Act No. 87 of 1993 establishes rules for the exercise of internal control in State bodies and agencies and adopts other provisions to ensure that all activities, operations and actions, as well as the management of information and resources, are carried out in accordance with the constitutional and legal norms in force within the framework of the policies formulated by the management and in response to the objectives. or the objectives pursued. Master`s thesis under the supervision of Javier Benayas. In Colombia, there is a regulation that facilitates the legal framework of the obligation of educational institutions in the implementation of school environmental projects (PRAE) as transversal educational projects that attempt to solve problems in the academic field in a social and natural context. At the same time, this regulation provides pedagogical strategies to build civic culture in social contexts where each educational institution – EI has an impact by seeking the participation of the community, knowing the problems of each context, prioritizing them and proposing strategies that meet the expectations that have on the pedagogical and formative scope of each EI. The state of environmental education at the global and Colombian levels is illustrated here, which further facilitates the experiences made available to different EIs in two biogeographical regions of Colombia. one from the Caribbean region (Departamento Córdoba, Municipio Puerto Escondido) and the other from the Pacific coast (Departamento Valle del Cauca, Municipio Buenaventura, Corregimiento de Ladrilleros). The results show the needs of each context. In one of the IEs in Puerto Escondido, she focuses on strengthening students` nutritional needs in order to increase their concentration and academic performance. in others, strengthen the sense of ownership of environments, with the aim of increasing belonging and self-care between the educational community and its ecosystems. In Ladrilleros, the project focuses on strengthening an environmental education programme for integrated solid waste management at the source of production, from EI to the community; With the aim of increasing the sense of belonging of a place with a high influx of tourists, on which the livelihood of many families in the region depends.
LAW 1549 of 2012 (5 July): which strengthens the institutionalization of national environmental education policies and their effective integration into territorial development. Sections 7, 8 and 9, which enshrine the increased integration of environmental education into formal education (preschool, primary, intermediate and higher) by strengthening Environmental Projects for Schools (PRAES) in Prince Edward Island of public and private educational institutions at the elementary and secondary levels, as well as its communication and projection spaces. The integration of environmental problems related to the diagnosis of their particular contexts, such as climate change, biodiversity, water, soil management, risk management and integral solid waste management, in the curricular dynamics of educational institutions, in a transversal way, for which they will develop concrete projects that allow children and young people to develop basic and civic competences for ethics and Responsibility Decisions in the face of sustainable environmental management. Finally, it establishes the strengthening of the strategies mentioned in national environmental education policies. All sectors and institutions that make up the National Environmental System (SINA) must participate technically and financially in: (a) the monitoring and implementation of PRAES as part of the development of an environmentally sustainable social project. AGREEMENT 166 OF 2005 establishing the School Environment Committee – CAE in each public and private educational institution in the Capital District as an advisory body on environmental issues to the school government as part of the Prince Edward Island Institutional Education Project. This committee is organized by the board of directors of the institution in a democratic and participatory manner. It also stipulates that they have the status of guardians of the environment of the school, one student per course, who will act as supervisor of the environment within the educational institution and as a dynamizer of national, district and municipal policy of environmental education according to the functions assigned to the Environment Committee. He will be part of the school environment committee, the student who will be delegated by grade level and selected from the environmental point of view of the school.
The CAE must, among other things, direct the formulation, implementation, monitoring and evaluation of the School Environmental Project (PRAE) and ensure the management necessary for its development, propose programs and projects for the development of compulsory social service in environmental matters, create educational spaces to create and strengthen environmental values, social and cultural and promote the right to a healthy environment within the framework of the development of the Chair of Human Rights. DIERCTIVA 018 OF 2007 With which directives are issued to district units, for the implementation of action plans of the technical-operational order and relations with the community, in order to improve the living conditions of the inhabitants of the capital district. Schools must conduct waste management campaigns and minimize waste generation, as well as carry out activities within the sphere of influence aimed at keeping them clean through the functioning and motivation of the community. DIRECTIVE 004 of 2005, which issued guidelines and guidelines on quality management systems in district entities and bodies, such as: the scope of the responsible system in the district, the phases of structuring and implementation of the quality management system, the mechanisms for monitoring and measuring the quality management system, the concept and correspondence with internal control systems and administrative development. – Each organization must analyze the complexity of its internal conditions and, on this basis, make the decisions deemed appropriate for the success of this process. STANDARD INTERNAL CONTROL MODEL -MECI-, INSTITUTIONAL ENVIRONMENTAL MANAGEMENT PLAN -PIGA AND QUALITY MANAGEMENT SYSTEM -SGC School Environmental Projects (PRAES) were institutionalized by Decree 1743/1994, which introduced the Environmental Education Project for all levels of formal education. Coordination mechanisms have been established between the Ministry of National Education and the Ministry of the Environment, with Act No. 99 of 1993 giving ministries a joint role in the preparation and implementation of environmental education plans, programmes and projects as part of the public education service.