School-community linkages in environmental education : factors of success in PFIE (Environmental Education & Information Program), non-PFIE and community schools in Mali

This report assesses PFIE programs in Mali, where about 320 schools are involved in the program. The objective of the assessment was to identify models that have worked in educating both students and communities in environmental issues and in initiating environmentally friendly practices among both students and parents. For the purposes of the study, public non-PFIE schools, public PFIE schools, and community schools were visited at urban (Bamako), rural (Sikasso), and protected area (Dioforongo in the Segou region) sites. Data-gathering instruments were designed around three subjects: knowledge of the environment; information on environmental programs; and the relationship between this information and community practices. Based on the information gathered, five school- related and four nonschool-related factors were identified as elements that determine the success for school-community linkages. Three factors were also noted as potential obstacles to such success. The school-related factors are: (1) good knowledge of environmental issues by teachers; (2) developing a spirit of initiative among teachers and principals, particularly with respect to new ways of developing positive environmental attitudes among students and the community; (3) changing the environmental attitudes of students through new learning experiences, modeling, and reinforcement; (4) developing exchanges and interactions with other environmentally concerned teachers; and (5) developing a school-based outreach program to the community. The following nonschool-related factors were identified: (1) having the community identify and prioritize environmental problems; (2) helping the community develop collective or individual initiatives to address these problems; (3) developing joint mini-projects between the school and the community; and (4) establishing a community structure responsible for working with the school to carry out the various environmental projects. Factors that can hinder a PFIE program include lack of motivation on the part of teachers, injudicious attempts to impose environmental projects, and lack of basic resources and equipment.