Citizens’ Educational Needs in an at-Risk Environment in Trinidad, West Indies

الموضوعات :

Cherisse Oliver ¹ , Wayne G. Ganpat ² , Wendy-Ann P. Isaac ³

1 - Graduate Student and Lecturer, Department of Agricultural Economics and Extension Faculty of Food and Agriculture, The University of the West Indies Trinidad, West Indies
2 - Graduate Student and Lecturer, Department of Agricultural Economics and Extension Faculty of Food and Agriculture, The University of the West Indies Trinidad, West Indies
3 - Lecture, Department of Food Production Faculty of Food and Agriculture, The University of the West Indies Trinidad, West Indies

تاريخ الإرسال : 14 الجمعة , ربيع الأول, 1437 تاريخ التأكيد : 14 الجمعة , ربيع الأول, 1437 تاريخ الإصدار : 11 الأحد , شعبان, 1433

الکلمات المفتاحية: knowledge, Compliance, Environmental Laws,

ملخص المقالة :

Trinidad is a small island developing state caught between the need to engage rapid development while respecting and preserving the environment. This study assessed citizens' education needs related to the environmental laws of Trinidad and Tobago. It focused on a densely populated, at- risk area of the country referred to as the East-West (E-W) corridor. Two hundred (200) persons living along the E-W corridor were randomly selected and surveyed using a structured interview schedule to determine their knowledge of three environmental areas: the Litter Act, the Water Pollution Rules and the Public Health Ordinances. It was determined that overall total knowledge of the environmental laws was moderate. The overall knowledge of environmental laws correlated significantly with sex, location of residence and community type. Knowledge regarding the Water Pollution Rules correlated significantly with sex, religion and economic status and knowledge regarding the Litter Act correlated significantly with sex, location and education level and the knowledge regarding the Public Health Ordinances correlated with religion and education level (all at P≤ .05level of significance). Recommendations are for increased education programmes specifically designed to target the intensive residential communities and schools along the corridor. The internet should be the main education tool. [Oliver et al. Citizens’ educational needs in an at-risk environment in Trinidad, West Indies. International Journal of Agricultural Science, Research and Technology, 2012; 2(2):69-75].

المصادر:

1. Alam, G., Ismail, K., & Mishra, P. (2010). Do Developing Countries Need Education Laws to Manage Its System or are Ethics and a Market-Driven Approach Sufficient? African Journal of Business Management, 4(15): 3406-3416.

2. Benson G. C. S. (1989). Codes of ethics. Journal of Business Ethics, 8(5): 305-319.

3. CSR Mapping Project (2005). Mapping Corporate Social Responsibility in Trinidad & Tobago: Private Sector And Sustainable Development. STCIC / UNDP

4. Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1): 39-50.

5. Fabrigar L. R., Petty, R. E., Smith, S. M., & Crites, S. L. (2006). Understanding knowledge effects on attitude–behavior consistency: The role of relevance, complexity, and amount of knowledge. Journal of Personality and Social Psychology, 90(4): 556-577.

6. Huang, P., & Shih, L. (2010). The impact of industrial knowledge management and environmental strategy on corporate performance of ISO-14000 companies in Taiwan: The application of structural equation modelling. African Journal of Business Management, 4(1): 21-30.

7. Ingram J., & Morris, C. (2007). The knowledge challenge within the transition towards sustainable soil management: An analysis of agricultural advisors in England. Land Use Policy, 24: 100-117.

8. Incekara, S., & Tuna, F. (2011). Attitudes of secondary school students towards environmental and sustainable development issues: A case study of Turkey. Journal of Biotechnology, 10(1): 21-27.

9. Murphy, T. (2004). A survey of adult environmental knowledge, attitudes and behaviour. Report on Environmental literacy. Centre for Global Environmental Education, Hamline University. Minnesota office of environmental assistance.

10. McFarlane B. L., & Boxal, P. C. (2003). The role of social psychological and social structural variables in environmental activism: An example of the forest sector. Journal of Environmental Psychology, 23: 79-87.

11. Makori, E. (2009). Contemporary issues in information management: A fresh look for information professionals. International Journal of Library and Information Science, 1(6): 82-91.

12. Nordstron, P., Wilson, L., Richards, M., Coe, B., Fiveck, M., & Brown, M. (1999). Student Attitudes toward Animal-Derived Products and Services and How they Affect the Society and the Environment. Journal of Agricultural Education, 40(4), 10-19. doi 10.5032/jae.1999.04010

13. Petak, W. J. (1980). Environmental planning and Management: the need for an integrative perspective. Journal of Environmental Management, 4(4): 287-295

14. Said, A. M., Ahmadun, F. Paim, L. H, & Masud, J. (2003). Environmental Concerns, Knowledge and Practices gap among Malaysian teachers. International Journal of Sustainability in higher education,44(4): 305-313.

15. Tyler, S. (2005). National integrated Water Resources Management Policy. The Water Resources Management Unit Ministry of Public Utilities and the Environment. Government of Trinidad and Tobago

16. Williams D. L. (2000). Students’ knowledge of and expected impact from sustainable agriculture. Journal of Agricultural Education, 41(2): 9-24. doi 10.5032/jae.2000.02019