Chapter Seven

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Moving Forward

The National Environmental Education Action Plan for Sustainable Development is designed to be realized at multiple levels, islandwide, through the development of partnerships which span the formal and non-formal sectors. The Plan itself provides the vision, outlines the issues and identifies the programmes – thereby creating a national level framework within which local level initiatives can locate their own priorities and processes.

Chapter Seven sets out the initial mechanisms proposed to make the Plan operational within the first year of its 1998 – 2010 time span. It also sets forth a basis for prioritizing programmes, and the expected role of various agencies and institutions.

First Steps

The following steps are vital to getting the Plan underway:

  1. Increase the strength & scope of the NEEC Secretariat within NRCA
  2. The NEEC Secretariat will mobilize and coordinate the systematic, partner-based implementation of the National Environmental Education Action Plan for Sustainable Development; based on appropriate governing and partnership structures and mechanisms. The existing secretariat, established on a part-time basis within the Natural Resources Conservation Authority, to service the meetings of the National Environmental Education Committee, must be strengthened to fulfil the enhanced role envisaged for it.
  3. Set up Lead Agency Focal Points
  4. Lead Agency Focal Points will be established within a handful of key formal and non-formal education sectors, to mobilize and coordinate broad-based implementation of the National Environmental Education Action Plan for Sustainable Development within their sectors. The Secretariat will work with these lead agency Focal Points to identify action priorities and mobilize appropriate action, based on the recommendations in Chapter Five.
  5. Advocate for political and other support
  6. There is a clear need for broad political and national will to act on environmental and sustainable development issues. This underpins the potential success of actions recommended in this National Environmental Education Action Plan for Sustainable Development – not least because it will determine the level of attention to resource allocation, including budgetary allocation. The development of specific policies relating to teacher professional development and curriculum development will also be affected, as well as to the culture of governance, with particular reference to incorporation of community concerns in policy development and implementation at the national level.. The NEEC Secretariat and its partners will work towards appropriate policy development and action at key decision-making levels.
  7. Promote enhanced awareness
  8. Messages, tools and promotional material will be developed to enhance awareness of Environmental Education for Sustainable Development concepts and strategies. At present, while there is some awareness of the need for education on the environment and sustainable development, and the actions entailed, there is still a clear need to expand the constituency of committed and active Jamaicans, at every level.
  9. Build constituency
  10. The NEEC Secretariat will promote dialogue on the role of various partners in implementing the actions recommended in the National Environmental Education Action Plan for Sustainable Development. The building of partnerships is a recurrent theme within the Plan, involving both the enhancement of existing links; and the creation of new partnerships based on identified needs and proposed actions.
  11. Design projects and programmes
  12. Organizations currently active in these areas are encouraged to locate themselves within the framework created by the programmes and actions at the national and community levels within the Plan. The NEEC Secretariat will develop a Workplan, facilitate the definition of specific projects, and work with potential partners to design and implement these projects. Participatory programme development, based on research and incorporating on-going evaluation and review to ensure that programmes remain targeted are underlying programme design principles.
  13. Implement Quick Start Initiatives
  14. A series of Quick Start Initiatives are proposed, to give profile and momentum to the National Environmental Education Action Plan for Sustainable Development. These involve the creation of tools and the development and dissemination of messages which heighten awareness and understanding of Environmental Education for Sustainable Development concepts and issues.
  15. Identify and sustain funding
  16. The NEEC Secretariat and its partners will play a role in attracting funding to projects implemented under the National Environmental Education Action Plan for Sustainable Development. It is anticipated that funding will be sourced from local and central government, the private sector, the non-government sector as well as local and international funding agencies. Programmes may also be created which can generate their own funds. Funding for selected capacity development initiatives will be provided through the GOJ/CIDA Environmental Action (ENACT) programme. The identification of funds is an immediate necessity in order to begin to coordinate action, to facilitate awareness and partnership building, to develop, produce and distribute materials and to undertake specific programmes.
  17. Undertake capacity development
  18. The NEEC Secretariat will assume responsibility for projects funded in part through the ENACT programme, as part of a set of initiatives designed to achieve organizational capacity to deliver Environmental Education for Sustainable Development services and to achieve enhanced citizen participation. Jamaican citizens – individually and collectively - must be provided with learning opportunities which enable them to internalize Environmental Education for Sustainable Development knowledge, skills, values and actions. In addition, institutions must achieve enhanced capacity to deliver effective Environmental Education for Sustainable Development. Supportive capacity development needs include institutional strengthening, leadership development and training, the production of locally relevant resource materials, the creation of enabling environments, the creation of formal mechanisms for networking and information sharing, the provision of equitable access to appropriate information, the encouragement of innovative approaches, particularly in the formal education sector, the development of learning programmes which facilitate participation in sustainable living, particularly at the community level, advocacy for policy change and political will.
  19. Establish a performance review framework

A performance review framework, developed through identification of achievable programme results, establishment of indicators to measure progress, and monitoring using these indicators, will be the basis for evaluating the successful implementation of the Plan. Results and indicators, which must be developed in collaboration with persons actually undertaking the programmes, will be identified on a project by project basis. The performance review functions will be the responsibility of the NEEC governing body.

Setting Priorities

The National Environmental Education Action Plan for Sustainable Development takes a three-pronged approach, which identifies near-term priority areas for immediate attention; leaves room for establishing medium and long term priorities based on periodic programme review; and seeks on-going co-lateral opportunities whereby partnerships can be built with other programmes which share some elements of the vision of a sustainable future.

In setting priorities, there are two main areas for consideration. The first, and the main focus of the Plan, relates to how we get the messages across - the means and methods of preparing people and institutions to research, develop, produce, implement or facilitate Environmental Education for Sustainable Development programmes.

In terms of means and methods, the following broad priorities are identified for the short term:

Creating the capacity to deliver programmes and projects based on the actions recommended in the Plan;
Entrenching support for the Plan at all levels, including advocacy to create broad political and national will in support of the Plan’s objectives and the recommended actions;
Exploring appropriate policy mechanisms, based on recommendations in the Plan.

Action around priority themes – outlined in Chapter Three – will be galvanized on a project by project basis. There is broad consensus, however that the following must be given priority:

Awareness of the relationship between economic, social and environmental imperatives and actions required to move towards sustainable prosperity early in the 21st Century;
Increased literacy on the priority environmental and sustainable development issues outlined in Chapter Three.

Institutional Mechanisms & Processes

The existing, part-time NEEC Secretariat, will be strengthened to mobilize and coordinate implementation of the National Environmental Education Action Plan for Sustainable Development.

The Secretariat’s functions flow from programme elements identified in Chapter Five, which repeatedly highlighted the need to build awareness and support at all levels, develop partnerships, enhance institutional and individual capacity for action, undertake necessary political advocacy and institutionalize a methodology which includes research, documentation, evaluation, review and communication. On this basis, core functions for the Secretariat will include:

Planning, management and oversight of programmes, within the framework of the Plan;
Development and coordination of partnership processes and mechanisms;
Policy development and advocacy;
Broad-based awareness building, including enhanced public awareness and acceptance of the National Environmental Education Action Plan for Sustainable Development;
Sourcing funds;
Research and information management;
Development of biennial workplans;
Development of a performance review framework and preparation of reports;
Networking, communication and public relations.

The enhanced NEEC Secretariat functions require technical expertise and strategic leadership, with staffing at the executive and support levels.

The Secretariat will work in tandem with strategically positioned formal and non-formal education Lead Agency Focal Points. These focal points, to be established within organizations already working in these areas, will mobilize broad-based implementation of the National Environmental Education Action Plan for Sustainable Development among their constituencies, and develop strategies to strengthen institutionalization of Environmental Education for Sustainable Development within their own agencies. Selection criteria, to be developed by the NEEC Secretariat, will include capacity to influence a sizeable constituency, of strategic importance to implementing the Plan’s outcomes and activities; as well as capacity to deliver agreed outcomes, using appropriate partnership approaches.

The NEEC Secretariat will also seek to develop a range of partnerships with relevant organizations, to recognize, enhance or develop initiatives in priority areas which the Plan identifies for action. Where these actions already fall within the purview of government agencies and statutory bodies, NGOs, CBOs, educational institutions, business and social organizations, the focus may be on incorporating Environmental Education for Sustainable Development concepts and outcomes into existing programmes. In other instances, the Plan will provide a framework within which organizations, institutions and individuals can identify un-met needs and create appropriate new projects; or identify networking opportunities through which to harmonize individual efforts and more effectively fulfill their mandates.

Role of Partner Organizations & Agencies

The following broad suggestions outline the anticipated role of Jamaican organizations, agencies and sectors in implementing the National Environmental Education Action Plan for Sustainable Development, in respect of policy, support, monitoring and programme implementation. Benefits to be gained by involvement are also briefly identified.

Government: In the National Industrial Policy and other policy documents policy and in its international agreements, the Jamaican government has expressed a commitment to a healthy environment and sustainable human development. This Plan provides a means by which the government can put some of those commitments into action, through support for initiatives in both the formal education system and in the area of non-formal learning. Effective action requires an interactive process, involving all levels of the Jamaican community, rather a unidirectional approach – from the top down.

Within the Ministry of Education & Culture, and the Ministry of Environment & Housing, there reside particular opportunities to develop and implement broad policies, as well as specific actions, relating to Environmental Education for Sustainable Development. In addition, there are potential links between the Plan, and the agenda being developed for the advisory Council on Sustainable Development, which is a working committee of the multi-stakeholder National Planning Council. Synergies also exist between many of the Plan’s programme areas, and those of other national action plans and programmes such as the Jamaica National Environment Action Plan, the National Plan of Action on Population & Development, the National Plan of Action for the Survival, Protection & Development of Children, and the National Poverty Eradication Programme, all of which specifically identify environmental and educational imperatives.

Statutory Agencies: Specific statutory agencies have mandated responsibilities for action on the environment, sustainable development, education, awareness, information and culture; and roles in policy setting, programme execution and funding. The active engagement of these agencies with the National Environmental Education Action Plan for Sustainable Development, is particularly important to the success of the actions recommended under the National Plan. The Natural Resources Conservation Authority, which has a mandated responsibility for public education on the environment and which hosts the NEEC Secretariat, has a vital role to play in enhancing government commitment to and support for Environmental Education for Sustainable Development programmes.

Non-Government Sector: The large and vibrant NGO and CBO community, which operates across Jamaica, has played a crucial role in bringing Jamaica to its existing level of awareness on the state of human interaction with the environment and the need to set course for a sustainable future. Full engagement of the sector is vital to future efforts, particularly in the areas of community mobilization, interaction with the formal education sector, and national advocacy.

Formal Educational Institutions: Both teacher training institutions, and schools at the infant, primary, secondary and tertiary levels, have major roles in providing teachers and students with the knowledge, skills, attitudes and action-orientation required to develop Jamaican citizens ready for the challenges of sustainable living. This responsibility extends to those agencies responsible for curriculum development and assessment. In addition, academics play a lead role in research, policy setting, training and resource development. The formal education sector provides the most direct route to Environmental Education for Sustainable Development outcomes for a major portion of the society. On the other side of the coin, teachers stand to benefit from significant professional development opportunities, including more holistic, relevant, learner-centered methodologies. Students, exposed to appropriate knowledge, skills and attitudes, will be well prepared to participate in creating a sustainable future.

The Business Sector: The interaction of the economy on the environment is a major element in the degradation of the natural environment. Business therefore has a responsibility to join in efforts to increase knowledge on environmental and sustainable development issues, as well as to enhance skills and create positive attitudes among the citizens who make up the workforce of business. Less altruistically, business needs citizens with the requisite skills to hold their own in an increasingly environment-conscious world. Businesses involved in tourism and other natural resource based operations have a direct vested interest in the environmental protection and sustainable human development. Businesses can work with government to implement policies relating to pollution, and natural resource and waste management. There is also scope to support or partner programmes and projects within communities to which businesses or industries are attached. Some organizations have already taken initiatives in this direction. In addition, there is room for sector-specific initiatives, including standard setting and workforce education.

Labour: Environmental concerns have already been expressed at the workplace in terms of industrial health and safety. Wider considerations relate to the role and future of workers in industries based on exploiting natural resources, including the tourism sector; the possibility of new jobs based on emerging environmental and sustainable development considerations; and consequent training opportunities. There is scope for labour and professional organizations to take a pro-active role in urging the preparation of workers for new job standards and expectations. The leadership role of the Jamaica Teachers Association among the island’s teachers makes it an important partner in Environmental Education for Sustainable Development activities. Other professional associations have potential roles in helping to galvanize awareness, attitude change, skill enhancement and action in other relevant sectors.

Civil Society: The many social and work related organizations into which people are grouped, nationally and at the community level, have a strong potential role in realizing Environmental Education for Sustainable Development. It is people, in their daily activities, who have the greatest power to move Jamaica towards a sustainable future. Once people are aware of the challenges, and involved in determining the solutions, peer pressure is also a major force for monitoring and enforcing compliance. Volunteers and community groups have a major role to play.

The Donor Community: At the international level, the vital importance of education and awareness on the environment and the promotion of sustainable development, is well established. The potential exists for significant support in undertaking recommended activities. Specifically, this multi-stakeholder National Plan has synergies with many environmental and development programmes within the donor community, and complements the mandates which they are seeking to fulfil here in Jamaica.

A Last Word

It is important to remember that the development of the National Environmental Education Action Plan for Sustainable Development is not an end point, but a step forward in a dynamic process towards achieving the sustainable Jamaica foreseen in the Vision Framework.

Given resource constraints and varied levels of awareness and commitment, it is inevitable that some of the programme areas identified will receive more attention than others. This, in itself, will create a constantly changing scenario, which underlines the need for periodic review. In addition, the very concept of Environmental Education for Sustainable Development is evolving. In 1977, when the Tblisi Declaration was signed, environmental education was a cutting-edge concept, aimed at bringing the world's people to a realization of their responsibilities with regard to the natural environment. Over time, that concept has expanded, with a realization that humans must consider both the natural and built environments, and must adopt a viewpoint of sustainability. By the time Agenda 21 was developed and adopted in 1992, the concept had evolved into Environmental Education for Sustainable Development, and Chapter 36 of Agenda 21 had put education and awareness firmly on the world's agenda. Now, at the international level, Environmental Education for Sustainable Development is being re-cast as ‘education for sustainability’.

The Secretariat charged with implementing this Plan will have to stay current with the evolving national and international views on the role of education and public awareness in caring the environment and creating a sustainable society. It will also need to ensure that there is a continuing focus on concepts and programmes which are relevant to Jamaica and Jamaicans. These, along with periodic reviews of progress on the actions recommended in the National Environmental Education Action Plan for Sustainable Development, should ensure continued progress towards the expected results, and contribute to the development of citizens working for a sustainable future.

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