8. Global issue – education, training and awareness
Formal, non-formal education, training and awareness are cornerstones of any durable solution to development problems.
In Botswana, the NCSA has been mandated to establish an environmental education (EE) division. The national education policy was revised and now includes EE. A national action plan has been developed which includes developing resource materials, school environment policy (SEP) packs, and training of teachers. Training workshops have been organised and resource materials have been developed. The main problem is converting available documentation into used resources and true awareness, as many participants in workshops have not been empowered to convert what they have been told into action in their school.
An additional concern is that with access to documentation, schools should have access to appropriate appliances, such as energy-saving bulbs, self-closing taps, consumption meters etc; depending on the priorities they establish in their SEP.
Civil Society therefore has an important role in providing programmes to complement this action. In Gaborone, KCS and ST have undertaken enviro-school projects, whereby one model-school is being assisted. These programmes include a bio-park within a school (KCS), and implementation of an environmental policy, including water- and energy-saving technology. Various initiatives have led to development of education centres such as at the Gaborone Game Reserve (supported by KCS); Lechwe Education Centre (supported by Conservation International (CI), who have an EE programme in Maun; and private EE initiatives such as at Mokolodi Game Reserve and Mankwana.
The partnership between KCS and the Department of Wildlife and National Parks to develop environmental school clubs resulted in the Association of Environmental Clubs of Botswana, now grouping more than 50 clubs throughout the country
| -> Tree planting in schools is one component of raising awareness and educating young (and old) Batswana. As can be seen, schoolyards are often totally cleared of vegetation, which suits the objective of a neat school with less risks of mischief. |
A concern is also the need to teach a holistic view on environment. Education should convey a message to children that cleaning up litter, saving water, planting trees or growing vegetables are not isolated activities, but part of sustainable use of natural resources, which also affect major issues in their lives such as their health and the future of their country.
In terms of awareness, a number of campaigns are organised in partnership between GoB, Civil Society and the private sector to commemorate specific international environmental days. Awareness raising is also a major component of the activities of most NGOs.
All too often, raising of awareness incorrectly assumes there is no knowledge out there, and knowledge is “disseminated” rather than exchanged. In a country that has chosen rain (Pula) as its national symbol and currency, there is a certain paradox in the need to raise water-awareness. Insufficient use is made of traditional value systems and sound cultural practices in Botswana to improve awareness. Examples are the use of totems, which require the protection of an animal and its eco-system; or traditions regarding protection of certain tree or animal species during certain seasons, which have generally a deep-rooted and ecologically sound basis.
Many NGOs and CBOs are trying to disseminate information through the Internet. An example is the cbnrm.bw website managed by SNV/IUCN, which includes a comprehensive series of occasional papers on CBNRM.
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