Mainstreaming Biodiversity Into Education

Source: Food and Agriculture Organization of the United Nations, 2013, Ariela Summit, Ecoagriculture Partners,   "The Youth Guide to Biodiversity" 1st Edition (Chapter 11) Youth and United Nations Global Alliance. Reproduced with permission.

 Chapter 11. Leslie Ann Jose Castillo, ASEAN Centre for Biodiversity. Verbatim.

The programme uses street theatre, creative workshops, exhibits, games and ecological tours to stimulate creative thought and to motivate learners to act on environmental issues. Trainers from PA WB-DENR conduct school and community extension activities, train other prospective trainers, distribute IEC materials to forest occupants, local leaders, youth and school teachers. To date, Dalaw-Turo has trained 543 regional counterparts and brought the IEC campaign to 55 839 students in at least 460 schools in the Philippines.

In Laos, the Watershed Management and Protection Authority (WMPA ) conducts the Community Outreach and Conservation Awareness programme at the Nakai Nam Theun National Protected Area. Designated WMPA staff, with the help of the village headmen, discuss with people living in the village ways to improve conservation methods in the protected area. 

To make the learning process interactive and informative, the teachers use games, demonstrations and role playing. Colourful and easy-to-understand posters and brochures are distributed to teach people about key species found in the area and the importance of conserving them. There is also a school education programme to teach primary students about animals, their habitats and food webs.

Children are encouraged to learn about biodiversity atan early age so that they can grow up to be protectors of the environment. These are the types of activities that must be replicated to mainstream biodiversity in education.