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CHAPTER 4. PUBLIC AWARENESS AND ENVIRONMENTAL EDUCATION

4.5. Funding

The funding mechanism for environmental education and public communication in developing countries depends on priorities of national environmental politics and on country wealth level. Economic aspects of eutrophication, including economic mechanisms for prevention and control, as well as economic instruments, are discussed in detail in Chapter 5 of this publication.

Many EE&C programmes are funded through international funds. This pattern needs to be changed and decision-makers need to consider environmental education and community participation as a priority in their national agendas. It is important for two reasons. First, it is a common approach among decision-makers to treat the education and public participation issues as low priority in their agenda. Thus international support often strengthens the unwanted situation. Besides, the development of a particular country, which is accompanied with improvement of its financial standing, makes the possibility of financial support from international organizations less probable.

Such a situation has been seen in Central European countries, which have been under political transformation. In these countries, funding of environmental education and public participation has been gradually switched from international support agencies to national or regional sources. For example, in Poland, Czech and Slovak Republics, initially the share of international funds in financing educational programmes was very high, but now is significantly lower. The World Wide Fund Nature-International programme was terminated. The Fund Environmental Partnership for Central Europe has other priorities. Now the country sources comprise the Ministry of Education, Ministry of Environmental Protection and special funds, such as the Fund for the Environment. Existing resources are not sufficient, which means that participants must often cover the expenses themselves.

In Poland, the situation has been improving step-by-step since environmental education became one of the priorities of the national environmental policy. About 3-3.5% of the total environmental expenses is allocated for environmental education. The Ministry of Environmental Protection, Natural Resources and Forestry together with the Ministry of National Education fund some environmental programmes.

In schools, the environmental classes are organized and special issues about ecology are introduced. The above Ministries also fund the subscription to the relevant periodicals and finance TV programmes on environmental aspects. Environmental activities are also financed by ecological funds (for example, National, Regional and Local Funds for Environmental Protection and Water Management) and other foreign and international sources. In Poland, Regional Centres for Ecological Education are financially supported by the government and ecological funds, different firms, and foundations. The volunteers of Peace Corps are very helpful in the propagation of the idea of the development of environmental education and public participation in decision-making processes.

In African countries, all the World Conservation Union (IUCN) - Environmental Education and Communication (EE&C) programmes are funded through international funds. For each country, donors were different but the money was donated through the Organization (IUCN).

Publication of a magazine is relatively expensive. It seems difficult to be autonomous, particularly if the magazine is targeted to schools in developing countries.

For the EE&C activities and programmes, sustainability is seen more in terms of information, skills and technology transfer, and generally capacity building.

International organizations and funding agencies can significantly help in changing this line if pressure is put on the national entities/government which are requesting loans or any other type of support from these agencies related to agriculture, forestry, management of natural resources, rural development, etc.

Public participation should be a part of any environment project and it should be included in the negotiation process before the government must complete an agreement on the importance of Education and Community Participation.

The real problem is that education and public participation are often considered "EXTRA" issues, written in all documents. However, during the implementation phase, these are often left out because of lack of funds. Community participation is seen as telling what has been decided and what should be done ... very far away from their perception and their realization of the issue. The coordination unit should be formed for making sure that these activities are implemented during all phases of the project. For example, in Niger, when IUCN started the EE&C programme in 1989, a coordination unit formed of Ministry of Education, Environment, Planning and the NGO discussed the issues, contents, and revised all activities.

Table of Contents

• Brochure
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• International Year of Forests
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• World Environment Day
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• UNEP Campaign
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