A Comparative Study on the Curricula of Energy-Conservation Education as an Environmental Policy

This paper deals with energy-conservation education in terms of designing curricula, analyzing the present curricula in order to find out whether they can be operated as an environmental policy, and lining up the necessary conditions for their operation as an environmental policy. In this paper we analyzed 24 cases out of the 30 best model schools promoted by The Energy Conservation Center, Japan (ECCJ) in 2004 through 2006. As an item of comparison, we set the following five; awareness, understanding, skills, actions and results. According to the analysis, it became evident that a curriculum which would achieve results had not been designed. It was also confirmed that, if the pupils or students did not learn skills, they were less likely to take an appropriate action that would contribute to energy conservation, which means it was difficult to accomplish good results