NZAEE Annual Report 2018
The NZAEE executive and branch representatives annually produces a document outlining the the status and activities of the organisation and comments on Environmental Education and Education for Sustainability in NZ:
NZAEE INZAEE Minutes 2020 AGM_SBnformation Brochure
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Prior to the 2014 General Election, NZAEE produced a manifesto calling on all political parties to consider the place of education for sustainability in their policies. The manifesto outlines our policy priorities for government. Follow the link below to read the manifesto.
Consultation Report for the revision of the Guidelines for Environmental Education in New Zealand Schools
This report summarises feedback from the environmental education community regarding the re-writing of the Guidelines for Environmental Education in New Zealand Schools, published in 1999. This feedback was sought through consultation meetings and online submissions in response to a position paper written as an initiator of the re-writing of the Guidelines.
The State of Environmental Education in New Zealand – A baseline assessment of provision in the formal sector in 2006
In 2006 WWF commissioned the University of Waikato to conduct a baseline assessment of environmental education (EE) provision in mainstream New Zealand schools. As an active EE stakeholder in New Zealand, WWF thought it was time to obtain quantitative information about EE that would indicate where strategic developments need to be encouraged. The study was conducted in a way that can be repeated in the future in order to map these developments. A number of indicators widely considered to reflect and influence EE provision were selected for investigation. Information obtained through this investigation informed a set of recommendations for action from all sectors of the EE field, including government http://www.wwf.org.nz/.
Teaching for Action in the Environment: Some Research Outcomes
This paper presents some preliminary research outcomes of a series of five case studies in New Zealand schools that examined teaching and learning approaches to promote students’ action competence in environmental education (EE). The project created research partnerships between experienced researchers (mentors), Regional Environmental Education Coordinators and teachers.
Previous research had indicated an under-emphasis of education for the environment in school-based EE, suggesting a lack of student action-taking as part of their EE study. The development of action competence in EE is seen as an important component of a student’s education for a sustainable future.
The project paired a classroom teacher with a Coordinator to conduct research around the delivery of an EE unit in the teacher’s classroom. Each teacher chose their own pedagogies to enhance action-taking. Data collection using classroom observation, interviews and analysis of student work enabled teachers, coordinators and their mentors to look for development of components of action competence during the EE unit.
The project is illuminating some effective pedagogies for teaching EE. Themes such as the use of empowering pedagogies leading to enhanced student engagement and confidence and the changing roles of teacher and student are emerging.
Environmental Education in New Zealand Schools
This research, presented in four volumes, looked at current practice in environmental education in New Zealand schools using a range of methods.