環境教育的推動，有賴具專業職能（competency）的環境教育人員。我國自2011年設立環境教育人員認證及管理辦法後，面臨認證標準與定義不明確等問題，因此環境教育人員應有之專業職能內涵亟待釐清。本文藉由文獻分析法從專業職能角度看環境教育人員之能力，並分析目前北美環教人員認證內容與專業職能、檢視我國《環境教育人員認證管理辦法》現況與專業職能，最後以美國勞工部就業與訓練局（U.S. Department of Labor, Employment and Training Administration，簡稱ETA）積木理論初步架構出環境教育人員專業職能評估模式，共分基礎職能、產業職能與專業職能三層面，九個面向，並對未來環境教育人員專業職能認證提出建議。

Promoting environmental education relies on environmental educator with professionally competency. Although the certificate of environmental education and management practices has been established in 2011, we are still facing with the issues such as certification standards are not clear and not well-defined, and therefore we should clarify the professionally competency of environmental education. This study analyzed the literatures through the perspective of a professional competence to evaluate the ability of environmental educator. Furthermore, we compared the certificate criteria of North American environmental education and professional ability with Taiwan's ＂Environmental Education Certification management approach＂ to oversee the current operation and the environment educator's professional competence. We build an ETA (U.S. Department of Labor, Employment and Training Administration)block theory and evaluate the application for the estimate model of environmental education professional competence. It divided into Foundational Competencies、Industry Related、Occupation Related of three levels, nine-oriented. And we also provide some suggestions for future certification of environmental education professional.