The Venezuelan environmental education teacher training programme: An analysis of professional and environmental competencies.

Abstract

The purpose of this research is to describe and analyze the environmental education teacher training competencies model in Venezuela. More specifically, the study concentrates on the Universidad Pedagogica Experimental Libertador (UPEL). This university is the leading institution of teacher training in Venezuela. The UPEL environmental education teacher training model consists of twenty-one competencies associated with five environmental education areas. This model is examined using the UNESCO model as an international standard, the latter of which consists of twenty-eight competencies associated with professional and environmental education areas. Examination of the UPEL model also involves an assessment of the perceptions of Venezuelans concerned with environmental education with regard to the relevance of the UPEL model to Venezuelan environmental reality. The methodology applied in this study is set in the context of a content analysis of major UNESCO and UPEL model documents, and a survey of key Venezuelan individuals, UPEL environmental education professors and UPEL teacher candidates who have already taken environmental education. In this analysis a literature review also serves as an important source of information. Themes included in this review are associated with environmental education concepts and principles, the state of environmental education, the training of teachers in environmental education, competency based teacher training, the Venezuelan experience, and the UNESCO and Venezuelan teacher training models. The research stresses the description, analysis and interpretation of relevant aspects related to the UPEL competencies model and its relevance to Venezuelan reality. In light of major conclusions and implications of these aspects a set of recommendations is drawn. For example, this study reveals a critical need for research and evaluation of environmental education teacher training competency models. In the context of the comparison between the UNESCO and UPEL models, significant differences in their structure and content have been found. The UPEL model lacks a set of basic professional and environmental education competencies required for training effective environmental educators who are able to contribute to the prevention and solution of environmental problems. In the context of the assessment of perceptions it has been found that key individuals, as well as professors and students of environmental education, believe that the UPEL model is not relevant to the country's problems and needs. It appears that in addition to the deficiency in competencies, a lack of logistical support in the implementation of the model is also a serious weakness. Results of this study reveal an immediate and critical need for necessary adjustments to the UPEL environmental education teacher training model. Finally, it is expected that this research, concerned as it is with the quality of environmental education teacher training, will provide the necessary incentives and information for Venezuelan decision makers to improve the UPEL environmental education teacher training model.