Back to basics: Gaps in baseline data call for revisiting an environmental education program in the SAVA region, Madagascar

Nine years of the Red Book Challenge conservation education in Southern Madagascar: What we have learned

Red Book Challenge Conservation Education Madagascar is a small-scale, arts-based, conservation education initiative founded in 2012 by two Lemur catta researchers working in the Berenty Reserve and incorporated as a nonprofit organization in 2022. The target demographic is children and adults living in Southern Madagascar. The Red Book Challenge program initially consisted of providing supplementary conservation education through classroom visits at the elementary schools in Berenty village. The school children created small conservation booklets with red covers, giving the project its name. Today, the program has expanded to include the village of Besakoa Ambany and the city of Fort Dauphin, while remaining a small-scale program. To date, the Red Book Challenge has completed seven outreach projects aimed at generating goodwill in the local community, community development, and conservation education. This retrospective analysis functions as a formative evaluation of the feasibility of future projects. This paper will focus on four projects that fall under the category of conservation education: (1) Using films to promote conservation topics (2) field trips to observe lemurs (3) a Malagasy-run conservation club, and (4) a coloring book. These projects have been funded through small grants from the International Conservation Fund of Canada, and private donations. This paper includes the Red Book Challenge's history, results from the participant surveys, and the successes and failures in each stage of our work. Six shifts in thinking occurred: (1) use of Malagasy talent to create educational conservation films (2) more formal assessment before and after field trips (3) improvement of recruitment, training and supervision of staff to keep the conservation club self-sufficient (4) enlistment of Malagasy illustrators and adaptation of environmentally friendly printing practices for the coloring books (5) disseminate study outcomes to international community though publication (6) reframe the program from spare-time volunteer work to full-time research work.

Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals

Achieving the Sustainable Development Goals (SDGs) requires the empowerment of learners through Education for Sustainable Development (ESD), already at primary level. Teacher education for the SDGs is a focus of ESD. However, many teachers in Madagascar are underqualified and show knowledge gaps regarding ESD. This paper aims at identifying starting points for an ESD-oriented further development of teacher training, considering regionally relevant issues. Teaching Sustainable Development issues requires procedural knowledge. This paper reports on (i) Malagasy primary school teachers’ (n = 286) teaching and learning prerequisites regarding land-use and health issues compared to expert knowledge, (ii) modeling teachers’ respective procedural knowledge with the Rasch Partial Credit Model and validation studies, and on (iii) comparison of groups of teachers differentiated by diversity dimensions, e.g., teaching at rural or urban schools. The teachers underestimated land-use and health courses of action regarding effectiveness and possibility of implementation, compared to experts. IRT modeling resulted in two distinct knowledge dimensions, i.e., land use and health (latent correlation: 0.31). Rural teachers showed higher procedural land-use knowledge than urban teachers. No differences occurred regarding health knowledge. The paper argues for ESD-focused reorientation of teacher training, considering regional specificities of land-use topics, e.g., regarding vanilla and rice cultivation in North-East Madagascar, and health topics.

Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study

Education for Sustainable Development (ESD) plays a key role in Sustainable Development. In low-income countries like Madagascar, this key role is particularly relevant to primary education. However, the curricula lack a comprehensive ESD approach that incorporates regional issues. In Madagascar, sustainable land-use practices (Sustainable Development Goals 12, 15) and health prevention (SDGs 2, 3, 6) are educational challenges. Procedural knowledge allows problem-solving regarding unsustainable developments. We adapted and further developed a measure of ESD-relevant procedural knowledge. Considering curricula, sustainability standards, research, and a two-round Delphi study (n = 34 experts), we identified regionally relevant land-use practices and health-protective behavior. After the experts rated the effectiveness and possibility of implementation of courses of actions, we calculated an index of what to teach under given Malagasy (regional) conditions. Combined with qualitative expert comments, the study offers insights into expert views on land-use and health topics: For example, when teaching ESD in Northeast Madagascar, sustainable management of cultivation and soil is suitable, particularly when linked to vanilla production. Health-protective behavior is ultimately more difficult to implement in rural than in urban areas. These results are important for further curricula development, for ESD during primary education, and because they give insights into the topics teacher education should address.