Evaluation model for developing, implementing, and assessing conservation education programs: Examples from Belize and Costa Rica

Abstract

Evaluation of conservation education programs can: (1) provide accountability in demonstrating a program's worth, (2) offer an opportunity for receiving feedback and improving programs, (3) further our understanding of the process of program development, and (4) promote conservation education by substantiating claims about its benefits. The Planning-Process-Product systems evaluation model provides feedback needed for making decisions about the development, implementation, and outcome of a program. Planning evaluation was useful in assessing the needs, goals, opportunities, and constraints of a number of programs in Costa Rica and Belize, such as a forestry education project and a zoo outreach program. It provided a basis for making planning decisions incorporating specific objectives, such as the reforestation of a region or a change in knowledge and attitudes in program participants. Process evaluation provided a Costa Rican sustainable development program with feedback during its implementation and enabled it to modify and improve its newsletter for local farmers and its ecology classes for school children. Product evaluation assessed project accomplishments, such as the $700,000 raised by the Children's Rainforest group and the 20 miles of riparian land under conservation management as part of the Belize Community Baboon Sanctuary project. Outcomes are compared with the programs original monetary or land management objectives to determine the success of the programs and to provide feedback for improvement.