Planning education to care for the earth - IUCN Knowledge Network

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Zambia: environmental education• In our language nobody is called a poacher. We are huntersand not poachers.Fish• Fish drop from the sky with the rain so it cannot finish fromthe rivers.• We cannot observe the non-fishing season, we will starve.Population• There are a lot of empty spaces of land on which peoplehave to still settle! There aren’t a lot of people in Zambia.• One can never have enough children!• A person should exhaust his/her fertility, by having as manychildren as possible.Water and Sanitation, Waste.• Dirty water does not kill a person, only sin can kill a person.Waste• The City Council will clean up• It is not my duty to clean up the surroundings• I am not employed to clear up• Even if I throw rubbish anywhere, somebody will come andclean after meForest (Deforestation, Afforestation)• Trees cannot finish in Zambia.• Which persons or people plant trees? They must be crazy.Nobody plants trees. They grow on their own.• We still have a lot of trees in Northern Province, thereforedeforestation is not a problem.• If you advise to plant trees, when shall we plant maize?• The trouble with trees is that they take long to give you the fruits.• Forests should be burnt to remove all dangerous animals.Under NEAP, projects with wide participation will be developed as part ofthe national investment programme. The aim is to provide practicalopportunities to solve environmental problems and reverse environmentaldegradation, and to encourage activities which permit the people to exploitnatural resources - for example, fish farming, game ranching, the creation offorest reserves - without exhausting them.153
Planning education to care for the earthConclusionIn Zambia there are environmental education programmes providedby different organisations, but the country lacks an integratedenvironmental management plan which would outline how people areto be educated and their participation gained. Much could be achievedby an overall strategy for environmental education; activities could befacilitated, information exchanged, and coordination amongst thevarious educational actors enhanced. None the less there arelimitations imposed by the number of trained personnel in the field,and basic resources to assist people in their educational work. When itcomes to the design of educational programmes, it is important togather information on people's knowledge and attitudes, so thatprogrammes can be designed that start from the reality of the people.References• 1995. The National Conservation Strategy for ZambiaFalloux, F and Talbot, L.M. 1993. Crisis and Opportunities. Environmentand Development in Africa. Earthscan Publications Ltd., London154
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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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Pllanning education to care for the
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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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