Planning education to care for the earth - IUCN Knowledge Network

A basis for environmental education in the SahelRaphael NdiayeAbstractEffective environmental education programmes in the Sahel recognisethe importance of first understanding the people's perceptions of theenvironment, obstacles to change in practice, as well as the ways inwhich information is communicated. The stages in the environmentaleducation process are described as are the ways programmes in theregion have been developed by different agencies. Succesfullprogrammes have stimulated action by groups to improve the localenvironment.Why environmental education?The complicated environmental situation in the Sahel involving excessivedeforestation, endemic drought, overgrazing, difficult access to water,wind erosion and delicate ecosystems has reached a point where evenhuman survival in the region is in question.In spite of many programmes of reforestation, very strong pressuresexperienced since the colonial era have hindered efforts for conservation,restoring wildlife balance, and rational environmental and naturalresources management. It is clear that additional strategies are required.Approaches of information, awareness-raising and social mobilizationrelated to conservation and restoration of the environment must beintegrated in a broad process of environmental education.Environmental education can awaken communities to the dangers facingtheir environment. It can develop local capacities to understand andanalyse this situation and arouse a sense of responsibility to face the issue.It can promote appropriate attitudes and behaviour, teach simpletechniques and practices and prompt action in favour of conservation,protection, restoration and improvement of the environment. Althoughuntil now aimed at Sahel children and youth, the environmental educationapproach offers a unified strategy for wider application. Implementationhowever implies taking into account two sets of factors:• the target population's basic concepts and perceptions inthe field of environment and their bearing on theeducational processes;21