Planning education to care for the earth - IUCN Knowledge Network

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Ecuador: Raising environmental awarenessMarco A. EncaladaAbstractAn innovative education programme in Ecuador can claim a largeshare of responsibility for a dramatic rise in popular awareness ofenvironmental problems. This change has not, however, been matchedby a steady improvement in public conduct towards the environment.Behavioural change calls for programmes with long-term goals tointerrelate knowledge, opinions, attitudes and behaviours, by meansof a well-planned combination of formal and informal educationmethods. Environmental education is both a prerequisite, to make allpeople aware of and interested in environmental issues, and aninstrument of change wherever social factors have an impact onenvironmental problems.IntroductionThe educational activities of Fundación Natura’s programme “Education forNature” (EDUNAT) between 1980 and 1993 have played an important rolein raising awareness of environmental problems in Ecuador. Environmentaleducation (EE) through EDUNAT has helped to make the environment asubject of public debate, a matter of concern to public opinion, business andpressure groups. EDUNAT, now terminated, has laid the foundations for astrategy for the next decade in which the local, national and worldsensitivity to ecological questions will give EE an enhanced role.Environmental activism was a principal factor in the launching of EE inEcuador. Public protest over environmental damage in a country with a richdiversity both of fauna and flora and of renewable and non-renewableresources, the organizing of demonstrations, the rallying to the cause ofindividuals and businessmen who had the ear of State officials, all helped toraise the level of moral support for the Foundation.When EDUNAT was established in 1980, the major considerations were:• the need for a proper understanding and clarification of theenvironmental situation on the part of those who would carry out anEE programme;• the need to inform decision makers about the severity ofenvironmental problems and their immediate and long-rangeconsequences for the economy, the country’s biodiversity levels andthe general welfare of the population;155
Planning education to care for the earth• the urgency of decisions to change the spectrum of social factorswhich influence environmental problems.A prime need was to motivate public opinion leaders to become interested inenvironmental problems, to make a habit of thinking of action in favour ofthe environment as a priority, and to work towards solutions of some of theproblems. Confidence had to be established in Fundación Natura and itsEDUNAT project.The environmental crisis facing the country demanded that education andcommunication be combined.• The first step in planning EE was to identify and define theenvironmental problems, their causes and manifestations, theeffects, the possibilities of solution - scientific, legal,technological, financial or other - and the degree of urgency.• The next step was to determine the ways in which EE couldcontribute to solving the problems. Should the environmental crisisbe dramatized? Should individuals be blamed for their habits,behaviour and attitudes towards their surroundings? Shouldindividuals be warned of the danger of exposure to environmentalhazards? Should new behaviour and habits towards nature besuggested?• Definition of the target groups was important. Who was responsiblefor environmental damage and who were the victims? Who wouldlead and how could responsibility be shared? Where were thetargets for EE?• Finally, the project managers had to determine the forms andmethods EE should adopt . The decision was to avoid models basedon rigid umbrella-type theories, to work within existing socioecologicalsituations, and to develop various patterns of EEappropriate to differing contexts.Systems and themesThree systems can be distinguished:• long-term (10 years): policies and goals which created a frameworkto tackle the priority environmental problems;• medium-term (five years): specific education programmes andprojects to deal with the different social causes and factors ofselected environmental problems within the framework of thepolicies established under the first system;• short-term (up to two years): micro-projects in the fields ofeducation, communication and information to deal with the socialfactors surrounding one or two specific environmental problems.156
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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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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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