Making biodiversity conservation happen : the role of environmental education and communication

As the authors point out, biodiversity conservation will not occur unless people understand its importance to them. Examples from Belize and the Bahamas show how public opinions surveys can lead to targeted, effective environmental strategies. Next, the paper delves further into how EE&C can help to achieve biodiversity objectives. This section first establishes the basic parameters of EE&C: interventions in formal, nonformal, and informal settings that reach discrete audiences with targeted messages. Case studies from Brazil, Namibia, and the Philippines illustrate how successful programs combine formal school-based activities with programs through extension or other organized nonformal settings and with media and other informal channels. Some projects use the concept of "flagship species" to promote conservation of the habitat in which these species live. Programs that target local communities (as more and more biodiversity programs do) combine EE&C approaches with viable economic activities for community residents. Many successful programs share a methodology that incorporates assessment and research, planning, pretesting, implementation, and monitoring and evaluation. Integrating gender concerns further improves the likelihood of success. Finally, a process developed for a biodiversity conservation project in Ecuador shows how program managers and community members can work together to target behavioral change that can lead to enhanced biodiversity resources. The following section suggests how EE&C strategies that focus on knowledge, attitudes, and practices can contribute to meeting biodiversity indicators. A list of measures, organized by formal, nonformal, and informal setting, serves as a starting point to determine the effect of EE&C interventions on biodiversity objectives. In conclusion, the authors stress that changes in human attitudes and behavior must be a part of any conservation program. Includes references. (Author abstract, modified)