[ L'éducation relative à l'environnement et ses constats de développement durable et de l'avenir viable dans les écoles de la ville de Kindu ]
Volume 45, Issue 2, November 2019, Pages 122–130
ASSANI WAKENGE Bonny1, Prosper SABIKENGE MUBANGU2, KONDE KIAMA NUMBI Joël3, SHINDANO MWAMBA Etienne4, and KAMANA LELA GRACE5
1 Provincial Division of Maniema, Office of Public Hygiene and Safety, RD Congo
2 University of Kindu, Faculty of Agronomic Sciences, Department of Natural Resources Management (Wildlife and Flora), RD Congo
3 University of Kinshasa, Faculty of Medicine, School of Public Health,De partment of Health and Environment, RD Congo
4 University of Kindu, Faculty of Medicine, Department of Pediatrics, RD Congo
5 Higher Institute of Medical Science, Department of Nutrition and Dietetics, RD Congo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
In several reform projects, there is a concern to introduce into the curriculum different dimensions of education that address the main contemporary socio-environmental issues: environmental education (EE) is often formally legitimized, such as education for human rights, peace, democracy, intercultural relations, health education, development education and education for international solidarity. From the astronaut's perspective, the entire Earth becomes a management object: only oneThe new world order will be able to save the Earth and lay the foundations for the sustainability of the Development. The global or global or international perspectives that are proposed for contemporary education are part of an astronaut's ethics. This is why you will agree with us that the research carried out in the schools of the city of Kindu produced a very marked Nihilism during the respondents, because out of Sixty-four schools visited that do the one hundred percent of our investigations, it follows that 18 schools have an average knowledge of environmental concepts of about 35%.
Author Keywords: Education, Environment, Development, Sustainable-Development, Viable.
Volume 45, Issue 2, November 2019, Pages 122–130
ASSANI WAKENGE Bonny1, Prosper SABIKENGE MUBANGU2, KONDE KIAMA NUMBI Joël3, SHINDANO MWAMBA Etienne4, and KAMANA LELA GRACE5
1 Provincial Division of Maniema, Office of Public Hygiene and Safety, RD Congo
2 University of Kindu, Faculty of Agronomic Sciences, Department of Natural Resources Management (Wildlife and Flora), RD Congo
3 University of Kinshasa, Faculty of Medicine, School of Public Health,De partment of Health and Environment, RD Congo
4 University of Kindu, Faculty of Medicine, Department of Pediatrics, RD Congo
5 Higher Institute of Medical Science, Department of Nutrition and Dietetics, RD Congo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
In several reform projects, there is a concern to introduce into the curriculum different dimensions of education that address the main contemporary socio-environmental issues: environmental education (EE) is often formally legitimized, such as education for human rights, peace, democracy, intercultural relations, health education, development education and education for international solidarity. From the astronaut's perspective, the entire Earth becomes a management object: only oneThe new world order will be able to save the Earth and lay the foundations for the sustainability of the Development. The global or global or international perspectives that are proposed for contemporary education are part of an astronaut's ethics. This is why you will agree with us that the research carried out in the schools of the city of Kindu produced a very marked Nihilism during the respondents, because out of Sixty-four schools visited that do the one hundred percent of our investigations, it follows that 18 schools have an average knowledge of environmental concepts of about 35%.
Author Keywords: Education, Environment, Development, Sustainable-Development, Viable.
How to Cite this Article
ASSANI WAKENGE Bonny, Prosper SABIKENGE MUBANGU, KONDE KIAMA NUMBI Joël, SHINDANO MWAMBA Etienne, and KAMANA LELA GRACE, “Environmental education and its findings on sustainable development and the sustainable future in schools in the town of Kindu,” International Journal of Innovation and Scientific Research, vol. 45, no. 2, pp. 122–130, November 2019.
