September 29, 1999

 To:Policy and Finance Committee

 From:City Clerk

 Subject:Environmental Task Force - Education and Awareness Workgroup Final Report

 Recommendation:

The Environmental Task Force recommends that the Final Report dated September 27, 1999 from the Education and Awareness Workgroup be adopted.

 Background:

The Environmental Task Force at its meeting held on September 27, 1999 had before it the Final Report dated September 27, 1999 from the Education and Awareness Workgroup.

The Environmental Task Force had requested that a chapter be prepared for the Environmental Plan on public education and outreach. An Education and Awareness Workgroup was formed to investigate and make recommendations about environmental/sustainability education and outreach in Toronto. The workgroup consisted of City Councillors, City staff, representatives from school boards, agencies, community organizations, and interest groups. The noted report provides the basis for the chapter.

Five workgroup meetings were held between April and June 1999 to facilitate input into the report. A draft report was presented at the July 20, 1999 Environmental Task Force meeting. The draft report was then presented to the Toronto Inter-Departmental Environmental Team (TIE) at its meeting of July 22, 1999. Throughout August and early September 1999, the draft workgroup report was posted for public review on the Environmental Task Force website. Comments on the draft report were requested and received from the Toronto Inter-Departmental Environmental Team (TIE), agencies, departments, academic institutions and groups identified in the report. Comments received were integrated into the report as appropriate.

The noted report provides an umbrella under which a broad range of environmental/sustainability education and outreach activities can be developed to complement recommendations made in other chapters of the Environmental Plan--sustainable energy, sustainable transportation, green economic development, governance, air, land, and water.

Education was broadly defined to include formal, nonformal, and informal modes of instruction and learning. This workgroup found that environmental education and public outreach programs are currently being delivered by the City, non-governmental organizations, agencies, businesses, the academic community, and others. Many of these programs could be improved through stronger partnerships, strategic marketing and promotion, and increased accessibility. The workgroup considered these existing initiatives when developing its recommendations.

The recommendations are intended to set the framework to:

1. enable a greater understanding of the importance of environmentally sustainable behaviours within the context of the local Toronto environment;
2. assist all Torontonians in adopting more environmentally sustainable behaviours; and
3. establish a culture within the city to make this happen.

Recommendations emerged from the workgroup relating to themes based on the professional and practical experiences of workgroup participants. These themes are listed below and described in the text of the noted report with corresponding recommendations:

(a) Public Education and Outreach Program (PEO);

(b) Social Marketing: City-wide and at the Community Level;

(c) Institutional Commitments to Environmental Responsibility;

(d)Multi-cultural and Multi-lingual Sensitivity;

(e)Community-based Groups and Not-for-Profit Organizations;

(f)Engaging Youth;

(g)Integrating Environmental Sustainability Into Formal Education;

(h)Experiential Learning;

(i)Access to Environmental/Sustainability Resources; and

(j)Long-Term Partnerships for Education and Outreach.

The "Public Education and Outreach Program" describes the main mechanism for implementing recommendations that the City is responsible for initiating or undertaking. For each theme, recommendations are put forward to build awareness, develop support, and motivate action toward the achievement of a more environmentally sustainable city.

    City Clerk

Frank Baldassini

Item No. 2

1. Councillor Jack Layton, Chair, Environmental Task Force

Ms. Carol Mee, Project Manager, Environmental Task Force

THE CITY OF TORONTO ENVIRONMENTAL TASK FORCE

 EDUCATION AND AWARENESS WORKGROUP

FINAL REPORT

  SEPTEMBER 27, 1999

Education and Awareness Workgroup Participants

 Chairs

Councillor Irene Jones

David Bell, York Centre for Applied Sustainability

Workgroup Coordinator

Adele Freeman, The Toronto and Region Conservation Authority (TRCA)

Karen Puhlmann, TRCA

Participating Environmental Task Force Members

Jack Layton, Chair, ETF

Suzanne Barrett, Waterfront Regeneration Trust

Caroline Chuang, Student Rep. Toronto Catholic District School Board (TCDSB)

Mary Cicogna, TCDSB

Lois Corbett, Toronto Environmental Alliance

Brian Denney, TRCA

Rebecca Osolen, Student Rep. Toronto District School Board (TDSB)

Beth Savan, University of Toronto

Fraser Thomson, Student Rep. TDSB

City Staff

Jerry Belan, Economic Dev., Culture & Tourism

Jean Blundell, Works & Emergency Srvs.

Teresa Bosco, Economic Dev., Culture & Tourism

Nicole Dufort, Works & Emergency Srvs.

Pam Georgopoulos, Works & Emergency Srvs.

Shelley Grice, Works & Emergency Srvs.

Jane Hayes, Economic Dev., Culture & Tourism

Frank Kershaw, Economic Dev., Culture & Tourism

Carolyn McSkimming, Works & Emergency Srvs.

Carol Mee, ETF

David Stonehouse, Urban Planning & Dev. Srvs.

Jane Weninger, ETF

Marguerite Wong, Toronto Public Health

                   Workgroup Participants

Mary Anne Atell, Citizen

Sherry Bagnato, Citizen

Debra Bain, Warner Lambert

Rita Banach, The Green Group

Alana Blackall, ICLEI

Tammara Boughen, Cdn.Wildlife Service

Paul Bubelis, Sustainability Network

Alice Casselman, ACER

Nancy Chavner, Toronto Library Board

Pat Chiufo, Stepstone to the Don

Richard Christie, TDSB

Bill Clemens

Skid Crease, York University

Eleanor Dudar, TDSB

Anne Farquharson CYLD

Allan Foster, TRCA

Mieke Foster, TDSB

Cora Hallsworth, Recycling Council of Ontario

Moyra Haney, Ontario Public Advisory Ctte.

David Hanna, Citizen

Roslyn Harris, Compendium Educational Srvs.

Dave Harrison, TRCA

Charles Hopkins, York University/UNESCO

Elise Houghton, TDSB Parents Environment Netwk.

Nikki Hutchison, TDSB

Renee Jarrett, TRCA

Michael Keating, Sustainability Reporting Program

Boris Mather, CFLAG

Sharon McCorquodale, Citizen

Mary McGrath, Lever Ponds

Denis McKee, Don Watershed Regeneration Council

Carol Ray, Humber Arboretum

Thomas Rohricht, Friends of Highland Creek

Elaine Rubinoff, Learning for a Sustainable Future

Maja Saletto Jankovic, Trillium Foundation

Pam Schwartzberg, Learning for a Sustainable Future

Kevin Semande, University of Toronto student

Eric Shapero

Chandra Sharma, TRCA

Joe Sheridan, York University

Marta Soucek, TRCA

John Tersigni, Green Brick Road

Karen Urban, TDSB

Renay Weissman, TDSB

Karen Yukich, High Park Citizens Advisory Ctte.

CONTENTS

 Report Summary

1.Introduction

1.1Background

1.2Education and Awareness Workgroup

1.3Purpose

2.Establishing the Culture:

Raising Awareness, Developing Support, and Motivating Action

2.1Vision

2.2Goals

2.3Structure of Recommendations

3.A Framework for Environmental/Sustainability Education and Outreach

3.1Public Education and Outreach Program

3.2Social Marketing: City-wide and at the Community Level

3.3Institutional and Business Commitments to Environmental Responsibility

3.4Multi-cultural and Multi-lingual Sensitivity

3.5Community-based Groups and Not-for-Profit Organizations

3.6Engaging Youth

3.7Integrating Environmental Sustainability Into Formal Education

3.8Experiential Learning

3.9Access to Environmental/Sustainability Resources

3.10Long-Term Partnerships for Education and Outreach

Appendices

A. Proposed Sustainability Goal and Environmental Principles

The Sustainable City: Clean, Green, and Healthy

B. Key Documents

REPORT SUMMARY

In March 1998, Toronto City Council formed the Environmental Task Force (ETF) to help the City become a world leader in municipal sustainability--with a healthy, sustainable environment, community, and economy that meets today's needs without compromising opportunities for future generations. A major activity of the Task Force is to recommend an Environmental Plan for the City of Toronto. Early in the planning process, the ETF recognized the need for an integrated program of environmental/sustainability education and outreach to build awareness, develop support, and motivate action toward the achievement of a more environmentally sustainable city.

The ETF requested that a chapter be prepared for the Environmental Plan on public education and outreach. An Education and Awareness Workgroup was formed to investigate and make recommendations about environmental/sustainability education and outreach in Toronto. The workgroup consisted of City Councillors, City staff, representatives from school boards, agencies, community organizations, and interest groups. This workgroup report provides the basis for the chapter.

This report provides an umbrella under which a broad range of environmental/sustainability education and outreach activities can be developed to complement recommendations made in other chapters of the Environmental Plan--sustainable energy, sustainable transportation, green economic development, governance, air, land, and water.

Education was broadly defined to include formal, nonformal, and informal modes of instruction and learning. This workgroup found that environmental education and public outreach programs are currently being delivered by the City, non-governmental organizations, agencies, businesses, the academic community, and others. Many of these programs could be improved through stronger partnerships, strategic marketing and promotion, and increased accessibility. The workgroup considered these existing initiatives when developing its recommendations.

The recommendations are intended to set the framework to:

enable a greater understanding of the importance of environmentally sustainable behaviours within the context of the local Toronto environment;

• assist all Torontonians in adopting more environmentally sustainable behaviours; and
• establish a culture within the city to make this happen.

Recommendations emerged from the workgroup relating to themes based on the professional and practical experiences of workgroup participants. These themes are listed below and described in the text of the report with corresponding recommendations:

• Public Education and Outreach Program
• Social Marketing: City-wide and at the Community Level
• Institutional Commitments to Environmental Responsibility
• Multi-cultural and Multi-lingual Sensitivity
• Community-based Groups and Not-for-Profit Organizations
• Engaging Youth
• Integrating Environmental Sustainability Into Formal Education
• Experiential Learning
• Access to Environmental/Sustainability Resources
• Long-Term Partnerships for Education and Outreach

  The "Public Education and Outreach Program" describes the main mechanism for implementing recommendations that the City is responsible for initiating or undertaking. For each theme, recommendations are put forward to build awareness, develop support, and motivate action toward the achievement of a more environmentally sustainable city.

SUMMARY OF RECOMMENDATIONS:

The Environmental Task Force's Education and Awareness Workgroup recommends that the City become a world leader in the delivery of environmental/sustainability education and outreach. This would involve developing an education and outreach program in partnership with the broad community of educators. The program would work to establish a culture supportive of environmental sustainability through building awareness, developing support, and motivating action for the adoption of more environmentally sustainable behaviours in all sectors of society.

Public Education and Outreach Program

1.That the Commissioner of Works and Emergency Services, in consultation with Economic Development, Culture, and Tourism; Community and Neighbourhood Services; Public Health; the Healthy City Office; Corporate Services; and Urban Planning and Development Services, initiate and coordinate a broadscale environmental/sustainability public education and outreach program until such time as a staff lead for sustainability is appointed and assumes this responsibility.

The program should be:

I.designed to raise awareness in the general public, and more specifically target the media, business, industry, agencies, educators, youth, community-based groups, and not-for-profit organizations;

ii.based on City priorities as identified in the approved Strategic Plan and the Environmental Plan or by Council;

iii.presented to the proposed Sustainability Roundtable or City Council prior to December 31, 2000;

iv.assessed and reported on in any Environmental/Sustainability Audit reporting undertaken by the City;

v.allocated appropriate staff resources from each participating department to lead specific environmental/sustainability education and outreach initiatives, and that the budget requirements of the program be included as part of the operating budgets of the relevant departments. It is anticipated that it may require additional staff and other resources to carry out the strategic delivery of this program; and

vi.designed to involve other City agencies, boards, and commissions such as The Toronto and Region Conservation Authority, Toronto Hydro, Toronto District Heating Corporation, Toronto Atmospheric Fund, and Libraries.

Social Marketing: City-Wide and at the Community Level

2.That the public education and outreach program use a two-tiered social marketing approach to:

I.develop public awareness of environmental conditions and issues within the city to establish a culture supportive of environmental sustainability; and

ii.undertake initiatives at the community-level that target and foster concrete action and the adoption of environmentally sustainable practices and behaviours among Torontonians. The specific behaviours should be identified in the City's new Environmental Plan.

3.That the Chief Administrative Officer develop an environmental/sustainability "branding" campaign to guide the public education and outreach program. The campaign will:

i.promote, celebrate, and provide incentives and awards for the support, participation, and achievement of progress toward environmental sustainability; and

ii.recognize the contributions of business, industry, teachers, educational institutions, media, community-based groups, not-for-profit organizations, youth, and others.

4.That the Commissioner of Works and Emergency Services establish an interdepartmental team to organize a Toronto Environment Week Expo in 2000, sponsored by the Mayor and Council, as part of the public education and outreach program and the City's millennium celebrations. This event should be linked to the proposed city-wide environmental/sustainability branding campaign. The Expo should also be used to launch the implementation of the City's Environmental Plan. Partnerships should be developed with the Toronto District School Board and the Toronto Catholic District School Board to provide Torontonians, and particularly youth, with opportunities to learn more about local programs developed to address urban environmental/sustainability issues and to encourage the public to become actively involved in their communities.

Institutional and Business Commitments to Environmental Responsibility

5.That the public education and outreach program include a valued and significant "inreach" component to ensure City staff are knowledgeable about the sustainability goals and principles adopted by the City.

6.That the public education and outreach program include opportunities to work with business and industry recognizing the important role the private sector has in achieving a more environmentally sustainable city.

Multi-cultural and Multi-lingual Sensitivity

7.That the public education and outreach program include the development of culturally sensitive and relevant public education and outreach initiatives focused on environmental sustainability. The program should establish partnerships with relevant agencies and settlement groups to deliver these initiatives using culturally appropriate methods in order that new Canadians and others who do not have English as their first language have the opportunity to understand and participate in these programs.

8.That the public education and outreach program identify ways to support the inclusion of the City's environmental priorities into English as a Second Language (ESL) programs developed by school boards and agencies.

9.That the Environmental Task Force request Citizenship and Immigration Canada provide or facilitate access to information on local environmental/sustainability issues to new Canadians.

Support for Community-based Groups and Not-for-Profit Organizations

10.That the City continue to support the environmental/sustainability education and outreach work of community-based groups and not-for-profit organizations, recognizing the important role these groups perform in the formal school system and their contribution to public awareness which can enhance knowledge, foster attitude change, forge commitment, and create supportive public attitudes for policy and regulatory changes. Further, that the forthcoming report from the Chief Administrative Officer, "Existing Environmental Committees and the Environmental Task Force" identify appropriate staff resources across the corporation to provide this support for community-based environmental groups.

11.That the Environmental Task Force request the proposed Sustainability Roundtable investigate the establishment of a grant program to provide seed money for community-based environmental groups to undertake education and outreach initiatives focused on environmental/sustainability, and seek leveraged contributions from other partners such as the Community Foundation.

Engaging Youth

12.That the public education and outreach program welcome, encourage, and celebrate the involvements of youth in planning and implementing the City's environmental/sustainability initiatives by developing a specific youth program which will in its initial phases:

I.inaugurate a process for identifying and developing appropriate volunteer opportunities in support of City programs and initiatives for youth seeking to become involved in environmental/sustainability projects, and through this involvement meet their Ontario community involvement curriculum requirements;

ii.recognize youth environmental leaders through the inauguration of a new Youth Environmental Achievement Award;

iii.support environmental/sustainability education opportunities such as internships and similar programs in conjunction with local universities and colleges;

iv.include opportunities for the proposed Sustainability Roundtable to consult with youth representatives, either through direct representation on the Roundtable or through other appropriate mechanisms;

v.have appropriate staffing resources assigned to coordinate the involvement of youth in environmental/sustainability initiatives; and

vi.that the above recommended youth program be referred for comment and a report back to the ETF by the Children and Youth Action Committee and the Co-chairs of the Toronto Interdepartmental Environment Team on the best way to implement the above recommendations by March 1, 2000.

Integrating Environmental Sustainability Into Formal Education

13.That the public education and outreach program identify opportunities to work in partnership with universities, local colleges, school boards, and others to assist in the development and monitoring of sustainability indicators for inclusion in the City's State of the Environment/Sustainability reporting.

14.That the public education and outreach program identify ways to formally develop new or strengthen existing programs in partnership with The Toronto and Region Conservation Authority, the Toronto District School Board, the Toronto Catholic District School Board, the Toronto Public Library Board, and others. These programs should raise environmental awareness and motivate behaviour change at the appropriate levels (elementary, secondary), be integrated with and support the curriculum, and be consistent with the City's environmental priorities.

15.That the Environmental Task Force invite local universities, colleges, and school boards to join with the City in making Toronto a model of sustainability through adopting more environmentally sustainable practices in their internal operations, and ensuring that the concepts of sustainability are offered as important components of the curriculum.

16.That the Environmental Task Force:

i. identify appropriate roles for their agencies to assist in developing materials in conjunction with the Toronto school boards to help the boards draw a substantial portion of their curriculum learning resources from the local environment; and

ii.recognize that at a time of increasing concern over environmental health, teachers within the Province generally do not receive environmental/sustainability education training. Further, that the ETF call on the Ontario Ministries of Education and Training, Colleges and Universities and local universities and colleges to consider environmental/ sustainability education as a significant core element and requirement of courses available in preservice and inservice teacher education.

Experiential Learning

17.That the Commissioner of Economic Development, Culture and Tourism, in conjunction with other appropriate departments, support broadening opportunities for nature exploration, stewardship activity, and enriching personal experience through nature interpretation, hands-on and experiential programs, towards a healthy and diverse natural environment in city parks and greenspaces.

18.That the Environmental Task Force recognize and seek ways to strengthen the important contributions the Toronto District School Board, the Toronto Catholic District School Board, and The Toronto and Region Conservation Authority outdoor education field centres make to enhancing environmental awareness and motivating the adoption of more environmentally sustainable behaviours among Toronto students. Further, that the ETF recognize the existing partnerships among the TRCA, TDSB, and TCDSB that make environmental/sustainability education through field centres accessible to Toronto students.

Access to Environmental/Sustainability Resources

19.That the Environmental Task Force request the Toronto Public Library Board promote its current environmental resources, and investigate the feasibility of establishing an environmental/sustainability collection within the public library system in conjunction with the City. In addition to printed material, this should include audio-visual and on-line resources. Following the investigation, the City should support the development of specific resources and collections that can provide information for educators, students, and the broader community on local environmental/sustainability issues.

20.That the Commissioner of Works and Emergency Services establish a team, which includes the Chair of the Environmental Task Force, to develop an on-line environmental information resource as part of the City of Toronto website. The ETF Chair should report progress on the website to the ETF prior to the completion of the Environmental Plan. The website should ensure easy public access to local environmental data and include up to date environmental directories initiated by the ETF workgroups, local monitoring data, State of the Environment/Sustainability Reporting by the City of Toronto, and other resources.

21.That the Environmental Task Force request the proposed Sustainability Roundtable explore the principles and opportunities for sharing information in consultation with The Toronto and Region Conservation Authority, local colleges, universities, school boards, other levels of government, and representatives of community-based groups, business, and industry. This information would support the development of policies and programs which encourage the adoption of more environmentally sustainable behaviours, and could range from community attitudes and behaviour research (i.e. opinion polls) to technical data such as geographic information systems.

Long-term Partnerships for Education and Outreach

22.That the Environmental Task Force request the Toronto Interdepartmental Environment Team report on the allocation of staff resources to support the continuation of the Education and Awareness Workgroup for one year. The Workgroup should report to the ETF or its successor.

23.That the Environmental Task Force request The Toronto and Region Conservation Authority explore the feasibility of hosting a regular environmental/sustainability education forum for formal, non-formal, and informal educators. The forum should celebrate achievements in environmental sustainability, assist in the integration of local environmental/sustainability issues into classroom teaching, and set priorities for future action.

  1.INTRODUCTION

1.1Background

Environmental issues are important to people who live and work in Toronto. The city is fortunate to have an active and committed environmental community that has been instrumental in bringing attention and getting action on a wide range of environmental issues. Torontonians are concerned about the health effects of toxic chemicals in our air, water, soil, and food. They want to maintain and enhance the linked system of greenspaces along the waterfront and river valleys, and improve environmental management on all lands. They are concerned about the management of solid waste, and global issues such as ozone depletion and climate change. Although increasingly concerned, many appear to feel "stuck" about what they as individuals can do without the help of governments to facilitate and lead change. Many feel that the easy stuff (e.g., recycling, buying green) has been done. Toronto residents are looking for leadership and accountability. They want to do something about environmental problems and they want their government to show leadership.

In March 1998, Toronto City Council formed the Environmental Task Force (ETF). Made up of City Councillors, City staff, and representatives from business, labour, education, and environmental communities, the ETF is helping Toronto become a world leader in municipal sustainability--with a healthy, sustainable environment, community, and economy that meets today's needs without compromising opportunities for future generations. A major activity of the Task Force is to recommend an Environmental Plan for the City of Toronto. The ETF has established a vision for the environment in Toronto, a sustainability goal, and seven environmental principles to guide the development of the Environmental Plan and move toward achieving a more sustainable Toronto (Appendix A).

Since the United Nations Conference on Environment and Development was held in Rio in 1992, governments at all levels have acknowledged and supported the fact that an informed, educated, and participatory citizenry is critical for attaining progress towards a sustainable society. The need for public understanding of key issues, public support for enlightened legislation, and environmentally appropriate consumerism have been repeatedly identified as major concerns. The term "Education and Training" is mentioned 617 times in the 40 Chapters of Agenda 21, the "blueprint to sustainability" that was signed by all nations and world leaders at Rio. Only the word "government' is used more often.

1.2Education and Awareness Workgroup

The ETF recognized the need for an integrated program of environmental/sustainability education and outreach to build awareness, develop support, and motivate action toward the adoption of more environmentally sustainable behaviours in all sectors of society. The ETF requested that an education and outreach chapter be included in the Environmental Plan. To prepare the background for this chapter, an Education and Awareness Workgroup was formed to investigate and make recommendations about environmental/sustainability education and outreach in Toronto. The workgroup consisted of City Councillors, City staff, representatives from school boards, agencies, community organizations, and interest groups. It was chaired by ETF members Councillor Irene Jones and Dr. David Bell, Director of the York Centre for Applied Sustainability.

    The broad range of interests represented reflected the workgroup's view that "education" must not be equated with schooling or formal education alone. It includes non-formal and informal modes of instruction and learning, including traditional learning in the home and the community. This broad based approach to education is seen as the most effective means that Toronto society possesses for confronting the challenges of our city's future.

The group worked to accomplish the following tasks:

• to create Toronto's first environmental/sustainability public education and outreach report for consideration by the Task Force;
• to develop a directory of non-formal environmental education and public awareness activities occurring within the City; and
• to begin building the partnerships among workgroup participants needed for action.

Five workgroup meetings were held between April and June 1999 to facilitate input into the report. A draft report was presented at the July 20, 1999 Environmental Task Force meeting. Throughout August and early September 1999, the draft workgroup report was posted for public review on the ETF website. Comments on the report were requested from the Toronto Interdepartmental Environment Team, agencies, departments, academic institutions, and groups identified in the report. Comments received were integrated into the report as appropriate. This final report will be presented at the September 27, 1999 Environmental Task Force meeting for their consideration.

The focus of this workgroup was on education and outreach activities that raise public awareness, build support, and encourage the adoption of more environmentally sustainable behaviours. The term "environmentally sustainable behaviours" refers to actions that preserve or enhance environmental quality and contribute to improving the well-being of present and future generations. Examples include behaviours which minimize the use of natural resources, do not discharge pollutants to the environment, and maintain and enhance biological diversity.

Sustainability means looking at present day issues and challenges through a new lens that broadens our vision from a singular focus on only the economic, environmental, or social aspects of an issue to an integrated consideration of all three. Sustainability focuses attention on future horizons as a way of seeing more desirable approaches to problems of the present. This does not mean environmental health is compromised. Rather, it means environmental health becomes as necessary as economic vitality and social equity in building a healthy city.

Many Torontonians have an intuitive sense of the need to build a sustainable city. They may not be able to provide a precise definition of "sustainability," in fact even the Environmental Task Force has debated the issue, but they clearly are concerned about environmental problems, their personal health, social equity, the economy, and the need for informed action.

 Moving toward the vision of Toronto as an environmentally sustainable city will require fundamental changes in the attitudes, behaviours, and practices of all Torontonians. These changes are essential to protect our air, water, and land from further degradation, and to ensure the well-being of present and future generations.

1.3Purpose

This workgroup report provides a framework for the City to become a world leader in the delivery of environmental/sustainability education and outreach. Education and outreach initiatives around specific environmental issues (sustainable energy, transportation, water, etc.) will need to be linked to environmental priorities as identified in the City's new Environmental and Strategic Plans. As this report was finalized prior to the completion of these plans, it cannot provide detailed descriptions of education and outreach activities. However, a number of recommendations can be acted on immediately such as planning for the proposed City branding campaign, an Environment Week Expo in 2000, and the environmental/sustainability education forum.

Responsibility for implementing this workgroup's recommendations is shared. The workgroup recommends that the City develop a public education and outreach program and that the ETF undertake some tasks. It also recommends essential actions for the proposed Sustainability Roundtable, school boards, agencies, the Toronto Public Library Board, universities and colleges within the city, and other levels of government.

The workgroup found that environmental education and public outreach programs are currently being delivered by the City, non-governmental organizations, agencies, businesses, the academic community, and others within and outside of Toronto. However, many of these programs could be improved through stronger partnerships, strategic marketing and promotion, and increased accessibility. The workgroup considered these existing initiatives when developing their recommendations.

The workgroup also considered that their recommendations should complement and support other initiatives such as the City of Toronto ETF's proposed governance model, which includes education and outreach as a part of the mandate of the Sustainability Roundtable--the body proposed to continue the work of the ETF. The workgroup also considered the National Climate Change Implementation Process Public Education and Outreach Issue Table draft strategy.

Overall, the recommendations are intended to set the framework to:

• enable a greater understanding of the importance of environmentally sustainable behaviours within the context of the local Toronto environment;
• assist all Torontonians in adopting more environmentally sustainable behaviours; and
• establish a culture within the city to make this happen.

2.ESTABLISHING THE CULTURE: RAISING AWARENESS, DEVELOPING SUPPORT, AND MOTIVATING ACTION

Public education and outreach on environmental/sustainability issues will help to develop the foundation of support for the voluntary, regulatory, policy, or other measures that may be needed to implement the Environmental Plan. It will also enhance the public's understanding of the need to change their individual behaviours. Education and outreach are essential requirements for achieving the goal of a sustainable city.

2.1Vision

This report was guided by the vision of a culture supportive of sustainability as articulated in the ETF report, A Vision for the Future of the Environment in Toronto (Appendix A). These excerpts from the ETF's vision are most pertinent to this report:

In the year 2025, Toronto is a world leader in sustainable urban living. It is a city that is renowned for the quality of life experienced by its residents. Decision-makers and residents understand that long-term sustainability requires a healthy natural environment, a healthy economy, and healthy communities.

The municipal government is a leader in protecting the environment, and sets an example through its corporate environmental policies. It works in partnership with business, institutions, and other agencies and the public to achieve environmental health. City residents act as stewards of the City's natural resources, and care passionately about its air quality, greenspace system, wildlife, and water resources.

2.2Goals

The cultural shift required to achieve this vision requires building awareness, developing support, and motivating action towards the adoption of more environmentally sustainable behaviours. These are the broad goals of this workgroup report.

Build Awareness: to help build awareness and understanding among Torontonians of the concept of environmental sustainability and its applicability to the City of Toronto.

Develop Support: to help ensure the public is supportive of policy changes and willing to act in support of Toronto's commitment to achieve a sustainable city.

Motivate Action: to motivate behaviour change among Torontonians that will encourage the adoption of more environmentally sustainable behaviours.

The ultimate goal of this report is to establish a framework to facilitate the movement of key sectors of society from being target audiences in educational and outreach programs to becoming critical players in practising and promoting to others the adoption of more environmentally sustainable behaviours. This will expand the community of educators to include teachers, lecturers, curriculum developers, administrators, support staff, industrial trainers, environmental health and planning officers, education officers with non-governmental organizations, community educators, youth leaders, parent association members, media people, foundations, government and agency staff, many private sector firms, and representatives of learners in all contexts.

This workgroup report helps to set the framework for achieving the vision and these goals, all of which will be essential for the successful implementation of the City's new Environmental Plan as a whole.

2.3Structure of Recommendations

Recommendations emerged from the workgroup relating to themes based on the professional and practical experiences of workgroup participants. These themes are listed below and described in the text of the report with corresponding recommendations.

• Public Education and Outreach Program
• Social Marketing: City-wide and at the Community Level
• Institutional Commitments to Environmental Responsibility
• Multi-cultural and Multi-lingual Sensitivity
• Community-based Groups and Not-for-Profit Organizations
• Engaging Youth
• Integrating Environmental Sustainability Into Formal Education
• Experiential Learning
• Access to Environmental/Sustainability Resources
• Long-Term Partnerships for Education and Outreach

The "Public Education and Outreach Program" describes the main mechanism for implementing the recommendations that the City is responsible for initiating or undertaking. For each theme, recommendations are put forward to build awareness, develop support, and motivate action toward the achievement of a more environmentally sustainable city.

3. A FRAMEWORK FOR ENVIRONMENTAL/SUSTAINABILITY EDUCATION AND OUTREACH

3.1PUBLIC EDUCATION AND OUTREACH PROGRAM

To establish a culture of sustainability in Toronto, initiatives are needed which build awareness, develop support, and motivate action around the City's environmental priorities. These priorities will be identified in the City's's new Strategic and Environmental Plans. The success of these initiatives would be best achieved through the City developing an integrated public education and outreach program. To be effective, the program should be based on the framework provided by the recommendations in this workgroup report. The program should be presented to the proposed Sustainability Roundtable or City Council prior to December 31, 2000.

The public education and outreach program should be initiated and coordinated by the Commissioner of Works and Emergency Services until such time as a staff lead for sustainability is appointed. The Commissioner is an appropriate interim lead as Works and Emergency Services currently conducts public education and outreach activities for energy efficiency, water conservation, waste reduction, and sustainable transportation issues. The Commissioner is also Co-Chair of the Toronto Interdepartmental Environment Team (TIE).

To effectively deliver the program, Works and Emergency Services should involve other departments within the Corporation including Economic Development, Culture and Tourism; Community and Neighbourhood Services; Public Health; the Healthy Office; Corporate Services; and Urban Planning and Development Services. Many components of the program should be developed and implemented in partnership with educators throughout the city to increase efficiencies and ensure that targeted audiences are reached. Relevant agencies, boards, and commissions (e.g., The Toronto Transit Commission) should also be involved. The proposed Sustainability Roundtable should facilitate these partnerships through their membership.

The "general public" is a priority audience for public education and outreach to build a foundation of awareness and support for actions taken on environmental/sustainability issues. A number of specific groups have also been targeted for action because of their ability to reach and raise awareness in others. These groups include municipal and other government staff, elected officials, environmental agencies, youth, community-based groups, not-for-profit organizations, educators, business, industry, and the media.

The public education and outreach program should be included in the plan proposed in the June 1999 ETF report, The Proposed Governance Model for Advanced Environmental Decision Making for the City of Toronto. This proposed plan will be presented to the City's Policy and Finance Committee by January 1, 2000. It will identify how sustainability can best be promoted, facilitated, and supported within the organization of the City of Toronto. The public education and outreach program should also be evaluated in terms of how effectively City departments carry out their responsibilities, and reported on in any environmental/sustainability audit report prepared by the City.

Appropriate resources will be required to implement the recommendations in this workgroup report, which provide the framework of the public education and outreach program. The budget implications of this program should be presented as part of the Works and Emergency Services year 2000 operating budget in order that additional staff, research, marketing, and communications costs are in place for the first year of the program (year 2000). Appropriate staff resources will be required from each of the participating departments to lead specific public education and outreach initiatives. The budget requirements of the program will also need to be included in the operating budgets of the participating departments. It is anticipated that it may require additional staff and other resources to carry out the strategic delivery of this program.

RECOMMENDATIONS

1. That the Commissioner of Works and Emergency Services, in consultation with Economic Development, Culture, and Tourism; Community and Neighbourhood Services; Public Health; the Healthy City Office; Corporate Services; and Urban Planning and Development Services, initiate and coordinate a broadscale environmental/sustainability public education and outreach program until such time as a staff lead for sustainability is appointed and assumes this responsibility.

The program should be:

i. designed to raise awareness in the general public, and more specifically target the media, business, industry, agencies, educators, youth, community-based groups, and not-for-profit organizations;

ii.based on City priorities as identified in the approved Strategic Plan and the Environmental Plan or by Council;

iii.presented to the proposed Sustainability Roundtable or City Council prior to December 31, 2000;

iv.assessed and reported on in any Environmental/Sustainability Audit reporting undertaken by the City;

1. allocated appropriate staff resources from each participating department to lead specific environmental/sustainability education and outreach initiatives, and that the budget requirements of the program be included as part of the operating budgets of the relevant departments. It is anticipated that it may require additional staff and other resources to carry out the strategic delivery of this program; and

vi.designed to involve other City agencies, boards, and commissions such as The Toronto and Region Conservation Authority, Toronto Hydro, Toronto District Heating Corporation, Toronto Atmospheric Fund, and Libraries.

3.2SOCIAL MARKETING: CITY-WIDE AND AT THE COMMUNITY LEVEL

Social marketing approaches can effectively be used to increase the acceptability of a social idea or practice using strategies and tactics such as advertising, school-based educational efforts, and direct personal contact. Campaigns to reduce drinking and driving; promote active living and fitness; or reuse, reduce, and recycle waste demonstrate the value of integrating awareness and behavioural change.

To achieve the City's sustainability goal, there is a need to educate, raise awareness, and build a broad foundation of support for the values and principles of sustainability. This is necessary to foster city-wide commitment and support for the actions (e.g., policy and regulatory changes) needed to address priority environmental issues. At the same time, community level programs are needed to motivate Torontonians to apply the principles of sustainability through adopting more environmentally sustainable behaviours and practices (e.g., reducing waste).

The proposed public education and outreach program should use social marketing approaches to increase acceptability of the concept of a sustainable city and, more importantly, to foster behavioural changes. These social marketing approaches should operate on two levels:

• City-wide to build public awareness and a foundation of support; and
• At the community level to stimulate action.

City-wide Social Marketing Campaign

Within the city, there is no comprehensive social marketing campaign to raise public awareness and promote the values and principles of sustainability. Similar campaigns have been developed by the City around other themes, for example, the new Millennium. A city-wide social marketing campaign should communicate the vision of a sustainable city, showcase progress, and support marketing and communications activities undertaken by City departments and partners within the community. The campaign should promote, celebrate, and provide incentives and awards for the support, participation, and achievement of progress toward a more environmentally sustainable city. The campaign should also recognize the contributions of business, industry, agencies, teachers, educational institutions, community-based groups, not-for-profit organizations, youth, and others.

The city-wide social marketing campaign should be directed by the Chief Administrative Officer to ensure consistent messages and program delivery among City departments. The campaign should focus primarily on broad-based awareness raising and engagement activities using advertising, media relations, and city-wide public events.

Central to the campaign should be the development of a sustainability "brand" or "identity" in the form of an easily recognizable name, a logo, and a slogan. The brand identity should be used city-wide to enhance the profile of sustainability initiatives and reinforce relevant City messages. The brand should be compelling and simple to encourage other organizations to affiliate themselves with the program, either for specific events or on a long-term basis.

The campaign should include "sustainability spokespeople" to deliver clear, consistent messages. It should focus on the delivery of messages that capture the City's priorities as they relate to sustainable transportation, energy, or other issues. Messages should be meaningful to residents and include suggestions on what individuals can do to contribute to a sustainable city. This could include messages that raise public awareness of environmental policies and regulations to assist compliance.

The brand identity, broad themes, and specific messages will need to be tested with focus groups. Many workgroup participants suggested the Ecological Footprint concept, developed by Mathis Wackernagel and Bill Rees at the University of British Columbia, be considered as an overarching marketing message used to promote a culture supportive of sustainability within the City (Box 1). Health, in a broad sense, is another message that could be tested. Other messages may be suggested in the City's new Environmental Plan.

The media will be a key audience in the campaign because of their ability to confer legitimacy on, and raise public awareness of, an issue. The campaign should engage the media through community and civic meetings, press conferences, press releases, and ongoing sustainability features on news programs. Media and corporate partnerships should be pursued through sponsorships and the creation of an award for excellence in environmental/sustainability reporting.

The campaign should provide incentives for business, industry, community-based groups, institutions, youth, and others to adopt more environmentally sustainable practices. One incentive would be to develop a recognition or awards program which would showcase success stories at the local level.

A major event linked to the environmental/sustainability "branding" campaign should be a Mayor's Environment Week Expo in 2000, as part of the City's millennium celebrations. The Expo should be used to launch the implementation of the City's new Environmental Plan. The Commissioner of Works and Emergency Services should establish a team to organize the event. Partnerships should be developed with the Toronto District School Board and Toronto Catholic District School Board to provide Torontonians, and particularly youth, with opportunities to learn more about urban environmental/sustainability issues and to encourage the public to become actively involved in their communities.

Community-based Social Marketing

At the community level, initiatives that target and foster the actions required to achieve a more sustainable city are critical. To date, there have been a number of large-scale information-based public outreach programs promoting water conservation, energy efficiency, waste reduction, naturalization, and other more environmentally sustainable practices. These programs are delivered through municipal departments, agencies, and community-based groups.

These information-based campaigns are frequently developed with the assumption that changes in behaviour are brought about by increasing public knowledge of an issue and by fostering attitudes that are supportive of a desired activity, such as composting. Programs based on this perspective attempt to alter behaviour by providing information through media advertising and the distribution of brochures and newsletters. However, a number of studies document that education alone often has little or no effect upon sustainable behaviour. Research also shows that there is a very weak relationship between attitudes or knowledge and behaviour. Despite the evidence, little attention has been given to ensuring that programs have a high likelihood of changing behaviour. To make the transition to a sustainable future, we must understand what leads individuals to engage in behaviour that is collectively sustainable, and design programs accordingly.

Community-based social marketing is a method developed by Dr. Douglas McKenzie-Mohr. It is an attractive alternative to information-intensive campaigns that the City's Works and Emergency Services Department has experimented with in some environmental programs. As community-based social marketing has been shown to be very effective at fostering behaviour change, appropriate City departments should increasingly use this approach to encourage the adoption of more environmentally sustainable behaviours among Torontonians.

The effectiveness of community-based social marketing is due to its pragmatic approach. This approach involves:

• identifying barriers to a sustainable behaviour;
• designing a strategy that utilizes behaviour change tools to overcome barriers;
• piloting the strategy with a small segment of a community;

Cevaluating the impact of the program, and if it is shown to be effective;

• larger-scale implementation.

Community-based social marketing methods can be used in a number of areas, including water conservation, energy efficiency, waste reduction, and alternative transportation. The specific sustainable behaviours that will need to be promoted by the City should be identified in the Environmental Plan.

RECOMMENDATIONS

2.That the public education and outreach program use a two-tiered social marketing approach to:

i. develop public awareness of environmental conditions and issues within the city to establish a culture supportive of environmental sustainability; and

ii.undertake initiatives at the community-level that target and foster concrete action and the adoption of environmentally sustainable practices and behaviours among Torontonians. The specific behaviours should be identified in the City's new Environmental Plan.

3. That the Chief Administrative Officer develop an environmental/sustainability "branding" campaign to guide the public education and outreach program. The campaign will:

i. promote, celebrate, and provide incentives and awards for the support, participation, and achievement of progress toward environmental sustainability; and

ii.recognize the contributions of business, industry, teachers, educational institutions, media, community-based groups, not-for-profit organizations, youth, and others.

4. That the Commissioner of Works and Emergency Services establish an interdepartmental team to organize a Toronto Environment Week Expo in 2000, sponsored by the Mayor and Council, as part of the public education and outreach program and the City's millennium celebrations. This event should be linked to the proposed city-wide environmental/sustainability branding campaign. The Expo should also be used to launch the implementation of the City's Environmental Plan. Partnerships should be developed with the Toronto District School Board and the Toronto Catholic District School Board to provide Torontonians, and particularly youth, with opportunities to learn more about local programs developed to address urban environmental/sustainability issues and to encourage the public to become actively involved in their communities.

3.3INSTITUTIONAL AND BUSINESS COMMITMENTS TO ENVIRONMENTAL RESPONSIBILITY

Works and Emergency Services delivers public outreach programs for water conservation, waste reduction, energy efficiency, and other sustainable practices. To enhance credibility of the City's programs, an "inreach" component should be included as a valued and significant component of the City's proposed public education and outreach program. This would help to ensure that City staff understand the need for more environmentally sustainable practices within the corporation and share that information with others.

Inreach on environmental/sustainability issues could be delivered through holding workplace based workshops on sustainability for employees; promoting guidelines and policies for purchasing that reflect sustainable practices; or holding a series of meetings for civic and business employees on steps to achieve sustainability. These strategies would help position the City as a leader in municipal sustainability; a model for boards, agencies, commissions, business, industry, and other institutions to emulate; and a resource for institutions or private sector companies wanting to become more environmentally responsible.

There should be a commitment by local universities, colleges, and school boards to join the City in making Toronto a model of sustainability through adopting more environmentally sustainable practices in their internal operations. These institutions are also in an unique position to educate students on the principles, values, and applications of environmental sustainability through ensuring that the concepts of sustainability are offered as important components of the curriculum (see recommendation #15).

Business and industry have important roles in contributing to the goal of a sustainable city. The private sector is often viewed as a target audience for education and outreach; however, business and industry are also important for their potential leadership role in demonstrating action to the public and because of their communications with employees, suppliers, and consumers. Environmentally responsible businesses can provide leadership in the following ways:

• informing shareholders about environmental and economic performance;
• working with suppliers to identify ways to conserve energy, materials, and ways to handle or replace toxic chemicals;
• ensuring employees are properly informed about the sustainable use of energy and raw material;
• informing customers about the environmental implications of product choice, use, and disposal; and
• being receptive to public concerns about plant operations and product design and performance.

Within the City's proposed public education and outreach program, strategies should be included to engage business and industry as leaders in making their operations more environmentally sustainable, and communicating this to their employees, shareholders, customers, and suppliers. The proposed public education and outreach program should consider including forums to establish City-business and business-business alliances, an awards program for environmentally sustainable businesses, the creation of specific materials and resources for smaller private sector enterprises, and the promotion of work-place based initiatives (e.g., car pooling, teleworking).

RECOMMENDATIONS

5. That the public education and outreach program include a valued and significant "inreach" component to ensure City staff are knowledgeable about the sustainability goals and principles adopted by the City.

6.That the public education and outreach program include opportunities to work with business and industry recognizing the important role the private sector has in achieving a more environmentally sustainable city.

3.4MULTI-CULTURAL AND MULTI-LINGUAL SENSITIVITY

The City of Toronto is known internationally for its cultural diversity. The 1996 Census of Population indicates that Toronto's immigrant communities comprise 48 percent of the population. Asia has replaced Europe as the main source of immigration. The countries which have supplied the highest number of recent immigrants are Hong Kong, China, Sri Lanka, India, and the Philippines.

This workgroup endeavoured to be inclusive in its recommendations. It recognized from the outset that special emphasis must be given to building awareness and encouraging the participation of multi-cultural communities in environmental/sustainability activities.

Currently, Works and Emergency Services translates educational materials into 20 different languages and conducts outreach to multi-cultural residents about the City's environmental programs and services. The department recognizes that traditional outreach methods are often unsuccessful when used to target multi-cultural residents for a number of reasons, including:

• language and cultural differences;
• different perceptions of government and the role it plays in their lives;
• the diversity that exists within the multicultural audience; and
• in the case of new Canadians, their priorities are often focussed on settlement issues such as finding employment and a place to live in a new country.

To engage multi-cultural residents, and make environmental/sustainability resources available to these groups, a number of strategies should be employed. These include translating materials, making materials culturally relevant, using generic vehicles to educate (e.g., illustrations or videos), simplifying messages, using ethnic media to deliver messages, and recruiting staff or volunteers who speak other languages. When programs are being designed, consulting with ethnic representatives who speak English or conducting focus groups to determine the effectiveness of programs should occur. Working in partnership with existing community and cultural agencies, health or community services, and organizations and agencies dealing with new Canadians will increase the effectiveness of education and outreach programs. Settlement agencies frequently used by new immigrants and cultural, community, and religious organizations used by multi-cultural groups should be encouraged to provide easily accessed information on what individuals can do to help achieve a sustainable city.

English as a Second Language (ESL) and Language Instruction for New Canadians (LINC) programs provide an opportunity to increase the environmental/sustainability awareness of new Canadians. The integration of local environmental issues into ESL programs has been initiated by the Ontario Secondary School Teachers' Federation's Green School Program, the City's Waste Watcher program (Box 2), and by The Toronto and Region Conservation Authority's Multi-Cultural Environmental Stewardship Program. (Box 3). This type of work should be supported and expanded through partnerships with the school boards, the City, the TRCA, and community and settlement agencies. Support should also be received from Citizenship and Immigration Canada (CIC) through the production of fact sheets or other materials on key environmental issues for major immigrant destinations. CIC should also facilitate access to information on local environmental/sustainability issues to new Canadians through providing an annotated contact list of environmental/sustainability organizations in major immigrant destinations.

     RECOMMENDATIONS

7. That the public education and outreach program include the development of culturally sensitive and relevant public education and outreach initiatives focused on environmental sustainability. The program should establish partnerships with relevant agencies and settlement groups to deliver these initiatives using culturally appropriate methods in order that new Canadians and others who do not have English as their first language have the opportunity to understand and participate in these programs.

8. That the public education and outreach program identify ways to support the inclusion of the City's environmental priorities into English as a Second Language (ESL) programs developed by school boards and agencies.

9.That the Environmental Task Force request Citizenship and Immigration Canada provide or facilitate access to information on local environmental/sustainability issues to new Canadians.

3.5COMMUNITY-BASED GROUPS AND NOT-FOR-PROFIT ORGANIZATIONS

Many community-based groups and not-for-profit organizations conduct public education and outreach activities focussing on environmental/sustainability issues. These activities include public awareness campaigns, ecological interpretation programs, community-based social marketing programs, and providing environmental/sustainability clearinghouses. The activities of these groups contribute to public awareness which can enhance knowledge, foster attitude change, forge commitment, and create supportive public attitudes for policy and regulatory changes. However, limited financial and human resources can reduce the scope and effectiveness of these programs. Recognizing these constraints, many City departments informally provide information, staff resources, and technical support to assist groups in delivering environmental/sustainability programs that complement City services and programs.

Currently, the City's support of these groups is difficult to maintain due to a lack of formally allocated resources. To assist City departments in continuing to provide support for community-based environmental groups and not-for-profit organizations, appropriate departments should include staff allocations within their budgets. Staffing and other resource support for the City's environmental advisory committees should be outlined in the forthcoming report for the Chief Administrative Officer, "Existing Environmental Committees and the Environmental Task Force."

The co-marketing of a program or a message (e.g., the City and a community-based group jointly deliver an outreach program) can signal to the public a key issue more effectively than only one group publicizing an issue. Co-marketing is also a cost effective approach to delivering programs as community-based groups and not-for-profit organizations can often leverage in-kind or direct resources from other partners to assist in the delivery of outreach programs.

Through the proposed Sustainability Roundtable, the City should investigate the establishment of a grant program to provide seed money for community-based environmental groups to undertake environmental/sustainability education and outreach initiatives. However, City contributions would need to be supplemented with leveraged funds from partners such as the Community Foundation.

RECOMMENDATIONS

10. That the City continue to support the environmental/sustainability education and outreach work of community-based groups and not-for-profit organizations, recognizing the important role these groups perform in the formal school system and their contribution to public awareness which can enhance knowledge, foster attitude change, forge commitment, and create supportive public attitudes for policy and regulatory changes. Further, that the forthcoming report from the Chief Administrative Officer, "Existing Environmental Committees and the Environmental Task Force" identify appropriate staff resources across the corporation to provide this support for community-based environmental groups.

11.That the Environmental Task Force request the proposed Sustainability Roundtable investigate the establishment of a grant program to provide seed money for community-based environmental groups to undertake education and outreach initiatives focused on environmental/sustainability, and seek leveraged contributions from other partners such as the Community Foundation.

3.6ENGAGING YOUTH

Youth are often a target audience for education and outreach programs because they are able to make choices early on in life regarding the adoption of environmentally sustainable behaviours. Youth are the decision-makers, business people, consumers, homeowners, and parents of the future. However, youth can also be important as educators in influencing the actions of their peers, families, and communities.

In Toronto, a number of groups have been established to engage the energy, enthusiasm, and values of youth around environmental/sustainability issues. These include the Toronto District School Board Student Environment Network, the Toronto Environmental Alliance Youth Caucus, and Youth Challenge International. Specific environmental/sustainability education and outreach strategies, targeted at youth, should be developed by the City to complement these existing opportunities.

The City should recognize the contributions youth can make to the environmental work of the City. This should be achieved through including opportunities for the proposed Sustainability Roundtable to consult with youth representatives, either through direct representation on the Roundtable or through other appropriate mechanisms.

It is also essential to raise awareness among youth about key local environmental/sustainability issues, their causes and potential impacts, and what individuals can do to mitigate their impacts. This should be achieved in part through initiating community awareness media projects (local newspaper articles, local cable shows) and including a youth page on the proposed City of Toronto environmental web site.

Strategies should also be developed that motivate youth to take action in their own lives and encourage others to adopt more environmentally sustainable behaviours. Currently, all students in Ontario must complete a minimum of 40 hours of unpaid community involvement activities before graduating from high school. Students are able to choose their own community involvement activities, within guidelines provided by the school. One approach would be to identify and develop appropriate volunteer opportunities in support of City programs and initiatives for youth seeking to become involved in environmental/sustainability projects. Through this involvement, students could meet their Ontario community involvement curriculum requirements. Second, the City should support environmental/sustainability education opportunities such as internships in conjunction with local universities and colleges. A Youth Environmental Achievement Award, presented at the proposed Environment Week Expo, to recognize youth environmental leaders should be a third motivational tool used by the City to engage youth in environmental/sustainability activities.

RECOMMENDATIONS

12. That the public education and outreach program welcome, encourage, and celebrate the involvements of youth in planning and implementing the City's environmental/sustainability initiatives by developing a specific youth program which will in its initial phases:

i. inaugurate a process for identifying and developing appropriate volunteer opportunities in support of City programs and initiatives for youth seeking to become involved in environmental/sustainability projects, and through this involvement meet their Ontario community involvement curriculum requirements;

ii.recognize youth environmental leaders through the inauguration of a new Youth Environmental Achievement Award;

iii.support environmental/sustainability education opportunities such as internships and similar programs in conjunction with local universities and colleges;

iv.include opportunities for the proposed Sustainability Roundtable to consult with youth representatives, either through direct representation on the Roundtable or through other appropriate mechanisms;

v. have appropriate staffing resources assigned to coordinate the involvement of youth in environmental/sustainability initiatives; and

vi.that the above recommended youth program be referred for comment and a report back to the ETF by the Children and Youth Action Committee and the Co-chairs of the Toronto Interdepartmental Environment Team (TIE) on the best way to implement the above recommendations by March 1, 2000.

3.7INTEGRATING ENVIRONMENTAL SUSTAINABILITY INTO FORMAL EDUCATION

Formal education is delivered through the institutionalized, hierarchically structured educational system from lower primary school to the upper reaches of university (i.e. K- 12 and academic institutions).

The formal education system is a primary means to reach children and youth. When provided with appropriate tools and incentives including curricula, materials, training, and teacher recognition educators within the formal system can effectively teach about environmental sustainability as well as conduct hands-on greening programs to complement classroom teaching.

The long-term benefits of environmental/sustainability education for raising the environmental awareness of children and youth have been known to practitioners for many years. Recent research also provides proof of the benefits of using the environment as an integrating context for learning. The results of a comprehensive 12 state, 40-school study in the United States, conducted for the State Education and Environment Roundtable by Dr. Gerald Lieberman clearly demonstrates that using the environment as an integrating context for learning (EIC) within the formal education system (K-12) helps students learn better than in a traditional classroom setting.

Education based on EIC can be implemented in any geographical or socio-economic setting a school is located in: near a river, a forest, a city park, or a garden created out of an asphalt school ground. EIC programs typically employ the environment as a comprehensive focus and framework for learning in all areas: general and disciplinary knowledge, thinking and problem-solving skills, and basic life skills such as cooperation and interpersonal communications.

The benefits of EIC programs found in the study include:

• better performance on standardized measures of academic achievement in reading, writing, math, science, and social studies;
• reduced discipline and classroom management problems;
• increased engagement and enthusiasm for learning; and
• greater pride and ownership in accomplishments.

Although there are many benefits, a number of factors make the delivery of environmental/sustainability education a challenge within the formal system:

• Currently, funding in school boards does not provide full support for classroom materials on environmental sustainability or professional development for teachers.
• It may be difficult for teachers to appropriately link their environmental/sustainability educational activities with the new Ontario Curriculum.
• Environmental/sustainability education is considered supplemental to the traditional school curriculum. Teachers committed to environmental/sustainability education need the support of principals, school boards, and the Ministries of Education and Training, Colleges, and Universities.
• Currently, preservice teacher training does not include environmental/sustainability education as a significant component of teacher training. As the curriculum does not explicitly support environmental studies, fewer students in faculties of education may be motivated to choose environmental/sustainability education as an area of specialization.

Despite these challenges, progress has been made. The Toronto District School Board recently declared two new coordinators positions: one for outdoor education and another for global and environmental education. Partnerships between the school boards, the City, the TRCA, the private sector, and others are also growing to provide environmental/sustainability programs using local examples and linking with the curriculum (Box 4).

There are several City programs delivered to students through the formal school system. These programs include Works and Emergency Services facility tours; Discovery Walks; and teacher and classroom workshops on water conservation, waste reduction, and composting. The City should identify ways to formally develop new or strengthen existing programs in partnership with the TRCA, TDSB, TCDSB, and others. These programs should raise environmental awareness and motivate behaviour change at the appropriate levels (elementary, secondary), be integrated with and support the curriculum, and be consistent with the City's environmental priorities.

To improve the resources available for environmental/sustainability education and to use the environment as an integrating context for learning in Toronto schools, support is needed from the Ministries of Education and Training, Colleges, and Universities; the school boards; teachers; faculties of education; and the broader community.

Agencies participating on the Environmental Task Force and the City should also provide support through sharing their data and other information on local environmental/sustainability issues with textbook companies and the Toronto school boards. This would assist teachers in drawing a substantial portion of their curriculum learning resources from the local environment. Developing and delivering programs and materials through partnerships with universities, colleges, school boards, the City, the TRCA, and other organizations should also help to link student's education with City and agency priorities and make their learning applicable to their local environment. For example, having students monitor sustainability indicators for inclusion in the City's state of the environment/sustainability reporting (Box 5).

In addition to teachers and students in elementary and secondary schools, students in post-secondary institutions should have environmental/sustainability issues integrated into their curriculum as they are the decision-makers of the future. Local universities, colleges, and school boards should join with the City in making Toronto a model of sustainability through adopting more environmentally sustainable practices in their internal operations, and ensuring that the concepts of sustainability are offered as important components of the curriculum. Some universities and community colleges in the Toronto area are already accessing government funding, through the Ministry of Training, Colleges and Universities capital grants, which allow them to engage in a number of environmentally sound practices. For example, eliminating the use of CFC compounds and funding retrofits to reduce energy consumption. The new Supergrowth Build Fund, announced in the 1999 Ontario budget, may enhance the financial ability of universities and colleges to continue this important work.

At a time of increasing concern over environmental health, teachers within the Province generally do not receive environmental/sustainability education training. Participating agencies on the ETF could provide support through calling on the Ontario Ministries of Education and Training, Colleges, and Universities, and local colleges and universities involved in teacher education to consider environmental/sustainability education becoming a significant core element and requirement of the courses available for preservice and inservice teacher education. This would help to ensure that the next generation of students have every opportunity to be aware of sustainability issues and to develop the critical and experiential knowledge required to make the personal, collective, and business decisions necessary to achieve sustainability.

RECOMMENDATIONS

1. That the public education and outreach program identify opportunities to work in partnership with universities, local colleges, school boards, and others to assist in the development and monitoring of sustainability indicators for inclusion in the City's State of the Environment/Sustainability reporting.
2. That the public education and outreach program identify ways to formally develop new or strengthen existing programs in partnership with The Toronto and Region Conservation Authority, the Toronto District School Board, the Toronto Catholic District School Board, the Toronto Public Library Board, and others. These programs should raise environmental awareness and motivate behaviour change at the appropriate levels (elementary, secondary), be integrated with and support the curriculum, and be consistent with the City's environmental priorities.

15.That the Environmental Task Force invite local universities, colleges, and school boards to join with the City in making Toronto a model of sustainability through adopting more environmentally sustainable practices in their internal operations, and ensuring that the concepts of sustainability are offered as important components of the curriculum.

16.That the Environmental Task Force:

i. identify appropriate roles for their agencies to assist in developing materials in conjunction with the Toronto school boards to help the boards draw a substantial portion of their curriculum learning resources from the local environment; and

ii.recognize that at a time of increasing concern over environmental health, teachers within the Province generally do not receive environmental/ sustainability education training. Further, that the ETF call on the Ontario Ministries of Education and Training, Colleges, and Universities and local universities and colleges to consider environmental/sustainability as a significant core element and requirement of courses available in preservice and inservice teacher education.

3.8EXPERIENTIAL LEARNING

A bird's eye view of Toronto in spring and summer shows a green canopy covering the city. Much of the canopy is located on publicly accessible greenspaces within river valleys, along the waterfront, and in City parks. These lands provide Toronto residents with experiential learning opportunities about the local environment and the direct connections between human activities and natural processes.

In Toronto, there are formal and non-formal experiential learning opportunities in the community, on the school ground, and at day and residential outdoor education field centers. Providers of experiential education programs include the City, community-based groups, teachers, the school boards, and The Toronto and Region Conservation Authority. These programs provide access to opportunities for nature exploration, stewardship activity, and enriching personal experiences.

Through the Economic Development, Culture and Tourism Department--Parks and Recreation Services, the City has developed programs to help residents "experience" an area's heritage and environment. For example, the Discovery Walks program provides self guided walks that link city ravines, parks, heritage sites, lost rivers, gardens, beaches, and neighbourhoods. Interpretive signage explains local natural and social history to the thousands of residents and visitors that hike these lands. Other Parks and Recreation initiatives include children's gardening, environmental exploration programs, and events for school groups, summer camps, and community members.

Facilities such as the Humber Arboretum (Box 6) and the Kortright Centre for Conservation provide nature interpretation opportunities accessible to city residents. Community-based groups provide ecological interpretative programs, walking tours throughout the city, and conduct other educational programs. Dedicated teachers provide students with outdoor learning experiences such as naturalizing their schoolyard and in-the-field monitoring of environmental quality. These projects are helping students learn about their local environment in a way that is both useful and productive. Teachers often complete their work with the assistance of Canada Trust Friends of the Environment Foundation, The Toronto and Region Conservation Authority, Parks and Recreation Services, or a number of community-based groups.

Outdoor education day and residential schools are provided through the TDSB and TRCA outdoor education centers. A variety of programs, linked to the new curriculum expectations, are delivered at the field centers. At TRCA centers, these programs are delivered in partnership with the school boards.

For more than 50 years, Toronto area students have been learning in a variety of natural environments within the Toronto area. Approximately 125,000 students each year have an outdoor education experience at a day or residential outdoor education centre (TDSB, 1997). These experiences enhance environmental awareness and motivate the adoption of more environmentally sustainable behaviours among Toronto students. The setting provided in these schools allows city children to experience the natural world. The benefits of using the environment as an integrating context for learning on an on-going basis are referenced in the preceding section on formal education. Further evidence reveals that students retain more of what they learn experientially using the outdoors as a classroom, and are profoundly affected by the experience (TDSB, 1997). An additional benefit of field centres is the equal access provided for all students to attend a field school. This is important as there are growing numbers of new Canadians and increasing levels of poverty.

Given the value experiential learning has for raising environmental awareness and motivating stewardship activities among city residents and students, enhancing the infrastructures that support this type of learning should be pursued whenever feasible.

RECOMMENDATIONS

17.That the Commissioner of Economic Development, Culture and Tourism, in conjunction with other appropriate departments, support broadening opportunities for nature exploration, stewardship activity, and enriching personal experience through nature interpretation, hands-on and experiential programs, towards a healthy and diverse natural environment in city parks and greenspaces.

18.That the Environmental Task Force recognize and seek ways to strengthen the important contributions the Toronto District School Board, the Toronto Catholic District School Board, and The Toronto and Region Conservation Authority outdoor education field centres make to enhancing environmental awareness and motivating the adoption of more environmentally sustainable behaviours among Toronto students. Further, that the ETF recognize the existing partnerships among the TRCA, TDSB, and TCDSB that make environmental/sustainability education through field centres accessible to Toronto students.

   3.9ACCESS TO ENVIRONMENTAL/SUSTAINABILITY RESOURCES

There are many environmental educational resources, and a growing collection of materials that can be used for sustainability education. These resources include baseline data on the local environment, community, and economy; public attitude survey research; resources for the professional development of teachers; and curriculum materials. These resources are produced by the school boards, the City, agencies, and others. Access to these materials is provided through local public, university, and college libraries; the City; specialized environmental resource centres and clearinghouses; agencies; and the internet.

While there are many resources available for environmental/sustainability educators to use, many are unaware of the broad-ranging scope of materials; overwhelmed by the quantity of information; unable to find the best resources for dealing with local environmental/sustainability issues; or in the case of teachers in the formal education sector, unlikely to use resources that are not closely linked to the curriculum via appropriate learning activities. There is a need to improve access to appropriate resources in order that community-based groups, agencies, teachers, and others have the best available tools to carry out their environmental/sustainability public education and outreach initiatives. These resources should be promoted and made accessible to the general public to encourage awareness of local environmental/sustainability issues and build support for actions.

Public libraries within the City should be an accessible source of local environmental/sustainability resources. The Toronto Public Library's services are organized into a four-tiered model:

• the first tier consists of 79 neighbourhood branches;
• the second tier, 17 distinct branches;
• the third tier, research and reference libraries; and
• the fourth tier, city-wide services including technology based services providing 24-hour access to library resources, internet sites, electronic databases, and e-mail reference.

While the library collects materials on environmental and sustainability issues at all locations appropriate to the service level, currently collections have not been specifically developed for these issues or co-ordinated with the City's environmental priorities and programs.

As public libraries are highly accessible, the Toronto Public Library Board should promote current environmental resources. In conjunction with the City, the Board should also investigate the feasibility of an environmental/sustainability collection within the public library system. In addition to printed material, this should include audio-visual and on-line resources that can be used by educators, students, and the broader community. An effective approach would be to actively promote a small collection of resources in each branch consisting of the best resources for local environmental/sustainability education. A larger collection would be located within a central facility (e.g., The Toronto Reference Library). This larger collection could include a professional resource centre with teaching and curriculum resources developed in conjunction with the Toronto school boards. Consideration should also be given to the accessibility of these materials through the Toronto Public Library Board's website.

The City should support the development of specific library resources and collections that provide information on local environmental/sustainability issues. This support should include providing direction on priority local environmental/sustainability issues linking with the proposed City-wide branding campaign, and ensuring that appropriate materials produced by the City are included in the collections. City staff or the proposed Sustainability Roundtable should also link the Library Board with other organizations that are producing or distributing environmental/sustainability resources. If additional funds are needed to develop environmental/sustainability collections, City Council should support additional funding for Toronto Public Libraries to enhance these collections or support the Library Board in finding alternative sources of funding (Box 7).

The City should establish its own on-line information resource to provide easy public access to local environmental/sustainability data. The Commissioner of Works and Emergency Services should establish a team, which would include the Chair of the Environmental Task Force, to develop an on-line environmental information resource as part of the City's website. The ETF Chair should report progress on the website to the Task Force prior to the completion of the Environmental Plan.

Sharing the City's data through an on-line environmental resource will help provide the information needed for educators, community-based groups, and others to develop initiatives that raise awareness, build support, and motivate action for the adoption of more environmentally sustainable behaviours. It will also assist the general public in understanding what actions are needed to achieve a more environmentally sustainable city.

The City's on-line environmental/sustainability information resource should be linked to the Toronto Library Board's fourth-tier services and other appropriate websites. Information on the City's site should include local monitoring data, public opinion and behaviour research conducted for City programs, up to date environmental directories initiated by the ETF workgroups, geographical information system technical products, state of the environment/sustainability reports, and information on new environmental/sustainability projects and programs conducted by the City and its partners. To ensure that appropriate research and data are being published or posted on-line, the Sustainability Roundtable should explore the principles and opportunities for sharing information in consultation with The Toronto and Region Conservation Authority, local colleges, universities, school boards, other levels of government, and representatives of community-based groups, business, and industry.

RECOMMENDATIONS

19. That the Environmental Task Force request the Toronto Public Library Board promote its current environmental resources, and investigate the feasibility of establishing an environmental/sustainability collection within the public library system in conjunction with the City. In addition to printed material, this should include audio-visual and on-line resources. Following the investigation, the City should support the development of specific resources and collections that can provide information for educators, students, and the broader community on local environmental/sustainability issues.

 20.That the Commissioner of Works and Emergency Services establish a team, which includes the Chair of the Environmental Task Force, to develop an on-line environmental information resource as part of the City of Toronto website. The ETF Chair should report progress on the website to the ETF prior to the completion of the Environmental Plan. The website should ensure easy public access to local environmental data and include up to date environmental directories initiated by the ETF workgroups, local monitoring data, State of the Environment/Sustainability Reporting by the City of Toronto, and other resources.

21.That the Environmental Task Force request the proposed Sustainability Roundtable explore the principles and opportunities for sharing information in consultation with The Toronto and Region Conservation Authority, local colleges, universities, school boards, other levels of government, and representatives of community-based groups, business, and industry. This information would support the development of policies and programs which encourage the adoption of more environmentally sustainable behaviours, and could range from community attitudes and behaviour research (i.e. opinion polls) to technical data such as geographic information systems.

3.10LONG-TERM PARTNERSHIPS FOR EDUCATION AND OUTREACH

Education and Awareness Workgroup participants expressed the need for continuing dialogue among the groups represented. Outside of this workgroup, there is currently no organized group working to integrate and coordinate the efforts of formal, nonformal, and informal environmental/sustainability educators. The partnerships that have been building among Education and Awareness Workgroup participants should continue over the next year in order that participants can effectively share resources and experiences, monitor implementation of their recommendations, and collectively take advantage of new opportunities.

This could be achieved through quarterly meetings of this Education and Awareness Workgroup. Initially, members could receive updates of the Environmental Plan and be involved in activities such as planning the proposed Toronto Environment Week Expo and the environmental/sustainability education forum. The workgroup would report progress to the Environmental Task Force or its successor. Staff resources should be made available by the City to support the workgroup. The continuing work of the group should be publicized on-line through the proposed City of Toronto environmental/sustainability website.

This continuing network could be supplemented by an annual environmental/sustainability education forum. The forum should celebrate achievements, assist in the integration of local environmental/sustainability issues into classroom teaching, and set priorities for future action. It should include participation from formal, non-formal, and informal educators. Recognizing the regional environmental mandate of The Toronto and Region Conservation Authority, the interconnected nature of environmental/sustainability issues, and the existing partnerships between the Authority and community-based groups, school boards, Environment Canada, the Ministries of Environment and Natural Resources, and municipalities, it would be appropriate for the TRCA to host such an event with the assistance of Education and Awareness Workgroup participants.

RECOMMENDATIONS

22. That the Environmental Task Force request the Toronto Interdepartmental Environment Team report on the allocation of staff resources to support the continuation of the Education and Awareness Workgroup for one year. The Workgroup should report to the ETF or its successor.

23.That the Environmental Task Force request The Toronto and Region Conservation Authority explore the feasibility of hosting a regular environmental/sustainability education forum for formal, non-formal, and informal educators. The forum should celebrate achievements in environmental sustainability, assist in the integration of local environmental/sustainability issues into classroom teaching, and set priorities for future action.

APPENDIX B: KEY DOCUMENTS

 Bell, David, Paul Halucha, and Mark Hopkins. Nd. Sustainable Development Concept Paper.

City of Toronto Environmental Task Force. 1999, June 1. The Proposed Governance Model for Advanced Environmental Decision Making for the City of Toronto.

Environics International. 1998, September. Public Opinion and the Environment: A Summary of Major Trends in the Toronto Region.

Lieberman, Gerald and Linda Hoody. 1998. Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. Prepared for the State Education and Environment Table, San Diego, California.

McKenzie-Mohr, Douglas and William Smith. 1999. Fostering Sustainable Behaviour: An Introduction to Community-Based Social Marketing. Gabriola Island, B.C.: New Society Publishers.

Onisto, Lawrence J., Eric Krause, and Mathis Wackernagel with the Centre for Sustainable Studies and the City of Toronto. How Big is Toronto's Ecological Footprint? Using the Concept of Appropriated Carrying Capacity for Measuring Sustainability. November 1997, revised September 1998.

Public Education and Outreach Issue Table of the National Climate Change Implementation Process. 1999, June 15. Public Education and Outreach Strategy: Reaching Out To Canadians on Climate Change (Draft).

Toronto District School Board. 1997. Mud Between The Toes.

United Nations Conference on Environment and Development. 1992. Agenda 21, Chapter 36: Promoting Education, Public Awareness and Training.

Wackernagel, Mathis and William Rees. Our Ecological Footprint: Reducing Human Impact on the Earth. Gabriola Island, B.C.: New Society Publishers, 1996.