Ecological education of Wetlands Project

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The presentation of Wetlands Project on introduction of ecological education on three sites

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Ecological education of Wetlands Project

  1. 1. GEF/UNDP/ RoK Government Project ‘ Integrated Conservation of Priority Globally Significant Migratory Bird Wetland Habitat: A Demonstration on Three Sites’ Talgat Kerteshev , National Project Manager Astana , 2011
  2. 2. Biodiversity and PAs Indicators Ural river delta Tengiz-Korgalzhyn Alakol- Sassykkol Higher plants Fish Birds 204 76 103 166 17 112 249 17 107 PA status Akzhaiyk Reservat Korgalzhyn Reserve Alakol Reserve Area of globally significant wetlands , 000 ha 2 80 . 0 1 602 . 6 9 14. 7 PAs , 000 ha 111.5 543.2 65.2 % PA coverage 39.8 (0% - 2004) 33.9 (16.2% - 2004) 7.1 (1.4% - 2004)
  3. 3. Outcome 3. Increased stakeholder awareness and support The Ural river delta , Teniz-Korgalzhyn and Alakol-Sassykkol lakes are some of the globally significant wetlands . The key reasons of human impact on the wetlands biodiversity include unsustainable and inefficient use of biological and water resources , inefficient economic activities and uncontrolled tourism . The above human impacts result in the destabilized ecologic system of the wetlands . Some other reasons of the environmental disruptions include poor or insufficient ecological knowledge , culture and education . We believe that one of the ways to address the issue is to increase and to enhance ecological education among various target groups.
  4. 4. Outcome 3. Increased stakeholder awareness and support Ecological education is a process and an outcome of gaining systematic expertise, knowledge and skills in the area of environmental impacts , environmental status and implications of environmental changes ( as per V.Snakin ). Ecoeducation activities are the forms and methods of activities aimed to advocate for and to cover issues related to the conservation and sound use of biological resources , with a view to develop public ecological culture .
  5. 5. Outcome 3. Increased stakeholder awareness and support <ul><li>Making information presentations in schools on wetlands ecosystem values and the need to raise ecological culture among the young generation; such presentations are to involve education authorities . </li></ul><ul><li>Based on the discussions with rayon/municipal education authorities , school teachers and administrations the decision was made to develop a training programme for 5 -8 grades to be included into Ecology discipline ( optional curricula ) . </li></ul>
  6. 6. Outcome 3. Increased stakeholder awareness and support <ul><li>Wetlands Conservation Specialized Training Course , included into Ecology discipline, for 5-8 grades , Mussina A.Z., Korgalzhyn village , 2007. </li></ul><ul><li>Wetlands Conservation Specialized Training Course , included into Ecology discipline, for 8 th grade , Menesheva G.T., Atyrau, 2007. </li></ul><ul><li>Ecology Training Programme: Conservation of Wetlands in the Ural River Delta and Adjacent Caspian Coast ( for optional curricula of 6-8 grades , Baimukhanova A.U., Atyrau, 2009. </li></ul><ul><li>Ecoeducation Programme: Conservation of Wetlands , for 7-8 grades , Zhakupova A., Kaldybayeva R., Usharal , 2007. </li></ul><ul><li>The programmes have been endorsed by oblast Institutes of Teachers’ Advanced Training and approved by education authorities. </li></ul>
  7. 7. Outcome 3. Increased stakeholder awareness and support The programmes are supported by the following methodological guides : 1. Collection of practical education methods for Korgalzhyn region schools , Time M., Lyuft L., Gen S. , Astana , 2006. 2. Discover the Amazing World of Birds , 2008. 3. Methodological Guidelines for Teachers and Schoolchildren, The Water World of Kazakhstan and The Flora of Wetlands in Kazakhstan , 2010.
  8. 8. Outcome 3. Increased stakeholder awareness and support
  9. 9. Outcome 3. Increased stakeholder awareness and support <ul><li>Implementation of the training programmes in pilot schools : </li></ul><ul><li>Training workshops for teachers of Biology, Geography and Chemistry and assistance in arranging Wild Nature corners , arranging Ecology classrooms and installation of weather boards . </li></ul><ul><li>Presentation of 3 training modules : The Flora of Wetlands in Kazakhstan , Discover the Amazing World of Birds and the Water World of Kazakhstan . </li></ul><ul><li>Holding a competition through demonstration lessons involving teachers, education authorities, etc. </li></ul>
  10. 10. Outcome 3. Increased stakeholder awareness and support <ul><li>LOGFRAME </li></ul><ul><li>13. Number of schools in which the wetland conservation aspects are integrated into the optional curricula : </li></ul><ul><li>Teniz - Korgalzhyn lakes (23): 2004 2011 </li></ul><ul><li>Schools which have wetlands conservation training </li></ul><ul><li>programmes 0 7/12 </li></ul><ul><li>2. Alakol-Sassykkol lakes (17): </li></ul><ul><li>Schools which have wetlands conservation training </li></ul><ul><li>programmes 0 7/9 </li></ul><ul><li>3. Ural river delta (7): </li></ul><ul><li>Schools which have wetlands conservation training </li></ul><ul><li>programmes 0 4/6 </li></ul>
  11. 11. Outcome 3. Increased stakeholder awareness and support <ul><li>LESSONS LEARNT </li></ul><ul><li>After the lessons and other activities were delivered children demonstrated a positive trend to change their attitude to the home nature , to improve their creative skills and abilities required for raising ecological culture . </li></ul><ul><li>The implementation of the training programmes involved not only school teachers but rayon/municipal education authorities, school administrations and education pioneers as well . </li></ul><ul><li>The advantage of the wetlands training programme is that each theoretical course is supported by practical activities, including outdoor activities . </li></ul><ul><li>Lack of Biology, Geography, Chemistry, Ecology teachers in rural schools and the need to allocate more hours . </li></ul><ul><li>Lack of methodological and visual materials , equipped classrooms to implement interactive teaching methods and insufficient number of on-site practical lessons . </li></ul>
  12. 12. Outcome 3. Increased stakeholder awareness and support <ul><li>Work with students : </li></ul><ul><li>Municipal debate tournament for the Wetlands Project Cup took place among students of Astana universities as hosted by the Gumilev University – 6 topics , 21-22 ноября 2009. </li></ul><ul><li>Republican Debate Tournament took place as hosted by the Gumilev University , 25-26 May 2010. </li></ul><ul><li>Municipal Debate Tournament ‘Biodiversity is the Life That We All Need’ , took place as hosted by the same university, 6-7 November 2010. </li></ul>
  13. 13. Outcome 3. Increased stakeholder awareness and support <ul><li>Work with students : </li></ul><ul><li>Assistance in the arrangement of internships by students from the Eurasian University , Zhetysu University and Kazakh National Agrarian University in the Korgalzhyn and Alakol Reserves </li></ul>
  14. 14. Outcome 3. Increased stakeholder awareness and support <ul><li>Ecoeducation activities : </li></ul><ul><li>Lectures, speeches and articles in the mass media , video clips and films ‘The Secret of the Protected Land’ and ‘The Pathway of Birds’ ; </li></ul><ul><li>Sustainable implementation of ecological campaigns such as the Wetlands Day , Birds’ Day , March of Parks , Flamingo Festival , Tulip Festival; these campaigns included photo exhibitions , contests of children’s paintings , quizzes , area clean-up activities , planting of trees , installation of birdhouses, etc. ; </li></ul><ul><li>Support to initiatives of children’s ecological clubs ; </li></ul><ul><li>Activities to create the Visit Center of the Korgalzhyn Reserve and Nature Museum in the Alakol Reserve and promotion of those to attract visitors </li></ul>
  15. 15. Outcome 3. Increased stakeholder awareness and support
  16. 16. Outcome 3. Increased stakeholder awareness and support <ul><li>Ecological campaigns : </li></ul><ul><li>Highlighting and supporting initiatives of the target groups to revive ecological campaigns such as the Wetlands Day, Bird Day , March of Parks , Flamingo and Tulip Festivals . </li></ul><ul><li>Involvement of stakeholders to raise financial support from those ( Akmola Oblast Akimat , Tabigat Alemi Ecocenter , Eurasian Group ). </li></ul><ul><li>Participation in the preparation of agendas and in wrap-ups . </li></ul>
  17. 17. Outcome 3. Increased stakeholder awareness and support Visit Center of the Korgalzhyn Reserve : 1. Visit Center Concept design 2. Preparation of architectural design and design and estimate documentation 3. Coordination of construction works and decoration ( main room , steppe room, wetlands room, child room , movie theatre ). 4. Organization of the Visit Center’s presentation ( opening ceremony ) inviting various entities ( embassies, ministries, akimats, schools, etc. )
  18. 18. Outcome 3. Increased stakeholder awareness and support Nature Museum of the Alakol Reserve : 1. Museum Concept design 2. Preparation of architectural design and design and estimate documentation 3. Together with the Reserve administration establishment of the Nature Museum ( wetlands room, fauna room, Biologist’s room , Auezov’s room ) .
  19. 19. Outcome 3. Increased stakeholder awareness and support LOGFRAME 11. Level of awareness of the main key stakeholders: 1. Teniz-Korgalzhyn lakes: 2004 2011 a) Decision makers 70% 85% b) Local communities 50% 80% 2. Alakol-Sassykkol lakes: a) Decision makers 50% 80% b) Local communities 25% 60% 3. Ural river delta: a) Decision makers 20% 80% b) Local communities 10% 50%
  20. 20. CONCLUSION The young generation ( schoolchildren and students ) is an important target group for further ecoeducation development . If the key basics of the ecoeducation are built up while they are children , in the future we will have positive effects in shaping their responsibility and ability to maintain the natural biological balance. We believe that there is a need to implement new approaches to teaching Ecology discipline and to set an optimal number of hours in the schools of Kazakhstan and in doing so to give due regard to the importance of field practical training both for schoolchildren and biology students. Outcome 3. Increased stakeholder awareness and support
  21. 21. Thank you !

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