EPTI-105-22

105

3,280 千元

2016/03/18

2016/12/31

許美惠

環訓所

曾文齡

環境友善種子有限公司

環境教育

環境教育、環境教育人員

Environmental Education, Environmental Educators

陳湘寧

03-4020789#661

ning@friendlyseed.com.tw

本計畫工作目標及內容為結合環境教育區域中心、環境教育地方主管機關辦理環境教育人員實務培訓課程及社會參與工作坊，以發展環境教育人力資源並促進參與社會相關服務平臺。工作項目包含分區辦理環境教育人力資源研商會議、分區辦理環境教育人員實務培訓課程、分區辦理環境教育社會參與工作坊，以及編製環境教育專業能力發展相關資訊電子書等，並提供環境教育人員參與社會服務現況與需求調查結果、辦理初階實務培訓課程及綠色職人講座影片彙整等，計畫成果及建議如下： 1.辦理環境教育人力資源研商會議：辦理北中南東4場次，邀請各區環境教育區域中心、地方主管機關及產官學界專家學者與從業人員，透過會議研商討論共同探討環境教育認證人員參與社會服務的現況，並彙整分析各方意見，提供作為環境教育法規政策、認證執行及推動之參考。意見彙整主要如下：(1)建議可再檢視與釐清認證目標及認證制度；(2)建構環境教育學習地圖持續提升認證人員核心及跨領域專業能力；(3)透過政策工具激勵或擴大環境教育的市場需求；(4)調整環境教育基金增能補助項目與設立檢核機制；(5)建議透過環境教育區域中心或地方環保局可做為建立地方區域環境教育資源串連之平臺或整合單位。 2.辦理環境教育人員進階實務培訓課程：與臺大智齡聯盟合作，規劃跨領域設計思考與「T型人才工作坊」型式，透過不同專長領域環境教育人員彼此的腦力激盪、溝通與合作，促進環境創新產品開發的跨領域增能課程；已辦理北中南東4場次共計121人次環境教育人員參訓。 3.辦理環境教育社會參與工作坊：工作坊活動包含「環教百匯」邀請環境教育區域中心、環境教育設施場所，以及相關民營事業、民間組織參與，共計51單位參與攤位及交流，以及「職人串流」邀請12位環境教育相關產業職人進行講座分享與互動；已辦理北中南東4場次，共計1,307人次環境教育人員及一般民眾參加活動。 4.環境教育專業能力發展相關資訊電子書：電子書目標對象為「初取得認證人員」及「欲瞭解環境教育領域者」，編製相關資訊電子書，提供環境教育認證整體架構說明、綠色產業的可能性以及增能相關資訊。 5.辦理加值環境教育人員參與社會服務現況與需求調查結果：問卷回收共483份，回收率為10％，回覆問卷之取得認證者主要就職單位多為政府、非營利組織與學校77.5%。另多數取得認證動機與影響為對環境議題有較多的關注，為求職取證者相對較少為11.6%。 6.辦理加值初階實務培訓課程：為初階環境教育認證人員的課程規劃與執行，以提升現場教學實務工作的能力為主；已辦理1場次3單元（天）共計30人次環境教育人員參訓。 7.加值綠色職人講座影片彙整：環境相關領域職人分享片段彙整為12支電子檔，並上傳至網路上公開分享。

環境教育、環境教育人員

02 成果報告.pdf

0MB

2017/2/3 上午 12:00:00

The objective and content of this program is to hold the Environmental Educator Advanced Training Workshops and the Social Participatory Fair through cooperating with the environmental education regional centers and local authorities, for the sake of developing environmental education human resource and facilitating relevant social service platforms. Tasks include holding the Environmental Education Human Resource Conferences, the Environmental Educator Advanced Training Workshops, and the Social Participatory Fair (all by region,) editing e-books for environmental educational professions, conducting on-line survey for social condition and request of certificated individuals, and aggregating video records from the Primary Environmental Educator Class and the Professions’ Speeches. The achievements and advices are as below: I. Holding the Environmental Education Human Resource Conferences: Conferences were held at the north, the middle, the south, and the east region of Taiwan, with representatives invited from environmental education regional centers and local environmental protection bureaus, and experts and professionals in the field. Comments and advices regarding environmental educational policies and certificate promotion were collected through the conference: 1. Purposes and the structure of the Certification need to be clarified. 2. The capability of environmental educators requires continuous 　improvement through setting learning maps, which enhances core abilities and cross-disciplinary expertise for professional practices. 3. Adjusting relevant policies can be the approach to increasing demands of environmental educators. 4. The Environmental Education Training Subsidy Fund requires adjustment, and the examination system needs to be set up 5. The Environmental Education Regional Centers and Local Environmental Protection Bureaus can work together as platforms for the connection of the certification system. II. Holding the Environmental Educator Advanced Training Workshops: Through collaborating with Smart Aging Alliance, the National Taiwan University, we managed design thinking workshops to provide cross disciplinary working zones where environmental educators of different specialties can work together and co-develop innovative environmental products. Four workshops were respectively held at the north, the middle, the south, and the east region of Taiwan, with one hundred and twenty-two participants attended. III. Holding the Social Participatory Fair: The Fair had two objectives, which were opened to both environmental educators and the public. One was the Environmental Education Festival joined by fifty-one booths from different environmental units including environmental education regional centers, facilities, relevant private enterprises, and civil society organizations. The other one was the Environmental Professions’ Speeches, with twelve guest speakers in the field of Taiwan Environmental Education sharing experiences with audiences. Four fairs were respectively held at the north, the middle, the south, and the east region of Taiwan, with on thousand three hundred and seven professional and nonprofessional visitors in total. IV. Editing the E-book of Environmental Education Professions: Target audiences were new environmental educators and anyone who was interested in this field. The book provided structures of the Environmental Educators’ Certification, possibilities of the green industry, and relevant information for professional trainings. V. Conducting On-line Survey for Social Condition and Request of Certificated Individuals: We have recovered four hundred and eighty-three copies of the questionnaire, with ten percent recovery rate. The result told us that seventy-seven percent of the certificated applicants are working in governmental, non-profit organizations and schools. Besides, most of the certificated applicants applied for deep concern among environmental issues, only eleven point six of whom were applying for seeking employment. VI. Holding the Primary Environmental Educator Class: The objective was to offer basic environmental education teaching skills for primary educators. A three-unit class was held with thirty environmental educators attended. VII. Aggregating Video Records from the Environmental Professions’ Speeches: Twelve video clips were uploaded to YouTube for public learning.

Environmental Education, Environmental Educators