During the evaluation it appeared that some effects on the behaviour of participants could already be noticed. According to the evaluation survey 97% of the teachers believed that the environmental awareness of their students had been enhanced, and 85% felt that this will extend to the families and communities of the students.
  • Changes in behaviour observed by teachers included:
  • Using a garbage bin to store and dispose waste safely.
  • Reduction in the dumping of waste in canals.
  • More attention to reducing littering.
  • Attention to turning off running taps.
  • Reduction in the number of dead chickens dumped in the street.
  • Reduction in oven burning of plastics.
  • Some tree planting had occurred.
  • Streets around some of the student’s houses were swept.
The subjects of ‘safe water’ and ‘clean air’ had a great effect on the people’s behaviour as mentioned by 91% and 72% respectively of the teachers surveyed. The women were encouraged to use the knowledge gained in their daily lives and to influence their family’s environmental practices. One woman was nicknamed ‘doctor’ by her husband, because she had gained so much new knowledge.

Sometimes the students did not succeed in convincing their families. They met difficulties in changing certain social practices like washing clothes in irrigation canals and drains.

Community activities were undertaken by 45% of the classes to raise environmental awareness and to improve environmental conditions. These activities involved small specific campaigns, such as persuading neighbours not to burn or dump waste in the village, but to dispose it in a safe place away from the village.

Teacher demonstrating one of the environmental posters
coloured by students.

Children attending the environmental course at literacy classes


Development of the curriculum involved consultation and pre-testing with teachers and supervisors of the various villagers in Sohag so that the acceptability and relevance of the curriculum was maximised. In addition the students have benefited from the course and are already putting into action some of the concepts learnt.

Caritas has contributed to the development of the curriculum and pays the teacher’s salaries. It has conducted the training with its own staff, so that it can easily extend the training to teachers from other Governorates or organisations.

In view of the success of the programme in Sohag, Caritas intends to replicate the work in literacy classes they run in other Governorates in Upper Egypt.


  • Development and integration of environmental education into Caritas literacy classes in Sohag.
  • Higher level of awareness of the adverse effects of environmental pollution among students reaching at least 3,000 families in 150 village communities.
  • Capacity building of teachers and supervisors.
  • Improved public health and environmental practices in the villages where Caritas literacy classes are given.
  • Good potential to replicate the programme in other Governorates in Upper Egypt.