|Environmental Education in the Schools (Peace Corps, 1993)|
|Making an environmental education program work|
Once an environmental education program is implemented, it's important to maintain the support and interest of teachers, parents, school administrators, Ministry officials, and the public. There are many ways to ensure continued program support, including the following:
PUBLICIZING THE PROGRAM: Publicity can help ensure your program's success. You can help increase the amount of media attention the program gets by staging events to let the community know what you and your colleagues and students are doing. For example, you can stage a tree-planting demonstration, an environmental fair, a clean-up, or some other activity to interest the press and the community. Or you can see if writers and broadcasters would like to interview students and teachers in your schools or sponsor a program dealing with environmental education.
MAINTAINING ON-GOING ADVISORY COMMITTEES: Even after an environmental education program is established, it's important to maintain an advisory committee to oversee content, implementation, and revision of the program. The Committee can also help promote the program's successes and seek additional program support.
REPLICATING MODELS: If an environmental education program in one school or district is successful, replicating the model in other schools or districts can help ensure the institutionalization of environmental education in the country.
BUILDING NETWORKS AND KEEPING PEOPLE INFORMED: School administrators, funding sources, local environmental NGOs, and other interested parties should be kept informed of the program's progress. By sharing what students are doing, such as essays, posters, displays, and news clippings, you can help build support for the program. In some countries, environmental education newsletters outlining teacher and student activities help keep interested people informed.
EVALUATING THE PROGRAM: On-going evaluation is a critical part of an environmental education program. We'll discuss this more in Chapter 9 on page 439.