Planning education to care for the earth - IUCN Knowledge Network

Urban issues through environmental educationcooperate in the project and a room was set aside in each school to store thewaste.CEE South, local environmental groups, and motivated citizens helpedteachers and children to identify the kinds of waste to be collected. A localtheatre group toured the district performing plays and skits on environmentalthemes including garbage.This team effort in schools and clubs consisted of lectures, demonstrations,street plays and the presentation of recycled bags, bins, stickers and posters.After a month of campaigning, agents were sent out to collect the wastematerials, segregate them, and pay the schools accordingly. Schools andchildren who had done well received prizes and the money was used to starteco-clubs, go for excursions, pay for scholarships and buy books.In a special three-day campaign, children and their elders took large recycledplastic bags to clean up important tourist and pilgrim sites in the district. Inthese places, which are severely littered, posters and banners were displayed,pamphlets handed out and plays performed to explain the importance ofkeeping the district clean - especially of non-biodegradable waste. Thesurroundings of the schools were also tidied up.The “Clean Up Kodagu Campaign” was a public campaign which had anexcellent media mix. There were lectures, demonstrations, songs, drama andeducational materials distributed which had the effect of mobilising thecommunity. “Clean Up Kodagu” was a success not only because it removed35,000 kg. of solid waste from the district, but also because it generatedinterest in school children and college students about waste management. Itshowed that they are curious to know more about the environment and itsglobal implications and that they are willing to contribute to the effort tomake their district a cleaner and safer place in which to live. They have abetter chance of becoming environmentally conscious adults.Lessons learnedBefore undertaking an educational programme, first study the socioeconomic,cultural and environmental situation. Then plan a strategybased on the community needs and aspirations. Implementation isdependent on working out a plan with details of how one is going tocommunicate. The process is never smooth as it is not possible toanticipate all the difficulties that will arise in working withcommunities. It is necessary therefore to review the processes andadjust the methodologies to suit each situation. So evaluation shouldbe simple and feed back into the process.65