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Communication as a means of building support for protected areas 14 specific kind (or aspect) of communication may be intended and another understood (Mefalopulos, 2003). The role of communication is understood in different ways and, consequently, variously incorporated in protected area management. Accordingly, while many “managers still think that communication is just about press releases, brochures, websites and publications” (Hesselink, 2003), others are turning to more comprehensive and participatory communication, and recognising the need for strategic approaches, as a tool contributing to the management objectives and mission of a protected area. In contributing to a protected area’s management objectives, many agencies emphasise interpretation as a means to build support from visitors, enhance their visit, gain their co-operation to protect the natural resources, and ensure their safety. When used to relate to local communities, local governments, and other agencies, communication strengthens the reputation of protected areas and Table 14.1 develops public relations. In this form a dialogue and exchange of information is used, trust is developed and problem solving undertaken jointly. Table 14.1 presents the range of social instruments that are encompassed by communication and education. In each case the main purpose of the instrument is indicated, along with summaries of the processes that characterize its use, the settings in which it is used and the means used. Strategic communication is gaining recognition and application, yet many interpretations of what is entailed are still being used. GreenCOM uses the term strategic participatory communication (SPC) as a process for addressing a problem or dispute, bringing people together to: ● Understand how their perspectives on a resource issue differ and appreciate the points on which they agree. ● Make decisions and solve problems in ways that involve and benefit as many people or groups of people affected by the issue as possible. Communication instruments for protected areas Information Publicity Stakeholder Public Social Education Capacity dialogue relations marketing development Purpose Service Put on agenda, Consensus Co-operation Change Skills, values, Work with Public duty or position of Acceptable behaviour knowledge and for organisation actions towards conservation or issue conservation Process One way One way Two way Two way Mostly one way Facilitate Knowledge dissemination dialogue based on learning and skill research into enhancement motivations Institutional frameworks or settings Setting Informal Informal Informal and Non formal Campaigns Formal and Non formal Visitors Mass media non formal non formal and Formal Means Website Press releases Interviews Telephone Messages via Interpretation Professional Brochures Launches Round tables Mail mass media Class visits training Handbooks Events Workshops Person to person Press releases Teacher training Community Visitor centres Unpaid Data base Events materials development Person to person promotion Informal events, Theatre Eco clubs Mentoring Interpretation drinks, meals Adult courses Policy review and workshops Network Curriculum management influence Result Visitor Protected area Relevant policy Trust Creating a Attitude of Competence satisfaction more visible Support to Partnership social concern and to act Agency position co-manage acceptance of ability to act an action Source: Adapted from Fien, J., Scott, W. and Tilbury, D. 1999. Education and Conservation: An evaluation of the contributions of educational programmes to conservation within the WWF network, pages 26-27. 185
14 Friends for Life: New partners in support of protected areas ● Apply systems thinking concepts to generate a sustainable transformation of the way individuals, institutions, and societies view and manage resources (Hilbrunner, 2003). For <strong>IUCN</strong>’s Commission on Education and Communication (CEC), communication is defined as “a ‘listening and dialogue’ intervention, using a wide range of media to help change an existing undesirable situation into a desired situation for biodiversity conservation. In this process the intent is to change actions, which may come with a change in attitudes, values, and perceptions, of the target group, with the ultimate effect that biodiversity is conserved or used sustainably” (Hesselink, 2003). Strategic communication provides appropriate interventions in different phases of the policy, management plan, or project that are oriented to crafting solutions together and supporting other instruments. Communication is strategic when it does not decide on means first, but rather seeks to define the communication problem, the appropriate groups to work with, the messages to attract them to work together and then the means. Strategic communication is focused on priority conservation or management issues and supports the objectives of these. It is targeted and designed to deliver a specific outcome: increase in support or awareness, new constituencies and partnerships, participation of key stakeholders, acceptable policy or management plans, development of local capacity for comanagement, and investment in social change (Hamú, 2003). For others, “strategic communication is to… maintain a dialogue among the stakeholders to facilitate a platform of information, motivation and an enabling environment for decision making (choices) at the individual and social levels” (Vidal, 2003). Conservation International’s conservation awareness efforts aim to inform and inspire key audiences ultimately to change their behaviour in favor of biodiversity conservation. This behavioural change can take many forms and is specific to the targeted public involved, though it is recognised that in many cases, awareness alone cannot change behaviour. Instead, a portfolio of other conservation tools must come into play – such as economic incentives or effective policy changes – for the final behaviour change to be realized. Without conservation awareness playing a part in this portfolio, however, the stakeholders involved may lack the motivation or information necessary to make sound decisions and put conservation into practice (Castro, 2003). Conservation International (CI) defines conservation awareness as incorporating two distinct but complementary approaches: communications and environmental education (EE). Communications often seek to reach a large number of people, quickly, on a broad regional scale via television, radio, print publications, and campaigns. Through research into identifying sources of information for key audiences and the use of carefully crafted messages, mass communication can be far-reaching, fast acting, and locally targeted. It is an especially efficient way to reach large numbers of people when an issue is urgent (Castro, 2003). In order for a conservation message to be heard among the information “noise,” a campaign must gather momentum and have well-timed “peaks and valleys” within its outreach. In the case of smaller communities, organizing events can reach large percentages of the population and ensure good participation among target publics. Campaigns create media opportunities, allowing journalists to find more fodder for stories and features and address specific challenges or threats. Campaigns can target multiple audiences, helping to “condition” audiences to receive more specific, tailored messages later. Since campaigns are organized within a time frame they help concentrate efforts and to rally partners and donors around a specific theme or need. The launching of documentaries may play an important role as the centre piece of campaigns, gathering hundreds of key stakeholders together. If a partnership can be created with a local television station, the documentary may be broadcast to a larger public, reaching, in large countries, millions of people (Castro, 2003). Environmental education supplements this process by going beyond awareness, knowledge and concern for the environment and environmental issues, to also develop skills for target groups to participate in problem solving, decision making, and conservation 186
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Chief Scientist’s Office Friends
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Friends for Life New partners in su
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Table of contents Foreword Kenton M
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the management of protected areas,
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Introduction IUCN Photo Library ©
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Building broader support for protec
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chapter 1 © Jeffrey A. McNeely A t
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A taxonomy of support: how and why
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Extractive industries as a new cons
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chapter 3 © Ted Trzyna Urban dwell
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Urban dwellers and protected areas:
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The role of hunting in promoting pr
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chapter 5 © AHEAD Building support
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Building support for protected area
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Protected areas and the security co
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Protected areas and development ass
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chapter 8 © Corbis Protected areas
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Protected areas and local and indig
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Protected areas and indigenous peop
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Building cultural support for prote
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Page 208 and 209: x Acronyms ADB Asian Development Ba
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Page 217 and 218: x Convention of Biological Diversit
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