4th Jan 2013 at 2:29 pm #5385
Seventh World Environmental Education Congress
Environmental Education in Cities and Rural Areas: Seeking Greater Harmony
The scale and pace of migration is rising at an unprecedented rate. Migrants flee poverty, hunger, cultural intolerance, conflict, and the effects of environmental deterioration. They also seek new opportunities. In the end, most migrants move from rural areas to urban centres and with this in-migration cities grow. Like an organism, cities exchange material, energy, and information, within themselves and with rural areas. When they consume too much, too fast, they are unsustainable.
Both cities and rural areas suffer from abandonment, changing social relationships, and growing discrepancies in lifestyles and opportunities. Still, rural-urban migrations can bring benefits, freeing rural lands from congestion and fragmentation. But, perhaps most interestingly, distinctions between cities and rural areas are becoming blurred—physically and culturally.
This theme puts critical socio-ecological issues before an audience of environmental educators. It provides us with context for critical questions: What is education to do? What is an appropriate educational response to these complex problems? How can education develop learners’ imagination, resilience, and will to act wisely in the face of seemingly impossible challenges?
In thinking about urban, rural, and hybrid realms, the theme opens up educational questions about the value of seeing the world from different vantages. What are urban learners missing when they do not have access to rural knowledge? What are rural learners missing when they do not have access to urban knowledge? And, what new knowledge is being constructed in hybrid spaces between?
This theme is also a metaphor for broad educational questions. What vantage points are absent from education where you learn and work? What experiences are missing? What values influence educational decisions? What do we need to change in our own educational context to create more complete educational experiences? To enable a more active citizenry?
As always, along with the title theme of the congress, various other arguments relevant to environmental education (divided into 11 thematic niches) will be dealt with.
1. Promoting Environmental Education and Networking. This niche is for environmental educators who want to reach across rural and urban—and other—divides to develop concrete networks, collaborative projects, and shared action research. It provides an opportunity to present case studies of exemplary networking. And, it also provides opportunities for those who want to learn from others and create new work.
We anticipate that emergent networking proposals may be announced at the closing plenary session. This niche also asks who might be excluded from these networks and how can they be included? And, how can social networks help link urban and rural people? How can sustainability and sustainable development-oriented educations, and indeed other educations, strengthen or hamper environmental education? Finally, this niche provides opportunities to discuss the impacts of past Congresses and other international conferences. Have these networking opportunities improved environmental education and environmental education policies? Have they enhanced the political profile for environmental education? What can be done internationally and nationally to allow more educators to benefit from such events?
2. Intercultural dialogues. Environmental educators are challenged to imagine how environmental education can engage in intercultural dialogues. This niche explores topics such as relationships among: diverse cultures; people, spirituality, and landscapes; ways of knowing and being in the world; literacy and orality; education, storytelling and learning that is informed by and linked to cultural heritage; and, the politics of knowledge and cultural marginalization. It asks, how can environmental education unearth socio-ecological memory? Where can educators find good contact zones for intercultural dialogues? Finally, how can environmental educators use intercultural dialogues in their teaching?
3. Social Movements and building ecological societies. This niche is sensitive to complexities of socio-ecological and cultural issues, practices, and contexts. Participants are challenged to imagine how environmental education can engage with urban and rural grassroots movements, different stakeholders, and with civil society to: build robust and responsive political practices, promote active citizenship, avert environmental conflicts, defend the commons, cultivate peace, and create more just societies. What is the role of environmental education in this milieu? How can it help enable ordinary citizens to act more responsibly? What challenges do environmental educators face when trying to support and promote responsible activism?
4. Communications and the impact of social media. Access to web-based information and social media venues has opened new opportunities for education and communications. This niche enables environmental educators to explore and discuss the impacts of these opportunities. How can they narrow the rural-urban experiences? But, also, what are the downsides of this new form of social networking? Is this web-based networking the prerogative of particular interests and privileges? What roles are there for both the new and old communications media in supporting both formal and non-formal environment education? This niche also invites intergenerational conversations—especially between youth who have grown up in a digital age, and those who have not. Together, participants will share insight into contemporary questions. What are emerging educational roles for media, environmental communications, and social networks? What roles are there for real and virtual experiences? What would a green web look like? How can youth be encouraged to take leadership roles in developing social networks and technology training in environmental education?
5. Ecological economics and green economies. How can environmental education contribute to understanding complex relationships between ecologies and economics in rural, urban, and globalized environments? How can ecological economics help bridge the socio-economic gap between urban and rural areas? How can environmental education help create emergent “green” economies? How can mobility and migration affect green economies? On the other hand, how should environmental education engage with “greenwashing” and overconsumption in many parts of the world. This niche invites participants to consider these questions in light of persistent themes such as limits to growth, ecological footprints, shared responsibilities in contexts of disparity, a low carbon society, sustainable production and consumption, food security, urban and peri-urban agriculture, alternative communities and transition towns, ecological tourism, agro-ecology, and eco-management of natural resources.
6. Ethics, ecophilosophy, human-nature relationships. All environmental issues ultimately rest on deeply held assumptions and values that are implicit, or explicitly discussed and are reflected in differing worldviews. These assumptions can be shaped by particular contexts—by local, traditional and indigenous knowledge. How, for example, do urban and rural contexts shape different assumptions? And, how can these assumptions be similar? Examining these assumptions, worldviews, and values is sometimes called environmental ethics, ecophilosophy, or ecospirituality. Environmental ethics often probes human-nature relationships and considerations of respect for all life. How, then, can environmental educators use ethics as a process to explore relationships, controversy, dissonance, and unconventional ideas? How can ethics be used to imagine new possibilities? From another direction, environmental educators can examine the origins of moral impulses. As such, they consider ethical responses informed by experiential education, ethics of care and proximity, place-based learning, biophilia, transpersonal ethics, and ethics as praxis. How do these more experiential understandings contribute to the emergence of ecological practices and personal ecophilosophies? How do they contribute to the valuation and care for nature and society?
7. Greening education. Environmental education has a special role in emergent trends in greening education. A central question is: How can networking and collaborations with organizations outside of formal education help replenish the lack of equipment, material, knowledge and expertise in school systems and support the greening of education? Also, how can these collaborations allow the rigidity of school systems to be surpassed, in both urban and rural areas? From another vantage point, we can ask: How can environmental education questions be brought to the core mandate, and curriculum greening, of educational institutions—formal, non-formal, and informal? Or, is environmental education more suited to the edges of educational mandates where it is better positioned to critique conventional education and offer innovative alternatives? Perhaps there are hybrid positions where environmental education can retain its critical edge while introducing incremental changes? What can sustainable education mean? What can it mean to green life-long learning? In the context of these questions, this niche considers curriculum greening; greening schools, universities and other educational settings; urban and rural greening; and, greening relationships between educational agencies, communities, schools and universities, and civil society.
8. Creative impulses. Arts, imagination, and emotional understanding. Artists, and their friends and allies, are communicators and educators with potential to: imaginatively frame and reframe perceptions, transgress boundaries, foster new understandings, and generate new meanings. In light of the conference theme, how can the arts help transgress differences between urban and rural contexts and foster new understandings between communities? This niche includes themes such as the role of the arts in bringing together participation from diverse communities, arts as an educational experience, arts as an activist tool, and arts as an expression of different emotional understandings. And, it invites experimental expression in different languages of art: as literary, visual, conceptual, and as social practice; and also as theatre, poetry, and music. Perhaps most importantly, this niche encourages environmental educators to do what artists live to do—that is challenge the imagination to move outside of its usual frames of reference and to engage the world in new ways.
9. Pedagogy and learning. This niche explores the twin concepts of pedagogy and learning as participants consider environmental education imperatives for the twenty-first century. What promising strategies are emerging in teaching and learning, in teacher education, in formal and informal teaching, and in life-long and life-wide education? What are the new trends in environmental education research, and what counts as quality in this new research? And what does research say about learning and pedagogy in city gardens and parks, in rural areas, and farms? What new perspectives inform participatory methodologies and activism? What has been learned from emotional and spiritual experiences? What advances have there been in evaluation of teaching and learning? In establishing quality indicators? What is the role of environmental education in hybrid learning, where distinctions are disappearing between: formal, in-formal, and non-formal learning; private and public sector learning; intergenerational learning; and, content areas and disciplines?
10. Research in environmental education. In the present era, it is disturbingly difficult to respond to the challenges the world faces and to understand how environmental education research can provide helpful insights. With that realization in mind, this niche is intended to be about research, that is, meta-research inquiry. To what ends do we engage in environmental education research? Should there be shared goals or purposes in environmental education research? Or, should research celebrate different goals in, for example, urban and rural, or shared spaces? What methodological considerations are under-represented? What are key issues with research processes, emergent methodologies and methods, and the relationship between these and the legitimate construction of knowledge? To what extent has environmental education research affected policies and practices? What are the costs associated with increased prominence associated with evidence-based policy development? Or, policy-driven evidence? In what ways can the internet and social media be used to improve researchers’ and educators’ access to valuable worldwide research? How can they connect to networks they may not otherwise have access to?
*Please Note: Research is also transversal and relevant to all niches. Participants interested in this niche are encouraged to explore questions about the nature and purpose of environmental education research. Participants should report other research in the 9 alternative niches.
11. Risk, health, and environment. This niche explores ways that environmental education can understand and respond to complex socio-ecological risks in the face of local and global environmental degradation, environmental migrations, and poverty. What can be learned from rural and urban experiences as people struggle to adapt to the effects of climate change, biodiversity loss, “natural” disasters, agribusiness, pollution, and environmental migrations? What lessons can be learned from a global perspective? And, how can educators better employ concepts like resilience, “uncertainty,” precaution, environmental justice, footprints, and handprints?
A 15-minute oral presentation highlights the main themes of the research, viewpoint, or educational project. Four presentations will be grouped by sub-themes in a 90-minute session. A 30-minute interactive period of discussion will follow the presentations. Note: A power point projector will be available.
A poster presentation highlights the main themes of the research study or educational project. Posters will be grouped by themes and sub-themes and will be presented in an exhibition hall for the duration of the Congress. Two specific sessions will allow author(s) to present their posters and interact with other Congress participants. Note: Instructions concerning the poster’s format and logistics will be provided to presenters when proposals are accepted.
Round table papers
Round table paper sessions provide an excellent opportunity for interactive presentation styles through an extended 40-minute session. These sessions can provide more intimate opportunities to share work and to get to know other Congress participants. Individual presenters are assigned to numbered tables in rooms where interested participants may gather for discussion with the presenter about his/her paper or project. This format is particularly appropriate for presentations addressing topics best pursued through extensive discussion. To increase attendance at round table sessions, and to make them more dynamic, we are not planning to host parallel oral presentations. These discussions will be held in English, French, Spanish, or Arabic. Note: The will be no power point projectors for this type of presentation.
90-minute workshop sessions are organized by a team of facilitators responsible for the content and the dynamics of the activity. Participants will be invited to explore an issue, contribute to the construction of a collective project, experiment with a pedagogical strategy, or carry out other collective tasks. A brief overview of the issue and objectives will be presented, after which the major part of the workshop will be devoted to interactive discussion to enable participants to bring their contributions to the table. Note: Only a limited number of workshops will be accepted by the Program Committee.
In this forum, NGOs will present their programs, projects, and productions. A space with a table will be offered to each NGO for a three hour period, where presenters will interact with Congress participants.
Note: This forum is not for selling of products or services as this type of activity is reserved for the Exhibit hall.
Note: The will be no electric facilities for this type of presentation.
The theme is highly transversal because the urban/rural relationship has, as we know and shall see below, a huge environmental and social value and is totally dependent on the power relations (urban-rural, northern-southern classes, articulation of the economic power groups) and on the pattern of production and consumption.
Moreover, the theme also brings into play urban planning, life styles, the relation between humankind and nature, etc.
A. City vs. countryside. The causes.
The phenomenon behind the choice of this theme is the growing share of the world population that lives in cities (more than 50%, and 200,000 people leaving the countryside every day) and the serious problems of suburban areas and the world of the farmer.
The causes of this phenomenon are socio-economic, ecological and cultural:
1. Socio-economic because farm work is poorly remunerated, and in the city one hopes to find more opportunities to escape poverty and more possibilities to find a “social elevator”.
2. Ecological because climate changes (with their change of seasonal cycles, of migration of animal and plant species, of accentuated extreme events like drought and desertification on the one hand, and floods and landslides on the other) cause loss of fertile soil and growing numbers of environmental refugees increasing the temporary or permanent migratory flow within each country and between countries.
Climate changes combine with a situation that is already compromised by deforestation, habitat destruction, pollution, impoverishment of the soil due to chemical and mechanization, use of land for infrastructures, housing, entertainment areas (e. g golf courses), etc.. On the other hand, the farming sector is itself responsible for the pollution of food, water and soil and a significant proportion of CO2 emissions (as Rachel Carson taught us 50 years ago in Silent Spring).
3. Cultural because the city also offers more stimuli and opportunities at the cultural level and the farming condition is perceived as an inferior status. The “profession” of farmer (or shepherd or forestry worker) does not enjoy great prestige in the eyes of “citizens” and therefore of the dominant culture (and not only today, but also in distant times in the past).
B. The consequences
Most large towns and cities are concentrated in developing and emerging countries, although the percentage of urban population reaches the highest peaks in continents like Europe.
This urbanization and sub-urbanization translates into congestion of urban areas, where violence and pollution are growing, and there is an increase in commuting between home and city as a place of work, consumption or cultural opportunities (the masses of the so-called “city users”). For those who are more fortunate, urban sprawl as an “American” model of a global phenomenon that has also been expanding across the various continents is a way to find in the distant suburbs and satellite-cities a home that costs less, a quieter life, or better environmental conditions, perhaps in the illusion of being closer to nature.
For masses of hundreds of millions of poor people, urban drift means crowding favelas, shanty towns, villages characterized by a lack of services of any kind, violence, degradation, crime, poor living conditions (in 2010 there were 827.6 million inhabitants of the slums, an increase of 55 million since 2000 – UN-HABITAT, 2010).
In the rural areas we are seeing an aging population due to the lack of a generational change in farming (young people prefer to migrate within the country or abroad), a decrease in the rural population that parallels an increase in urban depopulation or even abandonment of villages.
Often this neglect contributes to soil degradation, with less care of the forests, the rivers and streams, the terraces, etc…
C. The great challenges
The question of the relationship between urbanized areas, rural areas and natural areas should be differentiated in partially different terms in various parts of the planet, but it is nevertheless a central issue since the three great challenges facing humanity today are:
These three challenges are won or lost both in and outside of the city and the rural world is called on to make a strong commitment. However, it cannot cope with this without clear, overall policies capable of grasping the interconnections between all the aspects and the need for an integrated approach.
The urgency is to:
– stop (and reverse if possible) the exodus from the countryside, by attaching value and quality of life to the condition of the farmer struggling against the poverty of the rural populations, protecting the countryside and stopping the consumption of the land;
– improve the quality of life and the sustainability of cities.
The solutions are primarily achieved through:
1. a rethinking and radical transformation of cities: the environmental response is “density” instead of sprawl; development of social capital and participation; good public services that make cities “sustainable”; development of farming activities in cities as well (urban and peri-urban gardens as a form of partial alimentary self-sufficiency, and the participation and reappropriation of the spaces);
2. a profound change in the use of the territory and in the organization of the food system (where “food system” means the entire chain of production, processing, distribution and consumption of food and the whole complex network of relations that food activates at all levels – ecological, social, cultural and economic);
3. the development of an “agro-ecology”, i.e. an agro- food system that respects the limits and balances of the planet;
4. a different and stricter system of relations between urban and extra-urban areas. There are, for example, various forms in which urban and rural areas relate to each other, such as regarding food or tourism.
D. The “educational” response
The educational-environmental response is:
1. On the ecological level:
promoting “sustainable” cities;
promoting agro-ecology and the preservation of biodiversity, of “genetic rights,” of the forests and the wetlands, etc.;
Improving the security and resilience of populations in the face of climate change, natural disasters, hydro-geological instability, etc.
2. On the socio-economic level:
promoting sustainable patterns of consumption and consumer-producer networks that improve the material conditions of rural populations;
encouraging, where possible, the multi-functionality of farms (which can also be Bed and Breakfasts; structures for farm holidays, farm camping, farm nursery schools, farm retirement homes for the elderly, social farms for disadvantaged people, sport farms, “nature” wellness centers, etc..).
3. On the cultural level:
enhancing local, traditional, and indigenous knowledge and cultural diversity;
enhancing the culture and social image of rural populations;
promoting fair, supportive and cooperative relations among urban and rural populations;
enhancing the role of women and always keeping in mind the questions of gender.
E. The tools of Education
1. Promotion of sustainable lifestyles in the cities.
2. Empowerment and capacity building of urban populations to increase participation, “urban creativity”, “green” economic activities and cooperation.
3. Use of food as a factor of urban social aggregation (thanks to food, networks of citizens, for example, can be formed to purchase products directly from farmers, bypassing the long chains of intermediaries; groups of citizens who care for urban and peri-urban gardens; communities that are committed to their consumption and reflect on their lifestyles) and urban-rural connection (remember that without natural processes we cannot live; remember “who” produces the food we eat) both in terms of social practices and economic relations, and thought patterns and cultural values.
4. Greater awareness of the relationship between environment and health and the importance of healthy nutrition resulting from correct lifestyles and sustainable agricultural and agro-industrial practices.
5. Making decision makers and public opinion more sensitive to the importance of the landscape, of stopping soil consumption, of protecting the territory, of the functions performed by rural populations for the benefit of all.
6. For rural communities, education means:
• knowing how to better defend their identity and increase their sense of self-esteem;
• knowing how to revive traditional techniques and practices for collecting and storing water, for crops and livestock, and for the care of forests;
• knowing how to defend or revitalize practices of community management of resources (pastures, forests, water, ..);
• increasing the capacity of developing eco-friendly farming practices, of establishing direct relations with the markets and with citizens who are more responsible and sensitive, of making a “local system” by strengthening the capacity of synergies and integration between the various social-economic-cultural activities of the rural territory;
• Increasing the capacity of developing eco-compatible farming practices, of establishing direct relations with the markets and with more responsible and sensitive citizens, of “local network building” by strengthening the capacity of synergies and integration between the various social-economic-cultural activities of the rural territory;
• learning how to maximize the use of organic methods of cultivation and raising livestock that is also respectful of animal welfare, as well as the environment;
• defending one’s own health and the environment by avoiding harmful agricultural practices;
• developing new professional figures and new skills; accompanying existing ones in the transition to a green economy; ensuring new job opportunities to those figures destined to disappear because they are not compatible with the environment;
• promoting gender equality and merging environmentally-compatible objectives with developmental objectives of the new millennium;
• developing the ability to use and produce energy from renewable sources;
• developing the ability to diversify the functions of farms;
• enhancing the ability to attract tourism in “sustainable” ways;
• developing the ability to participate in the political life of one’s own territory.
F. A wide range of interlocutors
The theme lends itself to engaging new subjects in the WEEC (e.g. NGOs of international cooperation, agricultural organizations, farming movements, movements of critical and responsible food consumption like, various fair trade and critical consumption networks, etc.), new disciplinary fields and new institutions.
Mario Salomone, WEEC secretary-general.
The above document is an initial contribution to open the discussion of the themes of the 7th WEEC. Anyone who is interested can send their intervention to: email@example.com
A large number of congresses, seminars and conferences are now held all over the world. Unfortunately, these events have a variety of negative effects on the environment. The United Nations Program for the Environment (UNEP) has published guidelines to reduce these effects and we will follow them in organizing the seventh WEEC. Making events like the WEEC greener is a significant and tangible contribution in the pursuit of sustainability.
Each meeting or conference has a negative impact on the environment (increased ecological footprint). Examples are transport, air conditioning, the documents provided to the participants, food and accommodation. All of this consumption of natural resources (energy, water and paper) produces waste and contributes to air and water pollution locally and globally, as well as having an impact on climate change through the emission of greenhouse gases.
A sustainable event is designed and constructed to reduce consumption, to mitigate the social and environmental impact and to leave a positive mark on the host community.
The primary elements of organizing a sustainable event are:
1) Selecting the venue
The venue for this Congress will be the Congress Palace of Marrakech, which is conveniently located to hotels and the city centre and can be reached on foot or by means of public transport.
The organizers are responsible for encouraging the use of renewable energy, natural light or energy-saving lamps, and solar battery chargers for computers and mobile phones.
The selected hotels must satisfy specific requirements.
The hotels must be near the congress centre and the downtown area. In addition, they must be easy to reach on foot or by public transport, which is essential for keeping transport emissions to a minimum.
Whenever possible, preference is given to hotels that are eco-certified (Green Key, Eco Label Europa, etc.) and / or that adopt energy-saving practices and other environmental procedures (like changing linens and towels only when requested); that engage in reducing wastage (water) and refuse (e. g., using local and more sustainable products rather than disposables); and that have appropriate systems for waste collection, sorting and recycling.
When choosing the catering services, special attention is given to the environmental impact of the food and beverages themselves, which can vary according to what is being proposed, and how the products are prepared.
Preference is given to local and seasonal products, encouraging the use of organic and / or fair-trade foods and healthy nutrition. It is important to ensure that the caterer knows the exact number of participants ahead of time so as to reduce waste and that any excess food be donated to a local community organization.
The consumption of foods and beverages can generate large quantities of paper, plastic and other organic wastes. We recommend using tap water, avoiding the use of disposable articles and reducing the amount of packaging. We also recommend making provisions for collecting and recycling products throughout the entire event.
4) Organization of the event
The following aspects are taken into account in planning the event:
Before the event: communication with the participants and registration.
The Foundation and the Permanent Secretariat are promoting a Zero-paper event:
1 – Communication with participants will be done by email so they can be downloaded and read on the screen (for brief, small-sized documents like invitations, announcements, etc.).
2 –Participants will be able to register online.
During the event, paper use should be kept to a minimum (recycled paper, made in Morocco and printed on both sides). The use of electronic devices such as USB drives or CD-ROM should be encouraged, and, if possible, computers with Internet connection should be made available to the participants.
The posters and support panels will be made of materials having the least environmental impact possible.
3 – Advertising materials and other products for the participants will be kept to a minimum and made locally (i.e. bags for delegates, posters, gadgets, etc.). The products must also be made of sustainable, organic or recycled materials.
5) Local and International Transport
In terms of greenhouse gas emissions, transport has the greatest effect on an international event. Therefore, particular attention is devoted to this topic so as to minimize its impact.
In this context, the organizers urge participants traveling by air or car to compensate for the CO2 emissions caused by their travelling by using the CO2 calculator of the CO2 Foundation. It is accessible through the website http://www.fm6e.org or directly athttp://www.fm6e.org/co2/an/
The calculator allows you to calculate the amount of carbon dioxide emitted during the journey, transforming it into a financial contribution, and to choose the project for CO2 reduction that you want to support (development of renewable energy, planting trees, etc.).
For example, between 2010 and 2012, using funds collected by the voluntary compensation of CO2, the Foundation started the following programs:
1 – Installing photovoltaic solar kits for illumination and the operation of small appliances in 142 rural schools and in the homes of teachers located in vulnerable regions of Morocco.
2 – Planting 7,000 date palms in the Palmeraie of Marrakech, 2400 (about 12 hectares) of which are irrigated by solar powered drip irrigation system.
3 – Distributing 500 bicycles to students of schools and universities located in the Palmeraie of Marrakech, as a way to raise awareness among students about the greenhouse effect and climate change. Educational guides and posters have been published and provided to the 230 eco-schools belonging to the program that the Foundation realizes in collaboration with the Ministry of Public Instruction.
5.1 Local Transport
The proximity and accessibility of the main places of the event (congress centre, hotels, downtown area and access to public transport) is a priority for reducing the distance. Participants should travel on foot or by public transport. To this end, appropriate information such as maps and bus schedules will be made available to participants.
Bike rentals will be promoted (details to follow later).
Participants travelling by car are urged to compensate for the CO2 emissions generated by their journey (see point 5 above).
5.2 International Transport
Air transport is most responsible for CO2 emissions. Since it cannot be avoided, it should be compensated for (see point 5 above).
Exhibitors are encouraged to reduce the amount of material available in the stands. All materials must be as sustainable as possible in accordance with the provisions provided. Rather than using high-intensity energy in the stands, exhibitors are asked to limit the lighting and energy needs. Setting up the stands produces a considerable amount of refuse (e.g. packaging for the materials to prepare the stand) and the display material themselves (posters, etc.).
Therefore, the exhibitors are urged to follow the local rules for waste collection and should be encouraged to reuse any documentation and materials.
The Congress operates in four official languages: French, English, Spanish and Arabic.
Delegate presentations (including oral, poster, workshop, round-table and NGO Forum presentations) will be delivered in each submitting author’s official language of choice.
7th WEEC in Marrakech: deadline extended
Numerous requests to extend the participation deadline have been received from people who would like to take part in the Seventh World Congress of Environmental Education (Marrakech, Morocco, 9-14 June 2013).
The organizers have therefore decided to extend the deadline to 31 March 2013 and until this date it is possible to benefit from the reduced enrolment fee.
Attention: Only until 31 December 2012 it is possible to present proposals for papers, posters, workshops, roundtables, symposiums, etc.
10th Jan 2013 at 12:22 am #5386
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