| 英文摘要 |
The present project is to plan for the proper use of environmental education fund of Taiwan during 2014 and 2017, in the amount of 1.2 billion New Taiwanese dollars. This planning is aimed to implement four progressively strategies¸ i.e. (1) to enhance every citizen with the chance of being educated environmentally in our environment at least once a year, (2) to take root in the local communities for the people to become aware of their own natural surroundings, (3) to activate environment-related enterprises in Taiwan for supporting environmental education at various levels, and (4) to watch the world environment for a sustainable future of Taiwan and the earth.
To make certain these four strategies will be fully supported, the research team conducted a series of study where focus group interviews, qualitative interviews, expert meetings, questionnaires, and workshops were used. A total of more than 100 experts, professionals and scholars have contributed their expertise in making this project effective, efficient and successful. Most importantly, they include members from NGOs, NPOs, Universities, government agencies, private enterprises, and concerned individuals. A total of 4 strategies, 15 planning goals, yearly highlights, action plans and various key performance index (KPIs) are suggested as a result of this planning project.
As the highest environment related central agency, the Environmental Protecting Agency (EPA) has played an important role in initiating such a progressive and evolutionary track for the environmental education of Taiwan to be transformed in a series of three four-year plans. The action plans of the nation shall serve as main pillars for the realization of sustainable environmental education. Taking into consideration of the past experience, this project has steered its action plans to be complementary to past environment education, but with a new light which is highly related to the stated four strategies.
The highlights of the following four years will be: (1) deeply experiencing the environment, (2) earthy localizing the environmental actions, (3) professionally networking the stakeholders, and (4) truly watching for earth conservation. These yearly highlights cover not only the improvement of environmental education sites, institutes, and personnel, but also the exchanges of experience and knowledge of the local, outsiders and people around the world. By so doing, sustainable knowledge for each locale will be possible, and the science community shall be able to be informed for developing better and proper situated knowledge for all.
Other important results of this project include reinforcing school environmental education of all levels, encouraging means for environmental education to take root in local counties, subsidizing international networking for environmental education to share with and to learn from the international community.
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