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Resumen Con este trabajo pretendemos poner de manifiesto la importancia que conlleva implementar procesos de diagnóstico de necesidades de cara a establecer una priorización de las demandas recogidas desde la puesta en marcha de procesos de triangulación analítica múltiple de datos. La experiencia ha tomado como objeto de estudio un equipamiento de educación ambiental de la provincia de Granada (España) donde pretende implementarse un programa de intervención con personas con discapacidades sensoriales. Los resultados obtenidos y validados mediante una estrategia de la triangulación metodológica múltiple han favorecido la agrupación y distribución de necesidades en grandes dimensiones o grupos por el grado de concordancia establecido a través de percentiles como notas de corte y agrupaciones del análisis de conglomerados. De esta forma, hemos inferido un primer grupo de alta prioridad correspondiente a la Adecuación de acciones Socioambientales para Discapacitados Sensoriales. En segundo lugar, encontramos un grupo de moderada prioridad y que podría identificarse con la Formación y Sensibilización de Discapacitados Sensoriales mediante Acciones Socioambientales. Finalmente, contemplamos un tercer grupo de baja prioridad que podemos denominar como de Diseño y Planificación de Acciones Socioambientales para Discapacitados Sensoriales. Por otra parte, la fundamental aportación del presente trabajo ha sido presentar resultados y conclusiones verdaderamente combinadas con el objetivo de validar la anteriormente expuesta jerarquía de necesidades Socioambientales. Abstract In this paper we try to show the importance involved implement needs assessment processes in order to establish prioritization of claims collected from the implementation of data multiple analytical triangulation processes. The experience has taken as a case study an environmental education center in the province of Granada (Spain) where it will develop an intervention program with people with sensory disabilities. The results obtained and validated with the multiple analytical triangulation strategy has favored the clustering and distribution of needs in large dimensions by the degree of agreement established through percentiles as cut-off marks and groupings of cluster analysis. In this way, we have inferred a first group of high priority corresponding to the Adaptation of Socio-environmental actions for Sensory Disabled. Secondly, we found a group of moderate priority and that could be identified with the Training and Sensitization of Sensory Disabled through Socio-environmental Actions. Finally, we contemplate a third group of low priority that we could call Design and Planning of Socio-Environmental Actions for Sensory Disabled. On the other hand, the fundamental contribution of this work has been to present results and conclusions truly combined with the objective of validating the previously exposed hierarchy of Socio-environmental needs.

[Resumo] Os padrões de consumo alimentar infuenciam signifcativamente as Alterações Climáticas (AC), as quais têm vindo a “mediterranizar” o norte da Península Ibérica. Sendo a mudança de comportamento a componente mais crítica e a dieta um dos aspectos cujas decisões pessoais mais podem infuenciar essa mudança, é importante que os equipamentos para a educação ambiental (EqEA) atuem a nível comunitário. O projeto visa promover os EqEA como mediadores entre AC-padrões alimentares e as comunidades locais, na Euroregião do Eixo Atlântico (Galiza e Norte de Portugal). Através da investigação-ação e de três níveis de EqEA - um EqEA piloto, um conjunto restrito de EqEA, um conjunto não limitado - haverá uma intervenção socio-pedagógica. Os dois primeiros níveis participarão em grupos de I-A e em ações de formação, e todos os níveis receberão formação. Esperase que este projeto contribua para a tomada de consciência da relação entre a dieta e as AC, assim como para uma mudança de comportamentos alimentares nos cidadãos e comunidades envolvidas relativamente às AC. [Abstract] Current patterns of food consume have high infuence on Climate Change (CC), which has an ongoing “Mediterranization” pattern in the north of Iberian Peninsula. Since the change of behavior is the most critical component in this matter and being diet patterns one of the aspects in which personal decisions most can infuence this change, it is important that resources such as the Environmental Education Facilities (EEF) act at a community level. This project aims to promote the EEF as mediators between CC-food patterns and the local communities, within the Euro Region of Eixo Atlântico (Galicia, Spain and the Northern Portugal). Throughout a methodology of investigation-action (I-A) and using three levels of EEF – a pilot EEF, a restrict set of EEF, and a wider set of EEF – it will be developed a sociopedagogical intervention. The frst two levels will participate in groups of I-A and all the levels will have training courses. It is expected that this projects leads to an efective change of behavior among citizens and communities concerning CC.

The International Community has designated the “Sustainable Development” as a central issue for the future of humanity. Unesco has named the decade 2005-2014 as the decade for the “Education for the Sustainable Development”. It has also engaged with the promotion of this project in order to “…integrate the values and practices of sustainable development to all the forms of education”. The Environmental Education Centres (EEC) were created during the past twenty years and they emerged from the growing interest in the issue of Environmental Education. Of course, the places where EEC are created are places of rich natural resources. The institution of EEC is highly connected to the environmental movement and it is internationally considered one of the most important factors of extra curriculum education. The Environmental Education Centres are encouraged to cooperate with the citizens in decision-making [2]. They are also encouraged to connect with the lifelong learning, the traditional learning, the local administration and the production units in the appropriate places and with the appropriate members, in order to become an effective structure of Education for Sustainable Development [6]. They can influence the local communities and create an environmental friendly situation. In 2013, at the place Meliti in the prefecture of Florina, an empirical research was carried out in order to explore the role of an Environmental Center in distant areas. The research shows that the operation of Environmental Education Centres influences the students and the local communities, especially when the centre operates in peripheral and disadvantaged areas. The EEC Melitis has a positive impact on the local community. It brings profit to local community, to local businesses (coffee shops, restaurants, ect.), it empowers the local pride, it makes children familiar with the natural and economic identity of their area and with their parents’ professions. Most importantly, the children are being environmentally informed and they can evolve into future protectors of sustainability.

Environmental Education Centers have emerged more that thirty years ago. Preoccupation with the local environment can lead to a better understanding of universal problems, since local problems are always part of the universal. The trainees fully understand that their everyday choices and their general lifestyle influence the environment, even in very distant areas. The Ministry of Education in Greece included Environmental Education in the educational system, through various measures such as the establishment of Environmental Centers. The state allocated financial resources to the Environmental Centers and managed to form a small but very creative team of people to teach Environmental Education. Students' participation in programs and activities of the Environmental Centers is assessed to be rather positive. Retrospection in the bibliography of Environmental Centers in Greece shows that they are still in the sideline of the everyday school life, that only few programs are realized in every prefecture and that when realized there is no consistency or continuity. There is also no essential evaluation of Environmental Education and it is unknown how it contributes to the promotion of sustainability in a personal and in a community level. In 2011, at the place Meliti in the prefecture of Florina, a field study was organized in order to explore the role of an Environmental Center in distant areas. The Environmental Educational Center in Meliti was established in 2003. The study was carried out by questionnaires that were filled in by personal interview. The questionnaires were addressed to three target groups: High School students, local residents and teachers who work at the Environmental Center. Through the analysis of the study's findings many conclusions arise. Those conclusions concern the relation between the center and the local productive and economic fabric and also the relation between students and environment.

After definition of used terms I inform about aims, methods and ideological solutions. The principal part of thesis is reflection how to pedagogically influence in the sphere of environmental education and edification. At the close of the thesis there is signed that sustainable development and its correlation between ecological, social, economic and ethic aspect has future for environmental education and edification.

Článek prezentuje výsledky kvalitativního výzkumu evaluačních strategií středisek ekologické výchovy v České republice. Identifikuje čtyři základní evaluační strategie a související proměnné. Pro první typ jsou charakteristické programy, jejichž hodnocení závisí hlavně na zkušenosti lektora. Využívají nestrukturovaná pozorování a naopak nepoužívají výzkumné metody. V druhém typu jsou zahrnuta centra, jejichž metodou hodnocení jsou různé typy strukturovaných pozorování a hodnocení provádějí většinou kolegové lektorů. Pro třetí typ je příznačné hodnocení na základě chování studentů během programu. Takto orientovaná centra se ve svých programech orientují na studenta, poskytují mu možnost sebevyjádření. Čtvrtý typ center používá takové metody výzkumu, jež jsou založeny na různých způsobech sběr a hodnocení dat o znalostech, postojích, dovednostech a chování studentů. Protože s tímto přístupem nemají dostatek zkušeností, hledají externí evaluátory z univerzit nebo jiných organizací., The article presents results of qualitative research focused on evaluation strategies of centres for environmental education in the Czech Republic. It identifies four main evaluation strategies and associated variables. Its main finding is identification of four main evaluation strategies based on differences in data collection processes and whether the evaluation is undertaken internally or externally: the first type characterizes centres that rely mainly on teachers' experience. They are dependent on teachers' unstructured observations and do not use further research methods. The second type is centres' use of various kinds of structured observations, the observers are usually colleagues or the teacher. The third type consists of centres whose teachers evaluate their programs on the basis of students' behavior during the program. They usually use some form of student-oriented teaching that gives students an opportunity for self-expression. The fourth type tries to exploit research methods based on different methods for collecting data about knowledge, attitudes, skills and behavior of students. Because of lack of experience, they seek external evaluators from universities or other organizations.