Youth and Environmental Education for Sustainable Development

Abstract

New political frameworks and courses of development regarding the welfare of the young are more and more being directed towards platforms for involving young people in the issues of environmental protection and sustainable development. However, despite the dedication of political decisions on consulting young people and their participation in these issues, still, there is no consensus on the way and implementation of this dedication, and on the manner of implementation in various program fields. This paper is giving frameworks for understanding the need for the adequate environmental education of the young people, which, as a consequence, also has the sustainable development of the society as a whole. The first one refers to the argument that young people have the right to be involved in and consulted on the environmental issues. The second one is that improvement of the services for young people requires recognition of their views and interests and their appropriate articulation, which is implied from the standpoint of their participation. The third one refers to the needs of recognition and involvement of the benefits of the sustainable growth, which normally arise as a consequence of the participation of the young people in the protection of the environment. Finally, it is concluded that young people should be given a chance to be involved in the appropriate environmental education and discussions on economic, societal and environmental issues, having in mind that participation of the public in the environmental protection issues cannot be reserved just for the adults.

Full text

International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Impact Factor (2012): 3.358
Volume 3 Issue 9, September 2014
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
Youth and Environmental Education for Sustainable
Development
Tatjana Borojevic1, Natasa B Petrovic2, Drago Vuk3
1Panacea solution, Bulevar Mihajla Pupina 10A, 11070 Belgrade, Republic of Serbia
2University of Belgrade – Faculty of Organizational Sciences, Jove Ilica 154, 11040 Belgrade, Republic of Serbia
3
University of Maribor - Faculty of Organizational Sciences, Kidriceva cesta 55a, SI-4000 Kranj, Slovenia
Abstract: New political frameworks and courses of development regarding the welfare of the young are more and more being directed
towards platforms for involving young people in the issues of environmental protection and sustainable development. However, despite
the dedication of political decisions on consulting young people and their participation in these issues, still, there is no consensus on the
way and implementation of this dedication, and on the manner of implementation in various program fields. This paper is giving
frameworks for understanding the need for the adequate environmental education of the young people, which, as a consequence, also
has the sustainable development of the society as a whole. The first one refers to the argument that young people have the right to be
involved in and consulted on the environmental issues. The second one is that improvement of the services for young people requires
recognition of their views and interests and their appropriate articulation, which is implied from the standpoint of their participation.
The third one refers to the needs of recognition and involvement of the benefits of the sustainable growth, which normally arise as a
consequence of the participation of the young people in the protection of the environment. Finally, it is concluded that young people
should be given a chance to be involved in the appropriate environmental education and discussions on economic, societal and
environmental issues, having in mind that participation of the public in the environmental protection issues cannot be reserved just for
the adults.
Keywords: young people, activism of the young people, environmental education, sustainable development.
1. Introduction
“Education is the most powerful weapon you can use to
change the world.” Nelson Mandela
In 1992. the governments that participated in the Earth
Summit made the historical agreement related to sustainable
development-economic system which promotes health and
survival of the people and ecosystems. The definition of
"sustainable development", which is most commonly used,
was made by Lester Brown, the founder of the Worldwatch
Institute. The definiton was also included in the report of
"Our Common Future":"Sustainable development is
development that meets the needs of the present without
compromising the ability of future generations to meet their
own needs” [1]. This definition is the basis of all the efforts
of the international politics regarding the protection of the
environment. Sustainable development is a global
development management philosophy that aims to conserve
the integrity of the Earth’s ecosystems while supporting
economic growth and social welfare. The concept of
Sustainable Development first appeared in the 1970s and
early 1980s [2], but only came into prominence following
the 1987 World Commission on Environment and
Development report.
The term sustainable development was proclaimed in
Norway, in 1989. Minister conference (so-called Bergen
convention), ogranised by the Norweigan government with
the help of Economic Committee of the UN (United
Nations), and the following year, the concept was adopted
by the Europen Union as well. The draft for the Chart of the
Earth was a part of the unfinished work on the Summit in
Rio de Janeiro in 1992. [3], the first time that the UN tackled
this problem, its defining and solving.
In 1992. there was the second conference - The United
Nations Conference on Environment and Development, on
protection of the environment and development - UNED in
Rio de Janeiro, where the connection between the
development and the environmental protection on global
level was shown for the first time. There were around 10.000
official representatives from 160 countries, including 116
national political leaders. The recommendations of the
Brundtland Report were adopted, and one of the most
important results of hte Summit was the enactment of the
Agenda 21.
Furthermore, in August 2002, there was a World Summit on
sustainable development in Johannesburg [4]. On this
summit, the participant countries agreed to start making and
adopting national strategies of sustainable development as
soon as possible, where economic and social aims were
added both on local and global levels for the first time.
Twenty years later, after several summits held, human
civilisation was very near environmental collapse. Modern
society was faced with numerous challenges on the way of
reaching the sustainable community. Establishment of
international conventions and researches in the field of
environmental protection and sustainable development
greatly contributes to the development of the sustainable
society. However, the possibility of reaching sustainability,
and environmental sustainability in the first place, requires
the change of behaviour patterns not just of the society as a
whole, but also the behaviour of each individual as well.
These are the reasons for establishnment of the new ways of
managing and solving the topics related to the issues of
Paper ID: SEP1465
57

International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Impact Factor (2012): 3.358
Volume 3 Issue 9, September 2014
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
environmental protection. In addition, it is important to
notice that since sustainability is a multidimensional
concept, economic, social and environmental aspects must
be considered and integrated, too [1], [6] - [10].
Environmental accidents and endangerment of the
environment and health of the people in the `60s of the
previous century, brought about not only the increased
pressure of the environmentally conscious communities on
decision makers in charge of the environmental and its
protection issues, but also the increase of democratic
decision making and public involvement in making these
decisions, as well as testing of different mechanisms for
implementation of this process into day-to-day decision
making, and their efficiency and application in different
conditions, as well as the understanding of necessity of not
only the appropriate environmental education of young
people, but also their inclusion in environmental issues.
Many authors agree that good environmental education is
crucial for achieving sustainable development [10]. Equally,
United Nations Educational, Scientific and Cultural
Organization - UNESCO concludes that environmental
education is essential to sustainable development [11].
2. Young People as a Category
Old and doctrine question is: what is youth, an artificial
structure of the abstract being or a real societal entity? There
is no commonly accepted definition of "youth". Youth is a
relatively defined totality, which every society identifies as
such and it most often represents an age group of so-called
young generations between fourteen and thirty years of age.
1/5 of the population in Republic of Serbia belongs to youth
category.
It is difficult to determine and define the age borderline of
youth. Thus, formal definitions of this life period differ
between the institutions of the UN, EU and national
institutions. Worldwide, there are different definitions of the
youth age borderlines and it is considered that no other life
period provokes as many discussions on age borderlines as
this one. Duration of youth is actually socially and not
biologically determined. Schooling is the key factor which
shortens or prolongs youth.
Youth is shorter within a group of young people who spend
less time in school, whereas young people who are most
educated have longer way to becoming adults. In transition
countries like the Republic of Serbia, prolonged youth is
often a matter of force. Young people in Serbia are in favor
of the suggestion that the upper borderline of youth is 30.
In the Republic of Serbia, in the National strategy for young
people, the young are defined as people between fifteen and
thirty years of age. There are approximately 1,5 million
young people in Serbia, which makes 20% of the population
[12].
Term "young" describes the phase of life between childhood
and adulthood. Youth is a special period of life in which,
together with biological and mental maturity, develops the
process of inclusion of an individual in the community.
During this period, it is expected of young people do
develop skills and capabilities in order to undertake the roles
in all fields of social activities. Process of inclusion of the
individual in the society lasts as long as the individual
reaches the appropriate level of social autonomy,
responsibility and independence [13].
Specific situation in Serbia in terms of poverty in the
society, low percentage of employment when it comes to
young people and challenges that young people face in the
process of transition from childhood into adulthood, requires
somewhat flexible approach. Thus, the upper borderline of
youth is moved to thirty years of age, having in mind that
the population is very heterogeneous and is characterized by
different development goals in different stages of youth.
Within the stratification of the society, the youth is relatively
unique when it comes to:
 the position it has with respect to social production,
 participation in the system of social power,
 specific features of its psychological-moral profile.
Basic common characteristics of the social status of young
people are:
 status inferiority, i.e. marginal social status, as a
consequence of exclusion of young people from on-
going flows of social, economic and political life and
work;
 "prolonged youth", i.e. preparation for undertaking social
and economic roles of the adults, so called "mature
generations" and thus dependent status when it comes to
family and society.
Furthermore, youth is neither complete nor homogeneous
formation in social, ideological or political sense. Youth is
observed as "a contradictory generation structure", within
which there are prominent differences based on different
position in the social structure.
Specific features of the Republic of Serbia are reflected in
radical system changes, i.e. postsocialist transformation
(transition), representing highly multidimensional process,
which equally contains economic, political and cultural
subsystem of global society, whereas in the terms of
everyday life, it penetrates life conditions of both groups and
individuals, redefines their relationships,changes their
behaviour, expectations and perspectives. Society in Serbia
is significantly characterized by the processes of
(self)destruction, which in some fields of social reality
reached the phase in which is justified to speak of destroyed
society. Identity crisis, psychological burden, lack of
perspective, economic dependence due to unemployment,
destruction of the system of values represent consequences
which are closely connected with social, economic, cultural
and historical situation in Serbian society. State of social
destruction, which arises as a consequence of catastrophic
social events (civil wars, collapse of economic system,
decline of social activities and institutions, disintegration of
values...) struck different social aggregates and groups with
different intensity [13].
Catastrophic social events do not share the same dimension,
thus, they are not homogeneous. These events are marked by
very deep splits: modern trends versus anti-modern trends;
Paper ID: SEP1465
58

International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Impact Factor (2012): 3.358
Volume 3 Issue 9, September 2014
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
the past versus the future; authoritarian regime versus
democracy; traditional way of thinking versus rational one;
ethnic country versus civil country. Young people are the
first who react to social changes and turns and they are the
first to suffer consequences of these changes, and according
to numerous authors, youth represents one of the most
vulnerable groups in the transition process.
All the above mentioned circumstances prevent young
people from being included in social flows and activism, as
the main driving force, does not have critical intensity which
can start changes in order to improve living conditions.
3. Activism of young people
Active involvement of young people in solving problems of
their local community and all other problems universal for
all people and climates, like environmental issues, is
significant not only for their healthy growing up, but also for
more successful and high grade functioning of every society.
Activism is a term which signifies voluntary culture of
political participation on different levels, whether it is a
struggle around concrete and local issues or whether it is a
global criticism of social and political systems. Social
activist movements are the expressions of collective
aspirations of both groups and individuals, but they are also
bearers of social change in the industrial society. Consumer
culture, relationship between the man and the nature,
relations between people themselves based on differences,
establishment of modern industrial state- all these things
have become main topics for struggle in global- societal
field.
Activism, generally observed (as well as concrete forms of
activism) have their foundation in value orientation which
questions whether it is or it is not good to get involved either
for oneself or for the others. As absurd as the situation may
be, in which the value is being questioned whether it is or it
is not good to make effort for oneself, certain social
circumstances and characteristics of an individual very often
lead to fatalism, which is reflected in the standpoint that
"whatever we do, someone/something else decides on our
behalf". Situation can get even more drastic when it comes
to activism directed to improvement of the position of the
others, to solidarity and altruism. Activism as the value
orientation is a very complex phenomenon, consisting of at
least two aspects: activism as a desirable manner of behavior
in the process of satisfaction of interests and the needs of the
others (which is based on altruism or "philanthropy") and
activism as the manner of behavior directed to satisfaction of
personal interests and needs (based on egoism or
"selfishness") [14].
There are various forms of activism directed to certain social
problems like economic activism (boycotts, strikes),
lobbying, media activism (internet activism, hactivism,
independent media), propaganda, non-violent confrontation,
violent confrontation (riots, even terrorism), youth activism
(students` protests), demonstrations, petitions, so-called
"civil disobedience", etc. There are numerous examples of
the actions which provoked the public to start thinking, arose
ethical considerations, questioned the legitimacy of the
authorities and created social climate that influenced
politicians and decision makers to change their decisions.
And these were successful because they were started and
realized by enthusiasm, optimism, experience and good will.
3.1 Voluntary work as the foundation of activism
Voluntary work is the very basis of activism.Global
environmental organizations like Greenpeace, Friends of
The Earts, Amnesty International, World Widelife Fund,
PETA, Human Rights Watch, etc. are supported by millions
of volunteers. There are various interpretations and
comprehensions of voluntary work and they are very closely
related to tradition, cultural circumstances and social context
of the certain country. Voluntary work through active
inclusion into society, with the purpose of proactive
initiation of the changes in the society, is most often related
to active participation in political, non-profit organizations,
informal civil initiatives and interest groups.
Voluntary work is one of the foundation stones of the
civilized society, because it revives most noble aspirations
of the mankind- support for peace, freedom, possibility of
choice, safety and justice for all people. Voluntary
engagement, i.e.voluntary and free work on behalf of the
others or for general good is very important for solving
many problems existing in every community, as well as for
strengthening of solidarity between members of the
community. Voluntary work, as a form of civil activism
brings out the best in people, changes people`s awareness,
improves quality of living and develops tolerance.Voluntary
work is not only beneficial for the ultimate users of that
work, but also for volunteers, who gain new experiences and
feel useful, which is the most important thing of all.
In modern society the importance of such engagement is
also observed from the aspect of contribution to economic
development, decrease of poverty, peace building and
overcoming critical situations, help in case of natural
disasters, protection of the environment,etc. It is estimated
that there are around 420 million volunteers all over the
world. In developed countries, volunteers are mostly
unemployed and retired people.
Voluntary work has different forms and meanings,
depending on the environment and it is under great influence
of history, politics, religion and culture of the certain
region.Still, it is possible to determine some crucial
characteristics of what defines each voluntary activity.
Common denominators of voluntary work are:
 work free of charge,
 voluntary work,
 time-limited work (defined number of engagement
hours)
 work directed to realization of other people`s welfare
(help directed to people that volunteer is not blood
related to),
 organized work.
3.2 Youth activism
Youth activism represents the voice of the young people,
gathered around the common idea of making a social
Paper ID: SEP1465
59

International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Impact Factor (2012): 3.358
Volume 3 Issue 9, September 2014
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
change. Worldwide, there are young people working as
activists, coordinators, researchers,teachers, reporters, social
workers in peace movements, environmental, humanitarian
and educational organizations, societes for protection of
animals, protection of the human rigths, various antirasist,
antihomophobic, pheminist, anarchist groups, political
offspring,etc.
4. Young people and the environment
Young people have special worries and special
responsibilities towards the environment. The number
environmental risks and dangers disproportionally affect
young people who have to live longer despite the
deterioration of the environment caused by previous
generations. These are the reasons why young people will be
forced to get involved in the new manner and in the new
forms of activism, which will generate efficient answers to
newly arisen environmental challenges [15].
It is evident that young people represent a great part of
world population. They, as well as little children, are
especially sensitive to environmental risks, like access to
potable water, for example. Besides, young people will have
to live longer and with consequences of on going
environmental decisions. Future generations will also be
affected by these decisions, as well as the way that present
generations showed their concern in tackling issues like
exhaustion of the resources, loss of biodiversity and
radioactive waste at present.
Environmental education is one of the best ways to prepare
young people for facing growing environmental problems of
the planet Earth. This environmental education pressingly
implies not only giving information and knowledge on how
burdened and disturbed global ecosystems are on the verge
of collapse, but also the guidelines, knowledge and skills for
overcoming the environmental consequences caused by
action of the human civilization. Besides the fact that they
have greater part in distant future, young people are very
well situated to promote environmental awareness, simply
because they often have better access to information than
elder people. Partly, this is the point which should be more
exposed through environmental education in schools, at least
in developed countries, or even sporadically somewhere
else. Apart from exposure in formal education, young people
live their lives in the era in which environmental protection
has great influence. The foundation against the ecological
way of thinking and behavior is not rooted within young
people and thus they can introduce new ideas and views of
the problems.
Environmental education represents the understanding of the
problems of global environmentalization of the material and
spiritual activities of the society, and as an individual field it
appears at the end of the 60`s of the previous century. It
roots from the beginning of the 20th century, with the
apperance of the three movements, whose influence can be
felt even today. These are: knowledge of the nature,
preservation of education and the outdoor education. These
scientific disciplines contributed to further development of
the environmental education, which puts a special accent on
social dimension of the environmental problems, in view of
the fact that it is focused on making a population which
possesses awareness, behavior, knowledge, skills and
motivation needed for solving environmental problems. That
is why environmental education implies preference of the
new life style, new ethical and cultural values, new free and
personal responsibilities. The fact is that education itself
cannot successfully overcome all the problems our
environment faces today, but it can contribute to their
solving.
Environmental education has a very important role in
promoting the environmental protection (chapter 25 of the
Agenda 21 deals with this problem) [16]. Environmental
education of young people enables necessary synthesis of
knowledge whose aim is to protect and improve the
environment. Through the planned educational system, the
environmental knowledge is developed, the knowledge of
basic characteristics of the environment and ways of
preserving and improving the environment, as well as the
knowledge of basic environmental issues of the modern
society. Environmental education must also point to
increasing degradation of the environment. Thus, this kind
of education implies the necessity of rational usage of
natural resources, getting informed of the facts in regard
with the environment, as well as improving and raising the
awareness of young people when it comens to environment
and its preservation.
Main goal of the environmental education is creation of
opporunities for individuals, organizations and communities
to take the actions which will be focused on environmental
protection. The UN defined the period between 2005 to
2014. as a decade of Education for sustainable development.
The aim is to implement the concept of sustainable
development in educational processses worldwide and on all
levels and forms of education.
Environmental education and forming of environmental way
of thinking with the young people begins in the early
childhood, hence the very important role of educational
organizations on all levels of knowledge acquirement
(elementary schools, high schools and universities). The task
of upbringing and education is knowledge acquirement, so
that future generations who are included in solving
environmental problems, possess systemized knowledge of
temporary environmental problems, character and the
essence of endangered environment and the ways of
eliminating negative consequences of the disturbed
environmental balance [17].
5. Conclusion
The environment provides numerous goods and services
necessary for survival of humanity and preservation of the
mankind [18], [19]. Keeping with this, the integration of
ecology into general development, according to the
principles of sustainable development, is an obvious
necessity, with a special accent on the category of young
people, having in mind that the future lies with them. “To
care about sustainable development means to accept
responsibility for the well-being of future generations and
also of our habitat, of our planet. An affirmative attitude
towards sustainability has to be an integral part of the moral
Paper ID: SEP1465
60

International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Impact Factor (2012): 3.358
Volume 3 Issue 9, September 2014
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
foundation of our activities and of your lifestyle. This means
that promoting sustainable development must be an
important aspect of the educational agenda at all levels.”
(Professor Konrad Osterwalder, PhD; Under Secretary
General of the UN Rector of the United Nations University,
Osterwalder 2009).
Despite the proportion of the issues of informing and
participation of the public in the Laws of the Republic of
Serbia, lack of bylaws and ignorance of the citizens, the
participation of the public in decision making is on a very
low level. This goes together with inadequately proportioned
of both formal and informal environmental education, its
protection and sustainable development.
These are the reasons why it is necessary to include the
category of young people in the field of protection of the
environment and strenghtening their activism on the local
level and municipality level, having in mind that youth
represents significant part of the population in the
sustainable development issues, as well as "the resource" for
supporting the changes of the present communities on their
way to becoming sustainable communities.
Today`s youth is directly struck with consequences of the
behavior of the previous generations and inherited polluted
environment. Also, youth represents a group of population
which can be influenced more easily when it comes to
accepting new patterns of behavior which are in accordance
with the basic postulates and principles of sustainable
development.
References
[1] World Commission on Environment and Development
– WCED, Our Common Future, Oxford University
Press, Oxford, 1987.
[2] IUCN, World Conservation Strategy: living resource
conservation for sustainable development, Gland,
International Union Conservation of Nature and
Natural Resources, 1980.
[3] Rodale Institute, [Online]. Available:
http://www.rodaleinstitute.org. [Accessed: Apr. 4,
2014].
[4] Earth Summit 2002, [Online]. Available:
http://www.earthsummit2002.org/Es2002.pdf.
[Accessed: Apr. 4, 2014].
[5] K. McCormick, E., Muhlhauser, B. Norden, L.
Hansson, C. Foung, P. Arnfalk, M. Karlsson, D.
Pigretti, “Education for sustainable development and
the Young Masters Program”, Journal of Cleaner
Production, (13), pp. 1107-1112, 2005.
[6] Z. Piątek, “Balancing the order of the human world:
natural and sociohistorical confitions”, Problemy
Ekorozwoju/Problems of Sustainable Development, 2
(2), pp. 5-18, 2007.
[7] A. Sanchez 2008, “Perspectives and problems in
sustainable development”, Problemy
Ekorozwoju/Problems of Sustainable Development, 3
(2), pp. 21-23, 2008.
[8] A. Pawlowski, “The sustainable development
revolution”, Problemy Ekorozwoju/Problems of
Sustainable Development, 4 (1), pp. 65-76, 2009.
[9] A. Pawlowski, “The role of environmental engineering
in introducing sustainable development”, Ecological
Chemistry and Engineering S, 17 (3), pp. 263-278,
2010.
[10] M. Cirovic, N. Petrovic, D. Slovic, EPI:
“Environmental Feedback on the Organization’s
Sustainability”, in Innovative Management and Firm
Performance: An Interdisciplinary Approach and
Cases, M. Levi-Jaksic, S. Barjaktarovic-Rakocevic and
M. Martic (eds.), Palgrave Macmillan, London, 2014.
[11] UNESCO, “Education for sustainable development”,
[Online]. Available:
http://www.unesco.org/new/en/education/themes/leadi
ng-the-international-agenda/education-for-sustainable-
development/education-for-sustainable-development/.
[Accessed: Avg. 1, 2014].
[12] National strategy for young people- A suggestion,
[Online]. Available:
http://www.mos.gov.rs/sites/default/files/down/Nacrt_
Nacionalne_strategije_za_mlade.pdf. [Accessed: Avg.
16, 2014]. (in Serbian)
[13] A. Jović-Lazić, Activity of UNESCO and membership
of the state union of Serbia and Montenegro, Yearbook
2000–2003, Association for the international law,
Belgrade, 2004. (in Serbian)
[14] Ministry of youth and sport and CESID, Public opinion
polls in Serbia, Ministry of youth and sport and
CESID, Belgrade, 2007. (in Serbian)
[15] Youth and Environment Europe – YEE, [Online].
Available: http://www.yeenet.eu. [Accessed: Avg. 20,
2014].
[16] UNCED, Agenda 21, Programme of Action for
Sustainable Development, Rio Declaration on
Environment and Development, N.Y., United Nations,
1992.
[17] S. Šehović, R. Marjanović, R. Biočanin,
“Environmental education in the function of protection
and improvement of the environment”, at the
Conference Technique and IT in education, Čačak, p.
222, 2008. (in Serbian)
[18] V. Jeremic, S. Isljamovic, N. Petrovic, Z. Radojicic, A.
Markovic, M. Bulajic, “Human development index and
sustainability: What’s the correlation? “, Metalurgia
international, 16, (7), pp. 63-67, 2011.
[19] Z. Radojicic, S. Isljamovic, N. Petrovic, V. Jeremic, “A
novel approach to evaluating sustainable
development“, Problemy Ekorozwoju/Problems of
Sustainable Development, 7, (1), pp. 81-85, 2012.
Author Profile
Tatjana Borojevic Over 12 years of working
experience in fields of social policy, youth policy and
reform of public administration, based on civil society
strengthening, local government capacity building and
community development. Worked both with public
institutions, local and international NGOs as staff supervisor,
project manager, trainer, facilitator and mentor within various
programs/ projects. Consultant in area of of decentralisation
processes in Serbia in fild of social and youth policy with
specalisation in - social aspect of transition. Working as consultant,
trainer and mentor with Ministry for labour and social affairs,
Ministry of youth and sport and Ministry for public administration.
Paper ID: SEP1465
61

International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Impact Factor (2012): 3.358
Volume 3 Issue 9, September 2014
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
Directly work with more then 120 municipalities in Serbia as main
users of donor programs.
Dr Natasa B Petrovic is a Full Professor at the
University of Belgrade - Faculty of Organizational
Sciences, Republic of Serbia, where she acquired her
M.Sc. (1999) and Ph.D. (2002) degrees in
Environmental Management. At academic, master and
PhD studies she teaches the following subjects: Environmental
Management, Integrated Environmental Management, Eco
Marketing, Environmental Risk Management, Sustainable Energy
Management and Design for Environment. Dr Nataša Petrović has
published more than 120 papers in journals and conference
proceedings. Also, she is the author and coauthor of eleven books
from which five are university textbooks and one is monograph, as
well as tho chapters in international monographs. Areas of her
research include: Environmental Management, Environmental
Science, Sustainable Development, Environmental Education and
Education for Sustainable Development, Energy efficiency,
Management skills for Environmental Managers, Public
Participation in Environmental Protection.
Dr Drago Vuk is a Full Professor at the University of
Maribor - Faculty of Organizational Sciences,
Slovenia, where he acquired Ph.D. (1986) degrees in
Environmental Management. At academic, master and
PhD studies he teaches the following subjects:
Environmental Management, Environmental
Management of Processes, Management of Technology Systems,
Innovation Management, Management of Investment Projects. Dr
Drago Vuk has published more than 100 papers in journals and
conference proceedings. Also, he is the author of numerous
university textbooks, reviewer and the author of chapters in
international monographs. Areas of his research include:
Environmental Management, Environmental Science, Sustainable
Development, Environmental Education and Education for
Sustainable Development.
Paper ID: SEP1465
62