Sarhad Provincial Conservation Strategy - IUCN

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9 9 . 2 . 3 C O M M U N I C A T I O N & E D U C A T I O N Capacity Building for Environmental Education T h rough Human Resource Development Teacher training courses must provide teachers with the opportunities to become experienced in resolving environmental issues. Teachers have to be fully equipped with effective methods for introducing environmental education in appropriate subject areas. Similarly, teacher perceptions also need to change. Often, teachers do not see any connection between what they are teaching and environmental concepts and issues. Consequently, they do not feel that it is their responsibility to teach about the environment. Environmental educators are in short supply in Pakistan. Certificate courses in environmental education are not available in the country. Jordanhill College, at the University of Strathclyde, Scotland, runs a three-month certificate course on environmental education, awareness, and communication. The course is designed for international participants. Fourteen people from Pakistan have already participated. Eight of these have been absorbed by the World Wide Fund for Nature (WWF) and IUCN; one has left for further studies. Both organizations conduct workshops and develop materials for teacher training. The Bureau of Curriculum Development and Education Extension Services also suggested that prior to embarking upon curriculum revision it will be necessary to set up groups of master trainers for environmental education. The training of trainers and master trainers would be a more strategic use of the few environmental educators available. Given the opportunity and the resources, their expertise could be made available to the provincial Education Department. On-going collaboration between IUCN, WWF, and the Bureau could produce very rich results in terms of quality and quantity of trainers and master trainers. The EPA could also make a valuable contribution. It has an intimate knowledge of the environmental issues of the NWFP and awareness raising is a principal part of its mandate. The Bureau’s thoughtful analysis of capacity building for environmental education omitted one impor- 98 SARHAD PROVINCIAL CONSERVATION STRATEGY tant element. Teachers—however well-equipped and motivated—can bring about change only if their supervisors support them. The same logic will apply at all levels of education. The appropriate directorates and hierarchical levels will need to be well informed about, and oriented to, the needs of and for environmental education. 9 . 2 . 4 Institutional Infrastru c t u re The present infrastructure of the Education Department can easily lend itself to the above initiatives in human resource development. The Bureau of Curriculum Development and Education Extension Services is responsible for curriculum development; the in-service training of teachers; pre-service training and the refinement and distribution of learning materials, teachers’ guides, and kits. To manage these vitally important functions, the Bureau has only a small team of approximately 20 officers, including the Director. The subject specialists, an audio-visual officer, and a group of instructors working under a chief instructor are all involved in some way with either the design or delivery of training. Approximately 30 reorientation courses for all categories of in-service teachers are conducted each year by the Extension Services. Instructors for elementary courses as well as Primary Teaching Certificate and Certificate of Teaching teachers are just two of the categories receiving training. In rural areas, the NWFP has to rely heavily on poorly trained teachers. The Education Department has taken an innovative step and since 1991 has delivered a crash training programme during the summer and winter vacations. Each year master trainers are trained and ad hoc centres are set up. In 1993- 94, 83 ad hoc centres were set up for the summer vacations and a further 22 during winter. In total 3,024 teachers were trained in the summer and 1,059 in the winter. The content and materials for in-service training are not prescribed by the Federal Ministry of Education. This leaves each province free to take those measures most effective for meeting its own needs. Environment should be introduced into this programme.
9 . 2 . 5 C u rriculum & Textbook Revision Teaching certificate courses must follow the curriculum and use the books prescribed by the Federal Ministry of Education. However, the revision of existing curriculum to integrate environmental and development issues into existing training curricula for enhancing and supplementing the existing system requires a provincial initiative. A demonstration model is being developed by St. Patrick’s College of Elementary Education in Karachi, in partnership with IUCN. Upon completion of the model, the NWFP could consider similar training in one of its Elementary Colleges, for possible replication in all such colleges. Present school textbooks contain several references to the environment. But many other lessons have the potential to be used for environmental education. In many cases, only a change of emphasis or a slight extension is needed. An analysis should be done of existing textbooks to identify such possibilities. This analysis could be used in training programmes. Although the present curriculum and textbooks, if used creatively, could allow the introduction of environmental education, further revision is highly desirable. The NWFP should use its influence to advocate further initiatives by the Federal Ministry of Education. In the meantime, the Bureau should prepare itself to make optimum use of future opportunities through an evaluation of the needs emerging during training sessions. The mandate of the national Text Book Board is to produce, print and distribute textbooks within guidelines laid down by the Federal Ministry of Education. These reflect the national curriculum adapted for provincial use by the provincial Bureau of Curriculum. With little effort and without exceeding the guidelines, the textbooks of all subjects could be easily amended to give greater support to environmental education. In mathematics, for example, graphs could demonstrate the deforestation and afforestation rates in the NWFP. Two other measures could be taken immediately to support the infusion of environmental information and messages into textbooks. An organization with C O M M U N I C A T I O N & E D U C A T I O N 9 expertise in environmental education could be invited to take part in the planning and review stages of textbook development or could be invited to write the books. In the long-term, the Text Book Board would need to build in-house expertise in environmental education. 9 . 2 . 6 Existing Initiatives The Education Department’s Projects Several new initiatives are under way already that have an impact on environmental education. The SAP, for example, is charged not only with developing new primary schools but also in seeking ways of involving the community in the management of education. Environmental education also seeks ways of forging links between education and the realities of local communities. Thus the inclusion of environmental education into the SAP initiatives could prove a powerful combination. The PED Programme, supported by multiple donors, has a strong training and education element. Environmental education components for resource persons, master trainers, and trainers would result in a greater number of classroom teachers equipped to infuse environmental concerns into their classroom teaching. The Primary Education Project for Improved Learning Environment has the responsibility for developing primary school instructional materials with annotated teachers’ editions. The materials are based on three principles: they should teach the skills of the subject matter, prove interesting to the students, and support the teacher to work effectively in all kinds of classrooms. Training teachers in the use of these materials is also part of the agenda. The Primary Education Coordination Office brings cohesion to these multi-donor supported initiatives. The Asian Development Bank-funded Teacher Training Project is working to transform pre-service training for teachers into teacher education. New institutions such as model colleges for teacher education and provincial Institutes of Teacher Education will support continuous upgrading in curriculum and SARHAD PROVINCIAL CONSERVATION STRATEGY 99
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Cover credit: Faces that represent
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The Sarhad Provincial Conservation
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E X E C U T I V E S U M M A R Y mit
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E X E C U T I V E S U M M A R Y Lin
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and are viewed not as producers but
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E X E C U T I V E S U M M A R Y tat
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E X E C U T I V E S U M M A R Y tow
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most effective vehicles for promoti
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E X E C U T I V E S U M M A R Y tex
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12 E X E C U T I V E S U M M A R Y
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E X E C U T I V E S U M M A R Y a m
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2 SARHAD PROVINCIAL CONSERVATION ST
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The Public Consultation Process of
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1 I N T R O D U C T I O N The North
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8 SARHAD PROVINCIAL CONSERVATION ST
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2 2.1 I S S U E S & T R E N D S I N
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2 I S S U E S & T R E N D S I N S U
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2 I S S U E S & T R E N D S I N S U
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16 SARHAD PROVINCIAL CONSERVATION S
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3 3 . 1 R E S P O N D I N G T O T H
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3 R E S P O N D I N G T O T H E I S
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3 R E S P O N D I N G T O T H E I S
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4 4 . 1 T O W A R D S T H E S A R H
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4 T O W A R D S T H E S A R H A D P
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4 4.5 THE PUBLIC CONSULTATION PROCE
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Unsustainable Population Growth 71
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Forestry 133 Eliminating Political
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10.3 Average Concentration of Carbo
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5 5 . 1 G O A L S , O B J E C T I V
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12 N A T U R A L R E S O U R C E M
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12 nently. In both underground and
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13 Biological diversity is under th
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13 B I O L O G I C A L D I V E R S
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13 of predators and prey species, b
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14 C U L T U R A L H E R I T A G E
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Federal NGO Fund for Environment 20
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15 The first three chapters in Part
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16 The dynamic and recurrent nature
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16 the Chief, Environment. This wil
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16 I N S T I T U T I O N A L P R O
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16 1 6 . 5 . 2 I N S T I T U T I O
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16 the NEQS will require engaging t
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17 1 7 . 1 F I N A N C I N G SPCS,
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17 For the purpose of the plan, env
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17 F I N A N C I N G PROJECT COST F
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17 F I N A N C I N G 202 SARHAD PRO
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17 F I N A N C I N G 1 7 . 4 . 5 Co
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18 A S S E S S I N G P R O G R E S
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B I B L I O G R A P H Y Government
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B I B L I O G R A P H Y Sandlund, e
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Sarhad Provincial Conservation Strategy - IUCN

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