|Environmental Handbook Volume I: Introduction, Cross-sectoral Planning, Infrastructure (GTZ/BMZ, 1995, 592 pages)|
|9. Public facilities - schools, health care, hospitals -|
The measures dealt with in the present environmental brief have to do with the provision of what is also known as "physical infrastructure". Their goals lie in the creation and development of facilities
- for education and training
- and health care
and thus in two areas of primary importance for the public and private provision of essential services.
The present brief does not go into the philosophy of environmental education but the importance of such education should not be overlooked.
Education and training covers projects both in the field of education and training for children and young people and in the field of adult education and training. In both cases, the main focus needs to be on education and training to instill and develop job skills.
The field of health care falls into two sub-divisions:
Improving hygiene and prophylactic health care (e.g. immunisation against infectious diseases) and providing health education and advice. Particular activities which come under these headings include advising on diet and the family, creating and developing facilities for nursing and supply such as facilities for supplying the disabled with drugs, and the training and deployment of medical personnel. In the present brief it is projects that fall within the field definable as "planning, construction and running of education, training and health care facilities" that are considered from the point of view of their adverse environmental impacts.
The impact of projects in the field of health care, education and training is to alter the structure of a country and not least the thinking and feelings of its people and their conception of themselves. It seems essential to proceed with, above all, due consideration for
- the special ethnological character and diversity of the given country and its different ways of life, commercial and industrial practices and modes of behaviour, its understanding of nature and the environment, and its cultural and religious traditions,
- the perceptiveness and comprehension of the people concerned, and
- their willingness to act to meet the demands of changes that are environmentally relevant.