Planning education to care for the earth - IUCN Knowledge Network

More documents

Recommendations

Info

Zambia: Environmental educationJuliana ChiesheAbstractAlthough the need for environmental education is recognized inZambia, much remains to be done to establish a strategy and obtainthe means to develop fully a programme which will create awareness,change attitudes, equip individuals and communities with knowledgeof the environment, and ensure their involvement in solvingenvironmental problems. Education will emphasize the benefits ofinvestment projects started under the National Environment ActionPlan which permit people to exploit natural resources withoutexhausting them.IntroductionA comprehensive programme for conservation education was described as“the surest long-term strategy to bring about the sustainable use of naturalresources in Zambia” in the National Conservation Strategy (NCS), preparedin 1985. Under the NCS, the Environmental Protection and Pollution ControlAct was enacted in 1990 and the Environmental Council of Zambia (ECZ)was established.The NCS did not, however, propose plans of action or a time frame for theirexecution, and financial and other resources to put the strategy into effectwere not provided. A holistic approach to conservation was lacking. TheNCS was prepared without broad-based participation, and the fact that thepeople have not had the opportunity to study it means that many Zambiansare unaware of its existence.The National Environmental Development Plan (NEAP) has been introducedrecently to translate the NCS into action. A major goal is to ensure thatenvironmental issues are taken into account in planning development. TheZambia Environmental Education Programme (ZEEP), supported by the WorldWide Fund for Nature (WWF), reinforces NEAP; if the environment is to betaken into account in the execution of economic and social policies, widepopular support is needed and here education has an important role to play.The state of environmental educationIn the evolving environmental education strategy, educators collaborate withpolicy and decision-makers and specialists in the management of natural149
Planning education to care for the earthresources, as well as with non-governmental organizations (NGOs),traditional leaders, the churches, and youth and women’s organizations. Therole of educators is to spread knowledge and create awareness which will betranslated into action and participation.In 1993, the inclusion of environmental education in the school curriculumwas discussed. Environmental issues have been taken up in science, socialstudies and home economics courses, and will be extended to syllabuses andtexts for other subjects in future. The curriculum review exercise still has tocover teacher training and secondary schooling.Environmentally-oriented education forms part of the normal activity ofcertain government Departments: Forestry, Natural Resources, Agriculture,Health, Fisheries, National Parks and Wildlife. Para-governmentalinstitutions such as the Environmental Council of Zambia, ECZ, and theSpecies Protection Department (SPD) of the Anti-Corruption Commisssion(ACC) are also engaged in environmental education which reaches out tocommunities.Several NGOs are active in the field of environmental education. Apart fromZEEP, they include the Wildlife Conservation Society of Zambia (WCSZ),the North Luangwa Conservation Project (NLCP), the National Centre forEnvironment Education (NCEE), the Young Women’s Christian Association,the Girl Guides’ Association, and the World Wide Fund for Nature. WCSZhas established a network of clubs in schools to create awareness aboutconservation. The society has prepared educational materials includingreaders and posters, magazines and a radio programme. Patrons of the clubsand teachers are trained to organize clubs.In preparation for the inclusion of environmental education in the schoolcurriculum, ZEEP has been training teachers and preparing materials.Trainedteachers have been appointed as ZEEP coordinators in 20 districts. ZEEPcoordinators organize workshops in environmental education for otherteachers, and develop projects for school children, such as tree planting, littercollection and wildlife conservation.The churches have a role. With their large following, the Baha’i faith, theCatholic Church, the Anglican Church, the Reformed Church of Zambia andthe Seventh Day Adventist Church are all helping to promote stewardship ofthe environment.Efforts by the World Wide Fund for Nature (WWF) Wetlands Project andZEEP to enlist local leaders - in particular chiefs and headmen - in natureconservation have met with an encouraging response. There is a needhowever to adapt environmental education techniques and materials to theparticular requirements of this group.Journalists have been given environmental training in Zambia and abroad.WWF and IUCN - The World Conservation Union have supportedworkshops for journalists and trainers of journalists. Regionally, the PANOS150
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:
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 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
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:
Page 109 and 110: Planning education to care for the
Page 131 and 132: Spain: Coordination of environmenta
Page 145 and 146: Australia: Education and extension:
Page 159: Planning education to care for the
show all

Planning education to care for the earth - IUCN Knowledge Network

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?