Lessons from school-based environmental education programs in three African countries [Mali, Tanzania, and Zambia]

Several factors are identified as critical to the success of these programs. Clarity of objectives is fundamental. At the local level, understanding the school system, the community, and the socioeconomic environment is fundamental; adjusting wisely to these realities, more than to any fixed rules, will help bring about results. The report also identified seven specific success factors, as noted below. (1) Connection with elementary schools as a base of operations is a virtual necessity. In most developing countries, no other group can serve as a bridge to large numbers of children. Related success factors include ownership of the program by the school administration and linkages between schools and other community institutions, especially youth clubs. (2) Continuity of contact with students from grade to grade increases program impact manyfold. Linkages across different educational levels -- primary, secondary, and teacher training institutes -- also greatly increase a program"s public profile and improve its chances of sustainability. There are, however, tradeoffs to this diffusion of resources. Each program must find its own growth curve. (3) Utilizing complementary channels can extend impact. However, complementary channels require additional investments, so it is necessary to weigh expected impacts against costs. (4) A common success element was collaboration with other organizations. Strong leaders tend to be the ones most likely to seek out such partnerships. Programs with a mandate to work in partnership with national and local groups benefitted enormously from this requirement. (5) Programs that channeled children"s natural enthusiasm in tangible ways benefitted youth the most and also benefitted their communities and the cause of conservation. In terms of advocacy, art provided the most basic outlet. Activities that led to significant conservation benefits generally relied on cooperation with other organizations. Also important was a program"s ability to achieve the right balance between a national and a local focus. (6) Since many of the behaviors focused on by these programs -- from cutting trees for fuel, to the choice of cooking stove used, to various agricultural practices -- are part of women"s daily work, women"s groups often serve useful advocacy roles in communities. An EE program cannot succeed if it overlooks the importance of gender. However, young girls, because of their low enrollment, are hardest to reach through EE. (7) A sense of isolation can undermine a program more seriously than anything else. Conversely, the opportunity to share ideas and experiences is a powerful motivator for children and leaders alike. The value of print materials was a constant refrain. Three elements were crucial to the effectiveness of a wide variety of such materials: audience targeting; effective distribution (especially to remote areas); and continuity throughout a program. Also essential are effective training (which requires professional input) and a system for rewarding commitment (programs elsewhere have found the most powerful motivators to be peer and community recognition). Besides these seven factors, money and the ability to broker support are essential, as is adequate time to establish linkages in the community, develop a network of committed volunteers who can share ideas, create awareness among a critical mass of people, and educate a generation of new leaders. Includes bibliography.