Collins-Figueroa, Marceline, and Joyce Glasgow. 1997. Teacher professional development in environmental education for sustainable development: A baseline study. Kingston, Jamaica: National Environmental Education Committee. 80 pp.

Based on interviews, document analyses, and discussions of a working group of the National Environmental Committee, this study documents opportunities, gaps, needs, and issues in teacher professional development in environmental education for sustainable development (EESD) in Jamaica.

While programmes in educational institutions and NGOs include ecological and social considerations that encourage the development of environmental awareness, the study identified the need for strategies to include economic and governance concerns and values education in EESD, as well as the need to develop EESD policies, structured system support, and interdisciplinary, collaborative, action-oriented approaches to EESD. The study suggested system-wide, phased programmes for implementing EESD in teacher professional development and called for democratic whole-institution models of change. This study informed the professional development programme area of the National Environmental Education Action Plan for Sustainable Development.