about us

Science, technology, environmental and health education are fundamental to the improvement of economic and life-sustaining activities. Thus they have the potential to improve the present and future well-being of all. Together they can inform key global problems such as population, energy sources, health, finite resources, and the environment. This was notably reflected during the international conference held in 1985 in Bangalore, India on "Science and Technology Education and Future Human Needs" identified basic science and technology topic areas as: health; food and agriculture; energy; land, water and mineral resources; industry and technology; the environment; information transfer; and ethics and social responsibility."Good health occurs when human beings and their environment are in harmony" and it is the knowledge and products from science and technology which may bring about such a harmony.
Science, technology, environmental and health education also share in their:
- potential to contribute to the same curricula topics such as water, pollution, growth and development, energy...
- linking formal education to the social world
- dynamic nature
- problem-solving approach based upon observation and questioning
- provision of knowledge and skills for lifelong learning
- ethical dilemmas

COMMON AIMS ACROSS SCIENCE, TECHNOLOGY, ENVIRONMENTAL AND HEALTH EDUCATION
Learning in science, technology, environmental and health education aims to:
- foster responsible and sustainable development
- empower and improve the well-being of individuals and communities
- be transformative of individual and community life
- focus on the relationship between the biophysical and social worlds
- prepare students for lifelong responsible and informed decision-making and actions
- locate the knowledge and skills within the societal context
- support women and girls given their unique educational function in family and community life

COMMON PEDAGOGICAL PRINCIPLES FOR SCIENCE, TECHNOLOGY, ENVIRONMENTAL AND HEALTH EDUCATION
Teaching and learning in science, technology, environmental and health education should:
- be responsive to the needs of individuals and local communities
- recognise the role of the community in enhancing programme delivery
- ensure equity of access and outcomes, particularly for women and girls
- recognise diversity amongst students in terms of their age, maturity, growth patterns, learning styles, culture, ethnicity and ability
- draw on the natural environment as a source of teaching ideas and resources
- engage pupils in action-oriented problem-solving
- start from the understandings and experiences of the pupils
- position the teacher as a creator and co-ordinator of challenging learning opportunities

		SCIENCE AND TECHNOLOGY EDUCATION
		SCHOOL HEALTH AND NUTRITION
HOMEPAGE SCHOOL HEALTH SCHOOL HEALTH EDUCATION SCHOOL HEALTH IN MEMBER STATES INTERAGENCY INITIATIVES CREATING A SCHOOL HEALTH PROGRAMME PUBLICATIONS LINKS	ABOUT US
	Science, technology, environmental and health education are fundamental to the improvement of economic and life-sustaining activities. Thus they have the potential to improve the present and future well-being of all. Together they can inform key global problems such as population, energy sources, health, finite resources, and the environment. This was notably reflected during the international conference held in 1985 in Bangalore, India on "Science and Technology Education and Future Human Needs" identified basic science and technology topic areas as: health; food and agriculture; energy; land, water and mineral resources; industry and technology; the environment; information transfer; and ethics and social responsibility."Good health occurs when human beings and their environment are in harmony" and it is the knowledge and products from science and technology which may bring about such a harmony. Science, technology, environmental and health education also share in their: - potential to contribute to the same curricula topics such as water, pollution, growth and development, energy... - linking formal education to the social world - dynamic nature - problem-solving approach based upon observation and questioning - provision of knowledge and skills for lifelong learning - ethical dilemmas COMMON AIMS ACROSS SCIENCE, TECHNOLOGY, ENVIRONMENTAL AND HEALTH EDUCATION Learning in science, technology, environmental and health education aims to: - foster responsible and sustainable development - empower and improve the well-being of individuals and communities - be transformative of individual and community life - focus on the relationship between the biophysical and social worlds - prepare students for lifelong responsible and informed decision-making and actions - locate the knowledge and skills within the societal context - support women and girls given their unique educational function in family and community life COMMON PEDAGOGICAL PRINCIPLES FOR SCIENCE, TECHNOLOGY, ENVIRONMENTAL AND HEALTH EDUCATION Teaching and learning in science, technology, environmental and health education should: - be responsive to the needs of individuals and local communities - recognise the role of the community in enhancing programme delivery - ensure equity of access and outcomes, particularly for women and girls - recognise diversity amongst students in terms of their age, maturity, growth patterns, learning styles, culture, ethnicity and ability - draw on the natural environment as a source of teaching ideas and resources - engage pupils in action-oriented problem-solving - start from the understandings and experiences of the pupils - position the teacher as a creator and co-ordinator of challenging learning opportunities
Last update: Janvier, 2000. For problems or questions regarding this website contact am.barthes@unesco.org.