Sarhad Provincial Conservation Strategy - IUCN

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9 C O M M U N I C A T I O N & E D U C A T I O N pedagogy in teacher education. Close collaboration with all of these movements towards change will ensure that environmental education becomes an integral part of the mainstream of educational r e f o r m s . Private & Public Schools Several private and public schools have already begun to include environmental themes in their teaching and training programmes. Within the NWFP, the Aga Khan Education Service, Pakistan has a strong presence in Chitral. It has collaborated with the Government on teacher training. Shayun Public School in Chitral is in the process of setting up a teacher training programme. Beacon House Public School also has a well-established teacher training programme validated by Bradford University in the United Kingdom. Many other private schools—such as the Fazle Haq College, Mardan, the Pak International College for Girls, Abbotabad, and the Frontier Children’s Academy, Peshawar—take advantage of in-service training opportunities provided by organizations such as the In-Service Training Unit (ISTU). These programmes already contain some elements for environmental education. If strengthened, they could be powerful channels for training others. The Frontier Education Foundation provides grants for the establishment of private schools. Such schools could have a contractual obligation to include environmental education in their curriculum. Extra-curricular Activities & Informal Education The National Conservation Strategy Unit of the Federal Ministry of Environment, Urban Affairs, Forestry and Wildlife has requested each provincial Education Department to open Environment Clubs in all educational institutions. If these are to be established and remain viable, club leaders will need training to enable them to design and organize suitable activities for club members. NGOs could assist in this training. Edwards College, Peshawar, for example, has an Environmental Club which has developed a tree nursery. Other schools should be encouraged to do the same. Edwards College also at one time had a 100 SARHAD PROVINCIAL CONSERVATION STRATEGY social action programme. This could be revived and used for community environmental activities in partnership with local schools. The twinning of a Government school with a neighbouring private school to plan joint environmental activities is another possibility. Physical Education teachers are often assigned the duty of organizing boy scouts activities in schools. Part of their training should be the development of outdoor environmental activities. The boy scouts should also develop training programmes for environmental activities. The EPA and WWF Pakistan support many non-formal activities such as Earth Day celebrations and poster and essay competitions. NGOs in Schools WWF is extremely active in delivering environmental education in private and public schools in the NWFP. Their education officer in Peshawar is also designing an environmental education component for the B.Ed. course. WWF also publishes environmental education materials. The Education Unit of IUCN Pakistan is involved in capacity building for environmental education through human and material resource development. Teacher training and the training of trainers for both in-service and pre-service training are part of its mandate, which also includes support for the enhancement of curricula, syllabus, and textbooks. At the school level, some institutions have established Environment and Wildlife Clubs for their students. They serve to educate students about the importance of the environment, the problems associated with it, and the loss of biodiversity. Various activities, competitions, and functions are organized for the members and through them. Some NGOs have also started a programme of environmental education for schools and colleges. One NGO, Protection of Environment and Rural Development, has established tree nurseries in different institutions and is involving students through the tree planting campaigns at Edwards College. The Pakistan Environmental Protection Foundation has organized training courses on the environment for teachers in addition to holding high-profile public gatherings. Other NGOs in education should be supported in strengthening their input into environmental
education. These organizations, if provided the resources and opportunity, could be a great source of strength if harnessed into collaborative projects with the Government and each other. The ISTU runs in-service workshops for private and public school teachers both in Peshawar and other districts of the NWFP. It also trains master trainers. The Unit asked IUCN and WWF to collaborate in the delivery of a training workshop in Peshawar on environmental education. A master trainers workshop in Mardan will have input from IUCN. The Society of Pakistan English Language Teachers conducts in-service training of private-school teachers and from school to college level in the Government sector. In some provinces it has also worked with the Text Book Boards. The group has begun to incorporate environmental themes in its work, but needs more support. The Pakistan American Cultural Center caters to thousands of young people and adults who want to learn English. It, too, has an interest in introducing environmental themes but needs support. 9 . 2 . 7 I n s t i t u t i o n - s t re n g t h e n i n g If environmental education is to become truly embedded in education in the NWFP, the Education Department will need, over time, to become more self-sufficient in this type of knowledge. A small number of key people involved in teacher training, material design, curriculum development, and textbook production will need to acquire formal training in environmental education. They should be charged with bringing together a group to plan and set up an Environmental Education programme dedicated to providing shortand medium-term courses, internships, and on-going environmental education activities. This should be embedded in already existing institutions such as the Department of Environmental Planning and Management or the Institute for Education and Research at the University of Peshawar. The Centre for Environmental Education, Nehru Foundation in Ahmedabad, India, and the Centre for Environmental Studies in Indonesia may be good C O M M U N I C A T I O N & E D U C A T I O N 9 models for study. Other required initiatives, such as the South Asia, South East Asia Network for Environmental Education may provide useful s u p p o r t . If the Education Department and other education institutions and organizations are to contribute effectively to the SPCS, environmental information will need to be readily accessible. The proposed Environmental Information Management Centre may provide this link between education and environment. IUCN and WWF will be useful channels for accessing global and regional information on environmental education. Environmental projects of the SPCS will also need to take the responsibility for communicating with and educating local communities, educational institutions, and the public about their work. 9 . 2 . 8 Implementation Mechanisms Implementation must go hand in hand with further strategy development. Thus a focal point for environmental education will be recruited to work within the Education Department. A Round Table will be constituted with representatives from all levels of the Government education sector and from civil society, parents, private education, employees, and NGOs involved with education and rural development. Environmental specialists will also be represented. The SPCS Communication and NGO Round Tables should also be represented to ensure that joint concerns are considered. Demonstration districts may need to be selected. Peshawar could represent both the urban and the rural plains. Chitral or Abbotabad could represent the predominantly rural areas and the hills. Chitral is a logical choice, as it has been selected for a District Conservation Strategy. On the other hand, Abbotabad is logistically easier and the Bureau of Curriculum, one of the key educational institutes, is located there. Perhaps both can be developed as demonstration areas. The end result should be that each school has teachers committed and skilled in using environmental education in their teaching wherever appropriate, and who are supported by like-minded leaders. SARHAD PROVINCIAL CONSERVATION STRATEGY 101
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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 a m
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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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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 nently. In both underground and
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13 Biological diversity is under th
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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 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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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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