Through the attempts of the governments to integrate the goals of the CBD into
National Strategies and to translate them into national actions environmental educators became aware of education about biodiversity (Dreyfus et al. 1999). Two
examples of National Strategies with concrete implementations of Article 13 will
be presented shortly.
In 2007, the National Strategy on Biological Diversity of Germany was
published. Action field C 14 implements Article 13 of the CBD. The focus of this
action field is education and greater awareness. Actions like development and
distribution of teaching material in order to improve the consideration of the topics
of biological diversity and sustainability in classrooms and in adult education are to
be implemented (Bundesministerium für Umwelt, Naturschutz und
Reaktorsicherheit 2007).
According to the Secretariat of the Convention on Biological Diversity (2019),
the National Strategy on Biological Diversity of Cuba has been in action since 1997.
Its mission is sustainable development. One of its six guiding principles is ‘Environmental education, training and communication at all levels’ (“Educación,
capacitación y comunicación ambiental a todos los niveles”, Ministerio de Ciencia,
Tecnología y Medio Ambiente n.d., p. 6, translated by C.B.). ‘Objetivo A’ deals with
‘Addressing the underlying causes of biodiversity loss’ (“Abordar las causas
subyacentes de la pérdida de la diversidad biológica”, Ministerio de Ciencia,
Tecnología y Medio Ambiente n.d., p. 7, translated by C.B.). The first goal explicitly
mentions environmental education for sustainable development, awareness raising
and citizen participation to increase social awareness of the value of biodiversity and
the ecosystem services it provides. To achieve this, topics with aspects of biodiversity should be included in the National Education System plans and programmes. In
addition, educational materials should be developed (Ministerio de Ciencia,
Tecnología y Medio Ambiente n.d.).
Since signing the Convention on Biological Diversity, the aim of official policy
has been to raise public awareness of the need to protect biodiversity (Secretariat of
the Convention on Biological Diversity 2006; United Nations 1992b; World
Resources Institute et al. 1992). In order to be able to protect biodiversity, education
is seen as important measure. Since biodiversity conservation education is a requirement, the state of knowledge of different target groups including the public, teachers,
student teachers and students as well as their source of knowledge about biodiversity
is of general interest. As there are not enough analyses about the state of knowledge
about biodiversity and biodiversity conservation, the following part attempts to
provide an overview focusing on the knowledge of the term biodiversity itself and
the main associations of study participants when hearing the term biodiversity.
Table 2 shows, there are hardly any studies about the knowledge of
non-Europeans about biodiversity conservation. Existing studies suggest insufficient
knowledge about the term biodiversity per se and misconceptions about its content.
Associations focus strongly towards species diversity (A), followed by ecosystem
diversity (B). Few people associate the genetic component (C) of biodiversity. This
one-sidedness can be found throughout the world and across all target groups. The
most knowledgeable population group seem to be teachers and prospective teachers.
History of Environmental Communication and Education
63
National Strategies and to translate them into national actions environmental educators became aware of education about biodiversity (Dreyfus et al. 1999). Two
examples of National Strategies with concrete implementations of Article 13 will
be presented shortly.
In 2007, the National Strategy on Biological Diversity of Germany was
published. Action field C 14 implements Article 13 of the CBD. The focus of this
action field is education and greater awareness. Actions like development and
distribution of teaching material in order to improve the consideration of the topics
of biological diversity and sustainability in classrooms and in adult education are to
be implemented (Bundesministerium für Umwelt, Naturschutz und
Reaktorsicherheit 2007).
According to the Secretariat of the Convention on Biological Diversity (2019),
the National Strategy on Biological Diversity of Cuba has been in action since 1997.
Its mission is sustainable development. One of its six guiding principles is ‘Environmental education, training and communication at all levels’ (“Educación,
capacitación y comunicación ambiental a todos los niveles”, Ministerio de Ciencia,
Tecnología y Medio Ambiente n.d., p. 6, translated by C.B.). ‘Objetivo A’ deals with
‘Addressing the underlying causes of biodiversity loss’ (“Abordar las causas
subyacentes de la pérdida de la diversidad biológica”, Ministerio de Ciencia,
Tecnología y Medio Ambiente n.d., p. 7, translated by C.B.). The first goal explicitly
mentions environmental education for sustainable development, awareness raising
and citizen participation to increase social awareness of the value of biodiversity and
the ecosystem services it provides. To achieve this, topics with aspects of biodiversity should be included in the National Education System plans and programmes. In
addition, educational materials should be developed (Ministerio de Ciencia,
Tecnología y Medio Ambiente n.d.).
Since signing the Convention on Biological Diversity, the aim of official policy
has been to raise public awareness of the need to protect biodiversity (Secretariat of
the Convention on Biological Diversity 2006; United Nations 1992b; World
Resources Institute et al. 1992). In order to be able to protect biodiversity, education
is seen as important measure. Since biodiversity conservation education is a requirement, the state of knowledge of different target groups including the public, teachers,
student teachers and students as well as their source of knowledge about biodiversity
is of general interest. As there are not enough analyses about the state of knowledge
about biodiversity and biodiversity conservation, the following part attempts to
provide an overview focusing on the knowledge of the term biodiversity itself and
the main associations of study participants when hearing the term biodiversity.
Table 2 shows, there are hardly any studies about the knowledge of
non-Europeans about biodiversity conservation. Existing studies suggest insufficient
knowledge about the term biodiversity per se and misconceptions about its content.
Associations focus strongly towards species diversity (A), followed by ecosystem
diversity (B). Few people associate the genetic component (C) of biodiversity. This
one-sidedness can be found throughout the world and across all target groups. The
most knowledgeable population group seem to be teachers and prospective teachers.
History of Environmental Communication and Education
63