Planning education to care for the earth - IUCN Knowledge Network

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Netherlands: inter-departmental cooperationConclusionIt took two years to produce the strategic plan for formal EE. A majorreason for the delay was that the Government’s official position was,and to some extent still is, not fully supported by senior decisionmakerswithin the Ministries. Intensive lobbying by NGOs and thethreat of a parliamentary motion and intervention by the PrimeMinister were needed to arrive at a commitment by six Ministers toearmark funds for a joint investment in formal EE.The Concept Plan is less of a parliamentary initiative. The need is nowfelt to redefine the role of government in the development of EE andthere is more support at different levels within governmentdepartments. The Concept Plan, rather than concentratingresponsibilities and budgets in one place, relies on better planning andmore cooperation within the existing framework.The only concern of many Ministries was to gain support for theirown programmes, and placing EE on the agenda of decision-makerswas difficult. A related issue was the difficulty of explaining what EEis all about. Is it a long-term process which deals with knowledge,concern, skills and behaviour, or simply information dissemination?“Caring for the Earth” supplies the Netherlands with a framework forthe content of EE programmes.Once an EE policy is accepted, it has to relate to other policyinstruments. It is important to identify the relationship between aMinistry’s educational role and its wider policy framework in support ofthe environment and in the use of legislative and financial incentives.The Concept Plan is a valuable instrument in the development of EE because:•it gives an overall picture of the aims, policies and resources of allthose involved;•it avoids duplication of effort;•it shows how responsibilities are divided;•it provides a basis for cooperation and joint effort.The government has an important role at all levels. It must developcurricula and methods, consultation facilities, research and training.NGOs and other institutions will, however, organize educationalactivities and decide about the precise content of programmes.Cooperation and communication between the two sectors is essential.In addition to being key implementers of the strategy, NGOs playedan important role in the gestation of the multiplan and the ConceptPlan. Environmental organizations and educational institutionsinvolved in EE reinforced their cooperation to improve their lobbyingof Parliament and to be prepared for discussions with the government.Joint schemes were proposed dealing with specific themes and targetgroups, which constituted a survey of possible activities rather than anintegrated plan of action.109
Planning education to care for the earthReferencesIUCN/UNEP/WWF. 1992. Caring for the Earth: A Strategy forSustainable Living, IUCN Gland, Switzerland.110
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Planning educationto care for the e
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IUCN - The World Conservation Union
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Published by:IUCN, Gland, Switzerla
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Planning education to care for the
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ForewordMy introduction to IUCN - T
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Pllanning education to care for the
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Influences on pro-environmental pra
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Influences on pro-environmental pra
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Behaviour, social marketing and the
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Social marketing• Perceived benef
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Social marketingnew behaviours. The
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Social marketingchecklist of such d
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Social marketingThe recycling conta
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Social marketing2. Listen to the pe
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A basis for environmental education
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Basis for EE in the Sahelinstitutio
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Basis for EE in the SahelThe stages
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Basis for EE in the SahelCommentsIt
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Communication: an instrument of env
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Communication: an instrument of pol
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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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