Planning education to care for the earth - IUCN Knowledge Network

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Forewordgovernments find difficult to handle. NGOs are also undertaking numerousenvironmental initiatives throughout the world. Governments can learn fromthese experiences to help shape better policies and actions. Likewise,governments have a specific role, born of their resources and accountabilityto their citizens, that makes them essential partners in conservation. This wasclearly demonstrated in the Australian case study found in this book, wherethe government helped share experiences amongst NGOs and communitygroups, thus fostering more effective action. In short, this book shows thatafter examining the various needs and capacities of governments and NGOs,the two would do well to look for more opportunities to work in acollaborative way.One example of this comes in the area of information. Often NGOs needtimely and clear information if they are to accomplish their goals.Governments can assist in making this sort of information available. InCanada, to use another example described in the book, the governmentsupported a programme to prepare the sort of environmental information thatwould be needed by a model “environmental citizen.” Recognising that theycould not educate on their own, the government formed partnerships, both toprepare material and, more importantly, to use it in education programmes.The results of this work are fascinating. I would encourage bothgovernments and NGOs to extract the lessons from this case study.Another clear message of this publication is that education can help bringabout participation and thus merits further investment if we are to seeprogress towards environmental goals. Furthermore, governments cansupport environmental education through policies and by providing funding.As an example, to give environmental education a boost, six Ministries in theNetherlands committed funds to prepare a strategy which would helpintegrate environment and sustainable development into both schooling andnon formal education. Again, this approach is illuminating.On the non-governmental side, the factors that have led to the success ofNGO programmes are documented in a group of studies found in the secondsection of this publication. A conclusion that may be drawn from thosestudies is that NGOs have a critical role to play in creating environmentalawareness and in working with communities to ensure that the sustainableuse of natural resources can be used as a basis of development. In Canada,for example, attitudes and behaviour towards a marine resource - seabirds inthis case - were changed as the result of an education programme developedby a private foundation working in close cooperation with the CanadianWildlife Service.These NGO studies emphasise that the success of a communication strategydepends on how well one “does one’s homework.” It is important to knowwhat has to be changed and why, before looking at the tools that can be usedto bring that change about. For this reason, research is an essential part ofany educational programme. It not only helps provide an understanding ofthe people’s perceptions and practices, but it can also shed some light on thebarriers that stand in the way of change. This message is reiterated in studiesfrom Zambia, the Sahel, and North America.ix
Planning education to care for the earthOther case studies presented show that it is necessary to work on thestructural factors that may impede change in behaviour. For example, inorder for communities to derive direct financial benefits from naturalresources, as is the case of communities in Zimbabwe, NGOs have needed tocontribute to the establishment of new laws and regulations. At the sametime, through educational programmes, NGOs reinforce local democracy inthe management and conservation of resources.Educational programmes often require a supporting infrastructure. A wastemanagement project in India, for instance, needed local government supportto provide containers, and sites for composting. The waste collectionworkers had to be trained. Success lay in working with all the concernedsectors and community groups from the planning stage onwards.Additionally, the case studies collected herein show that evaluation needs tobe an integral part of the educational process. Often, the results ofevaluations can provide powerful arguments for expanding educationalefforts when they demonstrate how these efforts have led to an obviousimprovement in the environment. The importance of evaluation is revealedby the programme on seabirds in Canada, or by the case study from Brazil,where communities were shown to care for a natural area as a result ofeducation. On the other hand, work in Ecuador has shown that raisingawareness, and even knowledge, may alone not lead people to change theirpractice. A more integrated strategy is suggested.All in all, a major lesson that can be drawn from the case studies in this bookis that we all need to reflect, learn and profit from experience. Sharinglessons learned in planning and managing education and communication is ameans of improving our work in the area of education and communication.Apart from that, if we are indeed to have people take responsibility forenvironment and sustainable development, education and communication areimportant means at our disposal. Governments and NGOs both haveimportant roles to play, the challenge is to ensure that they work together andthat, in both cases, their effectiveness and reach are increased. For thisreason and in this hope, we are pleased to help share these studies.David McDowellDirector General IUCNx
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Page 3 and 4: IUCN - The World Conservation Union
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Page 9: ForewordMy introduction to IUCN - T
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Effects of education on seabird con
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Environmental education programmes
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Environmental education in a Brazil
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Environmental education in a Brazil
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Addressing urban issues through env
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Urban issues through environmental
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CAMPFIRE programme•manage and exp
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CAMPFIRE programmeTable 1. Some exa
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CAMPFIRE programmeCAMPFIRE is now l
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CAMPFIRE programmeFurther ReadingCh
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IUCN education in Sahel and West Af
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Matter of motivationlaboratory test
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Education and communication support
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Communication in support of protect
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Communication in support of protect
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Part 3From NGO to government strate
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Spain: Coordination of environmenta
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Australia: Education and extension:
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