Agricultural Research Management Information System

Home
Research Summary
Search
About Us
- ARMIS
- Brochure
Contact Us
Report
User Request
Data Input
Help
- Operation Manual
  - PDF
  - Video
- Program Area & Commodity
We have reached 37600 number of research entries at this moment.

- Logout

Research Detail

Home
Research
Detail

Environmental Education and Environmental Management in Bangladesh and Their Sustainability

Md. Salequzzaman
Associate Professor
Environmental Science Discipline, Khulna University, Bangladesh

J. K. Davis
Ph.D. Candidate and Researcher
Institute for Sustainability and Technology Policy (ISTP), Murdoch University, Western Australia, Perth, WA 6150, Australia

Abstract/ Executive Summary:

Environmental education is in its early development in Bangladesh. Some traditions of environmental wisdom are quite ancient, but most of these are not recognised by the scientific community. The high level of illiteracy and school dropout create barriers to mass environmental education. Some universities offer courses in environmental studies, but these are limited and the universities are under-resourced. Within the community Non Government and mass organisations have begun to change policy and perceptions relating to the environment. One successful example being a ban on public use of polythene bags. The paper describes some of these programs and makes recommendations for strengthening environmental education in Bangladesh. It highlights the need to deploy environmental expertise in public and private sector management systems as the focus of government policy in Bangladesh matures from a short-term focus on self sufficiency to the pressing issues of sustainability within the environmental opportunities and constraints offered by the environment.

Keywords: Environmental education, Environmental management, Environmental movement, Sustainability, Bangladesh.

Location: All over Bangladesh

Start Date:

End Date:

Program Area: Resource Development and Management

Non-commodity: Education, Pollution

Objectives:

For environmental education, practices and future possibilities for employment for environmental graduates from Bangladesh.

Methodology:

(a) Fragile ecology of Bangladesh: Bangladesh is primarily a delta. The entire country is inter-connected through river systems and underground aquifers. For a considerable part of the year the land remains wet. This aqueous environment makes it very easy for pollutants to disperse in Bangladesh. The flora and fauna of the country are delicate. It is very easy to damage and destroy Bangladesh’s ecological balance. (b) Extreme Population Density: Of all countries of the world, Bangladesh has the highest density of population, some small city-states excepted. Bangladesh’s population density is already fifty times higher than that of the US and six times higher than that of China. With such extremely high density, any contagion arising in Bangladesh is sure to very rapidly affect millions of people. High population density also leaves very little open space and uninhabited terrain to cushion against environmental stress or shocks. Human induced pollution loads are already close to or exceed that assimilative capacity of the environment. The high and increasing population density is itself a direct cause of environmental degradation (Khalequzzaman, 1999). (c) Importance of Foreign Capital: In it’s industrialization efforts, Bangladesh relies heavily on foreign capital. Foreign companies, generally in footloose industries like garment and footwear manufacture, do not usually have a long-term stake in Bangladesh’s well being. They are more likely to be guided by short term profit goals. This increases the possibility of them making environmentally risky or damaging decisions. In 1997 an accident in a Magurchara1 gas exploration test well operated by an international oil company caused widespread damage when wildfire spread into surrounding forest (Feeroz and Islam, 2000). (d) Mass Poverty and Illiteracy: Widespread poverty and illiteracy among the majority of people in Bangladesh increases the country’s susceptibility to environmental damage. The general populace of Bangladesh is overwhelmingly preoccupied with meeting their basic material needs. Therefore they have little time or energy for concern about environmental amenities. If an opinion poll to identify the top priority issues for the 21st century were conducted among ordinary citizens of Bangladesh, it is unlikely that the environment would top the list (Khalequzzaman, 1999). This is to be expected, given the low level of environmental awareness and the minimal level of environmental education available to people through schools and other institutions. I argue however that improvement of the state of the Bangladesh environment through environmental education is a pre-requisite for prosperous economic development. Environmental education is necessary not only to develop expertise which can contribute to policy making, but also to create a civil society which demands environmental accountability of its government and works with government in implementation. Government can easily draft and revise national plans for environment and sustainable development, using local or imported expertise. Furthermore, the Environment Policy, 1992 contains the following specific statements on environmental education and public awareness: • Eradicate illiteracy and create widespread mass awareness regarding protection of the environment and utilisation of all national resources in a sustainable and environmentally sound manner. • Ensure inclusion and dissemination of environmental knowledge and information in the formal and nonformal systems of education and the media. • Encourage spontaneous and active participation of people in all environmental activities. • Incorporate environmental issues in all training programs for public and private sector officials and employees including industrial and commercial workers. • Encourage necessary research and evolve technology so as to ensure long term, sustainable and environmentally sound utilisation of all resources. • Ensure that environmental issues get due consideration in all research activities by research and development institutions. What is lacking in current government policy are clear goals and strategies for environmental education. Education services in Bangladesh fail to adequately service demand, due both to a growing population and limited funding. Access to education has not increased relative to demand, even though levels of enrolment have increased at the primary (Years 1-5), secondary (Years 6-10), college (Years 11-12) and university levels. The literacy rate in Bangladesh is 45.1% of the population (BBS, 1997). Literacy rates vary between urban centres (57.7%) to rural areas (39.1%) and marked differences in are found between the sexes (Male 48.2% and female 39.6%) (BBS, 1997). Low levels of literacy impede the dissemination and understanding of information on environmental issues.

Source of Information: Environmental Informatics Archives, Volume 1 (2003), 70-82; EIA03-007; ISEIS Publication #002

Article Link (Online Journal):

Funding Source:

Budget:

Total Budget (Tk.) :

Achievement/Findings:

Bangladesh presents unique challenges to the search for ecologically sustainable development with a very high population density, a still high population growth rate and limited natural resources. Issues of development and conservation take an added significance for this country. A significant program of environmental education and development of local expertise is needed for massive changes in behaviour with respect to the environment. The formal education system provides a ready framework for reaching a large part of the existing population and can help make future generations conscious of the importance of environmental conservation. Children are receptive and curious, making them appealing to motivate. Practical approaches that involve the students in solving local environmental problems have more influence, develop skills and give reinforcement to the idea that people can make a difference. Most Asian countries have made efforts to introduce environmental education into primary, secondary and tertiary education with varying success due to lack of appropriate Environmental Education policies, inadequate equipment facilities and low under staff teaching systems. Pedagogical approaches have included making separate environmental studies and management courses, incorporating environmental education into existing curricula at primary and secondary levels and using a combination of both approaches. Primary school education is the main focus of attention because of the inherent flexibility in curricula enabling infusion of environment into existing subjects and the higher level of enrolments in primary schools compared to secondary school. In Bangladesh, NGOs and universities with environmental education departments (Environmental Science, Environmental Studies, Environmental Management and Environmental Engineering) play a significant role in teacher training and providing materials for formal and non-formal education. Prerequisites for the successful introduction of Environmental Education in schools are: clear and well-communicated policy for environmental education; the will and resources to implement it; curricula revision; proper preparation of teachers and provision of in-service training; provision of relevant materials in local languages; networks for implementing Environmental Education strategies in Formal Education; teacher expertise exchange; and assessment and incentives for teachers. It is clear that graduates from the environmental disciplines should have a significant role the environmentally sustainable development of Bangladesh. Therefore the Government of Bangladesh, national and international NGOs and other organisations should take the initiative to involve environmental studies graduates in the challenges of sustainable national development as well as global sustainability.

Knowledge Management: Journal