National Ramsar Committees and other They have an important role in advising governments on similar consultative and advisory implementation of Ramsar and the other conventions. committees for Ramsar Ministers responsible for sustainable Their direct input to policy setting, budget allocation, etc. development and education portfolios can be important for supporting Ramsar and environment-related conventions implementation. Members of Parliament in the as well as Members of Parliament - opposition parties may be in this position in the future. National, State/Provincial and local. National aid agencies, bilateral donors They deal with governments on a range of sustainable development issues. Ambassadors and the of overseas They can assist in ensuring that national governments missions. are better informed about Ramsar. B. THE EDUCATION SECTOR AND LEARNING INSTITUTIONS Target Group/Individuals Rationale for engagement Education ministries, curriculum All these sectors in education can assist in including development authorities, examination wetland conservation and wise use issues in school and boards and universities, in-service other formal curricula. trainers, etc. National and international teachers’ In some countries the incorporation of Ramsar/ wetland associations principles into curricula and learning programmes generally can be accelerated through working collaboratively with teacher associations. National and international networks, Wetlands and water issues can be incorporated into the associations and councils of curricula and other materials being developed by these environmental education organizations. Wetland/ Environment Centres, Zoos, These institutions have the capacity to promote the Aquaria, Botanic Gardens, etc. Ramsar message to a broad range of visitors. National and international networks of Library networks provide an excellent avenue for making libraries information on Ramsar and wetlands more accessible to the general community. C. CIVIL SOCIETY Target Group/Individuals Rationale for engagement Landowners (especially those who are They make decisions which impact directly upon responsible for managing wetlands) wetlands. National and local non-government They can be vital for achieving action at national and organizations local level. Indigenous people and local They may have useful knowledge of sustainable wetland communities management and may have an ongoing cultural association with wetlands. In many cultures tend to be more entrepreneurial in the family unit, more amenable to changing lifestyle habits, and may communicate more often with the children within the family. Children Children are the next generation of environmental managers and caretakers; they can also become teachers of parents through their own education.
National Ramsar Committees and other similar consultative and advisory committees for Ramsar They have an important role in advising governments on implementation of Ramsar and the other conventions. Ministers responsible for sustainable development and education portfolios and environment-related conventions as well as Members of Parliament - National, State/Provincial and local. Their direct input to policy setting, budget allocation, etc. can be important for supporting Ramsar implementation. Members of Parliament in the opposition parties may be in this position in the future. National aid agencies, bilateral donors They deal with governments on a range of sustainable development issues. Ambassadors and the of overseas missions. They can assist in ensuring that national governments are better informed about Ramsar. B. THE EDUCATION SECTOR AND LEARNING INSTITUTIONS Target Group/Individuals Rationale for engagement Education ministries, curriculum development authorities, examination boards and universities, in-service trainers, etc. All these sectors in education can assist in including wetland conservation and wise use issues in school and other formal curricula. National and international teachers’ associations In some countries the incorporation of Ramsar/ wetland principles into curricula and learning programmes generally can be accelerated through working collaboratively with teacher associations. National and international networks, associations and councils of environmental education Wetlands and water issues can be incorporated into the curricula and other materials being developed by these organizations. Wetland/ Environment Centres, Zoos, Aquaria, Botanic Gardens, etc. These institutions have the capacity to promote the Ramsar message to a broad range of visitors. National and international networks of libraries Library networks provide an excellent avenue for making information on Ramsar and wetlands more accessible to the general community. C. CIVIL SOCIETY Target Group/Individuals Rationale for engagement Landowners (especially those who are responsible for managing wetlands) They make decisions which impact directly upon wetlands. National and local non-government organizations They can be vital for achieving action at national and local level. Indigenous people and local communities They may have useful knowledge of sustainable wetland management and may have an ongoing cultural association with wetlands. In many cultures tend to be more entrepreneurial in the family unit, more amenable to changing lifestyle habits, and may communicate more often with the children within the family. Children Children are the next generation of environmental managers and caretakers; they can also become teachers of parents through their own education.
sc48-23rev.1_cepa_programme_2016_21_e.docx