Environmental Education
Outlook For The  Future
              5
                           01
        U.S. Environmental Protection Agency
       Environmental Education Division (1707)
              401 M Street, S,W.
             Washington, DC 20460
 "Environmental education Is an Important new Initiative at EPA.
 However, widespread Improvements In environmental literacy
  require a unified commitment from government, business,
environmental organizations and educators alike to Increase the
    quality of our environmental education Initiatives."
           Carol M. Browner, Administrator
                 June 1993

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Table  of Contents
Purpose of Brochure	!

Background and Legislation	1

Mission Statement	2

Critical Issues Assessment	2

Goals and Objectives	3


GOAL 1. Stimulate Communication, Innovation, and Partnerships 	3

    STRATEGY A:  Expand Communications With Environmental Experts
                     EPA Environmental Education Advisory Board
                     Federal Task Force on Environmental Education
                     National Advisory Council
                     Pollution Prevention Advisory Group

    STRATEGY B:  Develop Partnerships To Increase Effectiveness and
                  Maximize Use of Limited Resources
                     Partnerships With:
                            Youth Organizations
                            Environmental Groups
                            Federal/State/Local Governments
                            Academia
                            Health Organizations
                            Businesses
                            Senior Citizen Groups

    STRATEGY C:  Provide Grants for Models of Excellence in
                  Environmental Education


 GOAL 2. Educate and Motivate Youth to Protect and Preserve Our Environment... 6

    STRATEGY A:  Increase the Number of Teachers that Infuse Environmental
                  Education into Existing Curricula
                     Teacher Training Grant
                     Pollution Prevention Environmental Education Project

    STRATEGY B:  Provide Educators With Access to Quality Environmental
                  Education Materials
                     Environmental Education Resource Library
                     Earth Notes

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GOAL 3: Promote the Pursuit of Environmental Careers	7

   STRATEGY A: Support Students in the Environmental Field
                    National Network for Environmental Management Studies (NNEMS)
                    Minority Recruitment

   STRATEGY B: Honor Achievements That Benefit the Environment
                    President's Environmental Youth Awards
                    National Environmental Education Awards

GOAL 4: Develop an Environmentally Conscious and Responsible Public	3

   STRATEGY A: Educate the General Public
                     Media Strategy
                     Publicity
                     Environmental Equity

   STRATEGY B: Use EPA'S Evaluation of Environmental
                 Literacy to Improve Educational Strategies

GOAL 5. Reach Across International Boundaries 	9

   STRATEGY A: Work Closely with Canada and Mexico
                    Trilateral Memorandum of Understanding

   STRATEGY B: Form Partnerships Worldwide  Where Feasible
                    Fulbright Fellowships
                    Public-Private Initatives

CONCLUSION	9

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Purpose of Brochure
Background and
Legislation
 JL his brochure is intended to serve the
following three purposes:

• To provide Environmental Education
Division (BED) managers and staff with
a common understanding of our mission
and goals, the underlying values we hold
as fundamental to our activities, and
specific priorities necessary for making
day-to-day operating decisions.

• To provide a vehicle for EED's
management to discuss the direction of
planned activities  and, in coordination
with other U.S. Environmental Protection
Agency (EPA) planning efforts, to lay
out a clear strategy for the future.

 • To provide internal and external
organizations and entities a better
understanding of EED's mission and
direction for the coming years.
En
  environmental literacy is an
educational trend of the 1990s. To
address the need for environmentally
literate citizens of all ages, backed by a
skilled workforce with environmental
expertise, Congress passed the National
Environmental Education Act*  (the Act).
This legislation builds upon efforts
previously undertaken by EPA  and
establishes formal communication and
advisory  links with educational
institutions and other Federal Agencies.
Specific provisions of the Act to be
implemented by EPA include the
following:

• Establishing an Office of Environmental
Education within EPA;

• Establishing an Environmental
Education and Training Program for the
purpose of developing educational
materials and training educational
professionals. This program is
administered by a consortia of institutions
of higher education through an annual
grant awarded by EPA;

• Awarding environmental education
grants to  support projects that design,
demonstrate, and disseminate
environmental education activities and
techniques;

• Awarding internships for college
students and fellowships for in-service
teachers to provide them the opportunity
to work with professional staff of Federal
agencies  involved in environmental
issues;

• Providing for National awards
recognizing outstanding contributions in
environmental education;

• Establishing both an Environmental
Education Advisory Council and a
Federal Task Force to provide forums for
communication and collaboration, and to
provide guidance to EPA on matters
related to the Act; and
• Establishing a National Environmental
Education and Training Foundation that
will encourage private contributions to
promote environmental education
activities, further the development of
environmental awareness, and work with
foreign entities to coordinate educational
activities that address environmental
issues in the United States, Canada and
Mexico.

As described in detail in below, the BED
has now implemented the Act From its
inception, the design of the BED
environmental education agenda has
emphasized the creation of links with
existing networks of environmental
educators, environmentalists, and
students. In short, if the activities of the
new office are not directly useful to these
constituencies, then there is little rationale
for their pursuit. In addition, the energies
of all sources—Federal, state, academia,
professional associations, industry, and
public interest organizations—are needed
to meet the challenges ahead. Only
through cooperative efforts and
partnerships will the BED be able to
coordinate and accelerate the
development and implementation of
sound environmental education programs
that satisfy the expectations of both EPA
and Congress.
                                         * Public Law 101-619, November 1990, 20 USC
                                         5501-5510

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                   Mission Statement

                    JL he primary mission of the Environmental Education Division is:

                      To advance and support national and international
                      environmental education efforts to develop an environmentally
                      conscious and responsible public, and to inspire in all
                      individuals a sense of personal responsibility for the care of
                      the environment.

                   To effectively accomplish this mission, BED must collaborate with
                   many internal and external organizations  which share responsibility for
                   its achievement. BED will work with program offices at EPA
                   headquarters and regional offices, the National Environmental Education
                   and Training Foundation, other Federal agencies, State and local
                   governments, academia, Indian Tribes, organized professional and public
                   interest groups, business,  industry and the public-at-large.
EED
Responsibilities

The role of EED is to:

• Provide leadership and guidance by
developing a strategy for the future of
environmental education and by
communicating priorities in
environmental issues;

* Facilitate communication among all
involved and provide networks for
information and resource sharing to
minimize duplication and to maximize
the use of limited resources;

* Facilitate the identification of gaps and
inconsistencies in environmental
education resources and encourage
strategics to eliminate them;

• Support the Nation's environmental
education efforts, especially those at the
grassroots level; and

* Act as an advocate for environmental
education efforts nationally and
internationally.
Critical Issues
Assessment

 JL he seriousness and complexity of
environmental problems require
fundamental shifts in approaches to
solutions. The traditional "end of the
pipe" strategy is not sufficient; the EED
will pursue a new approach that
emphasizes sustainable development,
pollution prevention, and the need for an
enhanced environmental ethic among all
segments pf the public.

The ultimate success of this new
approach will be greatly influenced by
the public's understanding of the
seriousness of many environmental
problems, and the role which each
individual can play in abating or
eliminating the problems. The challenge
is a dual one—creating an environmental
literacy and ethic  in our youth so that
they approach environmental problems
responsibly throughout their lives, and
raising the level of environmental
awareness of adults, to enable them to
make informed decisions to support the
shift to a vision of sustainable
development and pollution prevention
which are critical  to addressing today's
problems.
It is encouraging that students themselves
see a great need for more effective,
comprehensive environmental education.
Two independent surveys cited in a 1991
Renew America Report, contained the
following figures:

• 89% of incoming college students
identified the environment as their top
social concern,

• 90% of United States high school
students said they do not know enough
about  environmental issues.

• Only 17% of these high school students
said they had learned anything about the
environment in their classes.

• 84% of these high school students said
they would take action to improve the
environment if they had more information
about  what to do.

These findings make it clear that
environmental education as it has been
conducted thus far has not met its
enormous challenge. Most children
welcome a better understanding of the
interdependence of the natural world and
human societies. To develop a
responsible and environmentally aware
citizenry, educators must not only
understand environmental issues, but be
able to communicate the necessity to
reconcile advancing technology with the
realities of global limits.

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                    Goals and Objectives

                     1 he BED has developed five goals—general statements of what the
                    organization must accomplish to achieve its mission. The goals are not
                    listed or ranked in order of importance or priority, but rather in an order
                    facilitating comprehension of this plan. Below each goal are the
                    strategies that describe EED's overall approach  to achieving its mission
                    and goals. The third tier of information contains the activities that are
                    the specific actions and tactics that have  been or will be undertaken to
                    achieve the realization of  the strategies and goals.
GOAL 1:  Stimulate Communication,  Innovation, and  Partnerships.
STRATEGY A:  Expand
Communications with
Environmental Experts.

There is a broadly experienced cadre of
environmental educators, which is well
versed in the extensive research and
literature of the field. Formal
communication and advisory networks
with these educators and other external
environmental professionals are being
established and supported to ensure that
the BED receives the benefit of the most
comprehensive expertise available.
Moreover, BED will tap and coordinate
the many EPA programs and labs that are
developing environmental education
concepts and products. Great care must
be taken to ensure that educational efforts
are non-duplicative, cost-effective, well
produced, and necessary. The following
formal groups are now in  place  and
working with BED to forge new
directions for future environmental
education initiatives. BED will form
additional lines of communication and
new advisory groups with expertise in
specific  areas as the need  arises.

Activities

• EPA Environmental Education
Advisory Board: The BED established
an internal EPA advisory board  to
provide a network for headquarters,
regional offices, and research laboratories
across the country. The Advisory Board
facilitates coordination of EPA's national,
regional, and local educational activities
such as awarding grants, developing and
disseminating educational  materials,
conducting teacher training, and
promoting environmental careers through
student internships, research fellowships,
and course and seminar development.
• Federal Task Force on
Environmental Education: The EED
established a network with  15 other
Federal agencies involved in
environmental education to facilitate
communication within the Federal
Government and to foster interagency
collaboration on specific projects. This
Task Force is chaired by EPA and
includes members from the Departments
of Education, Interior, Agriculture,
Energy, State, Health and Human
Services, and Defense, as well as from
the Council on Environmental Quality,
National Aeronautics and Space
Administration, National Oceanic and
Atmospheric  Administration, National
Science Foundation, Tennessee Valley
Authority, Agency for International
Development, U.S. Information Agency,
and the Peace Corps.
• National Environmental Education
Advisory Council: The EED convened
an 11-member Advisory Council
representing a wide variety of interests
outside of the Federal Government. The
Advisory Council includes members from
various geographic areas, minority
groups, and various interests such as
academia, non-profit groups, and the
private sector. This Advisory Council
will provide advice and recommendations
to the Administrator regarding the
implementation of the Act. Moreover, as
specified in the Act, it will prepare a
biennial report to Congress to assess and
improve the overall extent and quality of
environmental education in the Nation.

• Pollution Prevention Advisory
Group: An advisory group was
established to provide guidance and
direction on the development of pollution
prevention educational materials and the
teacher training necessary to ensure
effective use of the materials. This
advisory group is comprised of 20
members with expertise in the areas of
education, publishing, communications,
minority concerns, and the environment.
Meetings will occur as necessary for
successful completion of the Pollution
Prevention Environmental Education
Project which is further described under
Goal 2, Educate Our Youth.

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STRATEGY B:  Develop Public
and Private Partnerships to
Increase Effectiveness and to
Maximize Use of Limited
Resources.

The environmental education community
needs to expand its horizons and form
new coalitions and cooperative ventures
with other groups and organizations,
including those not traditionally included
in the environmental education arena,
such as industry, religious groups, and
senior citizen associations. EED places a
high priority on expanding
communication networks and on
developing partnerships—especially at the
"grassroots" level to ensure that
environmental education is responsive to
local needs. There are existing gaps in
environmental education that allow not
only students, but members of specific
adult populations, to lack knowledge of
important environmental issues and
solutions to problems. Through extensive
communication and cooperation between
EED and EPA Regional Offices and
among the Regional offices and State and
local agencies, EPA anticipates closing
the gaps.

Activities

The following lists some of the types of
partnerships now in place and describes
the type of partnerships the EED will
pursue in the future in an effort to
identify and fill gaps in environmental
education:

Partnerships with a Focus on Youth

As described  in detail below under Goal
2, educating our youth is an absolutely
essential goal of the EED. Many consider
raising the environmental literacy  and
consciousness of school children the
primary purpose of the authorizing
legislation that established the EED.
Therefore, considerable effort has been
and will be dedicated to establishing
partnerships with  organizations serving
the young, such as the Boy Scouts of
America and  the National Future Farmers
of America Organization. The EED will
continue to seek additional  avenues for
reaching children and promoting new
partnerships to leverage and expand
successful youth programs. Emphasis
will be placed on forming partnerships
with organizations that serve inner city
youths and other groups with special
needs.
Partnerships with Environmental
Groups

Environmental groups have the
qualifications and experience to be of
considerable assistance to EED in
establishing innovative and effective
educational programs and activities. EED
will work closely with all interested
environmental organizations to ensure
that the office stays on the cutting edge
of environmental trends.

Partnerships with Federal/State/Local
Governments

Many state and local governments, as
well as Federal agencies, already have
excellent environmental education
programs  in place that can be duplicated
or serve as examples for other locales.  It
is in the best interest of all parties for
EED to collaborate with government at
all levels to disperse  information,
reinforce consistent messages, and
minimize  duplication of effort.

Partnerships with Academia

Liaisons with colleges and universities, as
well as with professional education
associations, will be established wherever
feasible to ensure that EED stays abreast
of research and innovative methods of
environmental education. Funding  for
endeavors at these institutions is also an
important responsibility of EED that is
addressed below.
Partnerships with Health
Organizations

Increased educational efforts will be
made to reduce health problems that are
associated with environmental factors,
such as lead poisoning. Such educational
efforts will be emphasized in urban areas
and will ensure that environmental equity
issues are addressed. There is a need to
target segments of the population that are
not now being reached such as minority
and multiethnic communities,  senior
citizens, and the illiterate public. EED
will form partnerships with all willing
public, private, and tribal health
organizations and will attempt to reach
all segments of the population with
environmental education—especially as it
relates to health issues.

Partnerships with Businesses

In recent years, a number of corporations
have contacted EPA to offer their
services and funding for awards,
certificates, and the development of
educational materials such as videos,
posters, and pilot educational projects.
Past collaborations have been very
successful and the EED, with the
assistance of the National Environmental
Education and Training Foundation, will
embark upon new partnerships where
feasible and appropriate.

Partnerships with Senior Citizen
Groups

Senior citizens often have  the time and
freedom available for  the pursuit of
activities which are of benefit to their
communities. The EED will contact
organizations for  senior citizens,
especially retired educators, to enlist their
support in carrying out environmental
education projects that reach all age
groups and all segments of communities.

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STRATEGY C:  Provide Grants
for Model of Excellence in
Environmental Education.

Primarily through its grants program,
the BED will leverage its resources by
funding models of excellence in
environmental education. The projects
funded are innovative grassroots-
level programs and projects
developed by schools, universities,
state/local/tribal education agencies,
and non-profit organizations.
Although some projects may be
national in scope, the majority of
projects funded will respond to
regional, state, and local needs. EED
discovered in its first year of issuing
grants that if unlimited funding were
available, it would be possible to
enter into  thousands of partnerships
to support very effective
environmental education projects. In
1992, the first solicitation for
proposals  resulted in over 3,000
applications that requested over $100
million in funding. Such tremendous
response to the environmental
education grants process
demonstrated the significant
nationwide concern for improved
environmental education. In 1992,
EED and the regional offices awarded
$2.4 million for environmental
education grants and the amount
awarded in 1993 was increased to
$2.7 million. Since only a small
fraction of the amount requested in
grant applications is currently
available to EED, working to acquire
increased funding in future years to
support high-quality environmental
education efforts is a major EED
priority.

Activities

• Environmental Education Grants:
During 1993, funds for over 260
individual grants, from less than $500
to $250,000, were awarded for
environmental education projects
around the country. These grants
stimulate environmental education by
supporting projects that design,
demonstrate, or disseminate
        innovative practices and techniques
        of environmental education. These
        grants are used both to develop new
        programs and to improve
        significantly the quality of existing
        programs. Some funded projects
        focus on specific issues such as water,
        air, pollution prevention, and solid
        waste management; others emphasize
        holistic education either locally or
        globally. The projects include a wide
        variety of approaches from
        community and watershed cleanup to
        computer games. Selection criteria for
        grants vary by year and have
        included: innovativeness, ability to be
        replicated in other communities or
        regions, effectiveness in addressing
        high priority environmental issues
        and problems, and closing gaps in
        environmental education. EED
        annually issues a solicitation in the
        Federal Register for new grant
        applications.
                                               GOALS
                                 EDUCATE
                                  YOUTH
                CREATE
             PARTNERSHIPS
                             EDUCATE
                             ADULTS
            PROMOTE
         ENVIRONMENTAL
            CAREERS
                                 • Teacher
                                 Training
                                 > Educational
                                 Materials
               • Advisory
                Groups
               ' Partnerships
               > Grants
                 I
                 I
                 1
                 I
                 1
                 I
                 I
              Student
              Support
             • Awards
            INTERNATIONAL
              EDUCATION
• Public
 Information
• Needs
Assessment
   I
   I
   1
   I
   I
   I
   I
Canada—
Mexico
Worldwide

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GOAL 2:  Educate and  Motivate Youth  to Protect  and  Preserve Our
                Environment.
STRATEGY A:  Increase the
Number of Teachers that Infuse
Environmental Education into
Existing Curricula.

Section 2(b) of the Act slates: "It is the
policy of the United States to establish
and support a program of education on
the environment, for students and
personnel working with students, through
activities in schools, institutions of higher
education, and related educational
activities..."  Due to the significance of
the task of educating our youth, EED
will place maximum emphasis on
supporting the development of training
programs and materials to promote
environmental education in schools. The
importance of providing teachers with the
information necessary to skillfully include
environmental education in their
classroom activities cannot be overstated.
Alt interested teachers must be given an
opportunity to feel comfortable with their
command of environmental  issues.
Special efforts will be made to ensure
that all teachers, including those in
nonscientific fields, are provided the
opportunity to receive training and access
to appropriate materials that allow the
infusion of environmental education into
all curricula.

Activities

• Teacher Training Grant: EPA
awarded a S1.6 million  grant in 1992 for
the development and operation  of a
national environmental education and
training program. This initial grant was
awarded to a consortium of academic
institutions, corporations, and non-profit
organizations headed by the University of
Michigan. The program under
development will target in-service
teachers (K-12 grade), as well as non-
formal educators. It includes curriculum
evaluation and needs assessment, teacher
training, and information dissemination.
EPA expects to fund this program for a
three-year period, subject  to
Congressional appropriations and the
program's ability to meet the goals of the
Act.
• Pollution Prevention Environmental
Education Project: Resource materials
stressing pollution prevention are being
developed by a nationwide EPA Pollution
Prevention Task Force. These materials
were designed for grades K-12, with
guidance from the advisory group
described under Goal 1, and with input
from teachers and environmental experts.
This project complements the above-
described grant program and will be of
use in the teacher training process
designed by the consortium.
STRATEGY B:  Provide
Educators with Access to
Quality Environmental
Education Materials.

The EED emphasis will be on the
identification of excellence in existing
environmental education material, rather
than on the production of new materials.
Many professional educators and
environmentalists agree that a vast
quantity of environmental education
materials exists, but quality varies widely
and finding appropriate materials is often
difficult.  EPA will use the latest
technology to categorize and provide
access to the best materials available.
Efforts underway include the following:

Activities

• Environmental Education Resource
Library: To facilitate information
exchange, EED is working with
educational agencies and institutions to
develop an interactive, computer-based
system for environmental education
materials. This Environmental Education
Resource Library (EERL) will contain a
wide range of educational information
from many sources such as EPA, other
Federal agencies, and non-profit
organizations. Although EERL will also
be available for other purposes, it is
designed for educators (K-12th grade).
During the 1992-93 school year, a
demonstration model of EERL was
reviewed and evaluated by selected
organizations and institutions. EED
anticipates the distribution of EERL
computer disks to targeted users during
the 1993-1994 school year.

• Earth Notes: EED produces a
periodical that contains innovative ideas
from educators (K-6) about their first-
hand experiences in bringing
environmental education into the
classroom. The periodical provides an
open forum for the exchange of teaching
ideas, comments, and brief essays
concerning environmental education in
the elementary grades.

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GOAL  3:   Promote  the  Pursuit of  Environmental  Careers.
STRATEGY A:  Support
Students in the Environmental
Field.

Section 2(b) of the Act states that it is
the policy of the United States to
encourage post-secondary students to
pursue careers related to the environment.
Moreover, as the public becomes more
aware of global environmental problems,
EPA and other agencies will have to
respond with high quality research. The
BED must ensure an increase in the
supply of world-class scientists,
engineers, and other professionals who
can develop innovative and preventive
solutions to environmental problems. In
pursuing Goal 3, the EED will enhance
the "America 2000" education strategy to
make U.S. students the first in the world
in science and mathematics achievement.

Activities

• National Network for Environmental
Management Studies (NNEMS): EED
administers the NNEMS program to
encourage post-secondary students in all
academic disciplines to pursue
environmental careers. This program
provides students from participating
universities with the opportunity either to
work on a specific project with
environmental professionals at EPA, or to
conduct environmental research directed
by EPA at their university. EED is
working with other Federal agencies to
determine the need for expanding this
program to other agencies.
• Minority Recruitment: Plans are
underway for EED to assume
responsibility for a scholarship program
for residents of Indian reservations. The
EED will also place special emphasis on
working with EPA's Office of
Environmental Equity  to find additional
ways to reach minority students and to
encourage their participation in degree
programs and internships that lead to
environmental careers. In addition, EED
participates in EPA's Academic Relations
Program which targets minority academic
institutions for environmental science and
engineering training and recruitment.
STRATEGY B:  Honor
Achievements that Benefit the
Environment.

The EED will sponsor award programs
that demonstrate the value and
importance of careers benefitting the
environment. Awards not only honor
achievements of the recipients and
promote positive role models, they also
generate media attention and create
awareness of environmental issues in the
general public. Each of these processes
encourages interest in environmental
careers.

Activities

• President's Environmental Youth
Awards (PEYA): Young people in all
fifty states compete in this program to
honor outstanding commitment to the
environment. National award winners are
selected by each EPA regional office and
are invited to participate in a recognition
program in Washington, D.C. The
President and EPA Administrator usually
host a White House ceremony to honor
the 10 annual award winners.

• National Environmental Education
Awards: EED has established a new
biennial awards program to recognize
individuals for their outstanding
contributions to environmental education.
The awards, which commemorate
Theodore Roosevelt, Henry David
Thoreau, Rachel Carson, and Gifford
Pinchot, are given for teaching; literature;
print, film, or broadcast media; and
forestry and natural resource
management.

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GOAL  4:   Develop an Environmentally Conscious and Responsible
                Public.
STRATEGY A:
General Public.
Educate the
To reach the general public, EPA will
improve its ability to clearly
communicate complex scientific and
technical information. Comprehensible
information  is necessary to help people
recognize risks and understand the
relative seriousness of environmental
problems. EPA will also expand efforts
to "listen" to the voice of the general
public. BED will work to develop public
awareness about sustainable development,
pollution prevention, and the economic
realities of shrinking supplies of natural
resources and growing costs of waste
disposal.  Most importantly, in addition
to raising  the public's basic awareness
level, the EED must also enable people
to make informed decisions to preserve
and improve the environment.

Activities

* Media Strategy:  The EED will develop
a comprehensive media strategy to reach
the general public with a consistent set of
environmental themes and information
about specific actions the public can take
to make a difference. To ensure
reinforcement and comprehension of the
messages, the number of issues
publicized nationally will be limited to
two or three at a time. EED will confer
with its Advisory Groups/Partners to
determine which issues to focus upon
first.
• Publicity: To promote these
environmental themes, the EED will
enlist support from every type of
media—such as the press, television, and
radio. Support will also be solicited from
all of the partners, especially other
Federal agencies, to ensure the infusion
of consistent environmental education
messages into existing policies and
programs in government, business, and
academia.

• Environmental Equity: The EED will
make special efforts to target segments of
the population not currently being
reached—such as multiethnic
communities and senior citizens.
STRATEGY B:  Use EPA's
Evaluation of the Nation's
Environmental Literacy to
Improve Educational Strategies.

As environmental education efforts
proliferate, there is an increased need
to evaluate the effectiveness of the
various educational methods in use.
Basic research into methodologies,
and the documentation of successes
and failures, are necessary to develop
additional support for environmental
education and to ensure that
programs are conceptually sound.
Other Offices in EPA will develop a
system to measure the general
public's knowledge about specific
environmental issues. EED will study
the results to ascertain where changes
are needed in the goals and strategies
the office is pursuing.

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GOAL  5:   Reach Across  International  Boundaries.
STRATEGY A:  Work Closely
with Canada and Mexico

BED recognizes that environmental
problems transcend national boundaries
and the United States does not have a
monopoly on effective ways to educate
the public about environmental issues and
problems. Therefore, protecting human
health and the environment in the United
States requires coordination and
cooperation at the multinational level.
Reaching out internationally for
information exchanges and joint training
ventures, especially with Canada and
Mexico, will be an BED priority.

Activities

• Trilateral MOU on Environmental
Education: In collaboration with the
EPA's Office of International Activities,
BED developed a memorandum of
understanding with the governments of
Canada and Mexico to promote
environmental education on the North
American continent. Specific activities in
the Memorandum of Understanding  on
Environmental Education include
information exchanges of education  and
training policies, educational approaches,
and materials; support and participation
in seminars, workshops, and conferences;
and trilateral initiatives or projects
involving youth.
STRATEGY B:  Form
Partnerships Worldwide Where
Feasible.

BED and EPA's Office of International
Activities now have efforts underway to
launch or support various environmental
education initiatives around the world.
BED will continue to form partnerships
to improve international environmental
education wherever possible. Some
highlights of projects underway are:

• Fulbright Fellowships: In collaboration
with the U.S. Information Agency, EPA
is fostering the development of
discipline-specific Fulbright Fellowships
for senior research scholars in
environmental research and education
from the Near Eastern, North African,
and South Asian regions. The program is
expected to allow senior scholars to apply
for a nine-month to one-year grant from
an institution of higher education.

• Public-Private Initiatives: EPA is
supporting several public-private
initiatives that include environmental
education in  various regions of the world.
The initiatives include the establishment
of the following centers: Caribbean
Environment and Development Institute
(Puerto Rico, 1992), Regional
Environmental Center for Central and
Eastern Europe (Budapest, Hungary,
1990), and Environmental Education and
Information Center (Kiev, Ukraine,
1992).
CONCLUSION

The Environmental Education Division
faces a tremendous task. The goals and
strategies laid out in this brochure will
serve well to support a successful and
effective program to implement the
National Environmental Education Act.
Relying on the good counsel of our
internal and external partners, BED will
continue to craft a leadership role as
envisioned in the Act.

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 JL his brochure provides an overview of many Environmental Education Division initiatives. In addition, a great deal of this
Agency's environmental education is managed by Environmental Education Coordinators in the Regional Offices. Each of ten EPA
Regional Offices creates and conducts its own environmental education projects. For more specific information about the topics
listed below, please contact:
             EPA Headquarters Activities

             EPA Environmental Education Division
             401 M Street S.W. (1707)
             Washington. DC 20460
             Telephone 202-260-4484
                                 EPA Educational Materials
                                 EPA Public Information Center
                                 401 M Street S.W. (3404)
                                 Washington, DC 20460
                                 Telephone 202-260-2080
Regional Office Environmental Education Activities
EPA Region 1
Environmental Education Program
JFK Federal Building
Boston, MA 02203
(617) 565-9447
Connecticut, Massachusetts, Maine, New
Hampshire, Kliode Island, Vermont

EPA Region 2
Environmental Education Program
26 Federal Plaza, Room 905
New York, NY 10278
(212) 264-2980
New Jersey, New York, Puerto Rico,
Virgin Islands

EPA Region 3
Environmental Education Program
841 Chestnut Street
Philadelphia, PA 19107
(215) 597-9076
Delaware, District of Columbia,
Maryland, Pennsylvania, Virginia, West
Virginia

EPA Region 4
Environmental Education Program
345 Courtland Street, NE
Atlanta, GA 30365
(404) 347-3004
Alabama, Florida, Georgia, Kentucky,
Mississippi, North Carolina,
South Carolina, Tennessee
EPA Region 5
Environmental Education Program
77 West Jackson Boulevard
Chicago, IL 60604
(312) 353-3209
Illinois, Indiana, Michigan, Minnesota,
Ohio, Wisconsin

EPA Region 6
Environmental Education Program
1445 Ross Avenue
Dallas, TX 75202
(214) 655-2204
Arkansas, Louisiana, New Mexico,
Oklahoma,  Texas

EPA Region 7
Environmental Education Program
726 Minnesota Avenue
Kansas City, KS 66101
(913) 551-7003
Iowa, Kansas, Missouri, Nebraska
EPA Region 8
Environmental Education Program
One Denver Place, Suite 500
999 18th Street
Denver, CO 80202-2405
(303)294-1113
Colorado, Montana, North Dakota,
South Dakota, Utah, Wyoming

EPA Region 9
Environmental Education Program
75 Hawthorne Street
San Francisco, CA 94105
(415)  744-1581
Arizona,  California, Hawaii, Nevada,
American Samoa, Guam, Trust
Territories of the Pacific

EPA Region 10
Environmental Education Program
1200 Sixth Avenue
Seattle, WA 98101
(206)  553-1207
Alaska, Idaho, Oregon,  Washington

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