Education for Sustainable Development - BGCI · Introduction Education for Sustainable Development...

Education forSustainable

Development:Guidelines for Action

in Botanic Gardens

Education for Sustainable DevelopmentGuidelines for Action in Botanic Gardens

Julia Willison

April 2006ISBN: 1-905164-09-2

Published by Botanic Gardens Conservation International

Recommended citation: Willison, J. (2006), Education for Sustainable Development: Guidelines for Action in Botanic Gardens,

Botanic Gardens Conservation International, UK

Further copies of this report can be requested from Botanic Gardens ConservationInternational, Descanso House, 199 Kew Road, Richmond, Surrey, TW9 3BW, UK

Introduction .......................................................................... 3

Background .......................................................................... 5

Who are the guidelines for?................................................ 6

Education for Sustainable Development ........................... 7

What do botanic gardens have to offer ESD? .................. 8

Challenges ............................................................................ 9

What are the challenges for botanic gardens?...................... 9

Meeting the challenges.......................................................... 9

Developing an ESD strategy for your garden ............... 10

Who should be involved? .................................................. 10

Who are we educating? ..................................................... 10

Sustainability – agreeing on the definition......................... 11

Foundations of ESD........................................................... 11

Learning goals.................................................................... 11

Educational approaches .................................................... 12

Using themes to communicate messages ........................ 15

Educational resources........................................................ 16

Evaluation........................................................................... 17

The botanic garden as a model for sustainability ........ 18

Partnerships ..................................................................... 21

Conclusions ...................................................................... 22

Appendices ....................................................................... 23

References ........................................................................ 23

Contributors ....................................................................... 24

Useful international websites............................................. 25

Key points on Education for Sustainability from BGCI’s 4th International Congress on Education in Botanic Gardens...................................... 25

Education for Sustainable Development • Guidelines for Action in Botanic Gardens2

Contents

Introduction

Education for Sustainable Development • Guidelines for Action in Botanic Gardens 3

‘Shoots with Roots’ is a hands-on education programme run at the Milner Gardens and Woodland, British Columbia, Canada. School children(Shoots) and staff and volunteer mentors (Roots) learn together during food gardening and woodland experiences. To date, over one thousand‘Shoots’ have participated in the programme. For the first time in 2005, students were granted special ‘Research Permits’ to collect native plantsand begin a Shoots with Roots herbarium. Photo: Charlene Forest, Milner Gardens and Woodland, Canada

The last 25 years have seen a growingawareness of environmental issues.While the very complexity of theproblems we face has become clearer,there is also evidence that governmentsat all levels are starting to address someof these urgent issues. This developmenthas corresponded with a worldwiderenaissance in botanic gardens.Conservation organisations, private

corporations, and governments alike are realising that gardens have valuablecollections and expertise that cancontribute significantly to sustainabledevelopment. One area where theircontribution is likely to be invaluable is in the field of education.

These guidelines have been produced inrecognition of the pivotal role botanicgardens have to play in Education forSustainable Development (ESD). Theycomplement the guidelines produced onEnvironmental Education in BotanicGardens (Willison and Greene, 1994) andthe International Agenda for BotanicGardens in Conservation (Wyse Jacksonand Sutherland, 2000).

There has been a growing interest in ESDby botanic garden educators over thepast few years: BGCI’s internationaleducation review, Roots 17 (1998), wasdevoted to ESD and the past three BGCIeducation congresses (1996, 1999 and2002) included ESD as a major theme.These guidelines have been developed asa response to this interest. They havebeen extensively commented on bycolleagues working in botanic gardensand related fields and it is a testimony tothem that they are now published. The aims of these guidelines are to:

• Provide a rationale for why botanicgardens need to be involved in ESD.

• Offer guidance to botanic gardenssetting up ESD programmes.

• Highlight the importance of botanicgarden education in implementingsustainable development aspects ofmajor international strategies forbiodiversity conservation – Agenda 21,Convention on Biological Diversity,International Agenda for BotanicGardens in Conservation, GlobalStrategy for Plant Conservation.

• Emphasise the contribution botanicgardens can make to the UnitedNations Decade of Education forSustainable Development.

• Equip botanic gardens with a documentthat can be used to support their effortsin raising funds for ESD programmes.

The guidelines look at what botanicgardens have to offer ESD and thechallenges they face, recommending thatwhen developing an ESD strategy,gardens should:

• Identify who should be involved indeveloping a strategy

• Identify their target audiences

• Agree on their own institutionaldefinition of sustainability

• Incorporate the foundations of ESD intotheir programmes

• Decide on the learning goals andthemes

• Adopt appropriate educationalapproaches and resources

• Use a range of evaluation techniques

The guidelines also recognise thatbotanic gardens have the potential tobecome models for sustainability andoffer a process by which this may berealised. It urges gardens to developcollaborative partnerships for ESD withrelevant organisations on a local, regional,national and international basis.

These guidelines represent a contributionby BGCI to the implementation of theInternational Agenda and through it theachievement of the targets of the GlobalStrategy for Plant Conservation (CBD,2002), in particular:

• Target 3 - Developing models ofprotocols for plant conservation andsustainable use.

• Target 12 and 13 - Using plant diversitysustainably.

• Target 14 - Promoting education andawareness about plant diversity.

ESD is an holistic process capable ofaddressing the environmental anddevelopment issues of the 21st century.These guidelines are designed to helpgardens develop their thinking along suchlines and contribute to sustainable living.


“ There are solutions to the major

problems of our time;

some of them even simple.

But they require a radical shift in our

perceptions, our thinking, our values.”(Fritjof Capra, 1996)

Green Treasures is a four year project run at the Fairchild Tropical Garden, USA. The aim ofthe project is to engage middle school students in learning about plants native to SouthFlorida and the Caribbean. Students gather ethnobotanical information from older membersof the community who hold valuable information about traditional plant use. This informationis documented for use in exhibit interpretation and shared with the wider community. Photo:Eva Doll, Fairchild Tropical Garden, USA

Promoting healthier eating among the PacificIsland community is the focus of aprogramme run by Auckland Botanic Gardens,New Zealand. The gardens run trainingcourses for teachers from the Pacific IslandEarly Childhood Development Centres andteachers from Cook Island, Niuean, Samoan,Tongan and Maori ethnic groups. As a resultof the training, teachers and children haveestablished sustainable food gardens at theircentres. As well as fruits and vegetables theteachers are also encouraged to cultivatetraditional Polynesian plants. This has provedto be an effective way of connecting peoplewith their culture and heritage.

Few would dispute the fact that the worldis facing an environmental crisis.Problems range from habitat destructionand global warming through to acid rainand unequal access to environmentalresources and services. The publicationof the World Conservation Strategy in1980 (IUCN/UNEP/WWF, 1980) focusedpublic consciousness on the concept ofsustainable development (Fien & Tilbury,1998). Significantly it made causalconnections between economic growthand environmental degradation andestablished the central role of education.In 1991, Caring for the Earth: a strategyfor sustainable living (IUCN/UNEP/WWF,1991) was launched as a follow up to theWorld Conservation Strategy. Thisdocument highlighted the importance ofeducation in bringing about changestowards sustainable lifestyles:

Sustainable living must be the newpattern for all levels: individuals,communities, nations and the world.To adopt the new pattern will requirea significant change in attitudes andpractices of many people. We willneed to ensure that educationprogrammes reflect the importanceof an ethic for living sustainably. (IUCN/UNEP/WWF, 1991, p5)

These views were echoed at the EarthSummit in Rio de Janeiro, Brazil in 1992,which concluded that to adopt a newpattern of sustainable living it will requirea significant change in attitudes andpractices of many people at all levels:individuals, communities, nations and theworld. Agreement was reached at Rio ona number of documents, conventions andprocesses, including Agenda 21 and theConvention on Biological Diversity. Agenda 21 attempts to provide a

framework for sustainable development inthe 21st century. This documentemphasises the importance of nationalgovernment in supporting local communityinitiatives to realise their own local Agenda21 programmes. The Convention onBiological Diversity (CBD) aims to conservethe world’s biological diversity, promotesustainable use of biodiversity and providefor the equitable sharing of benefits. Article13 of the CBD obliges parties to ‘promoteand encourage understanding of theimportance of, and the measures requiredfor, the conservation of biologicaldiversity…’. To support Article 13, in 2002the Conference of the Parties adopted aprogramme of work for a global initiative onCommunication, Education and PublicAwareness (CEPA). One initiative of thisprogramme has been the creation of anelectronic portal to disseminateinformation, list partner organisations andshare case studies and best practices inCEPA (see appendix).

In 2002, the World Summit onSustainable Development (WSSD) washeld in Johannesburg, South Africa. In acknowledging that progress towardsachieving sustainable development wasslow, it sought to overcome the obstaclesby reaffirming its commitment to the fullimplementation of Agenda 21 and theMillennium Development Goals – a set ofeight targets aimed at reducing povertyand promoting sustainable development.The WSSD also stressed the importanceof education for promoting sustainabledevelopment and recommended that theUnited Nations General Assembly adopt a decade of education for sustainabledevelopment. The decade is scheduledto run from 2005 to 2014.

Against this background, botanic gardenscan be seen as important centres foreducation for sustainable development.

The link between botanic gardens andsustainability was first emphasised in theBotanic Gardens Conservation Strategywhich stated that botanic gardens are ‘anessential element in living resourcesconservation for sustainabledevelopment’ (WWF, IUCN, BGCS, 1989).In 1994, BGCI published a set ofguidelines on environmental education.These guidelines were designed to helpgardens set up environmental educationprogrammes to support theimplementation of the major internationalstrategies for biodiversity conservationand sustainable living (in particular TheConvention on Biological Diversity andAgenda 21). Since the publication of theguidelines, there has been increasingrecognition by people working in the field,that environmental education as it hasbeen traditionally taught is not enough tostem the current environmental crisis. It needs to embrace a more holisticparadigm, one that incorporates theecological, economic, social, cultural andpersonal dimensions of sustainabledevelopment and their inter-relations.

If botanic gardens are to committhemselves to sustainability then it is essential that their educationprogrammes reflect the ethics ofEducation for Sustainable Development(ESD). ESD is a process that facilitatespeople reflecting and acting on thoseforms of technology and socialorganisation that will allow us to livesustainably with the rest of human andnon-human nature (Huckle, 1996, 2001).The International Agenda for BotanicGardens in Conservation (Wyse Jacksonand Sutherland, 2000) stresses the needfor botanic gardens to promote thesustainable use of biodiversity. It is theintention of these guidelines to supportbotanic gardens in this work.


BackgroundInternational Agenda for BotanicGardens in Conservation

Sustainability is a major theme that runs through both theInternational Agenda for Botanic Gardens in Conservationand the Global Strategy for Plant Conservation. Botanicgarden education is key to its delivery.

These guidelines are primarily aimed at:

• Those responsible for education inbotanic gardens

They will also be of interest to:

• Directors of botanic gardens• People with overall responsibility for

botanic gardens – trustees,government policy makers andadvisors, local authorities, universityadministrators

• Horticultural, scientific andadministrative staff

• People who use the botanic garden foreducation – schools, colleges,universities, community groups, etc.

• People working in site-based educationcentres – e.g. national parks, biospherereserves.


Who are the guidelines for?

“ Sustainable development is

development that meets the needs of

the present without compromising the

ability of future generations to meet

their own needs.”(World Commission on Environment

and Development, The Brundtland Report,

Our Common Future, 1987)

Russian botanic garden educators visit Tver State University Botanic Garden during aworkshop organised by Moscow State University Botanic Garden. The workshop formed partof a two-year UK government funded programme to help Russian botanic gardens work withtheir local communities to become more aware of the importance of Russian biodiversity andunderstand the necessity of using plants sustainably. Photo: Alla Andreeva, Moscow StateUniversity Botanic Garden, Russia

Education for Sustainable Development

Encouraging public debate is the essence of the Big Answers to Big Questions programmerun by the Botanic Gardens Trust, Sydney, Australia. The aim of the programme is not topreach but to empower the public to make up their minds about subjects such as ‘Will thenext world war be fought over water?’ or ‘Are genetically modified crops better than thosedoused with pesticide?’. Over 2,000,000 people were reached through debate, web and radio.Photo: Botanic Gardens Trust, Sydney, Australia

In 1987 the Brundtland Commissiondefined sustainable development asmeeting ‘the needs of the present withoutcompromising the ability of futuregenerations to meet their own needs.’However, the question of how this isbrought about is open to interpretationand related to different ideological orpolitical perspectives. Sustainabledevelopment is clearly complex, making itdifficult to define education forsustainability. It may therefore be usefulto consider how ESD is conceived by twomajor organisations:

• Education for Sustainable Developmentis an emerging but dynamic conceptthat encompasses a new vision ofeducation that seeks to empowerpeople of all ages to assumeresponsibility for creating a sustainablefuture. (UNESCO, 2004)

• Education for Sustainable Development(ESD) motivates, equips and involvesindividuals, and social groups inreflecting on how we currently live andwork, in making informed decisionsand creating ways to work towards amore sustainable world. ESD is aboutlearning for change. (IUCN-Commission on Education andCommunication, 2004)

ESD attempts to represent the complexand dynamic relationships between thenatural and social sciences. ‘The more westudy the major problems of our time, themore we come to realize that they cannotbe understood in isolation’ (Capra, 1996,p3). While, many forms of education canbe seen to influence ESD, such as peace,health, political, multicultural, citizenship,human rights, futures, etc (Najda, 1993),the origins of ESD can be found mainly inenvironmental education (EE) anddevelopment education (DE),emphasising both environmentalsustainability and social justice.

From an environmental perspective,education is seen to play a role increating a just and democratic society.Environmental issues are not separatefrom economic, political and socio-cultural issues. To be environmentallyliterate, people need to be able to makedecisions and solve problems where theenvironment, science, technology andsociety come together. The teacher’s roletends to be that of a facilitator organisingcritical and collaborative projects innegotiation with students and thecommunity. Students work together anduse available academic and popular/localknowledge to reflect critically on socialproblems and participate in action basedprojects. Education for SustainableDevelopment is not an agreed set ofideas which educators can tack on toexisting thinking and practice to allowthem to say ‘we are doing sustainability’ –it is a form of empowerment thatgenerally requires a reorientation of theway we think.



Botanic gardens are multifaceted andhave a wealth of resources that can beused to develop ESD programmes. In particular:

• Botanic gardens house large varietiesof plants. The fact that all life on Earthdepends on plants makes botanicgardens ideal centres for helpingpeople make the connections betweenthe ways in which societies/socialsystems are currently organised(economically, politically, socially andculturally) and their impact on thesustainability of ecological systems.

• Botanic gardens are actively working toconserve plants and implement thevarious international environmentalconventions and national responses tosuch international obligations. Theyare well placed to become models forsustainability.

• Botanic gardens are often situated nearurban areas and are therefore potentialpioneers of ESD among relatively largepopulation groups, includingcommunities that are deprived ofcontact with plants.

• Over 200 million people visit botanicgardens each year. This offers anopportunity for gardens to provideinformation to visitors about plants andsustainability.

• Historical botanic gardens offer a linkbetween the past and the future.Uniquely they can explain the rolebotanic gardens had in plant collectingand the implications this has had onthe environment. They can recover andapply lost knowledge in areas such ashealth and can demonstrate howgardens can adapt their roles to the21st century.

• Contemporary botanic gardens neednot be constrained by ‘old’ ways ofthinking and can develop newinnovative programmes for ESD andemploy new green technologies.

• Botanic gardens tend to be permanentinstitutions, which means that there islong term continuity and often a storeof goodwill between gardens and localcommunities enabling long term ESDprogrammes to be developed andmonitored over time.

• Botanic gardens hold influentialpositions in society. 3 They offer taxonomic expertise, for

example to support internationalenvironmental conventions (e.g.Convention on International Trade inEndangered Species of Wild Faunaand Flora (CITES)), land use planningand the identification of invasivespecies. 3 They decide which plants to

research and conserve (e.g. TheNational Botanical Institute, SouthAfrica bioprospects medicinal plantsin South Africa to develop newmedicines for treating neglectedAfrican diseases, particularly malariaand tuberculosis www.nbi.ac.za).3 They cultivate wild plants to take the

pressure off wild populations (e.g.Tam Dao Garden of Useful Plants,Vietnam, Dennis, 2000).

3 They decide what groups of peopleto work with (e.g. The Limbe BotanicGarden, Cameroon has set updemonstration plots to teach localfarmers how to farm sustainably)3 They choose what knowledge to

make available to the public (e.g.Missouri Botanical Garden, USA hasthe world’s largest database of plantinformation (TROPICOS). It containsfully web-searchable records for over900,000 plant names and nearly 2million specimens; a resource forplant researchers worldwidewww.mobot.org).

Such choices affect the developmentof societies and the conditions of ourenvironment. Botanic gardens clearlyhave a valuable contribution to maketowards sustainable development.They can provide information, whichcan support the development of ESDprogrammes and share expertise withlocal people, helping them to makeinformed decisions about issues thataffect their lives, for example theimpact of genetically modifiedorganisms on food supply.

What do botanic gardens have to offer ESD?

Kirstenbosch Botanical Garden, South Africa, is incorporated within The Cape Floral Region, a World Heritage Site. This is one of the richest areas for plants in the world, being home tonearly 20% of Africa’s flora. The Fynbos vegetation, which is unique to the Cape FloralRegion, contains some of the highest levels of diversity, density and endemism to be found inthe world and the region has been identified as one of the world’s 18 biodiversity hotspots.Photo: Adam Harrower, SANBI, South Africa

What are the challenges forbotanic gardens?

Botanic gardens face many challenges in developing ESD programmes, for example:

• The majority of botanic gardens arescientific institutions and, as such, akey feature of their educationprogrammes involves teaching aboutplants in a scientific context. Offeringalternative perspectives in education isboth a challenge and a new approach.

• Many botanic gardens are privatelyfunded or financially supported bycentral or local government. Suchfunding is often inadequate and staffneed to spend time seeking funds fromother sources. In these circumstancesstaff may find that they do not havesufficient time to develop programmesfor sustainability.

• Most people working in botanic gardeneducation are not professionally trainededucators or teachers. This leavesopen the risk that botanic gardeneducation is only seen as teachingpeople about plants rather thanencouraging them to think about theimplications of living more sustainablyand modify their behaviour accordingly.

• Many educators believe that botanicgarden education should be free frompolitical controversy. But noeducational activity is ‘value free’ andeven an explicitly non-politicalprogramme may well implicitlycondone the political and economicstatus quo. A lack of critical reflectionmay lead students to gain anunquestioning and simplistic view ofsustainability.

• Students may only visit a botanicgarden once during their school career.This leaves little time for meaningfulinteraction between the educator andthe students, posing the question of

whether education about sustainabilityis the only feasible form of ESD inbotanic gardens.

• Teachers may have a set agenda whenthey visit a botanic garden with theirstudents. The school curriculum tendsto dictate their visits and they usuallycome with preconceived ideas aboutwhat they want to learn.

Meeting the challenges

Examples of ways in which botanicgardens can meet the challenges aboveinclude:

• Incorporating ESD into the mission ofbotanic gardens

• Botanic garden educators could runworkshops for other garden staff toraise their awareness about thesignificance of all educational goals.

• The development of ESD programmesshould be a priority for botanicgardens. Such initiatives underline thegardens’ importance to the localcommunities and can open up newavenues for funding support.

• Staff running education programmesneed access to on-going staffdevelopment and training.

• Educators should be encouraged toexplore their personal and professionalvalues and reflect on how these affecttheir educational programme. Thiscould be done informally and formallythrough research projects andnetworks, for example.

• Gardens could develop long-term ESDprogrammes in collaboration withschool and community groups

• Many gardens now have their own websites. More gardens could takeadvantage of technology to reach agreater audience with ESD.

• Increased dialogue between gardensand schools is likely to help raiseawareness of the types of ESDprogrammes gardens have to offer andhow these can complement the schoolcurriculum.

• Botanic garden educators coulddocument their experiences throughshared media such as websites,internet networks, special interestgroups, journals (e.g. Roots, BGCIEducation Review) and otherpublications.

• Gardens need to work more closelywith their funders to raise awareness ofthe necessity of ESD programmes.

Challenges


Directors and educators from all overArgentina took part in a national workshopin 2005 at the Cordoba Botanic Garden.During the workshop they exploredinterpretation, working with differentaudiences and environmental games.Communicating the importance of educationto managers of botanic gardens andinvolving them in events and programmescan help to raise their awareness about thesignificance of education goals. Photo:Douglas Gibbs, BGCI

Who should be involved?

For a botanic garden to reflect the ethosof sustainability, it should endeavour toensure that everyone working in thegarden is involved – trustees, director,education and scientific staff, horticulturaland gardening staff, administrators,cleaners and friends of the garden. Thismight not be practical at the outset, but itshould be the aim of gardens to involveall staff in developing ESD programmes.ESD is a dynamic and inclusive process,the more people involved the greater thepotential for sustainability.

Who are we educating?

When deciding on target audiences for aneducation programme, botanic gardenshave a wide range of people and groupsto choose from (see BGCI’s environmentaleducation guidelines, p7). However, mostgardens have limited access to financialresources and will not be able to provideeducation programmes for everyone.

Also the number of learners in a group willimpact on the type of educationalapproach used. One way of prioritisingyour educational agenda is to focus on anenvironmental issue/s relevant to thegarden and a particular target group. Indeciding on which target group to workwith, the following questions need to beaddressed:

• What environmental issues are relevantto the garden and particular targetaudiences?

Developing an ESD strategyfor your garden

Working in collaboration, ethnobotanists at the IB-UNAM Botanic Garden, Mexico, share theirtechnical and botanical expertise while healers share their knowledge on the traditional andritual use of plants. This type of partnership has enabled the botanic garden to make thisknowledge available to other healers, housewives, professionals and alternative healthpractitioners in Mexico. Photo: Edelmira Linares, IB-UNAM Botanic Garden, Mexico

Hallmarks of Good Practice

Have clear objectives:If you don’t know what you’re trying toachieve, why are you doing it?

Get the process right:Successful educational experiences donot (usually) happen by chance; they area result of thorough research, targeting,planning, execution and evaluation

• Which target group is willing and ableto contribute towards finding andimplementing a solution?

• Does the garden have the resources todevelop an appropriate educationprogramme for them?

By selecting target groups in this way,botanic gardens can become morefocused in empowering groups to resolveenvironmental issues.

Offer experiences that are relevantto your audienceKnow your audience and start fromwhere they are

Get the style right:Develop activities that stimulate andare fun

Build in progression:Have a clear idea of where you aretaking your audience, ideally build in aprogression which takes them fromawareness, through understanding toaction

Practise what you preach:Make sure that the way you run youroperation is compatible with themessages you are trying to put across

Offer accessOffer a range of opportunities that willengage different audiences

Look for supportDon’t think you have to do it alone;build local networks, share ideas

Evaluate outcomes:Consider how you will measure thesuccess of your programmes againstyour intended outcomes

McLeish, 1997

Sustainability – agreeing on thedefinition

For consistency in communication to thepublic, it is important that all staff work tothe same definition of sustainability.Before a garden develops an ESDstrategy, it is recommended that staffdecide on their definition of sustainability.One way of doing this is through staffconsultation - a nominated member ofstaff should coordinate a process wherebystaff can express their opinions aboutsustainability. This might involve staffmembers meeting to discuss the meaningof sustainability and arriving with aconsensus view or it may involvepreparing a discussion paper with severaldefinitions for staff to agree on. As agarden’s work in sustainability evolves sowill its definition. Gardens need to build ina mechanism by which staff can reflectcritically on their meaning of sustainabilityand monitor the viability of their definition.

Botanic gardens are now includingsustainability in their missionstatements e.g.Mission of the Eden Project, UK, is to:‘Promote the understanding andresponsible management of the vitalrelationship between plants, peopleand resources, leading towards asustainable future for all.’

Foundations of ESD

Research suggests there are fourenvironmental education foundations forlearning about biodiversity: the emotionalfoundation, the ecological foundation, theethical foundation and the politicalfoundation. As ESD is closely aligned toenvironmental education, this researchcan be considered highly relevant to thedevelopment of ESD programmes inbotanic gardens. Although gardens willplace different emphases on the differentaspects of ESD, depending on their site,the learners, the educators or theiravailable resources, all four foundationswill need to be incorporated in theirprogrammes for the education offered tobe called ESD.

Four environmental educationfoundations for learning aboutbiodiversity• Emotional foundation:

(re)connecting with nature throughdiscovery and sensitisation, andexperiencing biodiversity to createpersonal meaning.

• Ecological foundation:understanding relationships,functions and (global)interdependencies.

• Ethical foundation: dealing withvalues, taking a moral position,raising critical questions.

• Political foundation; dealing withcontroversial issues, makingchoices, developing actioncompetence.

(Wals, 1999, p61)

Learning goals

The foundations above offer a frameworkwithin which to establish learning goalsand concrete learning objectives. While itis very important to establish these goals,it is vital to remember that the learnersthemselves play a major part indetermining what is actually learned. Thisis affected by their motivation, pastknowledge, skills, attitudes, ideas,expectations, and so forth. Alsoimpacting on a learning experience willbe the quality of the garden educators,their support team and the resourcesavailable (both financial and physical) aswell as external factors such as nationalcurricula and government policy, forexample.

The learning goals below are divided intoknowledge, skills and ethics and values.Gardens should discuss what knowledge,skills and ethics they want to engender inthe groups they work with. The followinglist, not in order of priority, is intended tohelp gardens with this discussion.

KnowledgeIt is important for individuals to understandthe fundamental issues which inform thesustainability debate, namely that:

• The Earth has finite resources.• The role of the Earth’s elements in

supporting ecosystems and organisms.• The nature of ecosystems and biomes. • When a certain species becomes

extinct, a part of the ecosystem alsovanishes.

• The importance of plants for sustainingall life on Earth.

• The dependence of humans on plantsand the environment.

• The impact of humans on plants andthe environment and the consequencesof the choices we make, for examplewith production, consumption,transportation, heating and cooling.

• There is no objective way to achievesustainability

• The role of science and technology inthe development of societies.

• The process of urbanisation and de-ruralisation.

• Whether and how politics, economics,the environment and social issuesinterconnect.

• The process of resource distributionand use in determining the nature ofsocieties.

• The role of botanic gardens inimplementing national strategies andinternational conventions forbiodiversity conservation.

• Processes of planning, policy-makingand action for sustainability bygovernments, businesses, non-governmental organisations and thegeneral public.

SkillsBased on an understanding of thefundamental questions of sustainability, it is important for individuals to developappropriate skills to:

• Work with different tools (e.g.gardening equipment, magnifyingglasses, microscopes).

• Work with plants (e.g. planting, tending,propagating, harvesting).

• Seek out information from a variety ofsources.


A craft school in Archangel, Russia, helpschildren reconnect with their own cultureand the natural environment. Agedbetween 8 and 18, they come to classesafter school, two or three times a week; it takes them three years to become a‘master’ at their chosen craft. Once a‘master’ they are encouraged to become a teacher themselves and share theirskills with other children. The crafts,including basket weaving and woodcarving, use local natural materials whichthe children harvest themselves. Photo: Sarah Kneebone, BGCI


• Frame appropriate questions to guiderelevant study and research.

• Define fundamental concepts e.g.environment.

• Assess the nature of bias and evaluatedifferent points of view.

• Develop hypotheses based on balancedinformation, critical analysis and carefulsynthesis and test them against newinformation and personal experienceand beliefs.

• Communicate information and viewpoints effectively.

• Work towards negotiated consensusand co-operative resolution of conflict.

• Envision sustainable futures anddevelop strategies for implementingthem.

Ethics and ValuesAn ethical perspective creates a contextin which knowledge and skill acquisitionmay be located to gain:

• An appreciation of the resilience,fragility and beauty of plants and theinterdependence of all life forms.

• An awareness of the dependence ofhuman life on plants and other finiteresources.

• An appreciation of the role of humaningenuity and individual creativity inensuring survival and the search forappropriate and sustainable progress.

• An appreciation of the power of humanbeings to modify the environment.

• A sense of self-worth and belonging inone’s own culture and community.

• A respect for those elements of othercultures that contribute to sustainabilityand a recognition of theinterdependence of the humancommunity.

• A concern for inequalities andinjustices, a commitment to humanrights and social justice and to thepeaceful resolution of conflict.

• A personal acceptance of a sustainablelifestyle and a commitment toparticipation in change.

• A sense of hope and a positivepersonal and social perspective on thefuture.

Adapted from Fien et al, 1996

The above list is not rigid. Knowledge,skills and ethics continuously change andstaff in botanic gardens need toconstantly reassess what it is that theywant their visitors and students to learn,taking into account new factors, eventsand issues affecting the sustainabledevelopment debate.

Educational approaches

There is no single way to teach ESD.Taking into account the foundations ofESD and the learning goals, a number ofdifferent educational approaches can beused. Specifically they would include:

Experiential and cooperative learningMany botanic gardens already use thisapproach in their education programmes.Activities are designed for learners toengage actively in sensory, cooperativeand empathetic learning about theenvironment. The aim of this approach is to instil a sense of wonder andappreciation for the natural world. In particular this approach:

• Helps learners re-connect with theenvironment.• Increases learner motivation. Learners

are encouraged to set their ownhypotheses and find answers forthemselves.

• Encourages learners to makeconnections between and withindisciplines through constructing theirown reality (an important componentof ESD).

• Develops communication skills –learners work in small groupsdiscussing, negotiating, listening andformulating arguments.

Children mounting herbarium specimens aspart of the Encounters with Naturalists project.This project enabled students in Australia andFrance to re-enact the scientific collecting workof the first French and English expeditions toSouth Australia. Students followed in thefootsteps of the first European naturaliststhrough plant hunting, seed collection,

botanical illustration and mounting herbarium specimens. By having a ‘real’ context for theirwork and working alongside contemporary botanists and artists students were able to moremeaningfully explore their local plant biodiversity and its conservation. The joint project wasbetween the Botanic Gardens of Adelaide, Australia and the Botanique de la Villa Thuret BotanicGardens, France. Photo: Botanic Gardens of Adelaide, Australia

‘The School in the Forest’ programme at theGurukula Botanical Sanctuary, India, workswith schools, individuals and non-governmental organisations at local, regional,national and international levels. Theprogramme aims to bring about a shift inattitude and alliance within human societywith respect to the natural world. Children areexposed to nature and natural historythrough forest exploration, enquiry,community life, solitude and reflection.Encouraging participants in the programmeto use their bodies and senses to experiencetheir visit is a central tenet of the programme.Photo: Suprabha Seshan, GBS, India

Examples of activities include, sensorytrails, bark rubbing, pond dipping,discovery carts, etc. Earth Education isalso an approach that involvesexperiential learning. The Institute forEarth Education designs and developseducational programmes that focusprimarily on understanding basicecological systems. Programmes look atwhat these systems mean for people intheir own lives and what people must doto begin living more lightly on the Earth(van Matre, 1990).

Role playRole play involves inviting learners to actout a scenario containing two or moredifferent viewpoints. Role play is apowerful educational tool and can beused to develop skills, enrich emotionalawareness (attitudes) and improveunderstanding of particular situations(knowledge). Learners hold on to beliefsuntil they are challenged, either by others,by the situations they confront or theirown critical attitude. When learners areencouraged to take the position ofsomeone else who is critical of theirbeliefs they are able to examine them.Once challenged learners either, discardthese beliefs and take on new ones, alter

them and combine them with newelements or keep them because theywithstand the challenge. With thesupport of a moderator and peers, roleplay provides a relatively safe space forlearners to rehearse their negotiation anddecision making skills.

Pointers for successful role play:

• Be clear about what you want learnersto get out of the role playingexperience.

• Role playing briefs should containenough information for both parties toengage in a believable and relevantscenario. Give as much detail as isnecessary - too little and there won’tbe enough to sustain a conversation,too much and learners will beswamped with information.

• Make sure there is adequatepreparation time. Learners can beencouraged to share what they aretrying to achieve with observers, so itbecomes a shared, facilitative exerciserather than a ‘performance’ - this willalso defuse fear and tension.

• Offer learners the option to pausewhen they feel they are getting intodifficulty.

• Allow other learners to observe the roleplay and give their commentsafterwards. Observers can be verybeneficial to learning.

• For the observers, explain clearly whatyou want them to look out for. Roleplay feedback should not containsubjective judgements or commentsbased on personal knowledge orassumptions. Feedback should bemeaningful and specific - somethingthat the learner can act on.

Gardens could develop role playscenarios to examine a range ofsustainable issues, such as foodsustainability, habitat loss and planttrade. For example a scene could be setup to examine the unsustainablecollection of medicinal plants, withbackground information provided on thepotentially conflicting roles of plantcollectors, market sellers, businesspeople and a pharmaceutical company.

Participatory action research This approach aims to improve socialsituations through a spiral of planning,researching, action and reflection (Ellion,1991. Any theories or hypothesesdeveloped are validated through practice,rather than being validated independentlyand then applied to practice. Thisapproach encourages:

• Motivation - participants are keen tofind solutions to particular issues.

• Critical thinking - participants areencouraged to discover and criticallyevaluate a broad range of information.


Kirstenbosch National Botanical Garden, South Africa inspires and enables people from allwalks of life to take responsibility for their environment. The garden has received fundingfrom the government’s Department of Environmental Affairs and Tourism as part of theGreening of the Nation project to ‘green’ schools and communities on the Cape Flats. Theproject includes horticultural training and the development of skills such as critical thinking,problem solving and interpersonal skills. Photos: Donovan Fullard, SANBI, South Africa

Youngsters (aged 8-11) are constructingbird boxes during one of the GreenWorkshops held at the Conservatory andBotanic Garden of the City of Geneva,Switzerland. The workshops are intendedto encourage young people to discoverthe world of biodiversity. They cover awide range of topics, including: how tomake a herbarium, how to prepare ashelter for insects, cooking with plantsthat smell good and growing endangeredplants. The workshops are delivered bygarden professionals and members of theUniversity for the Third Age (UNI3) wholike to share their knowledge and joy ofliving with young people. Photo:Conservatory and Botanic Garden of theCity of Geneva, Switzerland.


• Collaboration - participants shouldwork together to resolve a situation.

• Communication skills -- listening,discussing and negotiating.

• Effective decision making - reviewingthe consequences of their actionsenables participants to make betterdecisions about a particular course ofaction.

• Resourcefulness – participants need tothink laterally to search out information.

The basic cycle of activities inparticipatory action research involves:

• identifying a general idea – that is,identifying a situation to be resolved orimproved.

• reconnaissance – describing the factsof the situation, explaining the reasonsfor them, critically analysing them andgenerating a hypothesis.

• general planning – a statement of thesituation; a list of factors one hopes tochange or modify to improve thesituation; a statement of negotiationsto be conducted before undertakingthe proposed course of action; a list ofresources needed; a description of anethical framework which has beendiscussed and agreed with the relevantpersons.

• developing the first action step – adecision should be taken on how theprocess of implementation and itseffects are going to be monitored.

• implementing the first action step.• monitoring and evaluating the action

step – there are many techniques andmethods that can be used to monitoraction research, e.g. diaries, documentanalysis, photographs, tape and videorecordings, using an outside observerto work-shadow and carry outinterviews, questionnaires, etc.

• revising the general idea.

From this basic cycle participants in theaction research then spiral intodeveloping the second action step,implementation, evaluation, revising thegeneral idea, developing the third actionstep, implementation, evaluation and soon. Action research is an ideal approachfor those gardens working with localcommunities to resolve real-life situationssuch as the over-harvesting of wild plantsor the lack of fuel wood for cooking.

Values clarificationThis approach encourages learners toclarify their views on particular issues.Firstly by expressing them, secondly bydiscussing them with people who holddifferent views and thirdly by re-evaluating them. This approachencourages:

• Critical thinking – weighing up differentinformation

• Motivation – learners are keen to learnabout the different views that are held

Chicago Botanic Garden, USA, has a long tradition of supporting community and schoolgardens. The Green Youth Farm programme serves African American and Latino communitiesthat have low income rates and significant high school drop out rates. By providing hands onexperiences in urban horticulture, the programme has created a new awareness amongstudents about the use of physical space and activity within their community as well as thepossibilities for personal achievement. In turn the Green Youth Farm students have energizedand inspired adults and institutions and captivated the imagination of media, politicians andphilanthropists. Photo: Chicago Botanic Garden, USA

• Communication – learners articulatetheir view points and are called on toclarify points

Incorporating values clarification into an activity

The following format can be used toencourage visitors to clarify theirvalues on a particular issue.

• Positioning two sheets of paper atopposite ends of the workshopspace. Each sheet could havemarked on it a statement thatillustrates an opposing view of anenvironmental or developmentissue, e.g. Selected harvesting ofwild plants versus absoluteconservation.

• Participants are then asked toposition themselves along acontinuum between the twosheets of paper according to theirview on the issue.

• Participants discuss the reasonswhy they have positionedthemselves in such a way.

• Participants at opposite ends ofthe continuum are asked to justifytheir choices.

• Participants are given anopportunity to repositionthemselves based on thediscussion.

Gardens could use this approach withvisiting school groups and adapt it for thevisiting public. An interpretative sign forexample could include questions in thetext that ask visitors to positionthemselves according to their viewsabout a particular subject. Informationcould then be provided, either on the signor in the form of leaflets, offering differingviews. Gardens could also holdseminars where they invite people tospeak on differing sides of an issue.

Self-directed learning.In this approach the educator is seen asa resource person, rather than a font ofknowledge. The educator workscollaboratively with the learners,encouraging them to make connectionsbetween and within disciplines andenabling them to develop meaningfulprojects. This type of approach isparticularly effective when the garden hasan on-going relationship with the learners;for example school children carrying outprojects. In particular it encourages:

is a useful way to ensure that visitors areprovided with a meaningful context andspecific information. A theme can helpprovide focus and purpose, making iteasier for people to understand what agarden is trying to communicate.

Writing a theme

1 Select your general topic (e.g.botany, ethnobotany, biodiversity, fairtrade, medicinal plants). Completethe following sentence: ‘Generallymy education programme is about’

ETHNOBOTANY

2 State your learning goal.Complete the following sentence‘Specifically I want my audience to’

GAIN AN APPRECIATION OF THEDEPENDENCE OF HUMAN LIFE ONPLANTS AND RESOURCESOF A FINITE PLANET

3 Express your theme. Completethe following sentence ‘At the end ofmy education programme I want myaudience to understand that’:

RAINFOREST PLANTS HAVE THEPOTENTIAL TO CURE MODERNILLNESSES

(Adapted from Ham, 1992)


Gardens could use this approach to run‘future’ sessions with the visiting publicand then as a follow up produce anexhibition on preferable futures. A future’strail could also be developed which wouldengage visitors in finding out about thepotential future use of crop plants.

Using themes to communicatemessages

Gardens can also raise awareness aboutsustainability through interpretation usinga range of media including signs,displays, talks, drama, brochures andelectronic media. Working within a theme

• Independence – participants areresponsible for their own learning.

• Research skills – participants areencouraged to find out and evaluateinformation from a wide number ofsources.

• Critical thinking - participants need toweigh up information and madedecisions.

• Holistic thinking - participants maketheir own connections between andwithin disciplines.

Futures educationThis approach involves working withlearners to envisage a sustainable futureby exploring their expectations andaspirations. While all education is for thefuture, very little time is spent studying it.Looking at, for example: Where are wegoing? Where do we want to go? Whatare our hopes and dreams for the future?What can we do now to help create amore sustainable future? Futureseducation is a powerful tool for:

• increasing learner motivation - imagesof desirable goals can affect behaviourin the present.

• encouraging critical thinking - weighingup information and identifying trends.

• clarifying values - identifying values tomake informed choices.

• effective decision making - looking atthe consequences of one’s action onothers leads to more thoughtfuldecision making.

• encouraging creative imagination –through designing alternative futures.

Green Fingers and Healing Hands is a promenade performance held at the University ofOxford Botanic Garden, UK. Aimed at primary schools and family groups, the performanceexplores the need to conserve plants and use them sustainably. Actors take on the role of thegarden’s first curator, Jacob Bobart (1642), and a 21st century scientist. During theperformance the characters meet and exchange notes on how plants are used in our lives.Photo: Louise Allen, University of Oxford Botanic Garden, UK

Exploring alternative futures

A useful initial framework for exploringalternative futures is the distinctionbetween probable and preferablefutures. An activity focused on plantsmight take on the following format:

• Learners work in pairs to draw twotimelines – one probable and onepreferable. They mark on theprobable timelines what they expectto happen with for example, foodcrops within the next hundred yearsand mark on their preferable timelinethe events and trends they would liketo see happen with food crops withinthe next hundred years.

• Completed timelines can bedisplayed and the whole group givenan opportunity to study them,learners could also report back ontheir probable and preferable futures.

• A whole group discussion could thenfocus on questions such as:- What are the main

similarities/differences on probableand preferable futures?

- What are the differences betweenthe two?

- What action is needed to bringabout their preferable futures?

- What organisations are alreadyworking towards such futures?

(adapted from Hicks, 1994)

Preferable future

Probable future


Plants touch almost all areas of our livesand so the number of themes a gardencould choose from is infinite. Thefollowing themes are offered as ideas forgardens developing ESD programmes:

• Topic: Water, Learning goal: Understand the role ofwater in supporting ecosystems andorganisms, Theme: Home gardens can be carefullyplanted so as not to rely on water.

• Topic: Ethnobotany. Learning goal: Realise the importance ofplants in creating sustainable lifestylesand the need to participate in change. Theme: Daily choices involving plants cancontribute towards sustainable living.

• Topic: Biodiversity.Learning goal: Appreciate the nature ofecosystems and biomes. Theme: Biodiversity encompasses allspecies of plants, animals and microorganisms and the ecosystems andecological processes of which they arepart.

• Topic: Fair trade.Learning goal: Appreciate thedependence of human life on plants andresources of a finite planet and develop aconcern for inequalities and injusticesbetween humans. Theme: The choiceswe make while shopping have farreaching consequences.

• Topic: Tourism.Learning goal: Gain an appreciation of thepower of human beings to modify theenvironment.

Theme: Carrying seeds and other plantmaterial from one country to another mayput the environment at risk.

• Topic: Habitats.Learning goal: Understand the nature ofecosystems and biomes. Theme: Native animals rely on ourbackyards as habitats.

• Topic: Edible plants.Learning goal: Appreciate the power ofhuman beings to modify the environment. Theme: Tins of tomatoes don’t grow ontrees!

Educational resources

Many gardens produce educationalresources to complement their educationprogrammes. These include teachingpacks, information sheets, videos,computer games, web sites etc. Whendeveloping resources for ESDprogrammes though, gardens need toensure that from content through toproduction, they reflect the principles ofsustainability. If not, the garden’smessage is in danger of beingcontradictory and lacking in coherence.

The following ten principles provide aframework for gardens developingresources for ESD programmes. Not allprinciples however will be applicable toall resources, and gardens should beflexible in their approach. The intentionof the principles is to focus gardens onmatters relevant to sustainability in termsof both the production process andcontent.

Ten Principles of Good Practice

ContentPrinciple 1: Principles ofsustainable development• Resources should foster

understanding of the principles ofsustainable development and theaims and significance of Agenda 21

Principle 2: Integrity• Information and data provided

should be accurate, current andverifiable

Principle 3: Balance• Resources should accurately

reflect the broad range of informedopinion on the subject.

Principle 4: Values and attitudes• Resources should help people to

explore values and developresponsible attitudes in relation totheir fellow citizens and theenvironment, from local to globallevel.

Principle 5: Knowledge and skills• In addressing environmental and

development issues, resourcesshould help develop the knowledge,skills and competencies to enablepeople to participate effectively intheir resolution

Principle 6: User-centred approach• Resources should be easy to use

and appropriate for the intendedaudience

ProcessPrinciple 7: Need• Producers should be able to

demonstrate an identified need forthe proposed resource

Principle 8: Development• Producers should ensure that the

development of the resource isinclusive, participative and hasdrawn on appropriate educationalexpertise

Principle 9: Production• Producers should demonstrate

that the production process hasfollowed best sustainable practicewherever possible

Principle 10: Promotion anddistribution• Producers should consider the

implications of promotion anddistribution from the outset andensure that they are effective,appropriate and accessible.

Council for Environmental Education,1999.

Interesting, concise text, relevant images help create clear messages on interpretation panels.Panels are a useful way of communicating the need for sustainability to garden visitors. Thisexample, from the Royal Botanic Gardens, Kew, uses several layers of information to reachdifferent audiences. Photo: Sarah Kneebone, BGCI

Gardens also buy or borrow resources aswell as producing them. These principlescan be used to help ensure that theresources selected have been developedand produced in ways that followsustainable principles.

Evaluation

By employing a range of evaluationtechniques, educators may reflect on anddevelop a greater understanding of theircurrent practices. Evaluation is eithersummative or formative. Summativeevaluation is designed to report on – orsum up – the achievements at the end ofa process or programme whereasformative evaluation is used to judge andcomment on a process or programmewhile it is in progress, helping to form itsfuture shape. To ensure that evaluation isrelevant and effective gardens need todetermine its purpose andimplementation. What is the aim ofevaluation? What should be evaluated?Who should be doing the evaluation andfor whom? Will participants ofprogrammes, for example, be involved indeciding on evaluation criteria?

There are a number of evaluationtechniques and methods a botanicgarden could use. These include:

• Questionnaires – using open andclosed questions.

• Diaries - containing observations,interpretations, reflections, hypotheses,explanations, anecdotes,conversations, etc. as well as facts.

• Interviews – structured (pre-setquestions), semi-structured (pre-setquestions but allowing interviewee todigress and raise their own topics) orunstructured (initiative for raising therelevant topics and issues is left to theinterviewee). Interviews may beconducted by educators, but, to ensureimpartiality, it is better to use someoneoutside the garden.

• Outside observer – this person needsto be well briefed in order to collect

and document the relevant sort ofinformation.

• Photographs – these can capture thevisual aspects of a programme, forexample, how learners are involved in aprogramme, the layout of theworkshop, the pattern of socialorganisation (eg. whether students areworking in groups or individually).Photographs are best taken by anoutside person.

• Tape/video recordings - these forms ofevaluation can be distracting, althoughtapes less so. However if usedregularly students become accustomedto them and cease to take any notice.Transcribing of tapes is very useful,albeit immensely time consuming.

• Artwork – children and adults can beasked to illustrate their thoughts andfeelings about the educationprogramme or a particular subjectthrough drawings, paintings andsculptures.

• Quizzes – evaluation can be made intoa game with children participating inquizzes.

Evaluation is an integral part of anyeducation programme and critical to thesuccess of ESD. The task of evaluationmust be included in the job description ofall educators and a budget set aside toenable them to gather information andprocess it. By doing so, educators willmarkedly improve the quality of theircurrent practices.

“ We abuse land because we regard it

as a commodity belonging to us.

When we see land as a community to

which we belong, we may begin to use

it with love and respect.”(Fritjof Capra, 1996)


Belo Horizonte Zoo and Botanic Foundation, Brazil, considers its role in education asextremely important in forming individuals who recognize themselves as an important piece ofthe global ecological jigsaw. The Foundation interacts with its visitors in different ways, forexample signage, educational activities, plays, talks and exhibitions. Here, young children areexpressing themselves through art, visually representing what they have learnt during theirvisit. Photo: Belo Horizonte Zoo and Botanic Garden Foundation, Brazil


A botanic garden education programmecannot operate in isolation from the restof the garden. It is an integral part of thegarden’s operations. For a gardentherefore to participate in building asustainable society it must commit notonly its education programme but alsothe rest of its operations. No matterwhere in the garden a sustainabilitymodel emerges from - education,horticultural or administration - its firstpurpose must be to engage the supportof the rest of the garden. It is only thenthat it will be able to present a unified andcoherent model of sustainability to thegreater community.

A first step therefore may be to buildsustainability into the garden’sinstitutional policies (see 2.18.4Sustainable practices within the botanicgarden, International Agenda for BotanicGardens in Conservation, op cit.). Topersuade the rest of the garden staff toshare in a vision of sustainability, goodinformation should be provided in a rangeof different ways. This could take theform of information sheets, seminars,newsletters etc. Experiential workshopscould also be run so that staff canexplore their feelings and issues to dowith sustainability, understand thebenefits and contribute new ideas andsolutions to building a sustainablegarden.

Conducting a green audit

Once staff are committed to a vision abotanic garden may begin to considerhow its operations can reflect the ethicsof sustainability. An effective way to dothis is to conduct a green audit, whichentails looking critically at all areas of agarden’s operations in relation tosustainability. While all members of staff

will be involved in some way, it isimportant for a designated person to beresponsible for overseeing the audit

Caring for the Earth: A Strategy forSustainable Living (IUCN, UNEP andWWF, 1991) proposes nine principles fora sustainable society:

• Respect and care for the community oflife.

• Improve the quality of life.• Conserve the Earth’s vitality and

diversity.• Minimize the depletion of non-

renewable resources.• Keep within the Earth’s carrying

capacity.

• Change personal attitudes andpractices.

• Enable communities to care for theirown environments.

• Provide a national framework forintegrating development andconservation.

• Create a global alliance.

The aim of these principles is for them tobe translated into action. Here they areused as a framework within which toconduct a green audit. The followingquestions are merely suggestions, notexhaustive and gardens can adapt themto their own situation. They are intendedto focus gardens on areas in which theymay need to pay more attention.

The botanic garden as a model forsustainability

The National Botanic Garden of Cuba believes that its award winning eco-restaurant willprovide a nutritional model for the future. All food served in the restaurant is produced in thegarden and menus incorporate both cultivated and wild plants, thereby educating peopleabout alternative plant species. Waste is composted and returned to the garden, againproviding a model of sustainability. Photo: National Botanic Gardens, Cuba

Respect and care for the community oflife. Does the garden:

• Carry out environmental impactassessments when any part of thegarden is significantly altered?

• Accept sponsorship from companiesand other donors that have an adverseeffect on the environment?

• Play a role in influencing the agendasof those companies and other donorstowards the environment?

• Engage in wider programmes outsidethe botanic garden which supports thisprinciple?

Improve the quality of lifeDoes the garden:

• Improve staff job satisfaction?• Support staff to realise their potential?• Allocate time and resources for staff

training and development?• Conduct outreach programmes

focusing on health and/or foodsecurity?

• Employ local people?

Conserve the Earth’s vitality anddiversityDoes the garden:

• Have a plant conservation strategy? Hasit registered its participation in theInternational Agenda for BotanicGardens in Conservation?

• Comply with relevant environmentallegislation?

• Dispose of food waste in a sustainableway?

• Set achievable targets for reducingwater consumption?

• Recycle water and/or collect rainwater?• Know the source of each waste type it

produces and volume?• Set targets to minimise waste?• Ensures that all waste is treated

according to environmental legislationor regulations?

• Use products that are or can berecycled both outdoors in the gardenand in its administration?

• Provide recycling stations for the public?• Recycle the following:

• water• green garden waste• glass • plastic • drink cans• food cans• office paper • cardboard• newspapers and magazines• batteries• toner cartridges• machine oil• other?

• Purchase environmentally friendlycleaning products?

• Purchase in bulk to minimisepackaging waste?

Minimize the depletion of non-renewable resourcesDoes the garden:

• Set realistic targets for reducing energyconsumption.

• Provide staff training in the importanceof minimising the depletion of non-renewable resources?

• Ensure that glasshouses are designedto minimise heat loss?

• Use renewable energy (e.g. solarpanels, wind turbines)?

• Take measures to build energyefficiency into new building projects?

• Provide secure areas for bicycles forstaff and visitors?

• Encourage staff to travel to meetingsoutside work using public transport?

• Encourage visitors to visit the gardenby public transport, foot or bicycle?

Keep within the Earth’s carryingcapacityDoes the garden:

• Work with its national government toimplement the Convention onBiological Diversity?

• Work with the relevant authorities tomonitor CITES?

• Provide information to the public aboutthe problems of plant over-collectingand increase their understanding of thecomplexity of the problem?

• Raise the public’s awareness about theConvention on Biological Diversity andother environmental policies?

Over consumption is probably one of thegreatest problems facing the environment.Does the garden:

• Carry out environmental audits and settargets for reducing consumption?

• Ensure that the products sold in theshop and restaurant or café are derivedfrom ethically produced sources, havecome from renewable sources and/orare recyclable (i.e. Does the gardenhave an environmentally sensitivepurchasing policy)?

• Ensure that their tea shops andrestaurants have reusable rather thanthrow away crockery and cutlery?

• Ensure that the food served reflectshealthy living, is seasonal, locallyproduced and organic?

Change personal attitudes andpracticesDoes the garden:

• Model the ethics of living sustainably?• Promote equal opportunities within the

garden?


Recycling at the Eden Product, UK, is bigand brash. Eden is working to ensure that allits potential waste is made from materialsthat can be recycled and that it uses andsells items made from recycled materials.When the weight of materials sent forrecycling equates to the weight of productson site made from recycled materials Edenwill be ....Waste Neutral. Photo: CatherineCuttler, Eden Project, UK

Cheyenne Botanic Gardens, USA, generatesapproximately 40 to 50% of its electricityfrom a photovoltaic solar energy system,powering paddle fans, irrigation controls,many lights and all of the computers andoffice equipment. The Gardens havepioneered many techniques in solargreenhouse gardening and the use ofintegrated pest management. Photo: ShaneSmith, Cheyenne Botanic Gardens, USA


• Run education for sustainabledevelopment programmes?

• Disseminate information through formaland informal education systems aboutsustainability?

• Promote sustainable tourism?

Enable communities to care for theirown environmentsDoes the garden:

• Provide information to communitiesabout plants including how to cultivateand harvest them?

• Provide resources (e.g. expertise, time,plants, compost) for communities tocare for their own environment?

• Help communities to respect, valueand care for their communities?

• Encourage urban regenerationprogrammes?

• Run training programmes onsustainable farming and harvesting?

• Train communities in the cultivation,harvesting and use of medicinalplants?

• Work with local people to documenttheir knowledge about plants and theiruses?

Provide a national framework forintegrating development andconservationDoes the garden:

• Work with its government to implementnational plans for sustainability andbiodiversity conservation?

• Provide up-to-date scientificinformation to relevant bodies in orderthat the environment is internalised ineconomic decisions?

Create a global allianceDoes the garden:

• Belong to BGCI and participate in theinternational community of botanicgardens?

• Belong to other conservationorganisations/networks – national andregional?

• Support the development of otherbotanic gardens?

• Provide resources for staff to visit otherbotanic gardens and institutions tolearn about best practice insustainability?

• Ensure internet access for staff?

Having conducted a green audit, the nextstep for botanic gardens is to write asustainability policy capable of reviewand updating. In addition to staff havingspecific responsibilities for implementingsustainable practices, the garden shoulddesignate staff to oversee itssustainability policies. Once the policy iswritten the garden may choose to openitself up for external review and invitecomments from visitors and/or otherinstitutions.

Commitment

Process

Writing a policyImplementation

Review Conducting a green audit

“ When we try to

pick out anything

by itself, we find it

hitched to

everything else in

the Universe. ”

(John Muir, 1911) Delegates at the 2nd World Botanic Gardens Congress in Barcelona, Spain. 500 delegatesfrom over 70 countries agreed to adopt international targets for plant conservation, includinga commitment to help conserve 75% of the world’s critically endangered plant species by2010. Photo: BGCI

Botanic gardens alone cannot achievesustainable development. It is importantthat they work with a wide range oforganisations – local, national, regionaland international - to develop andimplement collaborative programmes forESD. Gardens operate on limited budgetsand by working with partners canmaximise their effectiveness. Potentialpartners would include:

• other botanic gardens• community groups (eg. conservation

NGOs, ecology clubs, garden clubs)• teacher training institutions• local and national government• national parks and other protected

areas such as nature reserves• campaigning organisations• museums, zoos and art galleries• schools• church groups• farmers• businesses such as tourism operators• other representative bodies

Through working with such groups,botanic gardens are more likely to reachwider audiences and bring to theirprogrammes different skills, knowledgeand resources that will benefit them andthe participants. The word partnershipimplies an equality of commitment andinvolvement. Gardens should thereforeparticipate actively and fully in all stagesof the process: assessment, planning,implementation and evaluation.

Partnerships


Partners from European botanic gardens meet in Innsbruck, Austria to discuss the ‘Plascikids’project. ‘Plascikids’ is led by Innsbruck Botanic Gardens and partnered by staff in SofiaBotanic Garden, Bulgaria, Trento Botanic Garden, Italy, Institute of Education, UK and RoyalBotanic Gardens, Kew, UK. The aim of the project is to develop primary level, plant sciencefocused activities, support materials and on-line resources in four languages. Funded by agrant from the European Union, the resources will be developed in association with fourschools in each country and will be used use by educationalists in botanic gardens and visitingteachers. Partners include, from left to right: Johanna Mihevc (Austria), Constantino Bonomi(Italy), Vera Grancharova (Bulgaria), Krassimir Kossev (Bulgaria), Suzanne Kapalari (Austria),Sue Johnson (UK), Gail Bromley (UK), Harald Geir (Austria). Photo: Gail Bromley, Kew, UK


Education for Sustainable Development isan holistic model capable of addressingthe environmental questions of the 21stcentury. Botanic gardens are uniquelyplaced to develop ESD programmes withtheir local communities. By demonstratinghow plants are relevant to almost everyaspect of our lives they are also wellplaced to explore the complexinterdependence of plants and humans.These guidelines outline a variety ofapproaches in ESD that are intended tosupport botanic gardens in their work.

Botanic gardens traditionally inform andeducate their visitors on the importance ofplants in our everyday lives. While this isvaluable it is not sufficient for thepurposes of sustainability. ‘As the issuesthat surround us are fundamentallysystemic, we need to think in anintegrative way and act accordingly’(Sterling, 2001). Botanic gardens have aresponsibility to engage in a morerigorous form of ESD; challenging theirpublic to clarify their own positions onsustainability and work towards findingviable solutions. Botanic gardens arelikely, by reason of culture and geography,to have their own distinct perspectives ontheir environment and this is likely to bereflected in their approach to ESD (Fien &Tilbury, 1998). Their very uniqueness iscapable of providing exciting and relevantnew programmes which may havevaluable lessons for the wider communityof botanic gardens.

All the major international environmentalconventions stress the importance ESD inresolving environmental issues. Theadoption by the United Nations of aDecade of Education for SustainableDevelopment from 2005 to 2015 providesa clear mandate for botanic gardens tocontribute to this vitally importantmission.

Conclusion

‘Native Tree-Root of Life’ is the name of aproject run by Kadoorie Farm and BotanicGarden, Hong Kong. With the aim ofrestoring Hong Kong’s forest ecosystem, theproject helps students discover theecological and cultural link between nativetrees and themselves. Through the learningprocess, secondary students can gaininspiration from and re-connect with thenatural world. Photo: Kadoorie Farm andBotanic Garden, Hong Kong.

Creating a scenario and inviting participantsto step into the minds of the peopleconcerned is the essence of Botanica, asimulation game created by SEED (Supportfor Education in Environment andDevelopment) the education arm of theLeicester University Botanic Garden, UK.Botanica provides a forum whereparticipants are forced to consider issuesfrom different perspectives, which may differradically from their own, but it also enablesthem to practise, use and sometimes aquirethe skills necessary for tackling similarissues in real life. In the scene here,students are playing the part of plantationworkers spraying toxic chemicals. Theplantation manager is the only one whowears protective clothing.

Appendices

References

Capra, F. (1996), The Web of Life: A newsynthesis of mind and matter,HarperCollins Publishers

CBD(2002) Global Strategy for PlantConservation, The Secretariat of theConvention on Biological Diversity,Montreal, Canada.

Council for Environmental Education,(1999), Supporting SustainableDevelopment Through educationalResources: a voluntary code ofpractice. Department for Educationand Employment/Department of theEnvironment, Transport and theRegions, U.K.(http://www.environment.detr.gov.uk/sustainable/educpanel/index.htm)

Dennis, F. (2000), ‘Protection andsustainable use of the plant resourcesof the Tam Dao National Park,Vietnam’. Botanic GardensConservation News, Volume 3 No. 5,BGCI, U.K.

Ellion, J. (1991) ch 6 ‘A practical guide toaction research’ in Action research foreducational change, pp 69-89. OpenUniversity Press

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Contributors

BGCI would like to acknowledge thefollowing individuals who have offered theirinsights and comments on this document:

Louise Allen, University of Oxford Botanic Garden,U.K.

John Ambrose, University of Guelph, CanadaAlla Andreeva, Moscow University Botanic Garden,

Moscow, RussiaAlly Ashwell, National Botanical Institute,

Kirstenbosch, AfricaAbel Atiti, National Museums of KenyaCarolann W. Baldyga, Fairchild Tropical Garden,

Florida, USAPeter Batty, University of Leicester Botanic Garden,

U.K.Monique Belin, Laboratorie de Botanique Tropicale,

Paris, FranceAnna Maria Belli, Oltremare Agronomy Institute ,

Florence, ItalyGenevieve Beraud, Jardin Botanique de la Ville de

Paris, FranceS. Binu, Tropical Botanic Garden and Research

Institute, Kerala, IndiaKarine Boudjoulian, Laboratorie de Botanique

Tropicale, Paris, FranceLaurent Bray, Jardin Botanique de la Ville de Paris,

FranceGeorge A. Brumder, California Arboretum Foundation

at The Arboretum of Los Angeles County, USASue Baughan, University of Leicester Botanic

Garden, U.K.Sue Bird, Birmingham Botanical Garden, U.K.Abraham Blum, The Hebrew University of Jerusalem,

IsraelRobert Brett, Cambridge Botanic Garden, U.K.Gail Bromley, Royal Botanic Gardens, Kew, U.K.Susanna Calvo, IUCN-Commission on Education and

Communication, BrazilPaolo Casoria, Botanical Garden of Naples, ItalyEliseo Castellano, Fundación Jardín Botánico Unellez

Barinas, Venezuela.Marisa Luisa Cohen, Assisi Nature Council,

SwitzerlandJennifer Ceska, The State Botanic Garden of

Georgia, USAAuguste Coudray, Jardin Botanique Yves Rocher, La

Gacilly, FranceIan Darwin Edwards, Royal Botanic Garden

Edinburgh, ScotlandCamilla Djurberg, Naturens Hus Bergius Botanic

Garden, SwedenJames Ewane, Limbe Botanic Garden, CameroonMaïte Delmas, Nuseum National d’Histoire Naturelle,

Paris, FranceLuc Deslarzes, WWF-International, SwitzerlandJulie Didierjean, Lycee Janson de Sailly, Paris, FranceJuan de Dios Muñoz, Jardin Botanico Oro Verde,

Parana, ArgentinaCamilla Djuberg, Bergius Botanic Garden, SwedenMargaret Feneley, Council for Environmental

Education, U.K.Michael Fleming, Brooklyn Botanic Garden, USA

Veronica Franco, Centro de Investigación CientificaYucatan, Mexico

M. Geetha, University of Agricultural Science,Bangalore, India

Laura Giuffrida, Royal Botanic Gardens, Kew, U.K.A.K. Goel, National Botanical Research Institute,

Lucknow, IndiaWendy Goldstein, IUCN-Commission on Education

and Communication, SwitzerlandDonald Gordan, Botanic Gardens Conservation

International, U.K.Kathleen Gordon, Education, Training and Curriculum

Services, Queensland, AustraliaBill Graham, Birmingham Botanical Garden, U.K.Patricia Griggs, Royal Botanic Gardens, Kew, U.K.Mary Harris, Consultant, London, U.K.Mary Harrison, Trentbull, University, Ohio, USAJanelle Hatherley, Royal Botanic Gardens Sydney,

AustraliaG Hariramamurthi, Foundation for the Revitalisation

of Local Health Traditions, Bangalore, IndiaJohn Huckle, South Bank University, U.K.Feng Huiling, Shenzhen Fairy Lake Botanic Garden,

ChinaAndrew Jamieson, Royal Botanic Gardens, Kew, U.K.Elizabeth de Keyser, Royal Botanic Gardens, Kew,

U.K.Sarah Kneebone, Botanic Gardens ConservationInternational, U.K.Milan Knoll, Slovak University Botanic Garden,

SlovakiaT.G. Vinod Kumar, Tropical Botanic Garden and

Research Institute, Kerala, IndiaEtelka Leadlay, Botanic Gardens Conservation

International, U.K.Angela Leiva, National Botanic Garden, CubaEdelmira Linares, Jardín Botánico IB-UNAM, MexicoBianca Maria Locoro, University of Genoa Botanic

Garden, ItalyClaudio Longo, Brera Botanic Garden, Milan, ItalyMaria Lumaga, Naples Botanical Garden, ItalyV.T.Markrose, Coconut Development Board, Kerala,

IndiaBruno Menale, Botanical Garden of Naples, ItalyLuigi Minuto, University of Genoa Botanic Garden,

ItalyGaud Morel, Grand Galerie de L’Evolution, FranceIgnaci Mutho, Entomology Research Institute,

Chennai, IndiaRosa Muoio, Botanical Garden of Naples, ItalyDolly Narayan, Foundation for the Revitalisation of

Local Health Traditions, Bangalore, IndiaJunko Oikawa, University of Reading, U.K.Blanca Olivé de la Puente, Real Jardin Botanico Juan

Carlos I, Alcala De Henares, SpainKatheryn O’Loan, Royal Botanic Garden Edinburgh,

ScotlandGunavant M Oza, The Foundation for Environmental

Awareness, IndiaTvisha M. Pandya, The Maharaja Sayajirao University

of Baroda, IndiaMonique Paternoster, Botanique National de

Mascarin, Ile de la RéunionEdoardo Pinto, Naples Botanical Garden, ItalyEugenia Prescot, Laboratorio Regionale di

Educazione Ambientale, Italy

Palpu Pushpangadan, Tropical Botanic Garden andResearch Institute, Kerala, India

S. Rajasekharan, Tropical Botanic Garden andResearch Institute, Kerala, India

K. Ravi, Centre for Environmental Planning andTechnology, Ahmedabad, India

Jo Readman, Eden Project, U.K.Valerie Richardson, Department of the Environment,

Transport and the Regions, U.K.Jean-Sebastien Robert, Laboratorie de Botanique

Tropicale, Paris, FranceA.E. Shanavaz Khan, National Botanical Research

Institute, Lucknow, IndiaA.N. Sharga, National Botanical Research Institute,

Lucknow, IndiaLoic Ruellan, Conservatoire, Botanique National de

Brest, FranceDidier Roguet, Conservatoire et Jardin Botaniques,

Geneva, SwitzerlandCarla Ruschel, Porto Alegre Botanic Garden, BrazilDawn Sanders, National Foundation for Educational

Research, U.K.Partha Sarathy, Hamisini 12th Cross, Bangalore, IndiaAlan Savage, Project 2000 Botanic Gardens, U.K.Suprabha Seshan, Gurukula Botanical Sanctuary,

Kerala, IndiaA.N. Sharga, National Botanical Research Institute,

Lucknow, IndiaSuzanne Sharrock, Botanic Gardens ConservationInternational, U.K.Anne Shenk, The State Botanical Garden of Georgia,

USAAndrew Smith, National Parks Service, Tasmania,

AustraliaJohn Smyth, Consultant, U.K.Mary South, Sir Harold Hillier Gardens and

Arboretum, U.K.Lucy Sutherland, Botanic Gardens Conservation

International, U.K.M.S. Swaminathan, M.S.Swaminathan Research

Foundation, Tamil Nadu, IndiaAlexis Symonds, National Botanical Institute, Pretoria,

South AfricaRoy L. Taylor, Lantzville, BC CanadaJacob Thomas, Tropical Botanic Garden and

Research Institute, Kerala, IndiaFiorenze Tisi, Trento Natural History Museum, ItalyG. Valsala, Government College of TeacherEducation, Kerala, IndiaMinka Vicar, National Education Institute, Ljubljana,SloveniaJaap Vos, Utrecht University Botanic Gardens, TheNetherlandsRazeena Wagiet, WWF-South Africa, South AfricaGhislaine Walker, Royal Botanic Gardens Kew, U.K.Peter Wyse Jackson, Botanic GardensConservation International, U.K.


Useful international websites

www.bgci.org/education This site offers a range of educationalresources for plant-based education

www.biodiv.org/programmes/outreach/cepa Electronic portal to disseminateinformation, list partner organisations andshare case studies and best practices inCommunication Education and PublicAwareness (CEPA)

www.iucn.org/themes/cec This site is about how to interest andmotivate people for the environment andsustainable development. It includesguidance and tools on how to usecommunication and education as a policyor management tool.

<http://portal.unesco.org/education/en> Click on link to access information aboutthe United Nations Decade of Educationfor Sustainable Development

www.worldbank.org/depweb/ Web site of education for sustainabledevelopment materials

http://earthtrends.wri.org/ On-line database that focuses on theenvironmental, social and economictrends that shape our world. Informationis presented in multiple formats.

www.peacechild.org Site for young people, informing themabout major world issues and how theycan take action. Link to publications for information on Rescue Mission: Planet Earth - the children’s addition ofAgenda 21.

Key points on Education forSustainability from the 4thInternational Congress onEducation in Botanic Gardens‘The Power for Change’, India 1999

Education for sustainability

• Botanic gardens should become expertsin the implementation of the Conventionon Biological Diversity and integrateconcerns with biodiversity conservationinto environmental educationprogrammes to spread the message tothe general public.

• Botanic gardens should be developed asresource centres appropriate to theirclimate, culture and community needs.

• Botanic gardens should base theirenvironmental education programmes oninnovative education methods thatencourage sensory discovery,emphasise imagination andcontemplation, and encourage people tolearn through emphasising values andcritical questions, inquiry andcommunication.

• As centres of knowledge and itsdocumentation, botanic gardens shouldprotect intellectual property rights ofthose who hold knowledge, i.e. ruralcommunity.

• Botanic gardens should determine theirrole in precipitating social changerequired for achieving environmentalsustainability.

• Botanic gardens should know theirtarget audience and use a variety oftechniques, settings and approaches (i.e.community gardens festivals, clubs,flower shows, empirical studies) to bringsustainability to the public.

• Botanic gardens should promote thesustainable use of plants for localcommunities.

• A range of botanic garden staff shouldbe involved with the environmentalprogrammes, thereby providing a diverserange of educational services by usingthe range of skills and knowledge withinthe organisation.

• Botanic gardens should carefullyevaluate the gardens’ use and theimpact of their environmental educationprogrammes on participants.

• Botanic gardens have a role in providingsupport to and building the capacity of,national and regional educationdepartments in the integration of‘environment’ across the formal schoolcurriculum to provide opportunities foran issues and outcomes based learningapproach which links social, political andeconomic processes to natural systems.


Botanic Gardens Conservation International

Descanso House, 199 Kew Road,Richmond, Surrey, TW9 3BW, U.K.

Tel: +44 (0)20 8332 5953 Fax: +44 (0)20 8332 5956E-mail: [email protected]: www.bgci.org

This publication is supported throughInvesting in Nature

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