Branding Biodiversity toolkit: the new nature message

Toolkit/framework/roadmap

Resources

Docs & Forms

OCM Datasheet

Intended Audience

Anyone involved in communications or programmes involving nature and nature conservation

Futerra

2010

“Imagine the incredible complexity that makes up life on earth, bottled up for mass appeal. What if the word ‘biodiversity’ represented not just a set of scientific concepts, but emotions of awe and wonder? Could biodiversity communications then trigger worldwide action to protect it?

We believe so. We’ve explored the psychological evidence to find out what actually drives people to conserve nature. We’ve taken a critical look at today’s biodiversity messages to see whether they align with the emotions of the people they are aimed at. And we’ve combined these with the principles of branding, not simply logos and slogans, but a coherent set of values and promises which will trigger action. The results are both provocative and exciting. They challenge us to deliver a new nature message.” (p.4)

Avaiable in

English

5Ps

Planet

Actions

Learning and educational opportunities

SDGs LINKAGES

The resource can support skills development for those involved in education and interpretation activities relating to nature and the environment (SDG 4.4) and Education for Sustainable Development (SDG 4.7), as well as developing knowledge for sustainable development and lifestyles in harmony with nature (SDG 12.8) and climate awareness and education (SDG 13.3), which can contribute to strengthening efforts to safeguard and protect natural heritage (part of SDG 11.4).

Click on the SDG Target to discover Our Collections Matter indicators

SDG 4.4: Increase the Number of People with Relevant Skills for Financial Success
Our Collections Matter indicators:
Number of young people and adults in skills-development activities and programmes drawing on collections, for employment, decent jobs and entrepreneurship.
Increase in number of young people and adults in such programmes.
Number and proportion of staff who have received training in the last year, to better support their contribution to the SDGs.
Programs and processes in place to ensure the availability of a skilled workforce.
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SDG 4.7: Education for Sustainable Development and Global Citizenship
Our Collections Matter indicators:
Numbers of people in each type of programme drawing on collections from different demographic groups.
Increases in numbers of people in each type of programme from different demographic groups.
Proportion of people involved in such programmes in relation to overall audience size.
Evidence that learners have acquired knowledge and skills to promote sustainable development.
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SDG 11.4: Protect the Worlds Cultural and Natural Heritage
Our Collections Matter indicators:
Total expenditure (public and private) per capita spent on the preservation, protection and conservation of all cultural and natural heritage, by type of heritage.
Plans, policies and procedures in place for the safe use of collections for a variety of purposes, protecting and safeguarding both collections and those who use them.
Plans, policies and procedures in place for the identification, safeguarding and protection of cultural and natural heritage at risk.
Collecting programmes in place to protect, safeguard and make use of cultural and natural heritage, addressing the needs of communities and stakeholders, and ensuring that collections can be an effective resource for sustainable development.
Number and diversity of educational, awareness-raising, research programmes, and partnerships that aim to strengthen protection of cultural and natural heritage.
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SDG 12.8: Promote Universal Understanding of Sustainable Lifestyles
Our Collections Matter indicators:
Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
Extent to which global citizenship education and education for sustainable development (including climate change education) are mainstreamed in formal, informal and non-formal education programmes and activities drawing on and related to collections.
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SDG 13.3: Build Knowledge and Capacity to Meet Climate Change
Our Collections Matter indicators:
Plans in place to enhance positive contributions to addressing climate change through use of collections. Plans in place to ensure collections, collections institutions and broader society can adapt effectively to climate change.
Plans in place for effective education and awareness raising on climate change mitigation, adaptation, impact reduction and early warning.
Plans in place to reduce negative contributions of collections-related functions, e.g. measuring greenhouse emissions with plans and targets in place to reduce them.
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5Ps

ACTIONS

SDGs