Indicator 6 Existence No environmental education In secondary education, the course The project will provide a Project Outcome 3 – Ukraine’s 0 of environmental programmes are in place of Environmental is not high school course on “Basics Sciences” education programmes provided. Environmental education is based environmental studies that will Environmental education programmes only on general knowledge of global and be approved by school board. are partially developed and partially 1 1 regional environmental problems. In the high delivered education system, more than 100 universities Environmental education programmes train specialists in environmental sciences. They are fully developed but partially 2 cover mostly applied areas of environmental delivered sciences (hydro ecology, agro ecology, Comprehensive environmental environmental monitoring, etc.). Environmental education programmes exist and are 3 studies are not taught as a full term course at the being delivered high school level. Indicator 7 Extent of No linkage exist between – the linkage between environmental policy development and 0 environmental science/research strategies and research/science and programmes policy development Research needs for environmental policy development are identified but 1 are not translated into relevant research strategies and programmes NOT APPLICABLE TO THE PROJECT Relevant research strategies and programmes for environmental policy development exist but the research 2 information is not responding fully to the policy research needs Relevant research results are available 3 for environmental policy development Indicator 8 Extent of Traditional knowledge is ignored and – inclusion/use of not taken into account into relevant 0 traditional knowledge participative decision-making in environmental processes decision-making Traditional knowledge is identified and recognized as important but is not collected and used in relevant 1 participative decision-making NOT APPLICABLE TO THE PROJECT processes Traditional knowledge is collected but is not used systematically into relevant 2 participative decision-making processes Traditional knowledge is collected, 3 used and shared for effective
Indicator 6 – Existence of environmental education programmes No environmental education programmes are in place 0 In Ukraine’s secondary education, the course “Basics of Environmental Sciences” is not provided. Environmental education is based only on general knowledge of global and regional environmental problems. In the high education system, more than 100 universities train specialists in environmental sciences. They cover mostly applied areas of environmental sciences (hydro ecology, agro ecology, environmental monitoring, etc.). Environmental studies are not taught as a full term course at the high school level. The project will provide a high school course on environmental studies that will be approved by school board. Project Outcome 3 Environmental education programmes are partially developed and partially delivered 1 1 Environmental education programmes are fully developed but partially delivered 2 Comprehensive environmental education programmes exist and are being delivered 3 Indicator 7 – Extent of the linkage between environmental research/science and policy development No linkage exist between environmental policy development and science/research strategies and programmes 0 NOT APPLICABLE TO THE PROJECT Research needs for environmental policy development are identified but are not translated into relevant research strategies and programmes 1 Relevant research strategies and programmes for environmental policy development exist but the research information is not responding fully to the policy research needs 2 Relevant research results are available for environmental policy development 3 Indicator 8 – Extent of inclusion/use of traditional knowledge in environmental decision-making Traditional knowledge is ignored and not taken into account into relevant participative decision-making processes 0 NOT APPLICABLE TO THE PROJECT Traditional knowledge is identified and recognized as important but is not collected and used in relevant participative decision-making processes 1 Traditional knowledge is collected but is not used systematically into relevant participative decision-making processes 2 Traditional knowledge is collected, used and shared for effective 3
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