1-1. Stakeholders are actively engaged in creating Framework

1-2. Association supports EE community, Framework, and associated activities

1-3. EE and global educators take a unified approach to delivery on the U.N. Education for Sustainable Development goals

1-4. EE stakeholders meet regularly and communicate about their work and their delivery on Framework

1-5. Provincial Government departments work together to leverage resources, increase efficiencies, explore joint projects

1-6. Government takes on a coordinating and facilitation role within the EE community

1-7. Collaborative work helps advance environmental education within the groups’ chosen focus

2-1. More educators find and use quality EE services and programs; EE providers report higher demand and ‘uptake’

2-2. Educators who prefer ‘hard copy find and use quality EE services and programs

2-3. EE stakeholders feel better networked, collaborate and partner with others, and are more effective and efficient in their work

2-4. Information about activities and opportunities circulate more readily within the formal EE community

2-5. EE stakeholders feel that they are part of a regional network, and learn more about provincial and regional initiatives

2-6. Families and members of the public receive more EE; and the non-formal EE stakeholder community is better networked and strengthened

3-1. Non-formal educators continuously improve their skills and competencies

3-2. Teachers increase their willingness and ability to deliver EE to their students

3-3. Teachers graduate ready to meet the EE needs of Alberta students

3-4.  EE stakeholders determine the degree to which the existing school curriculum can deliver EE – and where the gaps are

3-5.  Stakeholders appreciate the degree to which their existing programs deliver on the Ab. curriculum

3-6. More environmental education outcomes in emerging curriculum

3-7. Non-formal audiences receive more environmental education

4-1. Increase in EE model schools awareness and understanding results in more ‘best practices’

4-2. Albertans know how EE curriculum is impacting students

4-3. Increased interest in EE; Educators and decision-makers are aware of gaps in the environmental literacy of Albertans; EE programs emerge to address gaps

4-4. EE programs improve in order to meet the guidelines

4-5.  Educators assess their skills and abilities and seek opportunities to improve

4-6.  EE community celebrates and emulates EE best practices

4-7. EE stakeholders improve their practices based on current research findings

4-8. EE stakeholders use rigorous evaluation processes to improve the effectiveness of their programs

5-1.  Funders becomes aware that EE stakeholders are well-organized, that EE is a legitimate – and under-funded – area, and commit to increasing funding in alignment with this Framework document

5-2.  Increased funding of EE programs

5-3.  Better funding of EE programs over the long term

5-4.  Funders of EE get more exposure, and EE organizations learn more about what support is available in Alberta

6-1.  EE groups use the plan to guide their media work, and access the toolkit; positive media coverage of EE increases

6-2.  Media coverage of emerging issues covers EE and increases public support for EE

6-3.  EE stakeholders feel well-informed and confident about how to engage political support

6-4.  Political support for EE increases; EE ‘champions’ are created

6-5. EE programs begin to use more youth-friendly approaches and media; more youth become engaged in the EE process