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Deciding on the Message

The process of deciding on the particular programmes to be run will involve determining the conservation message to be conveyed to each group. A garden may want to present different aspects of plant conservation to different target groups. Each garden also needs to take into account the facilities available.

 

A 'Whole Garden' Approach

It is important to link the education programme aims and objectives with the overall aims of the botanic garden. Each garden should have a mission statement (see The Botanic Garden Conservation Strategy, Chapter 8) which the education staff should have been involved in drawing up. Garden staff need to be familiar with the mission statement when they put together the education programme. Education will be most successful when the institution as a whole adopts a co-ordinated and focused approach. To decide on the message some questions need to be asked, such as:

 

Locally

• What plant collections does the botanic garden have?
• Are local plants threatened and by what?
• Are their habitats peculiar to the region and are any under threat?
• Are there local developments that might threaten plant biodiversity?
• Are people familiar with local plants?
• Are there local areas in need of restoration or revegetation?
• Are there areas of natural vegetation within the garden or associated with it?
• Are there any plants the botanic garden can make available to the local community - for example could they provide plants for schools to revitalise their playgrounds?
• Do local growers produce plants for local uses, or are they mainly for export?
• Where is the garden situated geographically - in a rural or urban environment?
• What resources does the botanic garden have for education both inside and outside the garden?
• What sort of contact do local people have with the land?
• Are there other local organisations that have a similar message to impart?
• What effective local environmental action can the garden inspire?

Nationally

• Is there a national conservation strategy or plan?
• Is there a national response to the implementation of the Convention on Biological diversity being planned published or implemented?
• Is there a national environmental education strategy? How will this affect your botanic gardens education plan?
• Is there a national plant genetic conservation strategy?
• How much of the country's plant biodiversity is endangered?
• Which habitats and/or plant species are under threat and how are they threatened?
• Which plants are important in the national economy and what are the implications for conservation?
• Does the country trade in endangered plant species? What are the implications for their conservation?
• Tourism. What are the implications for conservation?
• Population growth and movement (immigration and migration). What are the implications for conservation?
• Pollution. In what way is the nation polluting its own environment and to what extent?
• Which other botanic gardens are active nationally or regionally in plant conservation? To what extent do they co-operate and share resources?

Internationally

• Some scientists estimate that up to a quarter of all higher plant species (250,000) will be threatened with extinction or serious genetic erosion in the next 30-40 years. What effect will this have on the local environment and population?
• Pollution. Does the country suffer from the effects of another country's pollution? What effect does this have on the environment and on the country's habitats and plants?
• Changing weather patterns. What are the likely consequences for the country's habitats and plants?
• World food and other trade patterns. What are the implications for plant conservation?
• Deforestation. What relevance is this to your country, region?
• What international co-operative role can/does your garden play?
• What is the role of your botanic garden in saving plant biodiversity?

Some of these issues are very wide reaching. One garden will not be able to tackle them all. The important point is that educators are aware of and look at these issues when devising the education programme. Not every issue will be appropriate for every group. Young children probably will need practical, 'hands on' sessions whereas older children and adults may find the wider, more philosophical issues, interesting. Groups of teachers may be well informed on the scientific issues but less aware of practical activities that can be used with their classes and vice versa.