Planning education to care for the earth - IUCN Knowledge Network

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Social marketingThe recycling containers displayed the symbol of recycling plus the words:“plastic, glass, aluminum only”, and two symbols indicating that hot dog andpotato chips wrappers were not to be thrown into the can. The garbage binswere of a different size and shape from the recycling containers and werelabelled “Trash Only”. There was a third container unlabelled and differentfrom the other two located next to the concession stand in sub-area D.The hypothesis was that the presence of new signs and the availability ofrecycling trash containers would lead to a high level (80 per cent) of properdisposal of recyclable drink cups and other recyclable products.The three activities in the case study were to determine whether the hypothesisis accurate (behavioural assessment and direct observation); to determinewhich problems in the observation areas might be solved by intervention(problem analysis and data assessment); and a brainstorming session onpossible interventions to correct identified problems (programme planning).Observations were conducted on two days - weekend and weekday - for twoperiods of 60 minutes each. Teams of two-three observers worked at eachsite for a total of 12 to 15 hours. Observers were trained for one hour on howto observe and record data.ResultsMost people took no note of the expensive, well-designed and well-placedsigns and did not recycle properly. Observation of the area and the contentsof the bins showed that cups clearly marked as recyclable were almostevenly distributed in the recycling and non-recycling containers.One conclusion was that people came to the Mall to have fun - not torecycle. They expected to see signs with information about the monumentsthey had come to see - not about recycling. Another conclusion was thatthere were too many types of garbage bin and too many conflicting labelswhich led those people who tried to recycle to make mistakes or to give up.Finally, the information programme was designed to reach everyone enteringthe area , but only two percent bought any item that could be recycled. Thegeneral approach of public signs was thus a “hit or miss” strategy thatmissed more often than it hit.A suggested strategy:A marketing strategy would lead to quite a different solution. First, a cleargoal would be set: 90 percent of recyclable cups would be placed in arecycling container.Second, a target audience would be identified: all individuals purchasingrecyclable cups at the concession stand.Third, containers would be standardized and made cleaner to distinguishbetween garbage and recycling containers.17
Planning education to care for the earthFourth, signs would be replaced by a training and incentive programme forsales staff at the concession stand. They would be trained to provide a simpleverbal cue to every customer buying a recyclable cup to instruct, remind, andthank people for recycling that cup. Staff could be given a small financialreward every day the recycling goal was met.ConclusionEnvironmental education must give people the cognitive tools tojudge what is environmentally sound. The knowledge that serves asthe basis for environmental practices and policies changes rapidly asscience progresses. People must be educated to assess newdevelopments and integrate them into the broad context.At the same time, environmental social marketing must give peoplethe behavioural experience that environmental change is not onlypossible but can be positive and beneficial for them today, as well asfor the future.Development agents find increasingly complex the job of helpingcommunities to decide how best to protect the environment and at thesame time assure benefits now. The choice of a comprehensiveframework for behavioural change gives these managers a moreaccurate idea of the perceptions of individuals and communitiesconcerning the alternatives proposed.Lessons learnedThe most important lesson we have learned about education is thatmost people are very smart and have excellent reasons for doing eventhose things which seem the most self-destructive to outsiders. Tohelp people protect the environment we must understand, respect andutilize their worldview and to offer “benefits” they care about, reduce“barriers” they worry about, and compete aggressively with theharmful behaviours they now practice.Six steps to behaviour change1. Observe behaviour.Identify what people are doing, what they like and don’t likeabout it. Who does it and who doesn’t. Don’t just askquestions. Look, count, record behaviour. Arrange for a fewpeople to do what you want the whole community to do.Watch the problems they have and note the things they seemto like.18
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Page 9 and 10: ForewordMy introduction to IUCN - T
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Page 20 and 21: Behaviour, social marketing and the
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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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