Forests for a Sustainable Future: Educating Children

FAO's work

To safeguard forests and their vital benefits for coming generations, there is a pressing need to foster a deeper understanding and appreciation of forests among young people. High-quality forest education is crucial.

In 2019, FAO, in partnership with the governments of the Philippines and Tanzania, commenced a project funded by Germany’s Federal Ministry of Food and Agriculture (BMEL) designed to increase forest literacy among primary-school students aged 9–12 in the two target countries by developing educational materials using an interactive, experiential, forest-based learning approach.

The project supported the improvement of forest literacy among children aged 9–12 years to help them understand the crucial roles forests play in their lives. By engaging children early, the project sought to inspire a new generation of foresters while also equipping the adults of tomorrow with the knowledge and skills they will need to support sustainable development and wise forest use.

Highlights

Forest education modules

The project developed interactive forest education modules for local primary schools in the United Republic of Tanzania and the Philippines. The modules use hands-on activities and interactive educational games to increase knowledge about forests and raise awareness of the need for forest protection and sustainable management. The modules’ methodology is inspired by UNESCO’s Education for Sustainable Development (ESD) pedagogic approach. By emphasizing skills, abilities and values such as empathy, self-reflection, critical thinking, collaborative decision-making, and taking responsibility for present and future generations, ESD empowers learners to make informed decisions and take responsible action for environmental integrity, economic viability, and a just society.

Guidance on developing forest education programmes for primary schools

As part of the project, FAO published a guide for decision-makers, educational authorities and institutions wishing to develop forest education for primary-school-aged children in their countries. The publication is intended for use in countries and other jurisdictions interested in expanding forest education among primary-school-aged children. It builds on the lessons learned in implementing the project in the Philippines and the United Republic of Tanzania. The publication sets out 16 essential steps, streamlined into a three-phase process, to provide guidance on producing educational content that can be used in primary schools. 

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