Abstract
The important roles of environmental education (EE) as a tool for advancing the United Nations Sustainable Development Goals (SDGs) have been clearly identified in national policy visions and guidelines in Nigeria. Despite this increasing recognition however, the implementation and delivery of EE programs remain adversely impacted by a wide range of practical implementation challenges. While a number of existing studies have compiled the importance of EE for advancing the SDGs, a detailed examination of the law and governance challenges that limit the implementation of EE programs in Nigeria has remained absent. This article fills a gap in this regard. Various legal and institutional challenges that arise with the design and implementation of EE programs in Nigeria are examined in order to identify the ways in which an integrative governance framework on EE can help close these gaps. The study suggests that an elaboration of coherent national strategy on EE; a dedicated budgetary allocation for EE programs; reform of the existing laws to ensure coherent implementation of EE programs; and the designation of focal EE units at higher education institution are significant steps towards improving the development and implementation of EE programs in Nigeria.
Highlights
IntroductionPublisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations
Article 7 (l) mandates NESREA to “create public awareness and provide environmental education on sustainable environmental management.”. This provision authorizes NESREA to collaborate with education institutions in Nigeria to promote environmental education programs and initiatives
The important role of environmental education (EE) as a tool for advancing the Sustainable Development Goals (SDGs), especially those relating to water, energy, food, education, and climate change, has been clearly identified in national policy visions and guidelines in Nigeria
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. Goal 4 of the United Nations Sustainable Development Goals (SDGs) contains a commitment by all countries to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by the year 2030 [1]. Target 4.7 of SDG4 aims to ensure that all learners “acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles” by the year 2030 [1]. The UNESCO Education for Sustainable Development (ESD) 2030 Framework identifies education for sustainable development (ESD) as a key element of quality education and an essential enabler of all the
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
