scope of promotion

7/30/2019 Scope of Promotion

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Scope of Promotion ( Marketing )

Purpose of Promotion

The purpose of promotion is to guide the general public into buying a specificproduct or service within the market. Basically the purpose for promoting is sothat the customers around the world are aware that there is a product being sold.The idea of an organisation is to sell the most they can to generate a vastamount of profit. So to do so, promoting whatever they are selling is a perfectway to start. It is also cheap! It is also a key in which organisations utilise toincrease their reputation and expand the name of their brand. Another purposewhy organisations promote is to inflate their sales and to build awareness to thepublic which is therefore effective to reach a wide audience. This is very helpfulin order to attract people from all over the world. It helps businesses assist futurecustomers to see why they should buy that product or service and helpscustomers to be attracted to the idea of actually buying that product or service.Another reason why organisations promote things is to stimulate demand for aproduct. This helps create ideas to future customers on how the specific productor service will be of use to them. When companies promote their products orservices through national television, it certainly helps viewers create an image intheir own minds of them owning that product or service.

INTRODUCTION

Education, public awareness and training are linked tovirtually all areas in Agenda 21 and even more closelyto those relating to the satisfaction of basic needs,capacity building, data and information, science and therole of major groups. This chapter sets out proposals inoutline, while specific suggestions related to sectoralissues are contained in other chapters. The Declarationand Recommendations of the Tbilisi Intergovernmental

Conference on Environmental Education in the 1 /,organized in 1977 by UNESCO and UNEP, contain thebasic principles underlying the proposals.

Action areas of the program described in this chapterare the following:

a) Reorienting education towards sustainable


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development;

b) Promote the training.

AREAS

A. Reorienting education towards sustainabledevelopment

Basis for action

Education, including formal education, publicawareness and training should be seen as a processby which human beings and societies can reach their

full potential. Education is critical in terms of promotingsustainable development and improving the capacity ofindividuals to address environmental issues anddevelopment. Basic education is the foundation of alleducation in environment and development, but thisshould be incorporated as an essential part ofeducation. Education, school-type or not, areindispensable to changing people's attitudes so thatpeople have the ability to assess the sustainabilityissues and to address them. It is also essential to raiseawareness of environmental and ethical, as well as

values and attitudes, skills and behavior consistent withsustainable development, and to ensure effective publicparticipation in decision-making. To be effective,education on environment and development shouldfocus on the dynamics of the physical / biological andsocio-economic as well as that of human development(including, where appropriate, the development BrandySpirits l ) be integrated in all disciplines and employconventional and unconventional methods and effectivemeans of communication.

Objectives

Given that countries, regional organizations andinternational organizations will develop their ownpriorities and schedules for implementation inaccordance with their needs, policies and programs,the following objectives are proposed:


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a) endorse the recommendations arising from theWorld Conference on Education for All: Meeting BasicLearning Needs 2 / (Jomtien, Thailand, 5-9 March1990), and seek to ensure universal access to basiceducation to ensure that at least 80% of girls and 80%

of boys age primary school receive a primaryeducation, school-type or not, and to reduce the adultilliteracy rate to half at least its 1990 level. Effortsshould focus on reducing the high rates of illiteracy andaim to address the lack of basic education services forwomen so that the literacy rate of the latter is equal tothat of men;

b) Ensure that all sectors of society in the world are assoon as possible aware of environmental issues anddevelopment;

c) Seek to ensure that all groups of the population,since the age of primary school until adulthood, accessto education, environmental and development relatedto the social education;

d) Promote the integration of concepts of environmentand development, including demography, in alleducational programs, in particular the analysis of thecauses of major environment and development in alocal context, To do this using the best available

scientific data and other relevant sources of knowledge,and with particular emphasis on the training of decisionmakers at all levels.

Activities

36.5 Given that countries, regional organizations andinternational organizations will develop their ownpriorities and schedules for implementation inaccordance with their needs, policies and programs,the following activities are proposed:

a) All countries are encouraged to endorse therecommendations of the Jomtien Conference and striveto implement the framework. This implies thedevelopment of national strategies and activitiesfocused on the following objectives: the needs of basiceducation, universalizing access and promoting equity,broadening the means and scope of action of the


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education, improve the learning context, mobilizingresources and strengthening international solidarity toaddress the economic and social disparities andinequalities between men and women that hinder theachievement of these objectives.NGOs can make an

important contribution by developing and implementingeducational programs, and should be taken intoaccount;

b) Governments should seek to develop or updatestrategies for integrating environment and developmentin all aspects of education at all levels, and in the nextthree years. They should be done in cooperation withall sectors of society. These strategies should set outpolicies and activities to be undertaken and identifyneeds, cost, means and schedules for implementation,

evaluation and review. A thorough review of curriculashould be undertaken to ensure a multidisciplinaryapproach, integrating issues of environment anddevelopment issues and their links and socioculturaland demographic. Should take due account of theneeds identified by the communities and the diversity ofknowledge, including science, cultural and social

c) Countries are encouraged to set up national bodiesor round tables for consultation and coordination onenvironmental education, involving representatives of

various interests, particularly in the fields ofenvironment, development of education, women'sconcerns, including non-governmental organizations toencourage the establishment of partnerships, helpmobilize resources, provide a source of information andbe a center of international trade . These bodies wouldhelp mobilize different population groups and differentcommunities and help them assess their needs anddevelop the skills necessary to create and implementtheir own initiatives on environment and development;

d) With the help of community groups or non-governmental organizations, the education authoritiesare encouraged to establish training programs prior toemployment or during employment - or to lend theirassistance in development of such programs - for allteachers, administrators, and educational planners, aswell as non-formal educators in all sectors, theseprograms would focus on the nature and methods of


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education of environment and development wouldbenefit from the experience of non-governmentalorganizations in the field;

e) The competent authorities should ensure that each

school receives assistance for the development of workplans on environmental activity, with the participation ofstudents and faculty. Schools should involveschoolchildren in studies and activities devoted to localand regional environmental health, including safedrinking water, sanitation and nutrition, as well asecosystems, giving them the possibility of parallelprovide services and to participate in research in thenational parks, wildlife reserves, ecological heritagesites etc..;

f) The education authorities should promote proveneducational methods and the development ofinnovative methods adapted to different educationalsettings. They should also recognize appropriatetraditional education systems in local communities;

g) Within two years, the United Nations shouldundertake a comprehensive review of their programsrelating to education, including training and publicawareness, to reassess priorities and make a newdistribution of resources. The International Education

Programme Environmental Unesco / UNEP should, incooperation with relevant United Nations agencies,governments, NGOs and other entities to develop overthe next two years a program integrate the decisions ofthe Conference in the current framework, which issuited to the needs of educators at different levels andin different circumstances. Regional organizations andnational authorities should be encouraged to implementsimilar parallel programs and create similaropportunities by analyzing how to mobilize differentsectors of the population to assess their needs in thefield of education on environment and development andto respond;

h) There is a need to strengthen in the next five years,information exchange by enhancing technologies andcapacities necessary to promote education and publicawareness of environmental anddevelopment. Countries should cooperate with each


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other and with the various sectors of society andpopulation groups to develop educational tools thataddress issues and regional initiatives on environmentand development, using to materials and resourcessuited to their needs;

i) Countries could support the activities and networks ofhigher education and tertiary education forenvironmental and development.Interdisciplinarycourses should be accessible to all students. There is aneed to encourage the expansion of existing networksand activities at the regional and national actions byuniversities to promote research and disseminatepedagogical methods common in the field ofsustainable development, and should be set newpartnerships and build relationships with business and

other independent sectors, as well as all countries forthe transfer of technology, know-how and otherknowledge;

) With the help of international organizations, NGOsand other sectors, countries could strengthen orestablish national centers of excellence and regionalspecialized in interdisciplinary research and educationon environmental science and development, law andmanagement of specific environmental problems. Itcould be universities or existing networks in each

country or region, whose role is to promotecollaborative research and the exchange anddissemination of information. Globally, these functionscould be performed by appropriate institutions;

k) Countries should facilitate and promote activities ofnon-formal education at local, regional and nationallevels by cooperating with non-formal educators andcommunity organizations, and supporting theirefforts. The bodies of the United Nations, incooperation with NGOs, should encourage theestablishment of an international network in order toachieve the objectives in education worldwide.Localand national, public and scholastic forums shoulddiscuss environmental issues and development andsuggest sustainable alternatives to policy makers;

l) with, where appropriate, with non-governmentalorganizations, including women's organizations and


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organizations of indigenous groups, educationauthorities should promote a wide range of educationalprograms for adults to provide training in the field ofenvironment and development, taking into accountlocal problems through activities in elementary and

secondary schools. These authorities and the businesscommunity, schools should encourage commercial,industrial and agricultural to include these topics in theircurricula. Companies may include the concept ofsustainable development in their education andtraining. Programs graduate education should includecourses designed specifically to improve the decision-makers;

m) Governments and educational authorities shouldenhance opportunities for women in non-traditional

fields and eliminate gender stereotyping which they aresubject in the curriculum. To do this, they can includeimproving enrollment opportunities, involve women inadvanced programs as students and instructors,reforming teacher recruitment policies and encouragethe creation of childcare. Priority should be given to theeducation of young women and programs promotingliteracy among women;

n) Governments should affirm, as required bylegislation, the right of indigenous peoples to use their

experience and understanding of sustainabledevelopment factors to integrate education andtraining;

o) Through agencies, the United Nations could play arole in monitoring and evaluation of the decisions of theConference relating to education and awareness. Incooperation with governments and non-governmentalorganizations, as appropriate, the United Nationssystem should present and disseminate decisions ofthe Conference in various forms, ensuring executionand examine their implications for education especiallyin the context of events and conferences appropriate.

Means of implementation

Financing and cost evaluation

The Conference secretariat has estimated that the total


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expenditure for the implementation of activities underthis program for the period 1993-2000 would amount toan average amount of approximately between 8 and 9billion per year , amount to be funded to a maximum ofabout 3.5 to 4.5 billion dollars by the international

community on grant or concessional terms. It is onlyrough estimates for reference, which have not beenreviewed by Governments. Actual costs and financialterms, including non-concessional, will dependincluding specific strategies and programsGovernments decide upon for implementation.

Given the situation in each country could increase, inappropriate circumstances, support for teaching,training and awareness, including the followingmeasures:

a) Giving higher priority to these activities during thebudgetary allocations, and exempt from budgetaryrestrictions for structural reasons;

b) Under the existing budgets for education, transfercredits towards primary education, with emphasis oneducational activities in the field of environment anddevelopment;

c) Promoting conditions where a larger share of the

expenses would be borne by local communities, therichest of them from helping the poor;

d) Obtaining additional funds from private donors,especially for the poorest countries and those wherethe literacy rate is less than 40%;

e) Encourage the conversion of debt into investment ineducation;

f) Lifting restrictions on private education and

increasing the flow of funds received or provided bynon-governmental organizations, including small localorganizations;

g) Promote the efficient use of existing resources andfacilities, including organizing school shifts, fullerdevelopment of open universities and correspondence


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courses;

h) Facilitate use free or reduced-price means ofcommunication for the purposes of education;

i) Encouraging twinning of universities in developedand developing countries.

B. Promote training

Basis for action

Training is one of the most important means of development of human resources and

transition to a more stable world. It must be focused on specific occupations and seek tofill gaps in knowledge and skills to help individuals find employment and to participate inactivities related to environment and development. At the same time, training programsmust promote a greater awareness of issues related to environment and development,the learning process takes place in both directions.

Objectives

should target the following objectives:

a) establish or strengthen vocational training programs that meet the needs of the

environment and development, with ensured access to training opportunities, regardlessof social status, gender, age, race or religion;

b) Create a workforce flexible and adaptable to different ages, with the necessarymeans to face growing problems in environment and development and the changesresulting from the transition to a sustainable society;

c) Strengthening national capacities, particularly in education and training in science, forgovernments, employers and workers to achieve their environmental and developmentto facilitate the transfer and assimilation of a new technology and technical processesenvironmentally sound, socially acceptable and appropriate;

d) Ensure that considerations based on respect for the environment and ecology areintegrated at all levels of management bodies and in all management areas, includingmarketing, production and finance.

Activities


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Countries should, with the support of the United Nations system, to define their trainingneeds of the workforce and consider measures to meet these needs. The UnitedNations could undertake in 1995 a review of progress in this area.

The national professional organizations are encouraged to develop or revise their codes

of ethics and conduct in order to reinforce their obligations and commitments to theenvironment. Training and personal development components of programs sponsoredby professional organizations should focus particularly on techniques and informationrelating to the implementation of sustainable development at all stages of policydevelopment and decision decisions.

The countries and institutions should incorporate issues of environment anddevelopment in existing training programs and encourage the exchange ofmethodologies and assessments thereon.

Countries should ensure that all sectors of society, including industry, academia,

government, non-governmental organizations and community organizations include anelement of environmental management in all training activities in the field, focusing onthe immediate acquisition of qualifications through vocational training and managementtasks provided in the short term by the school and the workplace. We need tostrengthen training capacity to manage the environment and create specializedprograms "training of trainers" to improve the training at the national level and that of thecompany. Must develop, training practices environmentally sound effect, newapproaches aimed at creating employment opportunities and to maximize the use ofmethods based on local resources.

Countries should strengthen or establish practical training programs for graduates of

vocational schools, secondary schools and universities, in all countries, to enable themto meet the requirements of the labor market and s' provide adequate means ofsupport. Must establish training programs and recycling to meet structural adjustmentswhich have an impact on employment and qualifications.

Governments are encouraged to consult with people who are isolated geographically,culturally or socially, to determine the training they need to be able to contribute morefully to developing work and lifestyles acceptable and sustainable.

Governments, industry, trade unions and consumers should strive to understand therelationship between a healthy environment and sound business practices.

Countries should create a service environmental technicians trained and recruitedlocally that are able to provide the public and local communities, especially in urban andrural areas, the services they need to begin by the primary care environment.

Governments should facilitate access to information and knowledge available onenvironment and development, as well as analysis and effective use of them. We muststrengthen the special training programs already exist to meet the information needs of


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special groups, including employers 'organizations, trade unions, rural workers'organizations and non-governmental organizations, and assess the impact of theseprograms on productivity, health, safety and employment. We need to create nationaland regional information on the labor market in the field of ecology, which provide real-time data on jobs and training opportunities that are offered. We must develop and

maintain guides for training resources and environmental development, which willprovide information on training programs, study design, methods and evaluation results,and at national, regional and international levels.

Aid agencies should strengthen the training component of all development projects, withemphasis on a multidisciplinary approach, promoting awareness and empowering themto acquire the skills necessary to ensure transition to a stable society. UNDP guidelineson environmental management for operational activities of the United Nations systemcan contribute to this end.

Existing networks of employers and workers organizations, industry associations and

non-governmental organizations should facilitate the exchange of experiencesregarding training programs and awareness.

In cooperation with relevant international organizations, governments should developand implement strategies to deal with threats and emergencies involving theenvironment at national, regional and local levels, with emphasis on practical trainingand accelerated programs of awareness to improve preparedness.

The United Nations system should expand its training programs, especiallyenvironmental, and support activities for employers' organizations and workers.

Means of implementation

Financing and cost evaluation

The Conference secretariat has estimated that the total expenditure for theimplementation of activities under this program for the period 1993-2000 would amountto an average of about $ 5 billion per annum, which would be financed amount ofapproximately $ 2 billion by the international community on grant or concessionalterms. It is only rough estimates for reference, which have not been reviewed byGovernments. Actual costs and financial terms, including non-concessional, will dependincluding specific strategies and programs Governments decide upon for

implementation.

scope of promotion

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