Since we started working in environmental education we have discovered the immense value of it. We have been involved in both implementing and creating activities and we have experienced the difference in the attitudes of young people when the value and threats of wetlands are well explained. When we began and throughout our whole journey in environmental education we have had the luck to cooperate with creative partners. Below we present the first attempt at a concise idea of creating a Mediterranean Youth Wetlands Committee written by Nicola Fremont from the Conseil d’Architecture, d’Urbanisme et d’Environnement de la Haute Corse (CAUE 2B) .
The project would work on three distinct but interlinked scales, a local, a national and an international scale. On a local scale after a selection of appropriate schools and participating organisations like NGO’s and wetland associations, activities would be organised like adopting or creating a wetlands, playing the Role Playing Game, poster or film competitions and many others. On a national scale, school representatives would meet and present their schools activities as well as the information they have gathered on their local wetlands. At the end of this process a national representative delegation would be selected. On an international scale, each country delegation would present their nation wide activities and main problems their wetlands face and would collaborate with student delegations from other countries to create a common charter for the protection of wetlands. Upon returning to their countries, the delegation would present their experience and the charter to their peers and to actual decision makers where possible.
This would be a large scale project and would have to be managed and supervised by a dedicated coordinator. Its success of course, would be very much dependent on the local educators and the willingness and hard work of the students. Ultimately, this activity would educate the students and allow them to become responsible adults concerning the value of our shared environment. Also, by raising the student’s awareness, we may assume that they would indirectly transmit their knowledge to their parents and peers. Finally, it would promote inter-Mediterranean cooperation and would allow the children to see the similarities and differences of their situation compared to others, while recognising the importance of a common vision.