Planning education to care for the earth - IUCN Knowledge Network

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Effects of education on seabird conservationcomponents: research, planning, implementation, and evaluation. Eachcomponent provided feedback to the others and allowed for modificationsover the succeeding 15 years.ResearchThe problem was to understand the human and cultural context and tocombine this information with biological data relevant to the seabirds.Programmes could then be developed which would lead to an appropriatemanagement policy. A face-to-face survey with heads of households in1981, conducted in people’s homes in line with the local tradition ofhospitality, had four aims: gather comprehensive information about illegalharvesting; characterize people’s knowledge, attitudes and behavioursconcerning seabirds; locate areas where the problem was most acute; andassess public opinion about seabird management. Only 3 out of 140households sampled refused to take part.The survey revealed widespread lack of knowledge of wildlife laws andregulations, a universal utilitarian attitude towards seabirds, and a highdegree of non-game and out-of-season hunting. The vast majority of heads ofhousehold did not know the legal status of the birds being hunted, and 95percent considered that hunting seabirds was acceptable. The surveyidentified which species were being hunted and pinpointed the areas whereharvesting was most damaging.Following research, three desirable aims were established by QLF: anincreased population of seabirds breeding in sanctuaries; sustainedimprovements in local knowledge, attitudes and behaviour towards seabirds;greater local support for, and involvement in, the management process.PlanningA lasting reduction in illegal harvesting called for short- and long-termeducation strategies and depended on more than the simple enforcement ofregulations. The educational goal of a sustained change in behaviourinvolved teaching practical seabird biology and conservation; developing aconservation ethic; training residents for leadership roles in conservation;and building local support for wildlife policies and regulations.Meetings were held to ensure that residents participated and agreed withconservation aims and methods. QLF had meetings with CWS to ensurethat the educational objectives were in line with the agency’smanagement goals and that the proposed efforts in educationcomplemented those in the fields of enforcement and habitatmanagement. Meetings with other non-governmental organizations suchas the World Wildlife Fund and the Province of Quebec Society for theProtection of Birds helped to build support in Quebec and internationallyfor a culturally sensitive education programme which would help to solvea resource management problem.41
Planning education to care for the earthImplementationMany educational strategies were developed over 15 years, modified in thelight of further research, yearly evaluation, community requests, and theavailability of funds. Particular strategies were timed for their acceptabilityto various audiences. Activities were in four basic categories: youthinstruction; leadership training; information dissemination; and supportbuilding.Youth instructionThe key activity was a four-day programme at the St Mary’s Island SeabirdSanctuary, 15 km. from the village of Harrington Harbour. In a formerlighthouse serving as classroom and dormitory, children from 8 to 15 yearsof age were given hands-on instruction in seabird biology, in wildlife law,and on how to behave in a sanctuary. Emphasis was on the biological andhuman factors which influence breeding success in seabirds. Instructorscreated fun learning opportunities and encouraged group discussions ratherthan preaching conservation. The highlight was a visit to a puffin colony,where participants observed the birds at close range.Children went home with increased knowledge, greater concern, and themotivation to tell family and friends about their adventures. They startedlively discussions about the impact of their families’ actions on local birdpopulations when seabirds were served for dinner. The conservation messagespread through the community and along the coast.Youth programmes also targeted communities that were actively hostile toconservation agents. In one such village, the sons and daughters of localpoachers took the roles of seabirds in a play for children. By rehearsing theirlines at home, these children taught their parents about seabird biology andconservation. In contrast to the St Mary’s Island programme which fosteredthe development of a conservation ethic, play-acting served to produce shorttermlocal approval for seabird management strategies in small communitieswhere family ties and group norms were powerful influences.Action-oriented conservation clubs, school presentations, the development ofclassroom materials about seabirds, and a coast-wide children’s postercontest - leading to the production of a calendar of children’s seabird art -were other important youth activities. Local opinion leaders stronglyendorsed the youth conservation programmes.Leadership trainingA long-term impact required local leadership. Teenagers and adults in thearea were trained to take increasing responsibility for conservation. Morethan 50 volunteers and paid staff have been trained in field ornithology andteaching methodology. By 1993, one-half of the project staff were teenagersfrom the coast. CWS in the meantime increased its enforcement staff by42
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Page 9 and 10: ForewordMy introduction to IUCN - T
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Page 32 and 33: A basis for environmental education
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Page 36 and 37: Basis for EE in the SahelThe stages
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