Monthly monitoring of disposable lighter washed up on the beaches of Tottori, Japan, was carried out from April 2004 to December 2010. Detailed information from the lighters, including addresses and phone numbers, was used to determine specific locations of the origins. A total of 27,968 lighters were collected, of which 6.1%, 10.8% and 10.3% originated from Japan, Korea, and China-Taiwan, respectively. These proportions of lighter origins are very different from the proportions of PET bottle origins based on the monitoring simultaneously with the lighters, because the consumption of the lighters printed with characters is different in the respective regions. On the comparison in limited areas, the detailed address information of lighters is very useful. On the basis of the ascertainment of a few disorders of addresses caused by people coming and going, it is indicated that the lighters from western Korea and southern Kyushu are rarely drift into the Sea of Japan and floating lighters rarely drift from coastal zones into the open sea and rarely drift against the Tsushima Current. These results suggest that the effectiveness of local measures to reduce the consumer wastes into the sea could be evaluated by monitoring the origins of disposable lighter on beaches.

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Toyama Prefectural University′s environmental literacy education model was launched in 2006. There are two purposes of this model. (1) To evaluate environmental education using social psychology and study environmental education in a small institute of technology. (2) To integrate this educational model and ESD (Education for Sustainable Development), and develop new engineering education in the institute of technology. The evaluation system of environmental education was created to achieve these targets. And evaluation result was opened for professors and students. This was to improve environmental education for individual students in order to encourage environmental problem solving. There were two measurements in the evaluation process. Micro-evaluation measured individual differences between each student. Macro-evaluation measured the education system as a whole. Micro-evaluation showed that basic environmental education, made changes in student′s recognition and attitudes. Experiential learning made changes in student′s attitudes and skills. Participatory activities made changes in student′s perceptions and attitudes. The target educational achievements were accomplished. However, the following three points should be considered for further improvement. (1) Large group lectures need to use visual educational information and include discussion between students. (2) Experiential learning should be conducted several times. (3) Participatory learning should promote voluntary group activities. The following improvements could be made by using a macro-evaluation. (1) Preparation of evaluation measures (measurement of program goals, objectives and learning results.). (2) Evaluation results could be used for greater understanding within the organization. (3) Evaluation results could be used by other organizations as a learning tool. An adaptation process of REB (Responsible Environment Behaviour) should be considered in order to educate and establish an environmental harmony-type technology development. It should also be developed using concepts of sustainability and ESD for the next educational step. We wish to propose the concept of Engineering Education for Sustainable Development (EESD).

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The purpose of this report is to explain our project “Experience type education for student as a future engineer who can make and shoulder the sustainable environment and society”. The aim of this project is that it makes use of the network of the nationwide technical collage of Japan and its result is spread toward the Japanese whole country. And then, the project is aiming at improving student′s environmental literacy through the practice of the advanced environmental education.
The first section, we mention about the background and the aim of the project. In sections 2 and 3, we explain about two major affairs of project that are “the Environmental meeting of the nationwide technical collage” and “Environmental industry experience”. The purpose of “the Environmental meeting of the nationwide technical collage” shares information on the practical case of the environmental education of the technical college of Japan, and it is that the level of the project increases. As for that meeting, the study concerned with the development of the environment technology, and that keynote lecture are held. “Environmental industry experience” is one of the experience types of environmental education, and a student learns activities with the feature of the Shimane prefecture such as the purification technology of the water quality and the recycling technology of the national resources. In section 4, we examine it about the effect of this Project from the result of a questionnaire enforced in it.
The results of the questionnaire suggested that participant of above the Meeting and the Experience understand about the role of engineer should do, and he is learning deep knowledge to do the realization of the sustainable society.

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Higher educational institutions such as universities for science, engineering, agriculture, etc., and colleges of technology have produced many researchers and engineers suited to the demands of the industry. At the same time, because companies are expected to demonstrate environmental responsibility, researchers and engineers should carry out activities with awareness of environmental responsibility. Environmental education aims to promote environmental-conscious behabior and Hirose′s model states that environmental-conscious behabior is evaluated by cost-benefit, social norm, and feasibility. This research aims to analyze these facilitating factors of environmental activity and environmental educational contents in higher educational institutions. The results show that the education about feasibility is enough in higher educational institutions. The important educational contents are evaluation by cost-benefit, social norm such as environmental management systems; technology assessments (Life Cycle Assessment, Material Flow Cost Analysis, etc.) and environmental communication.

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Agricultural and engineering sciences commonly focus on sites where environmental issues occur, and thus they play an important role in environmental studies. Furthermore, the integration of agricultural and engineering sciences is essential to deal with current complex environmental issues. Thus, a university that has both agricultural and engineering departments holds the strong potential to develop people who actively contribute in environmental fields. Based on such understanding, this report introduces the Education Program for Field-Oriented Leaders in Environmental Sectors in Asia and Africa, ran by Tokyo University of Agriculture and Technology. The outline and outcomes of the program and its future direction are described based on the experiences for over one year since the start of the program. Furthermore, future possibilities for such a university in the development of capable personnel in environmental sectors are also discussed.

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