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Consultation Environmental Education Resource Pack for Child-friendly Schools

1 August, 2007 Yaounde, Cameroon Donna L. Goodman Project Manager Environment and Young People. Consultation Environmental Education Resource Pack for Child-friendly Schools. Outline. Environment and the MDGs? Children and environment – what is the relationship?

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Consultation Environmental Education Resource Pack for Child-friendly Schools

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  1. 1 August, 2007 Yaounde, Cameroon Donna L. Goodman Project Manager Environment and Young People ConsultationEnvironmental Education Resource Pack for Child-friendly Schools

  2. Outline • Environment and the MDGs? • Children and environment – what is the relationship? • What are child-friendly school and community environments? • Physical/facilities based challenges and solutions • Participatory methodologies and curriculum • Children’s degree of control over decisions: dimensions, standards, indicators (plotting examples) • Impact, sustainability and institutionalisation of children’s participation

  3. Millennium Development Goals MDG 7: Ensure Environmental Sustainability Target 9: To integrate the principles of sustainable development into country policies and programs and reverse the loss of environmental resources. Target 10: To halve, by 2015, the proportion of people without sustainable access to safe drinking water and basic sanitation

  4. Linkages with other MDGs 1. Poverty and Hunger 2. Universal primary education MDG 7 Targets 9 & 10 3. Gender equality 4. Reduced child mortality 6.Combating disease: (HIV, malaria...) 8. Global Partnerships

  5. Environmental challenges to children • Unsafe water • Poor hygiene and sanitation • Air pollution – indoor and outdoor • Disease vectors • Chemical hazards • Injuries and accidents • EMERGING ISSUES – such as : Climate/global change and its various consequences

  6. WHERE ARE THE MAIN GLOBAL ENVIRONMENTAL HEALTH RISKS? CLIMATE – GLOBAL CHANGE Injuries and accidents Indoor Air pollution Ambient Air pollution Unsafe water Disease vectors Chemical hazards Poor hygiene and sanitation

  7. COMPLEX, INTERRELATED PROBLEMS, REQUIRING INNOVATIVE APPROACHES AND JOINTLY COORDINATED INTERVENTIONS

  8. Environmental Education Resource Pack for Child-friendly SchoolsChild-centred solutions • School environment: gender, current situation (ie: drought, flood, access to water? toilets?) • Technical solutions: rainwater harvesting; solar or wind generated electricity and water pumps; toilets; school gardens; trees; waste disposal; watershed cleanups • Lesson plans: what do these solutions have to do with my life? (lifeskills based, cooperative learning) • Methodologies, guidelines: participatory tools, training for teachers, youth leaders, peer-to-peer

  9. Voices of Youth… “We, as children and young people pledge to be involved in designing, implementing and evaluating child managed water and sanitation projects and other initiatives.” (Children’s Water Manifesto, Kyoto Japan March 2003)

  10. Why should children participate in WES? Convention on theRights of the Child“To ensure that all segments of society, in particular parents and children, are informed, have access to education and are supported in the use of basic knowledge of child health and nutrition, the advantages of breastfeeding, hygiene, environmental sanitation and the prevention of accidents.” Article 24, 2 (e)

  11. Participatory exercise • What can individual children do to help create better environments at home, school or in the community? • What can two or three children do? • What can a group of children do? • What can adults do to support you?

  12. How can children contribute?Many ways are possible; very few involve the stereotype of Children Delivering Messages. In the simplest analysis we can think of …

  13. What are some of the most common ways in which ‘Children for Environment’ approaches play out: ? • Children in families • Children as information gatherers • Children in groups as a force with school and community. • Children as spreaders of mass information The latest methodology often combines these.

  14. OUTCOMES • Environmentally-aware and empowered children • Children, families and communities prepared for environmental emergencies • Healthy/sanitary environments support improved learning capabilities • Gender equality • ‘Green’ schools • Reduced vulnerability to climate change related risks • Restored watershed areas • Reforested, stabilized environments MDGs Education for All • Legend: • Triangle: Threats • Software/participatory solutions: Green • Hardware/environmental solutions: Blue

  15. Is this children's participation?

  16. Is this children's participation?

  17. Young people’s participation in WES

  18. Children’s access to environment-related information • Children who have access to information about water, environment and sanitation are better able to survive and to protect themselves. • Information is essential for children to realise their right to survival. Where children are denied access to information about health matters, their survival is put at risk. • It is the responsibility of governments, teachers and the education system, parents, community and religious leaders, the media and the private sector to ensure that children and young people have access to this vital information.

  19. Develop children’s capacities • Children who are able to express themselves and are being listened to at home and in school learn and develop better. They develop an interest in their own health and will take better care of themselves and others • If adults listen to children, give them time to articulate their concerns, provide them with appropriate information, children will acquire the confidence and ability to contribute to their own environment. It encourages children to take more responsibility.

  20. Consulting children • Research and assessment results are better if they are based on information from children and adolescents • Consulting children leads to better understanding of children’s own environmental and health-related needs and concerns • Water, environment and sanitation services are better if children and young people have control over their design, operation and maintenance

  21. Dimensions, standards and indicators Impact of child and youth participation and degree of children’s control over decisions Sustainability and institutionalization of children’s participation Quality of children’s participation Costs of children’s participation

  22. ServiceContributionsResponsibility Child-ledorganizations Decisionmaking Children’s skills& capacities Informationfor and bychildren Expression,opinions Child and adolescent participation Governance Children’s citizenshipChildren’s participation rightsChild and adolescent development

  23. Thank you

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