Abstract

Tackling environmental problems is one of the main policy challenges facing governments. The process of forming attitudes starts at a young age, and is mostly shaped by education. Participation in pro-environmental initiatives at schools is mainly voluntary. Local governments can play an important role as the institution that links communities with the environment. In this paper, we examine the role of local governments/municipalities on school participation in an environmental educational program, with a special focus on primary and secondary education. We use data from the Sustainable School Program in Chile. We model schools' participation and level of participation by an ordered probit model with sample selection. Results show that public schools are more likely to participate in the program compared with private schools, and schools with more teachers reveal a higher probability of being part of the program. In addition, while school performance and teachers' perceptions correlate with achieving higher levels of certification, a more intense commitment to the program is more likely in communes whose local authorities have the capacity to promote voluntary financial and environmental initiatives. Thus, in order to promote successful co-management of environmental policy, local governments should take into account the heterogeneity of the school system.