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 Learning instructors, themselves committed and trained, will support the heads in creating ‘green’ school development plans. These would include not only classroom teaching but also school rituals and extra-curricular activities. The physical environment and school surroundings practices, such as the use of paper, water, electricity and waste disposal, will be considered. Links with the community and any environmental projects in the immediate vicinity will also take place. Estimated time periods for significant results to be produced range from 5 to 20 years. A realistic goal for the NWFP would be to have a major impact on public attitudes and behaviour in between 10 and 15 years. Although with careful planning and commitment and minimal resources, some results could be achieved within 5 years. 9 . 2 . 9 Te rt i a ry Education At every stage of education, students need to deepen their understanding of environmental issues. Therefore the same basic infusion approach should be used in colleges and universities. Initially the training arrangements may have to be on an ad hoc basis, as there is no regular infrastructure for training college or university teachers. All students of these colleges should have obligatory environment studies requirement as they already have for Pakistan Studies and Islamiyat. Opportunities might eventually be provided for specialization in environmental engineering, environmental impact assessment technologies, and community health, with a strong focus on environment and occupational health. At the university level, the Department of Environmental Planning and Management at the University of Peshawar is the first centre of graduate study in environmental management in Pakistan. Its role is central to the production of a generation of competent environmentalists who can use both physical and social sciences to analyze environmental processes and prescribe solutions. Founded in 1990, the department offerings include Environmental Planning and Management, Environmental Impact Assessment, Environmental Economics, and Environmental 102 SARHAD PROVINCIAL CONSERVATION STRATEGY Chemistry, along with Biological Pollution, Chemical Pollution, and Remote Sensing. Given more research facilities, the department could be more active in environmental awareness and education. There are 10-15 graduates annually. To ensure that this and future programmes remain multi-disciplinary, it is important that internal curriculum committees are established, with economists, lawyers, chemists, foresters, sociologists, and others who represent the disciplines from which environmentalists can draw their disciplinary knowledge. Such committees should ensure that the various disciplines are being properly included in the environmental studies framework. Similarly, to ensure that the programme remains relevant to the world outside universities, such programmes should be guided by external advisory committees that should include representatives from the Pakistan Council for Scientific and Industrial Research and other research agencies near the university, business, environmental NGOs, and Government agencies such as the EPA and the National Institute of Public Administration (NIPA). Links should also be maintained with teachers’ colleges and with agriculture and forestry schools. Environmental research activities in masters and doctoral programmes should be encouraged. Environmental components should be added to existing programmes in agriculture, forestry, health, and engineering. Joint courses such as environment-business, environment-law, and environment-engineering should be introduced. Faculty members should be encouraged and assisted to develop optional courses on environmental issues showing the cross-disciplinary linkages. Environmental materials, perspectives, and linkages should be stressed in all engineering, forestry, and agriculture courses. Integration is necessary if these graduates are to cope with the interactions between and among disciplines in the environmental field to provide the foundation for sustainable development. WWF is already working on the infusion of environmental education into the B.Ed. course in the NWFP. IUCN is negotiating a similar intervention in Karachi. These two examples could be examined and adapted for replication in all B.Ed. courses in the province. Teachers who go on to acquire a graduate
degree in education are those whose career path in education is likely to bring them into positions of influence. These potential decision makers need an indepth understanding of environmental education. Departments of Education in the universities should be persuaded to negotiate with the University Grants Commission and be supported in designing appropriate components. 9 . 2 . 1 0 Decision Makers & Pro f e s s i o n a l s Decision makers in different sectors have an impact on the environment. There is a need to proactively seek opportunities for educating selected key groups. Moreover, capacity building in Government departments is a strong theme throughout the National Conservation Strategy. The environmental orientation of Government officers is necessary as a basis for this. The National Institute of Public Administration, the Pakistan Military Academy (PMA) Kakul, the Pakistan Institute of Management Studies (PIMS), and the Pakistan Academy for Rural Development (PARD) have been identified as key institutions. The NIPA is responsible for training Government officers and has introduced training for senior policy makers in environmental awareness and issues facing Pakistan. It has operations in Karachi, Lahore, and Peshawar. In Peshawar, the NIPA has already been involved in developing a curriculum for sustainable development with the University of Peshawar. The institute could prove to be a very strong channel for introducing concepts of conservation and sustainable development to decision makers. Similar potential also exists in the PARD who offer environment related courses too. The PMA Kakul is responsible for pre-service and in-service professional training of all commissioned officers in the military. Although the army nurtures trees, the potential threat to wildlife during army exercises needs to be taken into account by them. Hence there is an urgent need for integrating environmental components in the PMA training programmes. The PIMS aims to promote management development in the country. Services offered by the PIMS include in-country courses, research and publications, C O M M U N I C A T I O N & E D U C A T I O N 9 and management consultancy services in the area of strategic planning, human resource management, marketing management, and organization development. Its clients include the Government, private-sector groups, business, and industry. Therefore inclusion of environmental education components in these courses could have a direct impact. 9 . 2 . 1 1 Basic Education, Literacy & Development Pro g r a m m e s Basic education and literacy programmes could be powerful channels for making people more conscious of their natural resources and deepening their understanding of the issues involved. In all rural areas people are closely and visibly affected by the natural environment and also have direct impact on it. So environmental issues hold vital relevance for their daily lives. Moreover, reading and writing skills are most easily learned when the content of what is being taught is relevant to the student. It is essential that basic education and literacy programmes receive support to ‘green’ their materials through the inclusion of environmental themes that are specific to their audiences and locations. Developers and deliverers of such programmes need related training. Khwendo Kor, a Peshawar-based NGO, has been running environmental awareness programmes for women in the rural areas since 1993. The organization is active in some selected villages and is carrying out activities such as family planning, establishing home-based literacy centres, encouraging courtyard plantation, and planting tree nurseries. They have the advantage of having a trained work-force of educated women who decide on the villages to work in and then interact closely with the community. Its educational activities in Karak and Malakand Districts include a Female Adult Literacy Programme and an Integrated Basic Education Programme in partnership with the Directorate of Primary Education and UNICEF. Strengthening Participatory Organization has initiated an Integrated Basic Education Programme in collaboration with UNICEF in Nowshera district. The objective of the programme is to motivate the communities for non-formal female education. SARHAD PROVINCIAL CONSERVATION STRATEGY 103
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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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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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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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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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6 G O V E R N A N C E & C A P A C I
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12 nently. In both underground and
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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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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 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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