Planning education to care for the earth - IUCN Knowledge Network

More documents

Recommendations

Info

Spain: coordination of environmental education• to outline a plan which organizes and arranges priorities inEE activities, now carried out in a sporadic and disorganizedmanner;• to promote research into social behaviour and its effects on theenvironment;• to rationalize the funding of projects and make the evaluationsnecessary to ensure that the objectives laid down are achieved;• to define the social groups for preferred attention.Difficulties in implementing a strategyA number of problems arise in trying to implement a strategy ofenvironmental education.• Conceptual complexity. There is a lack of clarity over a desirablemodel of relationships with the environment. The concepts“sustainable development” and “healthy environment” are not onlynew, but also complex. They refer to the relationships we establishwith the environment and among ourselves - that is, to essentialparts of the predominant cultural model in the society.• Organizational complexity. There are two problems. One arisesfrom the change from the decentralization of State authority toautonomous regions, and the differences between theenvironmental and cultural situation in the various regions, whichimply that there are different ways of looking at the role of EE.The other is the distribution of responsibility in the administration,which sometimes gives rise to a fragmented view of theenvironment.• Need for research. Before making an EE programme, it is necessaryto know which social sector is the target, its perception of theenvironment, its needs and conflicts, in order to adjust activitiesaccordingly and obtain the maximum results. It is also necessary todevelop research into the evaluation of activities or programmes tosee how the objectives are attained.Coordination groups in environmental education have agreed on the creationof a common data base which will give an accurate view of the state of EE inSpain. A questionnaire has been drawn up and the collection of informationis to be made in 1994.In the second half of 1994, a document organizing EE in two conceptualparts, the first concerning international agencies and the second consisting ofSpanish contributions to conventions, meetings and programmes is to beestablished.123
Planning education to care for the earthEach of the coordination groups will prepare a draft strategy in the first halfof 1995 in line with its own objectives and working methods.A commission will then draw up a combined working draft of the finalstrategy in the second half of 1995 and prepare the third Spanish Conventionon Environmental Education, at which this document will be discussed.After the convention, a wider social debate will be needed to bring othergroups and institutions into the picture: for example, trade unions,employers’ associations, consumer associations etc. and other professionalssuch as economists and social research workers who have had littleinvolvement so far.ConclusionA strategy should set working objectives for all the social services,but to arrive at this point a process of dialogue and convergence isneeded, with the participation of the various sectors. The priorityobjective is a strategy with environmental educators as the primemovers in the process of defining objectives, selecting methodologiesand making the necessary evaluations, and subsequently acting as thedisseminators of the consensus thus reached.124
Page 1 and 2:
Planning educationto care for the e
Page 3 and 4:
IUCN - The World Conservation Union
Page 5 and 6:
Published by:IUCN, Gland, Switzerla
Page 7 and 8:
Planning education to care for the
Page 9 and 10:
ForewordMy introduction to IUCN - T
Page 11 and 12:
Planning education to care for the
Page 14 and 15:
Pllanning education to care for the
Page 16 and 17:
Influences on pro-environmental pra
Page 18 and 19:
Influences on pro-environmental pra
Page 20 and 21:
Behaviour, social marketing and the
Page 22 and 23:
Social marketing• Perceived benef
Page 24 and 25:
Social marketingnew behaviours. The
Page 26 and 27:
Social marketingchecklist of such d
Page 28 and 29:
Social marketingThe recycling conta
Page 30 and 31:
Social marketing2. Listen to the pe
Page 32 and 33:
A basis for environmental education
Page 34 and 35:
Basis for EE in the Sahelinstitutio
Page 36 and 37:
Basis for EE in the SahelThe stages
Page 38 and 39:
Basis for EE in the SahelCommentsIt
Page 40 and 41:
Communication: an instrument of env
Page 42 and 43:
Communication: an instrument of pol
Page 44 and 45:
Page 46:
Page 50 and 51:
Pllanning education to care for the
Page 52 and 53:
Effects of education on seabird con
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Environmental education programmes
Page 64 and 65:
Environmental education in a Brazil
Page 66 and 67:
Environmental education in a Brazil
Page 68 and 69:
Addressing urban issues through env
Page 70 and 71:
Urban issues through environmental
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
CAMPFIRE programme•manage and exp
Page 80 and 81:
CAMPFIRE programmeTable 1. Some exa
Page 82 and 83:
CAMPFIRE programmeCAMPFIRE is now l
Page 84 and 85: CAMPFIRE programmeFurther ReadingCh
Page 86 and 87: IUCN education in Sahel and West Af
Page 96 and 97: Matter of motivationlaboratory test
Page 98 and 99: Education and communication support
Page 100 and 101: Communication in support of protect
Page 102 and 103: Communication in support of protect
Page 104: Part 3From NGO to government strate
Page 107 and 108: Planning education to care for the
Page 131 and 132: Spain: Coordination of environmenta
Page 133: Planning education to care for the
Page 145 and 146: Australia: Education and extension:
show all

Planning education to care for the earth - IUCN Knowledge Network

Create successful ePaper yourself

Delete template?

Save as template?