W o r k s h o p R e p o r t Identification of Problems and Constraints to Environmental/Conservation Education At School Level Held on 3rd November 1990 At Dharmadutha College, Badulla Organized by NATURAL RESOURCES, ENERGY & SCIENCE AUTHORITY 4 7 / 5 , Maitland P l a c e , Colombo 7 and MARCH FOR CONSERVATION University of Colombo, Colombo 3 Compiled by J.D.S. Del* CONTENTS Page I WORKSHP REPORT Introduction 01 Summary of Discussions 04 Recommendations 09 Conclusions 15 Acknowledgements 16 II ANNEXES (A) Workshop Agenda 17 (B) Introductory Remarks & Welcome Address 19 by Dr (Miss) T. Peiris • (C) Keynote Address 21 by Dr S.W. Kotagama (D) Summary of Curriculum Objectives ' 44 Mr J.P. Herath (E) Environmental Education methods 27 by Mr J. Waththewidana (F) Wild Life of Sri Lanka 31 by Mrs U. Hettige (G) Curriculum objectives for Environmental Education 39 by Mr G.H. Gauthamadasa (H) List of Participants 45 (Information taken from this report should be duly acknowledged). W o r k s h o p R e p o r t I INTRODUCTION This workshop held at Dharmadutha College, Badulla on 3rd November 1990 was the third in a series of workshops for the Identification of Problems and Constraints to the Effective. Dissemination of Environmental/Conservation Education at School Level. It was jointly organized by the Natural Resources, Energy and Science Authority (NARESA) and March for Conservation (MfC), a non-governmental environmental organization; in consultation with the National Institute of Education (NIE), and was attended by 38 teachers from 25 schools in the Uva Province, The rationale for holding this series of workshops was that although the importance of environmental education is now recognized and the relevant topics are included in the school curriculum, the importance given to environmental education in the formal education system, does not appear to be reflected in the students' knowledge and attitudes on environmental matters. The reason for this appeared to be certain deficiencies in the schools' environmental education programme impeding the effective teaching of the relevant topics. Therefore, these workshops were designed to identify the problems and constraints concerned, and the remedial measures which should be taken to upgrade environmental education at school level. The 1st workshop in this series which was held in Colombo on 1st December 1989 for teachers in the Western Province, confirmed the fact that teachers and students are beset by a plethora of problems preventing the effective teaching of environmental education in schools, and that teachers were particularly unsuccessful at attitude building of students with respect to environmental matters. Remedial measures to overcome these problems were also identified by the teachers themselves at the workshop. Building on the results of the first workshop, in a similar manner to the 2nd workshop held in the Southern Province, this workshop sought to elicit more specific information from the participants on the problems they faced in teaching environmental topics effectively, and to identify remedial measures which needed to be taken by way of providing material, training and other assistance to upgrade environmental education within the formal education system. Schools for possible participation at all three workshops were selected with the assistance of the MfC and the NIE. The principals of.these schools were requested to nominate two teachers teaching environmental topics from year 6 to 9 in their respective schools. The participants were finally selected from these nominees on the basis of their response to a questionnaire circulated by NARESA giving their ideas on the importance of environmental education and the problems affecting it at school level. l The basic objectives of this workshop were similar to those of the previous two workshops. They were to: (1) assess the level of environmental education at school level in the Uva Province (2) identify the problems and constraints encountered by teachers barring effective teaching of conservation/environmental education in schools and - to identify remedial measures as perceived by them (3) obtain recommendations to upgrade environmental education in Sri Lankan schools ( 4 ) give the teachers an idea of: (a) effective environmental education methods to be used by them (b) material available for this purpose and (c) to provide some information on the status of wild life conservation in Sri Lanka and its importance. Session I of the workshop was chaired by Dr S.W. Kotagama, Director, Department of Wild Life Conservation. The welcome address and introduction to the workshop was delivered by Dr (Miss) Thusita Peiris, Co-ordinator, March for Conservation. In her speech she outlined the background of this workshop and the programme for the day's proceedings. The keynote address on the objectives and expected outcome of the workshop was delivered by Dr S.W. Kotagama. He stressed that environmental education cannot be imparted effectively by a teacher with a negative approach, who felt that the problems and constraints were too numerous to remedy. Instead of which, he said that the teacher must make a positive effort to achieve the desired goals utilizing the material and resources available to him. In this context, he urged the teachers to identify the problems and constraints which impeded their efforts and to use their own experiences to recommend practical solutions for overcoming these problems. Referring to a recommendation made at the preceding workshops in this series, he urged the participants to give careful consideration on whether environmental education should continue to be taught as at present with a multidisciplinary approach, or whether it would be more effective if it was taught as a separate subject. The next speech was by Mr G.H. Gauthamadasa of the N.I.E. on the objectives of introducing environmental education to the formal education system. Mr Jayantha Wathethewidana then spoke on effective methods for teaching conservation/environmental.education. He too stressed on the importance of the teacher in providing a role model for the student to increase their awareness and sensitivity to environmental issues. 2 Sessions II was devoted to group discussion between the resource persons and participants. Dr (Miss) Thusita Peiris, Mr J. Waththewidana, Miss N. Ranasinghe, Miss J. Dela and Miss U. Hettige guided the group discussions which were structured on the following lines: 1. evaluation of whether the curriculum objectives are fulfilled at present in schools, with respect of this subject 2. discussion of teaching methods currently practiced in the participants' schools with regard to environmental/conservation education 3. identification of problems and constraints that teachers encounter, preventing effective dissemination of environmental education 4. suggestion of remedial measures to solve these problems, including identification of possible contributions by (a) teachers/schools (b) the Education Department and (c) other organizations/institutions concerned with environmental conservation, to upgrade environmental education in schools 5 . identification of the type of equipment, teaching materials and training needs for teachers to improve the-level of environmental education at school level Mr Gauthamadasa from the NIE, joined in the group discussions which proved to be very fruitful due to the high level of teacher motivation and by the fact that some important recommendations made at this workshop contrasted sharply with those of the preceding workshops. After conclusion of the group discussions, Miss Upeksha Hettige presented a slide show to the participants on the importance of conserving the wild life of Sri Lanka. This was designed to impart much needed facts on this topic, as well as to demonstrate the effective presentation of conservation/environmental information. This workshop.as at the Southern province workshop, had a training component included in its programme. In addition, environmental education material packs consisting of posters, leaflets, and booklets on a variety of topics were distributed to the participating schools. Posters and booklets on environmental topics from MfC, NARESA and the Department of Wild Life Conservation were on sale at a nominal price. The workshop terminated shortly after the group discussions as most of the participants were from distant rather remote areas and as such had to leave early due to transport difficulties. The vote of thanks was delivered by Dr (Miss) Thusita Peiris, who thanked the institutions and individuals who had organized the workshop, the resource persons and the participants who had attended the workshop under difficult conditions, and for their valuable contribution in making this workshop a success. 3 II SUMMARY OF GROUP DISCUSSIONS (A) Currently used methods by the participants in teaching environmental/conservation studies (1) Face to face teaching through lectures was used by 89 percent of the participants in varying degrees while 11 percent abstained from using this method, as they considered it ineffective. Even those who used this method to teach environmental topics agreed that lectures alone were not adequate to generate interest among students or for attitude building, so that they combined it with several other more practical and interesting methods. One science teacher who did not use this method at all for her year 6 class said that instead of giving notes to students, she successfully used the question and answer method which had proved to be effective with the students. This method had also been accepted as satisfactory by the authorities concerned such as school inspectors. (2) Due to poor availability of text books and literature on environmental topics, newspaper articles were used by 89 percent of the teachers to supplement their knowledge of environmental matters. In some instances teachers drew the students' attention to relevant articles in the newspapers requesting them to read it, or they used these articles to gather current information for their lessons. Those who did not use this method were teachers from schools in very remote areas where newspapers were not available. In some areas obtaining a newspaper involved travelling a distance of up to 10 miles. (3) The use of television and radio programmes as a tool to enhance teaching of environmental education appeared limited and was confined to areas where these facilities were available either in the school or in the students' homes. ( 4 ) Field trips and excursions had been organized in several schools to enable students to gain practical experience in environmental matters. This method was reportedly very popular with students, although financial constraints made it difficult or prevented most students in remote schools from participating in such excursions. (5) Teachers had also designed assignments related to environmental/conservation topics to be carried out in school or at home, to generate interest among the students. Some of these were: (a) projects on prevention of soil erosion and soil conservation (b) collection of articles on environmental/conservation (c) preparation of scrap books (d) planting of trees, medicinal plants, herbs etc. and maintenance of these plant plots and (e) writing essays on important environmental issues. 4 (6) A few schools had prepared an environmental magazine to which students contributed articles, under the guidance of the relevant teachers (7) Competitions and contests were also identified as effective means of building up student interest in environmental studies. Several schools had organized essay, poster and art competitions or had participated in all island contests of this nature. A student from one school which participated at the workshop had won an all island poster competition, while an article by another student had been published in a popular science magazine. Several schools had participated in the nature diary contest organized by SLAAS and two students from the schools represented at this workshop had won prizes. In all these activities the social science or science teacher in those schools had encouraged and helped the students. (8) Wall notice boards had been set up in several schools on which environmental articles were displayed. (9) A few schools had constructed models to display environmental matters (etc. water conservation) (10) Several schools had organized debates on environmental issues. (eg. between the science society and the literary society) (11) Some teachers had sought to increase their students' interest in environmental matters by encouraging them to talk in class about their relevant experiences or knowledge gained in the home environment. (12) Schools had also organized plays for the students with guidance from the teachers, to increase students' awareness of the importance of environmental/wild life conservation, (eg. A play titled 'Kurulu Raja Thereema' has been produced by students of Lunugala M.M.V. for this purpose). (13) Seminars and workshops had also been organized in some schools on environmental conservation: (a) A science teacher from a school in a remote area described a seminar organized by the teachers in that school to increase environmental awareness among the students at which the villagers had been invited to participate. Arrangements had also been made to distribute plants to the participants, at the end of the seminar. (b) One other rural school had organized three workshops during 1989-1990, for its students regarding conservation of the environment, in collaboration with the local police station and the temple. 5 (14) A science teacher from a school in a remote area said that giving marks on environmental projects for the end of term science examination had ensured better participation by the students in such activities (eg. giving marks for maintenance of plant plots). (15) An urban school in Badulla had organized a video show and lectures from knowledgeable persons, on conservation themes for the students (16) As education material for this subject was scarce in the . participants' schools, some of the teachers had obtained leaflets and booklets from the Forest Department, picture cards from the Tourist Board etc. to provide additional information to the students. Teachers from rural schools who did not have access to these items easily had either written to the institutions concerned requesting the material or had collected them during visits to Colombo or other urban areas. Items such as small samples of coral or minerals had also been brought back by teachers during such visits, to be shown to the students. (17) Nearly all the schools which were represented at the workshop had either a nature/environment group or a science group which also dealt with environmental matters. A few schools had environmental brigades called 'Parisarika Bata Kandayam', on similar lines as the Boy Scouts' movement. The members of these groups were reported to be very keen on environmental/conservation activities, much more so than the other students, especially in the more urban schools. In general, although face to face teaching was common among the participants, the majority of teachers combined it with several more practical and interesting methods to ensure that student interest was maintained. Probably due to this, student participation and interest in environmental activities appeared to be much higher in the Uva province schools, in comparison to those in the Southern and Western Provinces. However, even within the Uva province, the more rural students appeared more willing to devote their time to field work and extra curricular activities, than their urban counterparts. Several teachers who participated, said that the most popular sections in the social science and science syllabi for both the teacher and student were the environmental/conservation topics, due to the innovative and practical approach possible for this topic. 6 (B) Problems Encountered by Teachers Approximately 55 percent of the participants felt that the curriculum objectives were met with fairly well in their schools with respect to environmental education while 32 percent thought they were partially met with. These teachers felt that financial constraints, the lack of education material and training had not completely barred the effective teaching of environmental/conservation studies in their schools, particularly in the rural areas. However, they identified certain constraints and requirements which, if remedied would greatly assist them ..in their efforts to teach this subject and would ensure that attitude building among the students would be more effective and long lasting. However, 13 percent of the participants stated that curriculum objectives were not met with in their schools. (1) The participants, most of whom were based in rural areas (some of which were considered 'difficult areas') stated that inservice training to improve their teaching skills with respect to environmental education was poor and as such should be looked into. (2) The teachers also agreed that although most of them had obtained some information on the topics they had to teach; they had considerable difficulty in obtaining up to date information on these topics. This fact was borne out by the very high demand for the books and posters on sale at this workshop. In some of the more remote areas, teachers could not obtain the newspaper, radios were scarce and TV facilities were not available. Library facilities too were poor in most of the schools, except in those situated in towns. In some rural schools the 'library' consisted of a cupboard of books which the teachers had managed to collect or subscribe towards. (3) The lack of functioning field centres where students could carry out projects, and have access to literature and equipment was stated as a definite draw back for the development of environmental education in schools. It was stated that the existing field centres were nonfunctional and situated too far apart to be accessible to most rural students, especially as they could not afford to travel long distances. ( 4 ) The lack of interest in the subject among students appeared to be limited to a very few large schools situated in Badulla town, and was not considered to be a problem in the other schools, especially those situated in rural areas. In some large schools, teachers stated that although the students were keen on this subject, the majority, with the exception 7 of the students who were in the schools' environmental brigades were unable to participate in extra-curricular activities due to their attendance of tuition classes. (5) In some of the larger schools, school administrators also tended to be unsupportive of environmental activities as they feared that this would lead to a decline in the standard of the academic work of the school. (6) The teachers also identified several prevailent social practices which undermined their efforts to instill long- term values connected to environmental and wild life conservation. The more important of these were identified as indiscriminate gemming which was a financially lucrative practice in certain areas and sugar cane, potato, tobacco and chena cultivation. These practices involved soil-erosion, forest destruction and pollution due to pesticide use. Howvever, these practices were economically beneficial to the local people and were the means of livelihood for the families of many rural students in the Uva province. In addition, poaching and cutting forest tree for fuel wood were also common practices in rural areas. As such, although the students recognized the adverse effects of these activities, it was difficult to ensure that they would totally abstain from them in later life, due to economic pressures, especially as some of these activities were supported by the government (eg. sugar cane cultivation) and the private sector (eg. tobacco cultivation). (7) Parents who were engaged in manual work and agriculture did not like their children to get involved in field work at school. However, this was not identified as a major constraint in the participants' schools as the students were more influenced by the school teacher's attitude than by their parents'. Moreover, in rural areas students themselves preferred field work such as tree planting, soil conservation etc. to mere book learning, as they were used to such activities in their home environment. (8) The participants in one group stated that the syllabus was too wide and that this limited the time available for attitude building. However, the other two groups disagreed with this, and were of the opinion that the time available in the syllabus was adequate for effective teaching of environmental concepts and for building up of environmentally sound values. 8 (Ill) RECOMMENDATIONS (A) Possible ways of improving existing teaching skills with respect to this subject as discussed by the three groups: (Only those methods not listed under II - A are stated here). (1) Avoiding repetition caused by the social science and science teachers teaching the same environmental topics to one group of students. The concerned teachers, could divide up the common topics among themselves so that overlapping sections of the syllabus could be dealt with by either the science teacher or the social science teacher. This would also save valuable time for both teachers. (2) Organizing seminars on environmental themes or an environment day for the students, and if possible - for their parents. (3) Improving inter-school collaboration at cluster school level by organizing slide shows, film or video shows, and lectures, with the assistance of other organizations concerned with the environment. (4) Increasing contact between environmental organizations and the schools' environmental societies and to seek their assistance in developing the schools' environmental programme (5) Teaching controversial topics to the students so that they were aware of the factors for and against these issues: (a) when discussing the use of rigiform/polythene and pesticides in day to day life, students should be made to understand that while it is not possible to eliminate use of these items altogether, they should take care to minimise its use by using each of these items for as long as possible without discarding it and to use a substitute for these items when ever possible. (b) sugar cane cultivation - The students should be made to understand both the economic pressures involved in such decisions, as well as the adverse effects they cause to the environment. In such matters the teacher should not take upon himself the responsibility of telling the student as to what is right or wrong, but teach them the principles which would in the future enable the student to make the correct decisions. Thus, the teachers role should be to instill the correct values and attitudes by which the student would be guided. 9 (6) The following sites wer.e identified by the teachers for field visits by school children within the Uva Province: (a) Dunhinda falls (b) Kokagala (c) Ohiya (d) Beserviours within the Mahaweli Scheme eg. Bathkinda Beserviour (e) Adverse activities affecting the environment such as chena cultivation, high use of pesticides, heavy gemming, forest clearance for sugar cane and tobacco cultivation (f) Forests at Monaragala (g.) Nilgalathalawa protected dry zone forest (h) Earth slips Teacher Training Requirements (1) Teacher . training programmes on environmental education were considered essential to improve teaching skills and to increase or maintain teacher motivation at a high level. The teachers also felt that the opportunity such programmes would give them for exchange of ideas between participants and resource persons would also provide them with new methods for teaching this subject. (2) The requirements with regard to the nature an extent of an effective training programme were identified as follows: (a) (i) Thirty four percent of the participants felt that the training programme should consist of seminars/workshops at provincial level to ensure maximum opportunity for the exchange of ideas between teachers from socio-economically different areas (ii) Sixteen percent felt that these programme should be held in each education division. (iii) However, fifty percent felt that they should be held for teachers in schools within a cluster system (b) The first group also felt that training programme held at provincial level should be at least for 3 days duration, with accommodation facilities provided to the participants. This was due to the long distances the teachers had to travel in order to attend a one day workshop. For most of the participants, a one day workshop involved overnight stay on the previous day and sometimes on the day of the workshop. If not, the participants would have to arrive late or leave early due to transport difficulties. A longer workshop would also make it more profitable for the participants, especially as it could include a field work component in addition to lectures, slide shows and discussions. 10 (c) It was suggested that workshops should be' held during the 1st and 2nd terms of the school academic year. They should also be held during term time to ensure better participation, as most teachers based in remote areas were boarded and would go to back their respective homes during the school vacations. (d) There was consensus that use of master teachers as trainers in the training programmes would be unsatisfactory as they were generally not motivated with regard to this subject. It was recommended that for best results the training should be given directly to the teachers concerned by proficient persons as at the present workshop, and that it should if possible be given through non-governmental environmental- organizations to ensure that the trainers were motivated. (C) Setting up of Field Centres (1) .AH the participants felt that field centres should be set . up for each education division so that schools within an education division would' have equal opportunity of access to the resources available in it. They categorically stated that field centres should not be set up within the cluster school system. It was also stated that they should not be set up at provincial level as the more remote schools would be too far off from these centres, and as such would not have access to the facilities available in the field centres. (2) The possible functions of the field centres were defined as follows: (a) to function as a centre which contained equipment such as video decks, slide projectors, posters, maps and library facilities for use by schools within the education division (b) to provide a location where students could conduct field studies and where.they could make use of equipment (listed above) and library material which were not available in their respective schools. (D) Syllabus requirements (1) The majority of participants (76 percent out of a total of 38 participants) strongly recommended the existing multidisciplinary approach for teaching environmental/ conservation concepts from year 6 to 9, while 3 percent felt that the multidisciplinary approach was suitable from years 5 to 8. Twenty one percent was against this system and recommended teaching it as a separate subject in order to give it more weightage. 11 (2) The teachers lobbying against environmental science being taught as a separate subject felt that the topics pertaining to the environment and conservation included in the science and social science syllabi were generally the most interesting sections in it for both teachers and students. As such if these topics were removed, they feared that the science and social science subjects would be rendered less interesting to the student. Requirements with respect to educational material: (1) The type of material and literature required and the mode of supplying these items to schools: (a) An. environmental studies workbook (similar to the English language workbook}* for use by the science/social science teachers when teaching environmental topics was suggested. (b) Printing of a newsletter for distribution to schools containing data and current information on issues connected to environmental/conservation was strongly advocated. The teachers expressed their willingness to pay a nominal price for such a publication if necessary. (c) The priority topics on which information was needed were identified and are listed below: (i) Natural Resources of Sri Lanka especially with regard to national production (ii) Information on endangered species both at national and international levels (iii) The scientific and common names of endemic species (iv) The distribution patterns of flora in the different geo-climatic regions of the country and the species common to these regions (v) Statistics with regard to population growth (vi) Information on forestry (vii) Information on medicinal plants (d) The teachers felt that they would be greatly assisted if information on these topics could be made freely available to them by way of information notes, leaflets, booklets etc. (e) A set of 9 maps which had been prepared with CIOA assistance was deemed to be of great use to the teachers. This was suggested for distribution to schools which did not pocess maps. 12 (f) Posters on (i) soil erosion and conservation (ii) corals, (iii) mangroves (iv) coast conservation and (v) endemic fauna were suggested for distribution to schools (g) Pictures and maps of different climatic zones and vegetation types were identified as essential, due to the difficulties for students to visit these areas due to financial constraints. (h) A suggestion was made that a small kit containing minute quantities of mineral resources (eg. Kaolin, monosite) should be distributed to schools. (i) When providing books, booklets, leaflets, news letters, picture cards and other material to schools, it was suggested that they should be sent to the school library while a copy of the covering letter should be sent to a social studies/science teacher. This way, they would be informed of the material being sent to the school library (2) Other material and equipment required by the teachers and methods for making them available to schools: (a) Slide packs, slide projectors and video equipment (b) Seedlings of plants of economic value and medicinal plants (c) Posters on environmental topics and books which were in short supply (d) It was suggested that equipment and material listed above should be sent to the divisional field centres once they are set up, to be shared by all the schools within the educational division Proposed assistance from other Non-governmental or Governmental Institutions/Organizations: (1) to organize inter-school or all island exhibitions, essay, oratorical, poster, art, and drama competitions and debates on environmental themes (2) to increase collaborative activities between schools and the regional or district forest officers, and Wild Life Department officials (3) to arrange teacher training programmes, slide or film shows and lectures by competent persons for school children when requested by the schools. Video films on disasters due to environmental abuse and slide shows on the wild life of the country were listed as top priority for these occasions 13 ( 4 ) to provide facilities or financial assistance for field excursions by students.. The teachers were willing to ensure student participation and to organize the excursions if such assistance was given to them. (6) Suggestions for increasing teacher motivation: (1) to have effective training programmes and to issue certificates for the participants. It was suggested that methodical inservice training programmes should be provided regularly for teaching of this topic. (2) to give consideration to economic and housing problems of teachers to ensure that teachers are free to devote their full energies to carry out extra-curricular activities etc. (3) to increase opportunities for teachers to publish, articles in nature magazines. ( 4 ) to provide more opportunities for teachers to work with the local PHI, Forest and Wild Life Department officials (5) to improve co-ordination between the teachers and the regional education officers 14 IV CONCLUSIONS This workshop for social science and science teachers dealing with environmental education in year 6-9 in the Uva Province, yielded some important results. Of note was that it provided a somewhat different view of the'level of environmental education prevailing at school level, when compared to the preceding two workshops in this series. The former workshops indicated that a multitude of problems such as lack of proper teacher training, insufficient educational material and poor student motivation caused by competitiveness of examinations etc. prevented the teaching of environmental education in schools to meet the objectives of the school curriculum. In contrast, the discussions at the Uva Workshop indicated that some of these constraints had been resolved by these teachers due to their initiativeness. They had with difficulty obtained material and literature pertaining to the subject and had devised successful programmes to make the teaching of this subject effective. As such, student interest pertaining to this subject appeared to be generally high in the schools which were represented at the workshop. Another important difference was that although all teachers at the Western province workshop and a majority at the Southern Province workshop had recommended teaching environmental education as a separate subject, the majority of teachers at the Uva Province workshop, strongly recommended the multidisciplinary approach followed at present. The suggestions made at this workshop were aimed at improving the existing standard of environmental education to ensure that the interest generated among the students would be more effective and long lasting. As such, the teachers identified the assistance they needed to achieve these objectives and described how such assistance should be supplied to schools for maximum effectiveness. The exchange of ideas among the teachers on how they could improve teaching skills also proved to be important to them, as it provided an opportunity for the expertise of experienced teachers to be shared among the rest. As the workshop was held at provincial level it also enabled teachers from areas of different socio-economic levels to discuss the problems they were faced with and to draw upon the experience of other teachers faced with similar problems or to compare them with the views of others facing entirely, different situations. Moreover, it provided the teachers with an opportunity for the free exchange of ideas with those who had considerable experience in environmental education, and with the officials of the Education Ministry. This workshop was similar to the one held in Galle, in haying a training component included in its programme along with the distribution of packs of educational posters, leaflets and booklets on environment/conservation themes to the participating schools. Of note was the enthusiasm shown by the participants during the workshop and their apparent commitment to maintain a high standard of environmental education in their respective schools. 15 V ACKNOWLEDGEMENTS The critical need for the understanding of the barriers to effective environmental/conservation education in Sri Lankan schools by way of a series of provincial level workshops was originally forwarded to NARESA by Dr R.P. Subasinghe, a former Co-ordinator of March for Conservation, which is a non-governmental organization involved with conservation education during the last decade, particularly at school level. Subsequently, this series of workshops was organized jointly by NARESA and MfC with the assistance of the NIE. This workshop owed its success to the support extended to it by Dr R.P. Jayewardene, Director Generalj NARESA and by Mr L.C.A. de S. Wijesinghe, Additional Director General NARESA; the constructive suggestions made by Dr S.W. Kotagama; the commitment of the group leaders Dr (Miss) Thusita Peiris, Miss N. Ranasinghe, and Miss Upeksha Hettige of March for Conservation, and Mr Jayantha Wathethewidana of the Open University; and the enthusiasm and co-operation extended to the workshop by the NIE representative, Mr G.H. Gauthamadasa. The success of the workshop was also due to the excellent support by way of secretarial services and general assistance extended to me with regard to the organization of this workshop by the NARESA staff, notably Mrs C. Fernandez, Mrs G.S. Fernando, Miss P. Iranganie, Miss N.S. Welipitiya and to Mr B.M.C.K. Basnayake for the assistance given at the workshop. Acknowledgement is made of the loan of audio-visual equipment to March for Conservation for use at this workshop by the CEA, the operational assistance with the audio-visual equipment given by Mr Tushara Wellage and the support and co-operation for the workshop given by .the Principal and concerned staff of Dharmadutha College, Badulla. Thanks are due to the ready supply of environmental education material free of charge for distribution at the workshop by the Departments of Wild life Conservation, Forest, and Coast Conservation, the Central Environmental Authority, the Ministry of Environment, March for Conservation & NARESA. The venue was provided free of charge by the administration of Dharmadutha College, Badulla.. This workshop was sponsored by USAID under a grant to NARESA for preparation of a Natural Resources Profile for Sri Lanka. I also wish to express my thanks to Mr W.B. Yapa of NARESA for arranging the workshop venue and editorial assistance in preparing this report and to Miss N.S. Welipitiya for word processing this document and for other assistance rendered in preparing the report. Jinie D.S. Dela Scientific Officer NARESA 16 ANNEXE ( A ) PROGRAMME Workshop to Identify Problems A Constraints in Conservation Education At School Level Venue : Dharmadutha College, Badulla Date : 3rd November 1990 B.00 a.m - Registration - G C S O C P C T A SESSION I - Chairman - " Dr S.W. Kotagama 8.15 a.m. Welcome Address & Introduction to the Workshop Dr (Miss) T. Peiris 8.30 a.m, Keynote Address Aims, Objectives and Expected Outcome of the Workshop 0lQQbc?S c5 MOD 6 * ae;BDJ CfiS qjuaJorc Mr J. Waththewidana & 10.00 a.m. DISCUSSION 10.10 a.m. T E A (Distribution of Education Material Packs) SESSION I I 10.^0 a.m. 1 .00 p.m. 1 .30 p.m. Group Discus stems Forming into Grouos for Group Discussion L U N C H Continuation of Group Discussions 2.30 p.m. 3.00 p.m 3.30 p.m, Why We Should Conserve Our Wild Life (a slide presentation) T E A (Giving out of certificates and allowances) - M r s U . H e t t i g e Vote of Thanks rErsip Gcj'djwQ Dr ( M i s s ) T . P e i r i s ANNEXE (B ) 19 QiQ §0Q Sgde; §e» o^rfSSaJ «3tJ3jS epoj 83cJ 3o (c>3Q>8?3s>dsi ?C0»3S , OQDABGFCTF caqea OJ5)CD§ O o 3 0 > 5 > C 3 ) oodaegfjoj cx^QD) O ) ame} c j o Q o j s c j g Q s j g Q s T 3d aid cb q q i QjcdGocT Sg- 5)0i. Q g C S o k ©aoi 9c;c30 qo g © 8 dcJcOea S S s I g s ! o3ad 3c.ui9 CCOsTOa (Ddi&dicT d© 3 e o -•QiO© ato £«J©da>j tog»j ©iS© 0 C3o3qjb)c3 od cfzS QiQejCQoO a { D 8 » 5 3 © 0 3 . G 0 o C3o3o»5)tj od {fi^Gd? 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OJ60© od m.©G§<; $OGG* $00s©o eo30j 80 o/Jt oOo* o.©*©©* 3c;oO. $IOQ.39C; ©ejsJpo*© G O O O S . <;.OJ9 o9#©* G0V5 ©tf ODOOV e*4̂ e®' 9o 9c3 - o9»d3o Gc»s*d;0ojo*9o G C 8. GtS*de* 9C0OJ, CfOuSB (8^153 - 05)2)8)) 9eodco9. 44 PARTICIPANTS AT THE WORKSHOP ON IDENTIFICATION OF PROBLEMS & CONSTRAINTS IN CONSERVATION EDUCATION AT SCHOOL LEVEL 3rd November 1990 TEACHERS Area - Badalkumbura (1) Mr R.M. Jayatilake, Nissanka M.V. (2) Mrs L. Weeratunge, Nissanka M.V. Area - Badulla (3) Mr A. Dissanayake, Kandakepu Ulpatha M.V. (4) Mr S.M. Abeykoone, Kandakepu Ulpatha M.V. (5) Mr R.B.R. Weerasinghe, Badulla M.M.V. (6) Mr H.T.P. Peiris, Badulla M.M.V. (7) Mrs N. Wijekoone, Dharmadutha M.V. (8) Mrs A.P. Herath, Dharmadutha M.V. (9) Mrs C. Wickremage, Viyaluwa D.S. Senanayake M.M.V. Area - Bandarawela (10) Mr L.L. Jayasundera, Aththalapitya M.V. Area - Bibile (11) Mr K. Dissanayake, Wellassa M.M.V. (12) Mr A.M. Ghanawardena, Nannapurawa M.V. (13) Mrs D.M.S. Rukmani, (14) Mr T.M.R. Wijesinghe, Area - Dambagalla (15) Mr D.M.V. Padmasiri, Ihawa Junior School Area - Dombagahawela (16) Mrs D.M. Wimalawathie, Kossalpola Junior School (17) Mr P.M.N.B. Bandara, Kossalpola Junior School Area - Girandurukotte (18) Mr K.M.R.B. Kulasekera, Ulhitiya M.V. (19) Mr D.M. Samarasena, Ulhitiya M.V. Area - Haldumulla (20) Mr K.M.S.J. Bandara, Soragune M.V. Area - Hali-Ela (21) Mrs D.F.S.P. Gunasekera, Uduwara M.V. (22) Mr R.H. Chandrasiri, Uduwara M.V. Area - Lunugala (23) Mr A.M. Abeykoone, Lunugala M.V. (24) Mr G.S. Jayamanne, Lunugala M.V. 45 Area - Mahiyangana (25) Mr A.O.M. Chandrasiri, Tissapura M.V. (26) Mrs D.M. Premawathie, Tissapura M.V. Area - Wellawaya (27) Mr K.S. Gunaruwan, Wellawaya M.V. Area - Welimada (28) Mrs W.M.C. Pathmalatha, Girambe Sri Kemananda, M.V. Area - Passara (29) Mr W. Ratnayake, Medawalagama M.V. Area - Monaragala (30) Mrs N.M. Vinitha, Monaragala Royal College (31) Mrs A.P.N. Krishna, Monaragala Royal College (32) Mr T.P.G. Bandara, Udikkapuara Junior School (33) Mrs D..M.S. Dissanayake, Monaragala Kubukkana Junior School (34) Mr R.M.A. Ratnayake, Mediriya M.V. (35) Mr G.M. Ariyaratne, Kolonwinha Junior School (36) Mr R.M. Dayananda, Kolonwinna Junior School (37) Mr R.M. Premaratne, Mariarawa M.V. (38) Mrs G.K.M. Wimalawathie, Mariarawa M.V. RESOURCE PERSONS (39) Dr S.W. Kotagama, Director, Deptarment of Wild Life Conservation, No. 82, Rajamalwatte Road, Battaramulla (40) Dr (Miss) T. Peiris, March for Conservation, University of Colombo, Colombo 3. (41) Mr J. Waththewidana, Open University, Nawala, Nugegoda (42) Mrs U. Hettige, Forest Department, P.O. Box 509, Rajamalwatte Road, Battaramulla (43) Miss N. Ranasinghe, March for Conservation, University of Colombo, Colombo 3 (44) Mr G.H. Gauthamadasa, National Institute of Education, Maharagama (45) Miss J.D.S. Dela, Natural Resources, Energy & Science Authority, 47/5, Maitland Place, Colombo 7 NARESA STAFF (46) Mr B.M.C.K. Basnayake Natural Resources, Energy & Science Authority, 47/5, Maitland Place, Colombo 7 46