Planning education to care for the earth - IUCN Knowledge Network

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CAMPFIRE programmeCAMPFIRE is now linked with the Southern African DevelopmentCommunity and other international organizations.The potential role of rural school communities in CAMPFIREThe school can be a key agency in building awareness and mobilisingcommunities to care for the environment. A school includes more than thebuilding, staff and students, it also includes the parents who live around it.CAMPFIRE is working towards these initiatives.A major problem for local communities is a lack of capacity for extensionservices, and school teachers and development associations can assist localcommunities through skill transfer, such as in improving managerial capacityof tree planting committees, village and ward development committees.Schools can also become repositories of local knowledge on wildlife and thecultural importance of sacred areas, or species. The ways in which variousspecies are used and managed constitutes “indigenous technical knowledge”.This knowledge tended to be denied a value during the colonial period. Bycollecting and valuing indigenous knowledge, the school can form arepository of information as well as providing recognition of the people’straditions. By creating interest in the collection of information, and using itin educational programmes for the children and the community, the schoolwill contribute to community solidarity.Schools can also act as information dissmination channels for CAMPFIREnews, Action Magazine and research information. They can contribute todeveloping understanding of population growth of species, migration andhow quotas are set, what is a sustainable hunting level, as well as to resourcemonitoring.The school staff, by participating in local institutions and clubs, can help themin their task of environmental awareness. Environmental clubs have been leadagencies in tree planting, woodland management and environmentalcompetitions. Participation by staff will encourage locals to participate too.Teachers also play a role in CAMPFIRE committees; and schools have been thebeneficiaries of funds from CAMPFIRE programmes. This has added to theincentives of schools to contribute to anti-poaching lessons. Parents can easilydiscern the benefits flowing from conserving wildlife for sustainable use.School communities are critical in identifying appropriate environmentalprojects in their areas. Through schools, communities have been madereceptive to planting local species rather than the exotic gum trees, and usinginformation that woodland management is more cost effective than just treeplanting. Schools can also be the means to work towards more communityresponsibility in waste management, demonstrating composting schemes andtheir use in gardens. Exchanges between schools and communities indifferent districts have had a great benefit in building appreciation ofenvironmental assests in various parts of the country. The schoolestablishment can be an important advocate in upgrading environmental71
Planning education to care for the eartheducation in the curriculum, and in improving its status by being included inexaminations.ConclusionStarting with wildlife resources, CAMPFIRE is diversifying intotimber exploitation, fisheries and eco-tourism. In each project,sustainable utilization of resources for the benefit of the people is theguiding principle. Cultural tradition and modern formal education arecombined to contribute to attitudinal change in CAMPFIRE. Theprogramme is creating confidence in rural development in localcommunities as well as a positive attitude towards the management ofnatural resources.Central to CAMPFIRE is the notion of transfer of power from higherto local levels. The principle of co-management at various levels istherefore encouraged as a means of avoiding the conflict which mayarise if some elements are slow to adapt to change.Some areas still call for attention. Old bureaucratic approaches torural development within some district councils, for example, have tobe unlearned and proper respect accorded by officials to theknowledge of rural people.Greater decentralization of legal authority is needed as a consequenceof the increased role of advocacy by rural people.Environmental education should cover all elements of society, andCAMPFIRE must now expand to cover on a larger scale other formsof sustainable development such as eco-tourism . Environmentaleducation also calls for the greater use of radio in Zimbabwe.Lessons learnedThe importance of stake holder participation in planning educationalprogrammes:The CAMPFIRE experience has proved that planning of anyeducational material for grassroots people must be participatory innature if it is to be sustainable. Educational planning must besensitive to cultural perceptions of the people to be targeted.Finally, the principle of adaptive learning must always be explored aslocal people’s needs are dynamic and planning must encompass thisdynamic process.72
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Planning educationto care for the e
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IUCN - The World Conservation Union
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Published by:IUCN, Gland, Switzerla
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Planning education to care for the
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ForewordMy introduction to IUCN - T
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Pllanning education to care for the
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Influences on pro-environmental pra
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Influences on pro-environmental pra
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Behaviour, social marketing and the
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Social marketing• Perceived benef
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Social marketingnew behaviours. The
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Social marketingchecklist of such d
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Social marketingThe recycling conta
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Social marketing2. Listen to the pe
Page 32 and 33: A basis for environmental education
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