Planning education to care for the earth - IUCN Knowledge Network

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Ecuador: raising environmental awarenessThis system provided support to other major independent projectsrequiring a low-profile EE component.The selection of themes was a critical issue. It was difficult for financialreasons to ensure that EE aims coincided with the opportunities for, orpriorities of, local or international funding. Situations which tended to createconfusion or lack of coherence arose. Most education/communicationprogrammes are, for example, components of larger developmentprogrammes and frequently, the specific goals of EE are not linked to thelarger work themes from an educational point of view.Independent education projects conform to the overall policy of theinstitutions which sponsor them. If the institution has not defined theenvironmental problems to be focused on, the selection of subjects to bedealt with becomes haphazard.Even when the priority environmental issue to be dealt with in an educationprogramme has been chosen, the problem may still remain of not knowingwhich of the primary causes to deal with from an educational point of view.Finally, independent education projects are at times so small or isolated fromthe main context that the subjects treated do not give an idea of themagnitude of the problems, their causes, and the social impact. Thecontribution of the project then becomes insignificant.EDUNAT has had to deal with some of these situations and to a certaindegree has overcome the problems.Fundación Natura prepared the first in-depth environmental profile ofEcuador in 1981. This excellent diagnosis has influenced all the foundation’slater work and that of other groups as well. The profile explored theenvironmental problems with their natural effects and aftermaths, theinherent causes and the social factors. Diagnoses are updated regularly andseminars have been held in an attempt to clarify priorities for organizationaldevelopment.Sociological research by EDUNAT has sought to reconcile the priorities ofother public and private environmental institutions and groups with those ofFundación Natura, and to establish the degree of information available aswell as everyday attitudes and behaviour of people concerning theenvironment in their various social roles. Two national surveys were made atan interval of six years to establish levels of knowledge, attitudes andpractices of the population regarding environmental problems and to identifysolutions.Working policiesFundación Natura has explicit policies for EE. The foundation encouragesbasic or applied research without becoming directly engaged, anddisseminates the results of research.157
Planning education to care for the earthFundación Natura does not engage in tasks which are the naturalresponsibility of other institutions, but it does motivate work whichcontributes to the solution of environmental problems it has identified.Any cooperation with other organizations must imply a minimum of sharedwork so that experience, knowledge, and work methods can be exchanged.Only educational activities with an identified need for a technical team fromthe foundation are accepted.The general operating plan for Fundación Natura incorporating a budget topresent to financial sponsors covers the total period of projects orprogrammes (four to five years in the case of EDUNAT). The foundationsubsequently draws up an operating plan for the fiscal year and this serves asthe basis for quarterly plans and the weekly work plans for individual staffmembers. Progress reports are issued quarterly and annually. This approachmakes it possible to apply modular planning which is adjusted to theavailability of resources and the priorities of the donor institutions. EEprojects must be evaluated by an outside team.EDUNAT paid no more than 25 percent of publicity and advertising in themass media; the remainder had to be covered by the media or by cosponsors.No cash was donated to any institution for educational activities,but cooperative operations were financed.Production of education and communication materials was decentralized,with at least 75 percent of total production stemming from local initiatives;50 percent of material reproduced allowed for local trial and adaptation. Alleducational materials were tested to ensure that they met the needs of theaudiences addressed.In local communities, EDUNAT did not engage in mass education activities,which were left to other institutions. In exceptional cases of ecologicalemergency or to test new materials over short periods, EDUNAT did,however, work directly in such communities.The staff of EDUNAT were on temporary contracts in line with a policy ofefficiency and austerity; as each phase ended, technical/administrative teamswere disbanded. Education/communication strategies were designed fordifferent target audiences.Specific approachesIn the first stage of EDUNAT, a “shock strategy” was used with key figuresin government, chambers of commerce and various professionalorganizations. Audio-visual slide sets were presented privately to theseindividuals at their places of work to demonstrate the environmentalproblems, their causes, social factors, and alternative solutions. One set(eight minutes) described the main environmental problems in the world ingeneral and in Ecuador in particular. Five other sets (five minutes each)concentrated on subjects of interest to particular categories:• the role of political leaders;158
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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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