Planning education to care for the earth - IUCN Knowledge Network

Planning education to care for the earthlanguage to the rural and functionally illiterate population. Theseperformances trigger discussions, and it has been possible by observationand survey to gauge whether they bring about change. In the Sahel, thetopics have included hunting, excessive clearing of lands leading to erosion,and damage to cultivated land by animals.Organization of the IUCN programmeThe Ministries of Environment and Education in each country are the officialpartners of IUCN in its programmes in western Africa. National teamsrecruited by IUCN write, publish and distribute the magazines to the schoolchildren. Pupils and teachers convey the educational message to thecommunities. Partnerships between schools, technical departments (health,cattle breeding, agriculture) and the population emerge within communities.Village and religious leaders play an important part in raising consciousnessand taking action.At the regional level, a IUCN adviser is in charge of support, follow-up andthe organization of training.EvaluationThe IUCN programmes have proved to be an original way of approachingschool children, making them aware of environmental problems, providingthem with the technical knowledge they need for better management ofnatural resources, and encouraging them to take practical action for theprotection of their environment. The programmes:•serve as demonstrations for future action by governments;•support the technical government departments which are responsiblein the field for raising consciousness and for teaching adultpopulations in the various development sectors;•serve as a source of experience for bilateral and multilateralcooperation partners in developing educational programmes;•provide models for neighbouring countries facing similarenvironmental problems and willing to adopt the same type ofprogramme.An assessment of Walia recommended in 1990 the extension of theprogramme to other regions where the environmental balance is in danger.One conclusion to be drawn from the Walia approach is that if the schoolattendance rate is low, ways have to be found to reach people outside theschools. When programmes are renewed, fresh consciousness-raisingtechniques have to be found to involve people in environmental conservation.In addition, the fact that Walia is extra-curricular leads inevitably to a82