logic and refers to exigency objective in the management of environmental education. The results of the present research depict students’ vacuum in environmental awareness is three axes: a) generalities and foundations of environment b) recognition of the sources of pollutants. c) Supervision and control of different kinds of pollution. This quite tangible and had considerable challenges, because: (1) fields of mathematics and physics and experimental sciences have had more awareness in all cases. (2) Extra awareness of environment of graduating students (entries of 78-79) in comparison with entries of (81-82) is certain and in three axes of comparison has been appraised. On the one hand, in case of environmental education, policy makes have to make rooted and fundamental changes in the current and national system of education known as “banking system” on education or even with vast reforms. Direct this educational system toward kinds of critical and partnership education with the aim of active partnership of trainees and direct the education toward interdisciplinary in other educational chapter. This theoretical change in the realm of kind of methodology of training will also have superb fruits. One is that because of this change in the recognition of the target of kinds of training: objective, subjective and operational, is not merely a simple analysis or a commonplace statement of the existing state of environmental education in the realm of knowledge. It is, in fact, criticism of the status quo and founding new structures of educational chapters in which the trainees are obliged to have an active partnership in learning in the alternative and continuous cycle (as self-confident trainees) in better-structuring and betterment of the environment in which they live and take part, as is inferred from the finding of this research, in it both with a viewpoint of insight and practice.
In the analysis of the variance of different groups that participated in the research, also, from the viewpoint of field of study or study discipline (scientific disciplines that participated in the research) the findings of the research indicate that the variance between those who have studied math, on the grounds of environmental awareness is much less than other groups participating in the research. This indicates the objective occurrence of the fundamental category that the students of this field of study, despite their sectional classic education in the realm of theoretical-scientific courses, had less awareness in comparison with other students (experimental,…). However, their other awareness (in the domains of knowledge, insight, and skill) is more and more congruent. This evidence, from the viewpoint of organizational psychology, confirms the reality that environmental education is of the kind of wide-range education that, regardless of the domain of knowledge, it also badly needs insight and skill.
Therefore, at a national level and considering environmental education, students need change in cosmogony and methodology of this kind of education also, as has been pointed to in the teachings of Paulo Ferrier, 1990 and I. Illich on generalized and interdisciplinary education and a totalized look at all the dimensions of human life. In the comparative studies and experiments of different countries also this has been mentioned clearly, and two points have been emphasized: a-environmental education should cover trainees from kindergarten up to university, and b-because environmental problems are multi-subject, different kind of education including scientific-practical, interdisciplinary and mid-disciplinary should be used. With regard to educational affairs at the environmental organization of Iran, study of environmental trend of education from several developed and developing countries, and by reliance on the finding of this research have been faced with lack of understanding and awareness of environment “on three axes under appraisal”, including proper environmental subjects as interdisciplinary in the course of university studies is indispensable and unavoidable. Therefore in order to realize this necessity and with regard to the axial nature of environmental issue and the necessity of observing its standards and criteria in the country’s miscellaneous activities during the execution it is suggested:
1- Environmental Education as one of the Educational Necessities of Living skills
Environmental Education is a new chapter which is recommended as a new paragraph (par: 9) concerning Living skills. According to rules and regulations it is deemed essential to recommend it to (WHOM). Also, in the present research, one of the new necessities of the environmental education in the country’s higher educational system will be to improve the trend of environmental education in future. (Aghazadeh, 1381)
2- As emergent and for a five-year period (preferably in the fourth Development Plan)
At least two axes is suggested that the generalities and basic environmental issue together with an understanding of environmental pollutants be taught in all the academic field of study at universities, higher educational centers and theological school all over the country as basic and required courses in the first and second semesters at BA(BS), MA(MS) levels. Also in addition to the two above-mentioned axes, the next one is to appraise methods of supervision and control of environmental pollutants, altogether. On the whole (all the three axes for appraisal together with the detailed appendices) are recommended for all the technical, agricultural, and managerial courses of the universities and also all the higher educational centers affiliated to public organizations (at associate and BA/BS levels) where graduates of these centers have to deal with environmental and managerial problems of the country, and who will surely take over the public executive responsibilities after graduation (Ahadian, 1375).
A. Generalities and bases of environment:
Title: Recognition of the bases of environment
Subject Code:
Pre-requisite(s):
Credit units: 2
Type of credit: ÿ theoretical ÿ practical ÿ lab ÿ apprentice-ship ÿ practical apprentice-ship ÿ on the job training
General aim of the subject: augmentation of information, creation of sensibility, acceptance of responsibility and directing efficient and active individuals on the foundations of environment for the purpose of promoting environmental culture and ameliorating the environment of the country.
Description of the subject: familiarizing students with definitions, concepts and environmental vocabulary, and those eco-systems, different kind of pollution and all the agents that make up environment have reciprocal effect on each other.
Contents: Becoming familiar with definitions-concepts and vocabulary of environment-familiarity with natural resources and their limitations-population explosion and its influence on environment-eco-system and the relation between its components-natural ecology and man management in the betterment of circulation of energy and circulation of materials-concept of stable development and how to achieve it-variety of existence (creatures)-monument of productivity and environment-familiarity with the concepts of water, air, soil, noise, and solid waste material pollution-principles of management of environmental planning-familiarity with the system of environmental management (ISO 14000)-principles of controlling environmental pollution-presentation of a environmental case study in relation to the field of study.
B. Recognition of environmental pollutions
Title: Recognition of environmental pollutions
Subject code:
Pre-requite (s):
Credits: 2
Type of credit: ÿ theoretical ÿ practical ÿ lab ÿ apprentice-ship ÿ practical apprentice-ship ÿ on the job training
General objective of the subject: augmentation of information, creation of sensitivity, acceptance of responsibility, and directing efficient and active individuals in familiarizing them with polluting materials in order to promote environmental culture and also ameliorating the country’s environment.
Description of subject lesson: Student’s information and familiarity with different types of sources that pollute the earth and their harmful effects on the life of this habitable planet particularly human beings will be attended to contents: concept of pollution-recognition of sources of polluting surface waters, under-surface water reservoirs and the seas, recognition of factors that cause the aberration and pollution of the surface of the earth, familiarity with pollutants of the air, greenhouse gasses, Ozone layer, air inversion and its harmful effects on man, familiarity with materials that produce protons, Nuclear power plants sources of noise pollution and their harmful effects on man, familiarity with dangerous solid waste materials produced by management of solid waste materials with emphasis on quantity and quality of the pollutants’ components-management and environmental technology, harmful effect of improper use of pesticides and chemical fertilizers on water, soil, plants, animals and food chains, particularly for human being (agriculture as pollutant with out the focus of environment) familiarity with pollutants of agricultural land management of applying clean technology in environment presenting a case research study related to (the author’s) field of study.
C. Methods of supervision and control of environmental pollution
Title: Control and supervision of environmental pollution.
Subject Code:
Pre-requisite(s):
Type of credit: ÿ theoretical ÿ practical ÿ lab ÿ apprenticeships ÿ practical apprentice-ship ÿ on the job training
General goal of the subject: augmentation of information, creation of sensibility, assuming responsibility and directing efficient and active in the control and supervision of environmental pollution for the purpose of promoting environmental culture and ameliorating the country’s environment.
Description of the subject lesson: Students’ familiarity with the method of supervision and control of environmental pollution by the application of principles of environmental management, legal tools (laws and rules), economical tools (taxes and heavy pecuniary punishments, increasing environmental awareness, (will all revolutionize the environmental culture in the society).
Contents: familiarity with laws, orders, executive circulars, standards and approvals concerning environment management of partnership of human resources in the environment management of methods of collecting storing and proper discarding of dangerous solid waste materials management and planning the control of agents of creating noise vibrations, unfavorable effects and method of controlling and decreasing them management of environmental policy making in development projects generalities of processes and methods of water distillation waste water and re-usage of waste water and treated water methods of refining and elimination of materials in the nature (self-refining) and effective factors on it familiarity with the appraisal of constructional and development projects in relation to environment management presenting a environmental case research in relation to (the author’s) field of study.
3- Inclusion of a suitable Environmental Viewpoint in Different Educational Disciplines:
In case the increase in environmental credit units in different educational levels of Higher Educational system is turned down by the authorities and educational centers, it is suggested that together with necessary skilled study of the subject in question, suitable environmental subjects for different fields of study, relevant to the subject (interdisciplinary environmental text inclinations) be compiled for the description of the subject and the syllabi of each disciplinary credit unit. For instance, and to further clarify the subject in question, subjects of discussion in four fields of study and four separate educational groups are pointed to as follows:
1. Civil Engineering (water and waste water) should in environmental viewpoint, become familiar with hydrology, processes and principles of the distillation of water and waste water, generalities of transfer, distribution of water and collection of waste water from surface and sub-surface water pollutant sources, management of water-quality management, natural and humor ecology, generalities of evaluating environmental projects, stable development and methods of recycling with emphasis on its hygienic and economic aspects and achieve necessary skills for partnership in development planning (mathematics - physics).
2. Agricultural Engineering (tillage and plant improvement) students should in environmental viewpoint, achieve necessary recognition of preparing compost and its properties, skill in the development of water reservoirs, factors and sources of surface and sub-surface water pollutants and methods of controlling them factors of soil erosion and pollution, the harmful effect of agriculture on environment and that of polluted environment on agriculture, stable development, stable agriculture, water and waste water geological factors, methods of recycling materials from solid wastes and other waste materials from agricultural sector as well as environmental standards (Biology-experimental sciences).
3. Law (political, judiciary and social sciences): Because of close connection of these disciplines with the compilation of environmental rules and regulations, they have a major share in the promotion of environmental skills (particularly in their meddlesome methods). Therefore it is essential for the students of these fields of study to get familiar with and have a correct understanding of the concepts and vocabulary of environment, laws, rules, executive regulations, standards and approvals of environment, natural and human ecology, natural resources and limitations, environmental pollutants, conventions, environmental laws, environmental evaluation of civil engineering and developmental projects, sources of polluting environment, environmental international laws and stable development (humanities).
4. Drama and cinema Fields of study (with different inclinations): Is one of the most important media organizations that are capable of playing a very important role in the public education of environment? Therefore it is necessary for the students of these fields of study to familiarize themselves with the concepts and vocabulary of environment, environmental pollution, sources of polluting environment, natural and human ecology, landscape architecture, environmental variety and the importance of preserving it, the role of film producers in the promotion of the environmental culture (in producing documentaries, animation, stories, sarcastic, children’s films and theater, …) and learn proper environmental skills during their university studies and develop this sense of responsibility in themselves to consider and apply this environmental viewpoint in the process of their movie productions (Art and music)

Capability of Emulating the Findings of Research
Although the findings of this research is specific to the country of Iran, because of the flexibility of the recommended model, it is believed that this model contains compatible elements that can be adopted and used by neighboring countries (The Middle East environmental educational model) and the like. Since environmental crisis in its miscellaneous dimensions is not limited to any country’s boundaries an d many of its relevant problems such as space, seas, large water reservoirs and … know no borderlines and their aftermath is international and UNESCO has been given the responsibility by the UN (the UN Program for the preservation of environment) to put it into action in different countries of the world and is intended to provide for each and every individual in different societies to be able to receive the scientific knowledge and skill for the protection of environment and participate in the prevention and solution of the environmental problems and management of the quality of the environment, it is suggested that according to the international regulations and measures, a copy of this research paper be sent to the above-mentioned organization (the UNESCO) as a model and pattern of environmental education in peer and third – world countries.

Notes:
(1) IUCN: International union for Conservation of natural resources
(2) MAB: Man and Biosphere
(3) Sensitivity Analysis
(4) K=Knowledge, A=Attitude, P=Practice
(5) Paulo Frierer.1990
(6) I. Illich, 1992

References:

1. Aghazadeh, Moharram, 1379, Guide to teaching life-skills for the youth and women, volume 1, UNISEF publication in Iran, Tehran
2. Teaching environment in higher educational centers, 1375, water and environment, monthly report, No 18, p.52.
3. Ahadian Mohammad, 1375, Introduction to the technology of education “Tabligh Bashari publications”
4. Assadzadeh, Haraee, Hassan, 1365, International education of environment, national commission of UNESCO, Tehran
5. Boroomand, Firouzeh, 1370, International education of environment, nation commission of UNESCO, Tehran
6. Taghi pour Zahir, Ali, 1370, An introduction to educational and textbook planning Agah publication, Tehran
7. Raee, Fatemeh, Khordad 1369, Children and environment, Kimia, scientific periodic, 3rd year, No 5, pp.16-19, Tehran
8. Sarmadi, Mustafa, 1377, Different aspects of environmental teaching with emphasis on the young generation”, environment, periodic, No 10, Tehran
9. Tabibian, Manouchehr, 1376, Diagram of the indicators of social education in the achievement of stable development, man and environment, periodic No 3 and 4, society of publication of environment, Tehran
17. Farhat, Mohammad, 1373, Haws and regulation of environment in Iran, to recognize their shortcomings and intermingling and presentation of the thesis for MS in the management of environment
18. Faghihi Ghazvini, Fatemeh, 1365, The teaching of environment in schools, educational periodic of the minor of education, second publication, No. 7-8, Tehran
19. Mobaghaee, Naghmeh, 1375, Analytical and research study of the educational trend of environment in Iran and how to promote its quality, thesis for MS in planning and management of environment, environmental college university of Tehran, Tehran.
20. Mousavi, Yaghoob, 1380, Role of educational engineering in approaches to teaching learning, Hamshahri Newspaper, Shahrivar 17, Tehran
21. Na’eemi, Vahid reza (translator), 1382, Human rights and environment, published by Hamshahri newspaper, Ordibehesht, Tehran
22. Convention of approaches to stable development in executive departments of Iran, 1382, publications of the organization for the conservation of environment, Tehran.
23. Armstrong James B. “The Impact of an Environmental Education Program on Knowledge and attitude. “The Journal of Environmental Education. Vol. 22 No. 4, 1991 P.36-40
24. Golub, Eugene B. “Environmental Education. “ Encyclopedia Environmental Science and Engineering. Long Horn: Gordon & Breach Science Publishing, 1992. Vol.1 p.327-392
25. Hart. P. Alternative perspectives in Environmental education: research: Paradigm of Critically reflective inquiry. In R. Mrazed (Ed.): North American Association for Environmental Education.1993
26. “Teaching for a sustainable world: Environmental Education for a New Century. “ Connect. Vol. Xxi No.4 Dec. 1996., 1-16
[1] IUCN: International Union for conservation of natural resources
[2] MAB: man and biosphere