Διατμηματικό Μεταπτυχιακό Πρόγραμμα στην Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη

Διατμηματικό Μεταπτυχιακό Πρόγραμμα στην Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη2016-11-21T13:04:42+00:00

Μεταπτυχιακό ΔΙΑ ΖΩΣΗΣ

ΠΡΟΦΙΛ ΠΡΟΓΡΑΜΜΑΤΟΣ ΣΠΟΥΔΩΝ

Τίτλος Σπουδών Διατμηματικό Μεταπτυχιακό Πρόγραμμα στην Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη
Επίπεδο Τίτλου Μεταπτυχιακό
Τμήμα ΣΧΟΛΗ ΕΠΙΣΤΗΜΩΝ ΤΗΣ ΑΓΩΓΗΣ
Τύπος Φοίτησης Μερική ή πλήρης
Γλώσσα Διδασκαλίας Ελληνική

ΣΥΝΟΠΤΙΚΗ ΠΕΡΙΓΡΑΦΗ ΠΡΟΓΡΑΜΜΑΤΟΣ

Το πρόγραμμα έχει εγκριθεί από την Επιτροπή Αξιολόγησης Ιδιωτικών Πανεπιστημίων (Ε.Α.Ι.Π.) και είναι αναγνωρισμένο από το Κυπριακό Συμβούλιο Αναγνώρισης Τίτλων Σπουδών (ΚΥ.Σ.Α.Τ.Σ.).

Το Πανεπιστήμιο Frederick είναι σε θέση να υποστηρίξει τη διεξαγωγή των μαθημάτων του Προγράμματος, είτε με τις υποδομές που διαθέτει το ίδιο, είτε μέσα από τις συνεργασίες που έχει αναπτύξει με φορείς από το δημόσιο και ιδιωτικό τομέα. Συγκεκριμένα, το Πρόγραμμα αξιοποιεί υποδομές του Πανεπιστημίου, όπως το Εργαστήριο Φυσικών Επιστημών, το Εργαστήριο της Μονάδας Διατήρησης της Φύσης, Εργαστήρια Ηλεκτρονικών Υπολογιστών κ.ά. Ταυτόχρονα, το Πρόγραμμα έχει αναπτύξει συνεργασίες και υποστηρίζεται από τους ακόλουθους φορείς και οργανισμούς:

  • Υπουργείο Παιδείας και Πολιτισμού (Παιδαγωγικό Ινστιτούτο Κύπρου – Δίκτυο Κέντρων Περιβαλλοντικής Εκπαίδευσης).
  • Υπουργείο Γεωργίας, Φυσικών Πόρων και Περιβάλλοντος (Τμήμα Δασών – Φυτώριο και Πάρκο Αθαλάσσας, Βοτανικούς Κήπους, Κέντρα Περιβαλλοντικής Ενημέρωσης, Τμήμα Περιβάλλοντος, Ινστιτούτο Γεωργικών Ερευνών).
  • Μουσείο Νερού.
  • Μουσείο Θάλασσας.
  • Μη-κυβερνητικό Οργανισμό “Ακτή”.
  • Περιβαλλοντικό Οργανισμό Green-Dot.

Με την υλοποίηση του Προγράμματος οι φοιτητές αναμένεται να:

  • γνωρίσουν το περιεχόμενο και τη φιλοσοφία της εκπαίδευσης για το περιβάλλον και την αειφόρο ανάπτυξη,
  • γνωρίσουν και κατανοήσουν τα σύγχρονα περιβαλλοντικά προβλήματα σε παγκόσμιο, περιφερειακό και εθνικό επίπεδο,
  • αναπτύσσουν παρεμβατικά προγράμματα για το περιβάλλον και την αειφόρο ανάπτυξη, τόσο στον εργασιακό τους χώρο όσο και σε επίπεδο τοπικών κοινοτήτων,
  • εξοικειωθούν με ένα ευρύ φάσμα εκπαιδευτικών μεθόδων, διδακτικών τεχνικών και μεθοδολογικών προσεγγίσεων για ένταξη των περιβαλλοντικών ζητημάτων και των ζητημάτων αειφορίας στην εκπαιδευτική πράξη,
  • γνωρίσουν αποτελεσματικές παιδαγωγικές τεχνικές και προσεγγίσεις για την ανάπτυξη περιβαλλοντικής ηθικής και περιβαλλοντικών αξιών,
  • αποκτήσουν δεξιότητες χρήσης των τεχνολογιών πληροφορίας και επικοινωνιών, καθώς επίσης και αξιοποίησης πολυμέσων και εποπτικών βοηθημάτων στην εκπαίδευση για το περιβάλλον και την αειφόρο ανάπτυξη, και τέλος να
  • αξιοποιούν και εφαρμόζουν τα αποτελέσματα της έρευνας στην εκπαίδευση και στον εργασιακό χώρο ευρύτερα, καθώς επίσης και στην κοινωνία.

ΣΚΟΠΟΣ

Το Μεταπτυχιακό Πρόγραμμα στην Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη (ΕΠΑΑ) αποσκοπεί στην ανάπτυξη επαγγελματιών που να είναι ικανοί να στελεχώσουν εκπαιδευτικά ιδρύματα και φορείς του δημόσιου και του ιδιωτικού τομέα, προωθώντας καινοτόμα εκπαιδευτικά μοντέλα για την ενίσχυση των γνώσεων, των δεξιοτήτων και των στρατηγικών ορθολογικής διαχείρισης και προστασίας του περιβάλλοντος και διάδοσης της αειφόρου ανάπτυξης.

ΣΕ ΠΟΙΟΥΣ ΑΠΕΥΘΥΝΕΤΑΙ

Το Πρόγραμμα σχεδιάστηκε για να προσφέρει επαρκή και ποιοτική κατάρτιση στα θέματα της εκπαίδευσης για το περιβάλλον και την αειφόρο ανάπτυξη, η οποία μπορεί να αξιοποιηθεί, τόσο μέσα στα πλαίσια της επίσημης εκπαίδευσης, όσο και μέσα από άλλους φορείς που μπορούν να συμβάλουν στη δια βίου εκπαίδευση των πολιτών. Ως εκ τούτου, οι απόφοιτοι του Προγράμματος μπορούν να εργαστούν:

  • σε όλες τις βαθμίδες της τυπικής εκπαίδευσης,
  • σε υπηρεσίες του δημόσιου τομέα και των ημικρατικών οργανισμών που δραστηριοποιούνται στα θέματα της περιβαλλοντικής πολιτικής, της περιβαλλοντικής εκπαίδευσης και ευαισθητοποίησης και γενικότερα της προώθησης της έννοιας και των πρακτικών της αειφόρου ανάπτυξης, και
  • σε περιβαλλοντικά κέντρα και οργανισμούς από τον ιδιωτικό τομέα, μη-κυβερνητικούς οργανισμούς και οργανισμούς από το χώρο των μέσων μαζικής ενημέρωσης με ενδιαφέροντα στα θέματα του περιβάλλοντος και της αειφόρου ανάπτυξης, καθώς και στην τοπική αυτοδιοίκηση.

Επίσης, οι απόφοιτοι του Προγράμματος έχουν τη δυνατότητα συνέχισης των σπουδών τους για την εκπόνηση διδακτορικής διατριβής, τόσο στο Πανεπιστήμιο Frederick, όσο και σε Πανεπιστήμια του εξωτερικού.

ΔΟΜΗ ΠΡΟΓΡΑΜΜΑΤΟΣ

ΑΠΑΙΤΗΣΕΙΣ ΠΡΟΓΡΑΜΜΑΤΟΣ

To Πρόγραμμα βασίζεται στο Ευρωπαϊκό σύστημα συγκέντρωσης πιστωτικών μονάδων ECTS. Με την επιτυχή συμπλήρωση 90 πιστωτικών μονάδων οι φοιτητές αποκτούν τον τίτλο σπουδών MSc (Master of Science) στην Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη. Οι πιστωτικές μονάδες κατανέμονται σε υποχρεωτικά και επιλεγόμενα μαθήματα όπως φαίνεται στον πιο κάτω πίνακα. Αναλυτικά τα υποχρεωτικά και επιλεγόμενα μαθήματα παρουσιάζονται στη συνέχεια στη δομή του Προγράμματος.

Κατηγορία Μαθημάτων ECTS
Υποχρεωτικά Μαθήματα 54
Μαθήματα επιλογής 36
ΣΥΝΟΛΟ 90

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 54 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες / εβδ.
1 ESD501 Περιβάλλον και Αειφόρος Ανάπτυξη: Έννοιες και Ζητήματα 9 3
2 ESD502 Το Θεωρητικό Πλαίσιο της Εκπαίδευσης για το Περιβάλλον και την Αειφόρο Ανάπτυξη (ΕΠΑΑ) 9 3
3 ESD503 Σχεδιασμός Εκπαιδευτικών Προγραμμάτων για το Περιβάλλον και την Αειφόρο Ανάπτυξη στο Σχολείο 9 3
4 ESD504A Έρευνα στο χώρο της ΕΠΑΑ – 1ο Μέρος 3 1
5 ESD504B Έρευνα στο χώρο της ΕΠΑΑ – 2ο Μέρος 3 1
6 ESD504C Έρευνα στο χώρο της ΕΠΑΑ – 3ο Μέρος 3 1
7 ESD505 Διδακτικές Μέθοδοι – Τεχνικές και Μεθοδολογικές Προσεγγίσεις στην ΕΠΑΑ 9 3
8 ESD506 Η ΕΠΑΑ στη μη-τυπική Εκπαίδευση 9 3

ΜΑΘΗΜΑΤΑ ΕΠΙΛΟΓΗΣ

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 36 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες / εβδ.
1 ESD507 Βιοποικιλότητα και Εκπαίδευση 9 3
2 ESD508 Μεθοδολογία Επιστημονικής Έρευνας 9 3
3 ESD510 Περιβαλλοντική Ηθική 9 3
4 ESD511 Η Χρήση των Νέων Τεχνολογιών στην ΕΠΑΑ 9 3
5 ESD512 Το Αειφόρο Σχολείο: Αρχές και Διαδικασίες Οργάνωσής του 9 3
6 ESD513 Περιβαλλοντική Πολιτική 9 3
7 ESD514 Περιβαλλοντική Επικοινωνία και ΜΜΕ 9 3
8 ESD516 Κατάρτιση και Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη 9 3
9 ESD551 Μεταπτυχιακή Διατριβή (1) 9 0
10 ESD552 Μεταπτυχιακή Διατριβή (2) 9 0

COURSE DETAILS

COURSE INFORMATION PACKAGE

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ

Course Unit Title ENVIRONMENT AND SUSTAINABLE DEVELOPMENT: CONCEPTS AND ISSUES
Course Unit Code ESD501
Course Unit Details MSc Education for the Environment and Sustainable Development (Required Courses) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Identify and describe the contemporary global, regional and local environmental and sustainable development issues.
  2. Describe and discuss the interaction between human and the environment.
  3. Critically analyse and examine the factors influencing and causing the environmental crisis.
  4. Recognise sustainable development as a political concept and explain the ideological processes that lead to its evolution.
  5. Propose measures to effectively address issues relating to environmental protection and sustainable development.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Man – society – environment: Interdependence and interaction: Approaches and inquiry. Forming the human environment.
–  Examination of environment’s systemic character and analysis of the causes of the environmental crisis.
–  Environment as a system, systemic approach of the environment and the environmental issues. Systemic and critical thinking.
–  Analysis of key concepts of environmental sciences: ecosystem, (structure, organisation and operation, carrying capacity, complexity, limits), natural resources, ecological footprint.
–  The concept of sustainable development. Development choices and practices.
–  The dimensions of sustainability and sustainable development: political, ideological, economic and cultural frameworks. Values system. Issues analysis on a local and global level. Social participation.
–  Environmental quality and social inequities amongst countries and within a country. Environmental justice, environmental immigrants.
–  Urgent contemporary environmental problems (climate change, biodiversity loss, soil degradation, water shortage, exhaustion of natural resources, production and consumption models, energy, emigration -demographics, etc): causes and impact – analysis in the view of environmental and social sustainability. Analysis of the dimensions of the environmental problems (environmental / ecological, social, ideological, political and cultural).
Recommended and/or required reading:
Textbooks
  • Demetriou, A. (2009). Environmental Education: Environment and sustainability. Theoretical and pedagogical approaches. Thessaloniki: Epikentron.
  • Zachariou, A., Kadis, C. and Nikolaou, A. (2011). Sustainable Development Issues in Education. Publications of the Bank of Cyprus Cultural Foundation (In Greek).
References
  • Kaila, M., Katsikis, A., Fokiali, P., Zachariou, A. (Eds). (2008) Education for the environment and Sustainable Development: New data and orientations. Athens: Atrapos.
  • Skannavi – Tsamboukou, K. (2004). Environment and society. A developing relation. Athens: Kleidarithmos.
  • Dobson, A. (2004) (ed). Fairness and futurity. Essays on environmental sustainability and social justice. London: Oxford University Press.
  • Huckle, J. 2006. Education for Sustainable Development. A briefing paper for the Training and Development Agency for Schools. Available online: http://john.huckle.org.uk (15/05/12).
Planned learning activities and teaching methods The theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. Arrangements are also made for outdoors study (field work) for acquiring experiences in the field.
Assessment methods and criteria
Assignments 40%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO
Course Unit Title FROM ENVIRONMENTAL EDUCATION TO EDUCATION FOR SUSTAINABLE DEVELOPMENT: A THEORETICAL FRAMEWORK
Course Unit Code ESD502
Course Unit Details MSc Education for the Environment and Sustainable Development (Required Courses) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe and reflect critically upon the socio-political and ideological processes that lead to Education for Sustainable Development and analyse Environmental Education’s evolution to EESD.
  2. Explain EESD key concepts, aims, principles and characteristics.
  3. Evaluate the role of EESD in confronting environmental degradation, improving the quality of life and setting the path towards Sustainable Development.
  4. Analyse contemporary approaches and ideological and educational currents, connected to EESD.
  5. Study the integration of EESD in the modern educational systems.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Historical development of Environmental Education through the perspective of the key documents and declarations that lead to its recognition as an individual scientific field.
–  Environmental Education’s evolution to EESD: Differences and common ground.
–  Analysis of the educational and ideological currents that contributed to the development of EESD
–  Environment, environmental issues, and the concept of Sustainable Development: analysis of their historical formulation and their current ideological structure.
–  Environmental literacy.
–  Aims, principles and characteristics of EESD. The role of EESD concerning social, environmental, economic and political changes leading to Sustainable Development.
–  EESD in formal education (Pre-primary, Primary, Secondary Education): International initiatives and the Cypriot reality.
Recommended and/or required reading:
Textbooks
  • Liarakou, G. & Flogaitis, E. (2007). From Environmental Education to Education for Sustainable Development. Concerns, Trends and Prospects, (Athens, Nisos Publications).
  • Flogaitis, Ε. (2006). Education for the Environment and Sustainability. Athens: Ellinika Grammata Publications.
References
  • Daskolia, Μ., (2004). Theory and Practice in Environmental Education, Athens: Metexmio.
  • Demetriou, A. (2009). Enviornmental Education: Environment and sustainability. Theoretical and pedagogical approaches. Thessaloniki: Epikentron.
  • Georgopoulos, A. (2005). Environmental Education, A new emerging culture. Athens, Gutenberg.
  • Tilbury D. and Wortman D. (2004). Engaging People in Sustainability, Gland and Cambridge: IUCN
  • Scott, W. (2007). Raising standards: making sense of the sustainable schools agenda, London: Specialist Schools and Academies Trust.
  • Scott, W. & Gough, S. (2003). Sustainable Development and Learning: Framing the Issues, London: Routledge Falmer-Taylor & Francis Group.
  • Scott W. and Gοugh S. (Eds) (2004). Key Issues in Sustainable Development and Learning, A critical review, London and New York: RoutledgeFalmer.
  • McKeown, R. (ed) (2007) Good Practices in Education for Sustainable Development: Teacher Education Institutions, Paris: UNESCO.
Planned learning activities and teaching methods The theoretical part of the course (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. Arrangements are also made for one outdoors study (field work) for acquiring experiences in the field.
Assessment methods and criteria
Assignments 20%
Final Exam 80%
Language of instruction Greek
Work placement(s) NO
Course Unit Title DESIGNING EDUCATION PROGRAMMES FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT
Course Unit Code ESD503
Course Unit Details MSc Education for the Environment and Sustainable Development (Required Courses) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Examine issues related to school’s role in EESD.
  2. Apply the EESD pedagogy and teaching approaches.
  3. Use appropriate teaching techniques to teach different SD issues.
  4. Recognise their own role as individuals and their relationship with their students during the teaching – learning process.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  The principles of EESD pedagogy.
–  Sustainable School: Objectives and orientations of its operation.
–  Theoretical and practical approaches to educational strategies such as the use of Projects and problem solving.
–  Theoretical and practical approach of educational techniques for EESD such as environmental games, field study, debates, moral dilemmas, brainstorming, concept maps etc.
–  Discussion and analysis of exemplar applications of the pedagogical strategies and techniques studied.
–  Implementation of pedagogical strategies and techniques for integrating specific environmental issues in the national curriculum in pre-primary, primary and secondary education.
Recommended and/or required reading:
Textbooks
  • Fortouni T., Commatas N., Alexandratos C., Rapti A., (2006). Concept maps in school. Theoretical Framework – Didactics – Activities. Athens, Atrapos Publications.
  • Scoullos, M. & Malotidi, V. (2004). Handbook on Methods Used in Environmental Education and Education for Sustainable Development, Athens: MIO-ECSDE.
References
  • Chambers, A. (2005). Participatory workshops: A source book of 21 sets of ideas and activities, London: Earthscan.
  • Vassilopoulou M. (2001). Concept maps as a learning tool. “Application examples from biology and environmental education. Athens, Gregoris Publications.
Planned learning activities and teaching methods The theoretical part of the course (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. Arrangements are also made for one outdoors study (field work) for acquiring experiences in the field.
Assessment methods and criteria
Assignments 40%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO
Course Unit Title RESEARCH IN EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT (PART I)
Course Unit Code ESD504A
Course Unit Details MSc Education for the Environment and Sustainable Development (Required Courses) –
Number of ECTS credits allocated 3
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe the current research activity and methodological approaches in Education for the Environment and Sustainable Development (EESD).
  2. Develop research questions and apply educational research principles to investigate EESD issues.
  3. Identify the elements that highlight the quality of a research through EESD research examples.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Important scientific articles investigating EESD issues. Investigation of the adopted research and methodological approaches.
–  Exploration of elements of quality in a research project.
–  Examples of EESD research conducted by the School of Education of Frederick University.
–  Developing research questions and methodology that apply educational research principles in the field of EESD.
–  Developing presentation skills.
Recommended and/or required reading:
Textbooks
  • Flogaiti, E., & Liarakou, G. (Eds) (2008). Research in Education for Sustainable Development. Athens: Ellinika Grammata.
  • Kaila M., Theodoropoulou E., Demetriou A., Xanthakou G. & Athanasatos, N. (2005). Environmental Education: Research Outcomes and Educational Planning. Atrapos.
References
  • Stevenson, R. Brody, M., Dillon, J., Wals, A. (Eds) (2012). International Handbook of Research on Environmental Education. The American Educational Research Association (AERA).
Planned learning activities and teaching methods This module is delivered through workshops of critical discussion of scientific articles, practical workshops for working on research methodology scenarios and through presentations of research examples.
Assessment methods and criteria
Assignment (Projects – Presentations) 100%
Language of instruction Greek
Work placement(s) NO
Course Unit Title RESEARCH IN EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT (PART II)
Course Unit Code ESD504B
Course Unit Details MSc Education for the Environment and Sustainable Development (Required Courses) –
Number of ECTS credits allocated 3
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Identify the elements that highlight the quality of a research through EESD research examples.
  2. Design the methodology of the research proposal which will lead to the elaboration of their Masters Thesis.
  3. Recommend the mechanisms for the effective communication of research results to the end users.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Important scientific articles investigating EESD issues. Investigation of the adopted research and methodological approaches.
–  Elements of quality in a research project.
–  Developing the Master’s Thesis proposal (theoretical background and information –  literature review, the research aim and objectives, research questions, research methods description, setting the time frame and disseminating the results).
–  Implementation of small scale research (pilot study) to test the research tools that will be used for the Master’s Thesis.
–  Developing presentation skills.
Recommended and/or required reading:
Textbooks
  • Flogaiti, E., & Liarakou, G. (Eds) (2008). Research in Education for Sustainable Development. Athens: Ellinika Grammata.
  • Kaila M., Theodoropoulou E., Demetriou A., Xanthakou G. & Athanasatos, N. (2005). Environmental Education: Research Outcomes and Educational Planning. Atrapos.
References
  • Stevenson, R. Brody, M., Dillon, J., Wals, A. (Eds) (2012). International Handbook of Research on Environmental Education. The American Educational Research Association (AERA).
Planned learning activities and teaching methods This module is delivered through workshops of critical discussion of scientific articles and research projects and through presentations of research examples.
Assessment methods and criteria
Assignment: Master Thesis, Research Proposal 100%
Language of instruction Greek
Work placement(s) NO
Course Unit Title RESEARCH IN EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT (PART III)
Course Unit Code ESD504C
Course Unit Details MSc Education for the Environment and Sustainable Development (Required Courses) –
Number of ECTS credits allocated 3
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explore examples of research activity in international research in Education for the Environment and Sustainable Development (EESD) for funded research.
  2. Identify the elements that highlight the quality of a research proposal and make it eligible for funding.
  3. Identify local and international organisations and foundations that support and fund research activities and utilize funding programmes available in the area of EESD.
  4. Design the methodology of the research proposal which will lead to the elaboration of a research proposal for a funding agency.
  5. Recommend the mechanisms for the effective communication of research results to the end users.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Important scientific articles investigating EESD issues. Investigation of the adopted research and methodological approaches.
–  Important web-pages of international ESD research networks.
–  Exploration of elements of quality in a research project.
–  Examples of EESD research conducted by the School of Education of Frederick University.
–  The research funding organisations in Cyprus and abroad and their main funding programmes in the field of EESD.
–  Examples of competitive research proposals, practices for implementing a research project and disseminating research results.
–  Developing presentation skills.
Recommended and/or required reading:
Textbooks
  • Flogaiti, E., & Liarakou, G. (Eds) (2008). Research in Education for Sustainable Development. Athens: Ellinika Grammata.
  • Kaila M., Theodoropoulou E., Demetriou A., Xanthakou G. & Athanasatos, N. (2005). Environmental Education: Research Outcomes and Educational Planning. Atrapos.
References
  • Stevenson, R. Brody, M., Dillon, J., Wals, A. (Eds) (2012). International Handbook of Research on Environmental Education. The American Educational Research Association (AERA).
Planned learning activities and teaching methods This module is delivered through workshops of critical discussion of scientific articles and research projects, through presentations of research as well as presentations about research promoting organisations and the procedures they adopt.
Assessment methods and criteria
Preparation of Research Proposal for funding agencies 100%
Language of instruction Greek
Work placement(s) NO
Course Unit Title CONTEMPORARY APPROACHES TO EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT
Course Unit Code ESD505
Course Unit Details MSc Education for the Environment and Sustainable Development (Required Courses) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Identify and different types of educational programmes for the Environment and Sustainable Development.
  2. Identify the role of teachers’, school principals’, students’ as well as other relevant groups in the implementation of such programmes.
  3. Use specific EESD programmes as examples for the development of other programs and integrate in these all the groups that are expected to take action.
  4. Discuss issues emerging from research, about the role and contribution of Environment and Sustainable Development educational programmes in raising environmental awareness and sensitisation and developing positive attitudes and behaviour to the students.
  5. Develop, organise and implement an EESD Programme in school according to the new curriculum requirements.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Environment and Sustainable Development Educational Programme Types, (Guided, community action).
–  Programme development process, organisation and implementation
–  Parents’ and other groups’ participation in implementing Environment and Sustainable Educational programmes.
–  Educators’ and school principals’ role in programme implementation.
–  Presentation of Environment and Sustainable educational programmes (European programmes, networks, collaboration with other schools or local organisations, regional networks, national programmes, community action programmes).
–  Discussion and analysis of EESD articles.
–  Development and implementation of an Environment and Sustainable Development educational programme.
–  Development of educational activities and material for the holistic and interdisciplinary exploration of an environmental or sustainable development issue, in the framework of an Environment and Sustainable Development educational programme.
–  Use of the Curriculum subjects for Environment and Sustainable Development programme implementation.
Recommended and/or required reading:
Textbooks
  • Mbagakis, C. (2000). Optional Educational Programmes in School, Athens: Metehmio Publications.
  • Vasala, P. & Flogaitis, E. (2005). Sea World. Interdisciplinary approach. Alternative educational techniques and lesson plans. Athens: Metehmio Publications.
  • Zachariou, A., Kadis, C. and Nikolaou, A. (2011). Sustainable Development Issues in Education. Publications of the Bank of Cyprus Cultural Foundation (In Greek).
References
  • Mbagakis, C. (1999). Educational Changes, Mobility Prorgammes and the Community Support Framework, Athens: Metehmio Publications.
  • Monroe, M. (1999). What Works: A guide to Environmental Education and Communication Projects for Practitioners and Donors. Canada: New Society Puplishers.
  • NAAEE (2004). Environmental Education Materials: Guidelines for Excellence. Washighton: NAAEE.
Planned learning activities and teaching methods The theoretical part of the course (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. Arrangements are also made for one outdoors study (field work) for acquiring experiences in the field.
Assessment methods and criteria
Assignments 60%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO
Course Unit Title NON FORMAL EDUCATION AND EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT
Course Unit Code ESD506
Course Unit Details MSc Education for the Environment and Sustainable Development (Required Courses) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand important theoretical issues related to non formal education, and to the existing need for establishing links with formal education as a means of supporting EESD.
  2. Appreciate non formal education’s role and contribution to EESD, through studying and analysing articles as well as practical national and international applications.
  3. Link a variety of external educational settings suitable for EESD, to the official National Curriculum.
  4. Use appropriate educational techniques in non formal educational settings, for the study of man made as well as natural environments (community, cultural sites etc.).
  5. Connect external educational fields to environmental activities in school, as a means of raising students’ environmental awareness and interest in sustainable development.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents 1.  Basic concepts, definitions and characteristics of non-formal education.
2.  The role of non-formal education for the promotion of the aims and principles of EESD
3.  Elaboration of exemplary applications in educational settings outside school grounds, in Cyprus and abroad. Appreciation of the ways that these settings can promote EESD in schools.
4.  Educators’ and schools’ role in promoting non formal education
5.  Basic Steps to organising an educational programme for EESD for the local community.
6.  Connect non formal education to formal education, placing special emphasis on activities and applications outdoors and in environmental settings connected to the official curriculum.
7.  Interventions in local communities and other environmental and outdoors educational settings (sea museum, water museum, traditional workshops, parks, forests, lakes). Organisation of specific activities within these settings.
8.  Pedagogical techniques for the environment and sustainable development applicable to non-formal education settings.
Recommended and/or required reading:
Textbooks
  • Georgopoulos A. (Ed.) (2005). Environmental Education. The rising of a new culture. Athens: Gutenberg.
References
  • Ballantyne, R. & Packer, J. (2008). Learning for Sustainability: The role and impact of Outdoor and Environmental Education Centers. University of Queensland.
  • Braund, M. & Reiss, M. (2004). Learning science outside the classroom, London: Roudledge Falmer.
  • Cooper, G. (1998). Outdoors with young people. A Leader’s Guide to Outdoor Activities. The Environment and Sustainability. Dorset: Russell House Publishing.
  • Falk, J.H., & Dierking, L.D. (2002). Lessons without limit: how free-choice learning is transforming meaning. Alta Mira Press.
  • Jacobson, S.K., McDuff, M. & Monroe, M. (2006). Conservation Education and Outreach Techniques: A Handbook of Techniques. Oxford University Press.
  • Kaila M., Theodoropoulou E., Demetriou, Α., Xanthakou, C. & Anastasatos, Ν. (2005). Environmental Education. Research Outcomes and Educational Planning. Atrapos.
  • Koliopoulos D. (2004). Pedagogical Approaches for the Natural Sciences Museum. Athens: Metehmio.
  • Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi Young, M., Sanders, D. & Benefield, P. (2004). A Review of Research on Outdoor Learning. National Foundation for Educational Research and Kings College.
  • Young, A.J. & McElhone M.J. (1986). Guidelines for the Development of Non-Formal Education. Unesco-Unep.
Planned learning activities and teaching methods The theoretical part of the course (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. Arrangements are also made for one outdoors study (field work) for acquiring experiences in the field. A three day field trip is arranged to an Environmental Education Centre and experiential learning workshops in the area are organised.
Assessment methods and criteria
Assignment 1 35%
Assignment 2 35%
Final Exam 30%
Language of instruction Greek
Work placement(s) NO

ΜΑΘΗΜΑΤΑ ΕΠΙΛΟΓΗΣ

Course Unit Title BIODIVERSITY AND EDUCATION
Course Unit Code ESD507
Course Unit Details MSc Education for the Environment and Sustainable Development (Electives) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Outline the content of the term “biodiversity” and describe the main characteristics of its components. Explain the multidimensional character of biodiversity (part of natural, cultural, spiritual and economic heritage).
  2. Evaluate the role and importance of biodiversity for human and value the result of the interaction between biodiversity and human.
  3. Describe the factors that influence biodiversity.
  4. Name and describe European, international and national conventions and strategies focusing on biodiversity conservation.
  5. Describe and document the richness and uniqueness of Cyprus biodiversity, and recognize the importance of its conservation.
  6. Propose measures for biodiversity conservation.
  7. Outline the aims and objectives of Biodiversity Education.
  8. Develop teaching strategies for integrating biodiversity issues in teaching practice.
  9. Integrate biodiversity issues in the curriculum and other educational processes, indoors and outdoors as well as through other aspects of school life.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  The content of the term “biodiversity”.
–  Aspects of biodiversity. The beginning and evolution of biodiversity.
–  Biodiversity as a sustainability value.
–  The value of biodiversity (ecological, ethical, economic, medical, agricultural, etc.)
–  Main threats for biodiversity.
–  Biodiversity conservation efforts at the national, regional and international level.
–  The biodiversity of Cyprus: richness, threats, conservation strategies
–  Characteristics of Cyprus biodiversity
–  Education for biodiversity: aims, objectives and pedagogical approaches.
–  Biodiversity through the National Curriculum of all levels of formal education.
–  Biodiversity and conflict issues: Genetically modified species, invasive species etc.
Recommended and/or required reading:
Textbooks
  • Gaston Kevin J. (2008). Biodiversity, University Studio Press
References
  • Tsindidis T., Christodoulou S. H., Delipetrou P., Georgiou K. (2007). The Red Book of Cypriot Flora. Filodhasikos Syndesmos Kyprou, Nicosia.
  • McLeish, E. (Ed) (1997). Educating for life. Guidelines for biodiversity education. Reading, Council for Environmental Education
  • Nature Conservation Unit (2012). The Virtual Museum of the Biodiversity of Cyprus. (available online at http://www.naturemuseum.org.cy/home.html)
Planned learning activities and teaching methods This module is delivered through lectures, experiential workshops, visits (e.g. Athalassa and Troodos National Forest Parks, Environmental Education and Environmental Information Centres, botanical gardens, protected areas etc.) and field studies.
Assessment methods and criteria
Midterm Exam 50%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO
Course Unit Title RESEARCH METHODS
Course Unit Code ESD508
Course Unit Details MSc Education for the Environment and Sustainable Development (Electives) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Justify the role and importance of research in education.
  2. Identify the differences underlying the main philosophical traditions of educational research and understand how each tradition affects research and the construction of meaningful knowledge.
  3. Conduct research in compliance with ethical and legal guidelines regarding subjects studied.
  4. State a problem in an area of interest and formulate researchable hypotheses.
  5. Strategically conduct literature review on a topic of interest by using various sources of information.
  6. Select appropriate data collection instruments, based on their appropriateness.
  7. Describe their data and conduct data analysis using parametric and non-parametric quantitative the methods.
  8. Compare the characteristics of different research designs and decide which is more suitable for solving specific research problems and questions.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents
Recommended and/or required reading:
Textbooks
  • Cohen, L. & Manion, L. (2000). Research Methods of Education (X. Mitsopoulou & M. Filopoulou, Trans.). New York: Routledge.
  • Papanastasiou, K., & Papanastasiou, E. (2005). Research Methods in Education. Nicosia. In Greek.
References
  • Creswell, J. (2007). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (3rd ed.): Prentice Hall
  • Green, J., Camilli, G., & Elmore, P. (Eds.). (2006). Handbook of Complementary Methods in Education Research. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
  • Weiss, C. (1997). Evaluation. New Jersey: Prentice Hall
  • Wiersma, W., & Jurs, S. (2008). Research Methods in Education: An Introduction: F.E. Peacock Publishers.
Planned learning activities and teaching methods Teaching methods include lectures, group and whole class discussions of materials and student assignments, in-class activities and occasional brief presentations of students. Most of the meetings will feature a “workshop mode” where students will work, discuss and get feedback on their work.
Assessment methods and criteria
Midterm Exam 20%
Assignments 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO
Course Unit Title ENVIRONMENTAL ETHICS
Course Unit Code ESD510
Course Unit Details MSc Education for the Environment and Sustainable Development (Electives) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Recognise the need for organising a framework of ethical rules and behaviours towards nature.
  2. Describe fundamental theories of Environmental Ethics and explain each theory’s particularities with respect to the human – nature symbiosis.
  3. Discuss ethical dilemmas about the environment and propose ways of resolving ethical conflicts.
  4. Describe the characteristics of environmental ethics education and implement effective pedagogical techniques, for values development depending on the targeted age groups.
  5. Examine the ways that the direct (official), indirect (hidden) and the null (missing) curriculum contribute to the construction of a system of values and distinguish the environmental ethics characteristics included into the above mentioned aspects of the curriculum.
  6. Organise and manage debates on environmental ethics issues, in class.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Introduction to Ethics. Emphasis on environmental ethics and the necessity for the development of this specific branch of ethics, as well as the dilemmas that environmental ethics are called to deal with and settle.
–  Conventional ethical theories (eg. Utilitarianism) trying to deal with the “recently” appeared environmental problems.  Identification of differences between the eco-centric and antropo-centric school of environmental ethics. Intrinsic and instrumental value of nature.
–  Elaboration and analysis of environmental ethics theories such as animal liberation, biocentrism, deep ecology and eco-feminism.
–  Welfare of future generations of people and the welfare of future generations of animals, ecosystems and the biosphere, within the framework of Sustainable Development.
–  Empathy and how empathetic attitudes can be developed in children towards entering the values education field. Hidden and null curriculum in relation to environmental ethics.
–  The fundamental concept of Progress. The imaginary constitution of modern society along with some of its accompanying parameters (Gross National Product [GNP], productivism, changes in the perception of time, change of quality and organization of work). Environmental racism and environmental justice and their relations to environmental ethics.
Recommended and/or required reading:
Textbooks
  • Georgopoulos, A. (2002). Environmental Ethics, Gutenberg
References
  • Flogaitis, E., (2005). Education for the Environment and Sustainability, Ellinika Grammata
  • Jamieson, D. (2008). Ethics and the Environment: An Introduction. Cambridge: Cambridge University Press, 2008
  • Light, A. & Rolston, H. III (eds.) (2003). Environmental Ethics, An Anthology. Malden: Blackwell Publishing.
  • Sunstein, Cass R. & Nussbaum, Martha C. (eds.) (2004). Animal Rights, Current Debates and New Directions. Oxford: Oxford University Press.
Planned learning activities and teaching methods This module is delivered through through lectures, discussion and experiential workshops of collaborative learning.
Assessment methods and criteria
Assignment 50%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO
Course Unit Title NEW TECHNOLOGIES IN EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT
Course Unit Code ESD511
Course Unit Details MSc Education for the Environment and Sustainable Development (Electives) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Identify Understand the role and the importance of new technologies for the investigation and promotion of environmental and sustainable development issues in school.
  2. Distinguish between cases where using new technologies and information and communication technologies as educational tools provide added value in teachers’ efforts to meet educational objectives and develop effective educational environments for EESD.
  3. Competently use specific software packages and other technological tools for developing educational material for environmental and sustainable development issues.
  4. Identify environmental units integrated in the National Curriculum which can potentially be explored using new technologies.
  5. Design and develop educational activities which make use of new technologies.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Introduction to the theoretical framework that describes the relation between EESD and ICT.
–  ICT categories (multimedia software, webpages, digital encyclopaedias, educational gates, concept mapping tools, virtual reality environments…) that can be used by EESD
–  Developing and assessing educational material for EESD with the use of ICT. Use of technological equipment for EESD (videocameras, sensors, teleconferencing, touch screens, interactive board)  Use of the program “HotPotatoes”.
–  Use of open access software in EESD (Power Point, Excel, Access, Front Page, Publisher).
–  Developing educational activities with the use of ICT (problem understanding, data collection, programs and equipment options and selection,  use of the activity, evaluation of the activity).
–  Google Earth and EESD
–  Interactive games in EESD
Recommended and/or required reading:
Textbooks
  • Chalkidis, A., Saridaki ., & Tsakalis, P. (1998), New Technologies Applications in the field of Environmental Education, Ministry of Education – University of Ioannina
  • Liarakou, G., & Gavrilakis, K., (2009) ICT contribution in ESD, in Augerinos (Ed) New Technologies Contribution to a Quality University Education, University of Aegean, Primary Education Department, pp 60-71
  • Retalis, S., & Loumbardia, E., (2010) Environmental Education and Internet Learning Technologies, Athens, Gkiourdas.
References
  • Gamble, S.C. (1988). Outdoor Education and Computer-Assisted Instruction in Teaching Critical Thinking Regarding Environmental Concepts, Fort Collins, CO: National Association for Interpretation.
  • Nceet (1996). Using Computer in Environmental Education: Interactive Multimedia and On-Line learning, Kendall/Hunt Publishing Company.
  • Paas, L. & Creech, H. (2008). How Information and Communication Technologies Can Support Education for Sustainable Development: Current uses and trends, Canada: International Institute for Sustainable Development.
Planned learning activities and teaching methods The module is delivered through lectures and laboratory work, making use of the infrastructure and facilities offered by the University (computer labs).
Assessment methods and criteria
Assignment 1 50%
Assignment 2 50%
Language of instruction Greek
Work placement(s) NO
Course Unit Title ORGANISING SUSTAINABLE SCHOOLS: PRINCIPLES AND PROCESSES
Course Unit Code ESD512
Course Unit Details MSc Education for the Environment and Sustainable Development (Electives) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe the concept, the basic theoretical framework and the principles of sustainable schools and acknowledge that the development of sustainable schools is based on a reorganisation of the schools according to the “holistic school approach” which would seek modernisation of the curriculum, the school and its relation to the local community.
  2. Explain the role that school principals, teachers and the parents are expected to play for the achievement of sustainable schools.
  3. Use practical applications to deliver environmental and sustainable development curriculum, connect these processes and practices to the local settings and involve the local interested groups.
  4. Establish a “local agenda for Sustainable Development” for the school, as a key tool for education and effective scrutinisation of environmental and sustainable development issues in school and the community.
  5. Applying quality criteria for organising/orienting a school towards Education for the Environment and Sustainable Development.
  6. Evaluate the process of organising a sustainable school and practice developing appropriate tools for the self evaluation process.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents 1. The concept of the sustainable school: Explore the factors and causes that contributed to its development.
2. The initiation of “Place Based Education” and “holistic approach” as fundamental principles for the promotion of EESD in schools, local communities and the Curriculum.
3. Analysis and practical implementation of important qualitative criteria that should be accounted for, during the process of orienting a school towards EESD. (The qualitative criteria correspond to a) teaching and learning processes, b) school policy and educational policy, c) the school and its external relations and collaboration networks).
4. Step by step development of the “local sustainable agenda”.
5. The role of the key-stakeholders for the shaping of sustainable schools: (school principal, unions and organisations, local community, parents, local and peripheral institutions, NGOs).
6. Critical theorisation of the factors that will lead to the achievement of sustainable schools through the study of international programmes and critical analysis of relevant scientific articles.
7. Analysis of key environmental and sustainable development issues such as energy resources and water, transportation, waste management, production and consumption models, sustainable design of buildings, sustainable development at a local level, and examination of ways of integrating these issues in the National Curriculum of Cyprus.
8. Design and development of educational units about the environment and sustainable development, based on approaches used for the integration of EESD in the curriculum.
9. Sustainable School evaluation process should account for: a) The Curriculum (teaching and learning, students’ achievements and welfare), b) School Unit (school policy and practice, used for the continuous improvement of the school with respect to EESD), and c) Community (the wider impact on society and collaboration networks).
Recommended and/or required reading:
Textbooks
  • Zachariou, A. (2005). Environmental Education and Curriculum: Theoretical framework and principles in Cyprus Education. Athens: Hellin.
  • Espinet M., Mayer D., Rauch F., Tschapka J. (2005). Tools for ESD-Schools. SEED – ENSI
References
  • Athanasakis, A. (2004). Environmental Education at all Levels of Education. Athens: Christos Dardanos.
  • Kyridis, A. & Mavrikaki E. (2003). The Environmental Education in Greek Primary School. Athens: Typothito- George Dardanos.
  • Matsangouras, I.G. (2003). Interdisciplinarity in school cognition. Concept oriented redefinition of framework and work plans. Athens: Gregoris Publications.
Planned learning activities and teaching methods Module is delivered through lectures, discussion and experiential workshops.
Assessment methods and criteria
Assignment 1 30%
Assignment 2 40%
Final Exam 30%
Language of instruction Greek
Work placement(s) NO
Course Unit Title ENVIRONMENTAL POLICY
Course Unit Code ESD513
Course Unit Details MSc Education for the Environment and Sustainable Development (Electives) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe the procedures followed for the development of environmental policies at the international level and recall the most important international conventions concerning environmental protection.
  2. Describe and explain the decision-making procedures, concerning the development of environmental policies in Europe and in Cyprus and be informed about the institutions which implement these policies.
  3. Recognise the environmental protection tools and measures that are voluntarily implemented.
  4. Outline the main Cyprus legislation, the most important European Union directives and the key international conventions that regulate important environmental issues.
  5. Describe the procedures for determining and implementing Environmental Education policy at the international, European and local level.
  6. Analyse the potential of Environmental Education and Education for the Environment and Sustainable Development, as tools for developing environmental policy.
  7. Examine key issues concerning the development of environmentally literate citizens and citizens’ right for participation in decision making processes related to environmental issues and quality of life in general.
  8. Recognise the citizens’ right for consultation and participation in the management of environmental and sustainable development issues.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Protection of the environment and the role of the International Community (UNEP).
–  International Environmental Conventions: Aims and description. (e.g. protection of the Mediterranean, climate change, biological diversity, desertification, endangered species, wetlands, etc.)
–  International, European and National Strategy for Sustainable Development.
–  Decision making and implementation processes at the European and National level. Characteristics of the institutions that develop and implement environmental policy.
–  Horizontal issues and Policies –Environmental Impact Assessment for Projects, Strategic Impact Assessment, Ecolabel, Environmental Management and Audit Scheme, Environmental Technologies, Integrated Product Policy, Green Public Procurement.
–  European strategies and legislation for the protection of air, soil and water.
–  Policy determination and implementation of Environmental Education at the European and national level.
–  Education for the Environment and Sustainable Development as a means of developing environmentally “literate” citizens and as an environmental policy making tool.
–  Citizens’ right to participate in decision making relating to the environment and their quality of life. The Aarhus Convention.
Recommended and/or required reading:
Textbooks
  • Papademetriou Ε. (2006). Environmental Policy and the Ecological crisis. Ellinika Grammata.
  • Harrington W. and Morgenstern R.D. (2004). Choosing Environmental Policy: Comparing Instruments and Outcomes in the United States and Europe. Johns Hopkins University Press
References
  • Bretherton C. and Vogler – Routledge J. (2006). The European Union as a Global Actor. Routledge (2 edition).
  • Vig N. J., Kraft M.E. (2005). Environmental Policy: New Directions From The 21st Century. Publisher: CQ Press
  • Ashford, N. & Caldart, C. (2008). Environmental Law, Policy, and Economics: Reclaiming the Environmental Agenda. MIT Press.
Planned learning activities and teaching methods This module is delivered through lectures, discussion of literature and scientific articles analysis. It also utilises relevant audiovisual material and facilitates visits to Associations and institutions that are linked to environmental policy development in Cyprus.
Assessment methods and criteria
Assignment 40%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO
Course Unit Title ENVIRONMENTAL COMMUNICATION AND THE MEDIA
Course Unit Code ESD514
Course Unit Details MSc Education for the Environment and Sustainable Development (Electives) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Outline the Media’s structure, copyrights, hierarchies, administration, institutional framework and forms of operation.
  2. To describe the agenda setting process and the criteria of selecting specific events.
  3. Assess the impact of the media on the perceptions and attitudes of the public and decision-making processes.
  4. Use the media for public interventions, following specific communicational strategies.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  The Media as a social institution and their interaction with other social institutions and authorities. The integration of the Media in social structures. The media as reproducers of social relations and introducers of social modernity. The case of the Cypriot society.
–  The Media as bureaucratic organizations of managing and disseminating information in the new environment of communications.
–  The process of setting the Media agenda and the factors affecting it. Special emphasis on environmental issues.
–  Evaluation and ranking criteria on Media agenda. Environmental issues and their presence in the press and the television.
–  Environmental communication and its objectives, as defined by European and local organisations.
–  The construction of communication strategies to promote environmental policies and Education for the Environment and Sustainable Development
–  Using the media to help raising public awareness and participation in resolving environmental issues.
–  Media’s impact on environmental policy decision making.
Recommended and/or required reading:
Textbooks
  • Papathanasopoulos, S. (Ed.) (2000) Communication and society from the 20th to the 21st Centrury, Kastaniotis, Athens.
  • Tsamboukou – Skannavi, Κ. (2004). Environment and Communication. Right in Choice, Caledoscopio.
References
  • Chrysanthou, Ch.. (2005). Journalism Lessons. Evaluation, classification and hierarchy of news. Education on the daily agenda of the Media, Hellin Publications, Athens.
  • Chrysanthou Ch. (2008). Media: Witnesses and actors. Interaction between the media and the socio-political life in Cyprus, 1878 -2008, Armida Publications, Nicosia.
  • Chrysanthou Ch. (2006). Environmental issues in the daily agenda of the media. From panic to information, in Chaltas C. (2006) Environment, Culture and the Orthodox Church, Conference Proceedings pp. 242-249, Kykkos Study Centre and PAntion University of Athens, Nicosia.
  • Corbett, J. (2006). Communicating Nature: How We Create and Understand Environmental Messages, Island Press, Washington.
  • Cox, R. (2006). Environmental Communication and the Public Sphere, Sage Publications, Thousand Oaks.
  • Moser, S. and Dilling, L. (2006). Creating a Climate for Change: Communicating Climate Change and Facilitating Social Change, Cambridge University Press, New York.
Planned learning activities and teaching methods This module is delivered through lectures, discussion, literature review and analysis of scientific articles, audiovisual aids, workshops and visits.
Assessment methods and criteria
Assignment 20%
Midterm Exam 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO
Course Unit Title EDUCATION & TRAINING ON THE ENVIRONMENT & SUSTAINABLE DEVELOPMENT FOR ORGANISATIONS & ASSOCIATIONS
Course Unit Code ESD516
Course Unit Details MSc Education for the Environment and Sustainable Development (Electives) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Analyse the concept of “environmental pollution limits” and environmental hazards in the working places of associations and organisations.
  2. Recognise that large scale accidents cause severe environmental problems (e.g. Seveso-Italy, Jet oil – Thessaloniki).
  3. Recognise the importance of associations and organisations in the decision making processes relating to the environment.
  4. Describe the role and responsibilities of associations and organisations within the European legislation framework concerning the development of practices for the protection of the environment and the achievement of sustainable development.
  5. Use appropriate methods in adults’ education: case studies, discussion, brainstorming, role play, use of technology.
  6. Outline key principles for developing an educational programme addressed to associations and organisations (content, duration, trainees, teaching means, practice etc.)
  7. Design training programmes for associations and organisations (objectives, implementation, evaluation).
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Professional activities in associations and organisations and environmental impact
o  Environmental hazards – assessment
o  Big scale accidents – prevention
–  Obligations – Responsibilities and decision making
o  Decision making with respect to sustainable development
o  European legislation and obligations of associations and organisations
–  Non formal education
o  Basic principles and characteristics
o  Adult education and training methods in associations and organisations: case study, discussion, brainstorming, role play, new technologies.
–  Designing educational and training programmes for associations and organisations
o  Content, duration, trainees, teaching means
o  Determining objectives, implementation, effectiveness assessment
Recommended and/or required reading:
Textbooks
  • Kokkos, Α. (Ed.). Adult Education and Educational Methods Volume D, Patra:HOU (Hellenic Open University).
  • Margaris N.S., Theodorakis M., Kainadas H., (2003). Local Authorities and Environment. Athens: Philipottis Editions.
References
  • Instruction 82/501/EC «For the hazard of large scale accidents, including industrial activity».
  • American Council of Governmental Industrial Hygienists (ACGIH), (2001). Documentation of the Threshold Limit Values and Biological Exposure Indices, Seventh edition.
Planned learning activities and teaching methods This module is delivered through lectures,discussion and practical activities
Assessment methods and criteria
Assignments 30%
Final Exam 70%
Language of instruction Greek
Work placement(s) NO
Course Unit Title MASTER THESIS I
Course Unit Code ESD551
Course Unit Details MSc Education for the Environment and Sustainable Development (Electives) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Carry out investigation in the forefront of knowledge in the area related to topic of the student’s Thesis.
  2. Critically comment on the results of a research work and relate to other published research and scientific work.
  3. Demonstrate competency in the methodologies needed for a successful research project implementation.
  4. Employ analytical, modelling and experimental methodologies for the implementation of a research project.
  5. Use appropriate tools to support the implementation and evaluation of a research project.
  6. Formulate appropriate assessment criteria, and evaluate the outcome of a research project.
  7. Draw conclusions on the investigations of a research project, and propose areas for improvements and future developments.
  8. Produced a structured written report on the work of a Master’s level research project.
  9. Employ a variety of tools and media to present the work of a Master’s level research project.
  10. Defend orally the implementation and evaluation methodologies employed, as well as the outcomes of a Master’s level research project.
Mode of Delivery Face-to-face
Prerequisites EESD550 Co-requisites NONE
Recommended optional program components NONE
Course Contents A student registered in this course is expected to implement the objectives of the Thesis, using the methodology proposed in the EESD504A&B courses, according to the approved planning. The student should carry out a research project (theoretical and/or interpretational and/or applied research) that includes data collection, analysis and evaluation.
Recommended and/or required reading:
Textbooks
  • Students are provided with the textbook entitled “Guidelines for carrying out a Master thesis”, which presents in detail the procedures that should be followed by students for carrying out their Master thesis, the required structure of the thesis and the Thesis evaluation criteria and procedures. No other specific book is assigned. Students are expected to consult a variety of information sources, including textbooks, manuals, scientific and research papers.
References
Planned learning activities and teaching methods The Student is expected to use appropriate analytical, modelling and experimental methodologies for the implementation of the objectives of the Master’s project approved by the student’s Evaluation Committee.
The Student is expected to meet regularly with his Thesis Advisor to ensure that the set objectives, methodologies and planning are met.
At the end of the semester, the student must submit a Master’s Thesis, and defend it orally.
Assessment methods and criteria
Literature review of existing knowledge 20%
Design methodology / implementation 20%
Presentation and documentation of results 15%
Evaluation and discussion of the main findings 30%
Exploitation of the results 15%
Language of instruction Greek
Work placement(s) NO
Course Unit Title MASTER THESIS II
Course Unit Code ESD552
Course Unit Details MSc Education for the Environment and Sustainable Development (Electives) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Carry out investigation in the forefront of knowledge in the area related to topic of the student’s Thesis.
  2. Critically comment on the results of a research work and relate to other published research and scientific work.
  3. Demonstrate competency in the methodologies needed for a successful research project implementation.
  4. Employ analytical, modelling and experimental methodologies for the implementation of a research project.
  5. Use appropriate tools to support the implementation and evaluation of a research project.
  6. Formulate appropriate assessment criteria, and evaluate the outcome of a research project.
  7. Draw conclusions on the investigations of a research project, and propose areas for improvements and future developments.
  8. Produced a structured written report on the work of a Master’s level research project.
  9. Employ a variety of tools and media to present the work of a Master’s level research project.
  10. Defend orally the implementation and evaluation methodologies employed, as well as the outcomes of a Master’s level research project.
Mode of Delivery Face-to-face
Prerequisites ESD550 Co-requisites NONE
Recommended optional program components NONE
Course Contents A student registered in this course is expected to implement the objectives of the Thesis, using the methodology proposed in the EESD504A&B courses, according to the approved planning. The student should carry out a research project (theoretical and/or interpretational and/or applied research) that includes data collection, analysis and evaluation.
Recommended and/or required reading:
Textbooks No specific textbook required
References
Planned learning activities and teaching methods The Student is expected to use appropriate analytical, modelling and experimental methodologies for the implementation of the objectives of the Master’s project approved by the student’s Evaluation Committee.
The Student is expected to meet regularly with his Thesis Advisor to ensure that the set objectives, methodologies and planning are met.
At the end of the semester, the student must submit a Master’s Thesis, and defend it orally.
Assessment methods and criteria
Literature review of existing knowledge 20%
Design methodology / implementation 20%
Presentation and documentation of results 15%
Evaluation and discussion of the main findings 30%
Exploitation of the results 15%
Language of instruction Greek
Work placement(s) NO

 

ΣΥΧΝΕΣ ΕΡΩΤΗΣΕΙΣ

    1. Πως θα βρω σπίτι στην Κύπρο;

Επικοινωνώντας με το γραφείο Φοιτητικής Μέριμνας του Πανεπιστημίου θα έχετε όσες πληροφορίες χρειάζεστε προκειμένου να επιλέξετε το σπίτι που σας αντιπροσωπεύει. Το γραφείο θα σας στείλει τη λίστα με τα διαθέσιμα διαμερίσματα που ενοικιάζονται περιμετρικά του Πανεπιστημίου και θα είστε πλέον σε θέση να επιλέξετε σπίτι πριν ακόμη μεταβείτε στην Κύπρο.

    1. Ποιο είναι το κόστος διαμονής και διατροφής;

Τα ενοίκια κυμαίνονται γύρω στα 300 με 350 ευρώ. Η διατροφή είναι αντίστοιχη με το κόστος διατροφής στην Ελλάδα. Κατά μέσο όρο ένας φοιτητής θα χρειαστεί μηνιαίως από 600- 800 ευρώ, ανάλογα με το επίπεδο ζωής που επιθυμεί κάθε φοιτητής.

    1. Πού μπορώ να απευθύνομαι κατά τη διάρκεια των σπουδών μου;

Στο Πανεπιστήμιο Frederick λειτουργεί η Υπηρεσία Σπουδών και Φοιτητικής Μέριμνας. Σκοπός της Υπηρεσίας είναι η συμβολή στην ανάπτυξη ενός ακαδημαϊκού περιβάλλοντος όπου προάγεται η εποικοδομητική μάθηση, η ακαδημαϊκή επιτυχία και η κοινωνικοποίηση των φοιτητών του Πανεπιστημίου.

Για κάθε φοιτητή ορίζεται Ακαδημαϊκός Σύμβουλος ο οποίος τον καθοδηγεί κατά τη διάρκεια των σπουδών του.

Το Πανεπιστήμιο Frederick, στην προσπάθειά του να βοηθήσει τους φοιτητές να πετύχουν αυτό που επιδιώκουν κατά τη διάρκεια των σπουδών τους, αποφάσισε να εισαγάγει στις δομές του το θεσμό του Συνηγόρου του Φοιτητή. Ο Συνήγορος επιδιώκει συνεχώς επιβεβαίωση για δίκαιη και ισότιμη μεταχείριση όλων των μελών της πανεπιστημιακής κοινότητας.

    1. Οικονομική ενίσχυση φοιτητών

Το Υπουργείο Παιδείας και Πολιτισμού έχει καθιερώσει κυβερνητικά μέτρα στήριξης τα οποία προσφέρονται σχεδόν κάθε χρόνο, μετά από σχετική αίτηση.