Planning education to care for the earth - IUCN Knowledge Network

More documents

Recommendations

Info

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
Planning education to care for the earth• internal and external socio-economic and socio-politicalconstraints.Concepts and PerceptionsDialogue and mutual understanding, as well as environmental educationitself, are possible only if the bases of reference of participants i.e. thecultural, social, economic and political background, are well identifiedand taken into account.Basic conceptsBasic concepts concerning the environment arise from tradition and areaccepted without question as axiomatic. It is on the basis of theseconcepts that reality is named, classified and organized with their owninternal logic and consistency. To initiate dialogue the modernagronomist for example, must realize that the peasant reacts in animplicit way with regard to these axioms. Only by understanding thepeasant’s frame of reference, how the existing system works and what itsweaknesses are, can the agronomist justify his interference and his offerof improvements.PerceptionsBasic concepts and the way they organize reality largely determine localperceptions with regard to the environment. They may involve symbolic,religious, aesthetic or other cultural issues. The educator faces a field ofmeanings and rituals that determine attitudes, encourage or forbid certainpractices in daily life. Many rituals consist of making sure all positiveforces of nature contribute to a fruitful action in particular for theessential rainy season.The environmental education approach will only be successful if it isbased on an understanding of the target group's perception, therebyoptimizing its assent and reasoned participation.Socio-economic and socio-political levelsThe Sahel is a land of old traditions, of societies deeply rooted in historyand generally very structured. An analysis of social organization of theactors in the region must be conducted. The internal dynamism andblocking factors must be identified so as to rely on the former and toovercome the latter. These reference elements must be completed bytaking into account the group’s economic organization and the internalfactors that determine them.Ways in which the political dimension manages the organization anddistribution of power within the group and its relationship with the outsideworld must be studied. It is essential to identify the leaders and the22
Page 1 and 2: Planning educationto care for the e
Page 3 and 4: IUCN - The World Conservation Union
Page 5 and 6: Published by:IUCN, Gland, Switzerla
Page 7 and 8: Planning education to care for the
Page 9 and 10: ForewordMy introduction to IUCN - T
Page 11 and 12: Planning education to care for the
Page 14 and 15: Pllanning education to care for the
Page 16 and 17: Influences on pro-environmental pra
Page 18 and 19: Influences on pro-environmental pra
Page 20 and 21: Behaviour, social marketing and the
Page 22 and 23: Social marketing• Perceived benef
Page 24 and 25: Social marketingnew behaviours. The
Page 26 and 27: Social marketingchecklist of such d
Page 28 and 29: Social marketingThe recycling conta
Page 30 and 31: Social marketing2. Listen to the pe
Page 34 and 35: Basis for EE in the Sahelinstitutio
Page 36 and 37: Basis for EE in the SahelThe stages
Page 38 and 39: Basis for EE in the SahelCommentsIt
Page 40 and 41: Communication: an instrument of env
Page 42 and 43: Communication: an instrument of pol
Page 44 and 45: Communication: an instrument of pol
Page 46: Communication: an instrument of pol
Page 50 and 51: Pllanning education to care for the
Page 52 and 53: Effects of education on seabird con
Page 62 and 63: Environmental education programmes
Page 64 and 65: Environmental education in a Brazil
Page 66 and 67: Environmental education in a Brazil
Page 68 and 69: Addressing urban issues through env
Page 70 and 71: Urban issues through environmental
Page 78 and 79: CAMPFIRE programme•manage and exp
Page 80 and 81: CAMPFIRE programmeTable 1. Some exa
Page 82 and 83:
CAMPFIRE programmeCAMPFIRE is now l
Page 84 and 85:
CAMPFIRE programmeFurther ReadingCh
Page 86 and 87:
IUCN education in Sahel and West Af
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Matter of motivationlaboratory test
Page 98 and 99:
Education and communication support
Page 100 and 101:
Communication in support of protect
Page 102 and 103:
Communication in support of protect
Page 104:
Part 3From NGO to government strate
Page 107 and 108:
Planning education to care for the
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Spain: Coordination of environmenta
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Australia: Education and extension:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
show all

Planning education to care for the earth - IUCN Knowledge Network

Create successful ePaper yourself

Delete template?

Save as template?