1.Front section - IUCN

Communication as a means of building support for protected areas 14
action. Although environmental education yields
results both now and in the future, an investment in EE
reflects a long-term goal of developing an educated
citizenry with the capacity to think critically about
issues facing biodiversity. EE can either be broadscale
(as in formal education reform to integrate
biodiversity conservation into the curriculum) or
locally targeted (as in training rural educators to teach
students and community members about biodiversity)
(Castro, 2003).
Sumatran Tiger.
Importance of research first
As a strategic instrument of protected area
management, communication functions as an
indispensable analytical research tool for identifying,
investigating and analysing needs, risks and problems
that need to be addressed (Mefalopulos, 2003).
Yet problems of inadequate planning of
communication and education strategies continue,
perhaps because of inadequate communication
research (Encalada, 2003). Communication research
is crucial in:
● addressing the problems and the need for
environmental strategic communication in
protected area management (Vidal, 2003);
● defining target audiences/stakeholder groups and
actors/publics (Bronson/Castro, 2003);
● examining the socio-economic and political
structure, and cultural aspects of the area and
people (Hilbrunner, 2003);
● assessing people’s dependence on, and
relationship with, the area and its natural
resources (Molefi, 2003);
● evaluating awareness levels and attitudes of
people towards environmental issues (Mahajan,
2003);
● analysing what is currently working well and
where efforts need to be concentrated to achieve
results (Bronson, 2003);
● identifying potential partners in the area (Molefi,
2003).
Greater research into the people towards whom
protected area communication is to be directed
enhances the likelihood of successful communication.
Understanding the needs of the people, their
perceptions regarding the protected area and their own
communication structures and skills, enables
© Jeffrey A. McNeely
communication strategies to be designed which are
specifically tailored to them (Encalada, 2003).
Encalada (2003) presents a model of
communication research focusing on the basic
conceptual knowledge and perceptions of audiences
regarding: their influence on the protected area;
potential to contribute to conservation of the protected
area; potential to benefit from conservation of the
protected area; the conservation needs of the protected
area; and the adoption of practices contributing to
conservation of the protected area. The audience’s
communication structures and skills also need to be
analysed, including: exposure to external information
(whether from other people, mass media or electronic
information systems); ability to process external
information; ability to express their views; ability to
defend their rights; communication systems within
the community (cultural expressions and
communication media); opportunities for dialogue
and practical demonstrations at all levels; and
informal networks of social influence.
This information can be used to map the role and
influence of different individuals and groups in
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