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 unemployed people who have been trained for white-collar employment in swelling urban populations. Education and training should also be directed towards the acquisition of practical and vocational skills, and particularly towards making people more self-reliant. All this should be supported by efforts to nurture the informal sector and the participation of community organizations.

66. Providing facilities is only the beginning. Education must be improved in quality and in relevance to local conditions. In many areas, it should be integrated with children's participation in farm work, a process requiring flexibility in the school system. It should impart knowledge relevant for the proper management of local resources. Rural schools must teach about local soils, water, and the conservation of both, about deforestation and how the community and the individual can reverse it. Teachers must be trained and the curriculum developed so that students learn about the agricultural balance sheet of an area.

67. Most people base their understanding of environmental processes and development on traditional beliefs or on information provided by a conventional education. Many thus remain ignorant about ways in which they could improve traditional production practices and better protect the natural resource base. Education should therefore provide comprehensive knowledge, encompassing and cutting across the social and natural sciences and the humanities, thus providing insights on the interaction between natural and human resources, between development and environment.

68. Environmental education should be included in and should run throughout the other disciplines of the formal education curriculum at all levels – to foster a sense of responsibility for the state of the environment and to teach students how to monitor, protect, and improve it. These objectives cannot be achieved without the involvement of students in the movement for a better environment, through such things as nature clubs and /…