اتجاهات الإداريين التربويين نحو تطوير المشاركة البيئية بوزارة التربية بدولة الكويت

Abstract EN

The environment for man is the framework in which he lives, which contains soil, water, air, and each of these three elements of living things and non-living components.

This framework is characterized by a variety of weather, climate, wind, rain, magnetic attraction.

Etc..

The environment provides the main needs for life, but it changes in our actions.

As a result of the increasing human impact on the environment, many problems have caused global problems such as pollution, climate change and global warming, for example, some of which are limited to certain parts of the earth, such as forest erosion, deserts and the extinction of some wild animals And the Navy.

the study Problem: In light of the escalating environmental crises experienced by our planet and suffer from all the countries of the world without With the exception of the State of Kuwait, the issue of environmental participation has become a matter of life and death, not a recreational or marginal issue, but rather a matter of destiny and destiny.

Educational institutions, including human, cognitive and material potentials, and their vital roles in influencing students, teachers and administrators, environmental education programs and curricula, and environmental activities and projects can play critical roles that can Play in developing environmental participation in society in general.

In spite of this great importance for the development of environmental participation in educational institutions, especially the Ministry of Education, the contemplator of the reality and the reality of things on the ground actually .notes that there are contrary practices.

Since the current researchers are familiar with the situation in many educational institutions under the supervision of the Ministry of Education, the researchers noted the following: 1.

The issue of environmental participation is not a matter of deliberation and discussion in the proper and required manner, which must be achieved in the Ministry of Education, educational departments and schools in the State of Kuwait.

2.

The absence of clear environmental policies adopted by the Ministry of Education and the institutions that determine the roles that the Ministry and its affiliated institutions should contribute to the development of environmental participation.

3.

The non-application and formal adoption of environmental management systems in all its forms in the Ministry and the related educational institutions and administrations.

4.

Lack of projects aimed at serving the environment and supporting environmental participation in the institutions of the Ministry of Education, including activities involving administrators, teachers, students and parents.

5.

Poor cooperation of the Ministry of Education with NGOs and civil society organizations working in the field of the environment.

6.

The absence of manifestations of the culture of concern for the environment in the ministry as reflected in the important data, mission, values and vision.

7.

Lack of training programs for administrators and teachers related to environmental issues and environmental participation.

8.

The absence of formal systems to evaluate the environmental participation in the Ministry of Education.

Absence of regulations and laws that regulate environmental .

9-.participation transparently.