A Paradox for Environmental Education: How can we ‘Deliver Training to Targets’ using ‘Participatory, Reflective Approaches’?

Abstract

Recent advances in environmental education have promoted participatory, active learning approaches. In this context, this paper reports on an evaluation of an environmental training component, integrated within a development programme on the Wild Coast, South Africa. Despite the adaptive planning framework and recommendations from the monitoring team, the programme failed to achieve action-based environmental education to the extent required. In addition, there were tensions between the ‘participatory, reflective approach’ promoted and the ethos of the development programme that was expected to ‘deliver training to targets’. Although problems were experienced in this case, it is proposed that action-based environmental training, combining capacity building and ecological problem solving, is an effective method to incorporate an environmental component into many development initiatives. It is suggested that the paradox observed between participation and delivery is a general feature of such programmes but was exacerbated by the logframe characteristics, structure and constraints of this particular development programme. In future programmes this tension should be acknowledged and exploited positively to improve both environmental education and the development itself. A framework for integration of environmental training within a development or conservation initiative is presented.