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Why is Saws Engaged in Education?

Foundation of the Program: The Big Picture

H2O University Education Principles

TEKS Objectives Outlined

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	"The ultimate goal of SAWS education is to develop a water literate citizenry." (SAWS H2O University 2001)

Water plays perhaps the most vital role in the growth, development and economy of the San Antonio region. It is predicted that by the year 2049 the population of San Antonio will double, while the amount of water available for use will decrease. Issues concerning fresh water supplies and wastewater treatment are the core principles of the San Antonio Water System's (SAWS) "H2O University".

Since its inception in May of 1992, SAWS has engaged in providing educational materials and programs to the community. The main goal of SAWS education has always been to provide a mechanism to educate and preserve the local watersheds and to balance economic growth with environmental responsibility. The belief that local citizens can live compatibly with nature and act equitably toward each other is the tap-root of the "H2O University" concept. Inspiring young people of all ages to take an interest in water resources, become active environmental stewards, and ultimately, carry these behaviors into adulthood is the goal of all water education programs (Warren, Andrews, 1995).

A knowledgeable, skilled, and active youth citizenry is a key to resolving the environmental issues that promise to become increasingly important into the next century. While our schools play a major role, cultivating environmental literacy is a task that neither begins nor ends with formal education. Many parts of our society shape attitudes toward and knowledge about the environment--family, peers, religion, community, interest groups, government, the media, etc.

Knowledge alone doesn't necessarily mean more responsible environmental behavior. In fact, a major difficulty in imparting environmental literacy lies in the simple fact that research has not yet satisfactorily identified the knowledge components that are the precursors to responsible environmental behavior (Sivek & Hungerford, 1989). Education goes deeper. In fact, education provides the opportunity to connect personally and intellectually with members of the city and hopefully "sow the seeds" of civic responsibility within them.