2 The World Wildlife Fund 1961 Focused on raising funds for the conservation of

2 the world wildlife fund 1961 focused on raising

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2. The World Wildlife Fund 1961: Focused on raising funds for the conservation of wildlife and the importance of environmental education in achieving this conservation. 3. The 1972 United Nations Conference on the Human Environment 1972: This was the first conference held with both rich and poor countries, to discuss environmental concerns. It also led to the United Nations Environment Programme (UNEP). 4. The First International Workshop on Environmental Education in Belgrade, Yugoslavia 1975: Led to the Tbilisi conference in 1977. 5. The first Inter-governmental Conference on Environmental Education in Tbilisi 1977: This provided the first guidelines or principles on environmental education on a national, regional and global level. 6. The 1987 International Conference on Environmental Education in Moscow 1987: This conference reaffirmed the principles established in the Tbilisi conference as sound guidelines. 7. The United Nations Conference on Environment and Development or The Rio Earth Summit 1992: This event focused on the importance of environmental education as a response to the environmental crisis and emphasised the need for wide-scale programmes. It also was a precursor for the NGO Forum Principles. 8. The Earth Summit +5 1997: This event reemphasized the importance of environmental education for sustainable development. It also addressed many other education issues on inequality, financial stressors, and marginalised groups.
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9. The 1997 Thessaloniki Conference on Environment and Society: Education and Public Awareness for Sustainability 1997: This event highlighted to positive impact of the Tbilisi principles, and evaluated education as a pillar for sustainability. 10. The World Summit on Sustainable Development in Johannesburg 2002: This conference reemphasized the role of education in sustainable development Environmental education through teaching: Values: basic and fundamental beliefs that guide or motivate attitudes or actions. Intrinsic values: Everybody should save water. Extrinsic values: Only some people believe that 4X4 vehicles should be banned from beaches Universal values: The world believes that the ozone layer should be protected. Specific values: Historians believe that old buildings should not make way for new developments. Group values: Some groups believe Rhino horns have sexual properties Personal values: I believe I can save water by taking a shower rather than a bath. Skills: the ability to do something well; expertise. Physical skills: psychomotor abilities Cognitive skills: applying energy to justify a possible solution to a problem Communication skills: conveying ideas, communicating investigative results, presenting information Numeracy skills: collecting, classifying, analysing data, interpreting statistics Study skills: searching, analysing, evaluating, planning a project, or studying issues Problem-solving skills: developing divergent thinking, considering and predicting effects Personal & social skills: cooperating, dev qualities for active citizenship, bring about & accept change Information & technical skills: collecting & recording data, simulating a study using IT Attitudes:
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