Essential steps toward the development of
a successful conservation education program
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Goal |
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To develop a conservation education plan with objectives and milestones, for a defined audience, and with the means to assess that the objectives have been met. |
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Step 1 - Identify the Target Audience |
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It may be one or more of the following groups. We recommend that you begin with programs addressing the specific needs of one defined audience. Possible audiences vary from place to place but the following order of precedence is suggested for any community. Once an audience has been identified, get to know the audience, their perceptions, misconceptions, hopes and fears, through dialogue, group discussion, or surveys. |
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Step 2 - Select a Conservation Message |
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This is perhaps the most critical step as a message must be clearly understood and appreciated if we are to change attitudes or behaviours. A message should be selected according to the needs of the specific audience. |
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While the following list is by no means exhaustive, it is presented as a starting point for discussion. One or more of the following messages could be combined according to the selected audience. For example, if the audience is tourism operators, the message could be a combination of: " What are orchids and why should we conserve them? " combined with a second message, " Orchids and tourism create jobs ".
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1. |
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Orchids are an indicator of environmental health and therefore should be conserved. |
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2. |
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What are orchids and why should we conserve them? |
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3. |
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Orchids are a money-making resource that can be sustainably managed without endangering the wild populations. |
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4. |
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Orchids and tourism create jobs. |
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5. |
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Do not collect orchids from the wild. |
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6. |
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Do not purchase orchids collected from the wild. |
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Step 3 - Decide on the best method to deliver the Message |
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Any or all of the following delivery mechanisms could be used depending upon the audience and available resources. |
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1. |
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Web site providing information, links - more sophisticated sites could include feedback surveys, self-assessment quizzes, etc. |
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2. |
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Printed matter - information sheets, press releases, magazines, books, etc. |
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3. |
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Pictograms. |
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4. |
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Posters for schools and displays. |
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5. |
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Advertisement through a major sponsor. |
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6. |
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Advertisement through other NGOs. |
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7. |
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Murals. |
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8. |
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Promotional messages on food cartons or containers. |
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9. |
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Face-to-face delivery - seminars, meetings with communities, business groups. |
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Education Committee member Greg Steenbeeke (Australia) had the good idea of developing information cards/folders with a conservation message like they use on airlines to explain safety procedures (pictogram). This might be worthwhile to develop for specific audiences where literacy is a challenge or where a quick reference is needed to reinforce the message. Symbols used in pictograms must be unambiguous and easily recognizable by the audience. Pictogram symbols should be tested with the audience first to be certain that the message conveyed is easily understood. |
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Step 4 - Develop a means to asses that the Message |
is heard and understood |
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Any of the following methods can be used to evaluate an educational program in terms of the impact on knowledge, skills, attitude or behaviour. |
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1. |
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Survey. |
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2. |
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Survey designed as a contest. |
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3. |
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Feedback from tour operators, botanical gardens, conservation agencies, etc. |
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4. |
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Monitoring to note a positive behavioural shift. |
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The Education Committee welcomes comments and suggestions |
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Marilyn Light
Chair, OSG Education Committee |
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