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Consultation Environmental Education Resource Pack for Child-friendly Schools 1 August, 2007 Yaounde, Cameroon Donna L. Goodman Project Manager Environment.

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Presentation on theme: "Consultation Environmental Education Resource Pack for Child-friendly Schools 1 August, 2007 Yaounde, Cameroon Donna L. Goodman Project Manager Environment."— Presentation transcript:

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

2 UNICEF 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 Childrens degree of control over decisions: dimensions, standards, indicators (plotting examples) Impact, sustainability and institutionalisation of childrens participation

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

5 UNICEF 5 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 Environmental challenges to children

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


8 UNICEF 8 Environmental Education Resource Pack for Child-friendly Schools Child-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 UNICEF 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. (Childrens Water Manifesto, Kyoto Japan March 2003)

10 UNICEF 10 Why should children participate in WES? Convention on the Rights 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 UNICEF 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 UNICEF 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 … One childPass(es) knowledge toyounger child/children at home or in school Two or three Children Teach skills tosame age child/children at home or in school A group of childrenDemonstrates by example to their family/families Works together with the community

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

14 UNICEF 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 Legend: Triangle: Threats Software/participatory solutions: Green Hardware/environmental solutions: Blue MDGs Education for All

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17 UNICEF 17 Young peoples participation in WES

18 UNICEF 18 Childrens 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 UNICEF 19 Develop childrens 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 UNICEF 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 childrens 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 UNICEF 21 Dimensions, standards and indicators Impact of child and youth participation and degree of childrens control over decisions Sustainability and institutionalization of childrens participation Quality of childrens participation Costs of childrens participation

22 UNICEF 22 Childrens citizenship Childrens participation rights Child and adolescent development Governance Information for and by children Expression, opinions Childrens skills & capacities Decision making Service Contributions Responsibility Child-led organizations Child and adolescent participation

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24 UNICEF 24 Thank you

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