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Live & Learn
A N N U A L R E P O R T 2 0 0 5
Environmental & Development Education
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1 LIVE& LEARN
C O N T E N T S
1. PURPOSES, AIMS ANDGUIDING PRINCIPLES
2. REGIONAL
ORGANISATIONALSTRUCTURE
3. REGIONAL DIRECTOR’SREPORT
4. PROGRAMMEMANAGER’S REPORT
5. FIJI - ACTIVITIES ANDPROGRESS
7. SOLOMON ISLANDS -ACTIVITIES ANDPROGRESS
8. VANUATU - ACTIVITIES
AND PROGRESS
9. PAPUA NEW GUINEA -ACTIVITIES AND
PROGRESS
10. COOK ISLANDS -ACTIVITIES ANDPROGRESS
11. CAMBODIA - ACTIVITIESAND PROGRESS
13. FINANCIAL REPORT
15. PARTNERS
16. THE YEAR AHEAD
17. BOARD OF TRUSTEES
18. COUNTRY CONTACTS
Live & Learn Environmental Education is a non-profit, non-government
organisation which promotes greater understanding and action toward human
and environmental sustainability through education and dialogue building.
Our Purpose and Aims
Guiding Principles
• Develop and implement projects and programs for teachers,
schools, communities and other target groups in the field of
environmental and development education;
• Encourage individual and community attitudes, values and actions
that are ethical and environmentally sustainable;
• Share knowledge, skills, learning experiences and resources with
others for the benefit of the physical and human environment;
• Promote the integration of environmental, human, cultural and
peace concepts in all education projects and programs.
We believe that local knowledge and global understanding are the
starting points in developing an ethic in environmental and
development education. Local ownership of environmental and
development education programs, open participation and equalityremain the foundation of our organisation. We aim to strengthen this
foundation through the following guiding principles:
• Live & Learn Environmental Education seeks to establish action-
based, effective and creative learning models and teaching
methodologies of environmental and development issues in the
developed and developing world;
• Live & Learn Environmental Education emphasises the importance
of linking schools, school managers and teachers with the
community, chiefs, elders, parents and NGOs so that communities
in their entirety are involved with environmental and development
education;
• Live & Learn Environmental Education strives to work in
appropriate partnerships with local teachers, communities, NGOs,
and government agencies, respecting their position and addressing
their needs;
• Live & Learn Environmental Education shares knowledge,
information and lessons learnt with national partners and
colleagues along with the wider regional and international
community;
• Live & Learn Environmental Education does not discriminate
between gender, race, political opinions, age, sexual preferences or
religion and does at all times promote equality and fairness amongstaff, beneficiaries and partners.FRONT COVER PHOTO: P. METOIS
PORT VILA, VANUATU
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ANNUAL REPORT 2005 LIVE& LEARN 4
After many years of working with the Ministry
of Education, we finally formalised our working
partnership by signing a Memorandum of
Understanding (MoU). The MoU signifies a
collaborative effort between Live & Learn and the
Ministry of Education to strengthen and improve
on environmental education and environmental
best practices in our schools.
With support from the British High Commission,
we were able to establish a rich and extensive
Resources Library at our Head Office in Suva.The resources provided takes environmental
education into a higher level of critical thinking,
participation, awareness and action for
sustainability.
We developed and trialed a Governing Water
Toolkit with over 40 communities as part of our
EU funded Governing Water programme. We also
developed and trialed a community-based
monitoring toolkit using the H2S test for the
WHO Suva Office. We are currently still
developing and trialing activities for a manual
for primary school teachers on education for
sustainable development, supported by the
Australian and British High Commissions.
Student leadership workshops for youth were
held for over 100 primary school students in
Suva and Lautoka as part of the Vodafone ATH
funded Green Schools Helping Our Planet Earth
Project. This marks a new beginning for Live &
Learn to further develop, and extend student
workshops and increase student initiatives in
Helping Our Planet Earth.
This year at the launch of the Water for Life
Decade of Action on World Water Day, youth
from Labasa, Lautoka, Nadi, Suva and Nausori
gathered to exchange ideas for youth
participation and action at a Water & Youth
forum. We have recently commenced, in partnership with UNICEF a youth life skills
project on "Water for Life".
We sincerely thank our many friends and
partner organisations, former staff of Live &
Learn, volunteers and working groups who gave
their time, skills, knowledge and experiences to
support environmental education.
I thank especially the staff of Live & Learn for
your hard work, commitment and dedication.
Marie Fatiaki, Programme Manager.
Programme Manager’s ReportA YEAR OF COMMUNITY ACTION
PNG Manager, Elyne Jonda on World Water Day Live & Learn Education Officer Amos Karlo in action during RiverCare training at Mele River
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ANNUAL REPORT 2005 5 LIVE& LEARN
The demand for environmental education in
schools and communities has increased
significantly and our education staff spent more
than 80% of their time in the field. The need for
the Millennium Development Goals (MDGs) on
water to be brought into the community
paradigm has never been greater. The MDGs are
often referred to as a beacon of light by the
international community, but there is very little
understanding of them at a community level,
especially regarding the responsibility the
community has in achieving the goals.Supporting community efforts in reaching these
goals was a key priority this year and will
continue to be in years to come. During
2004/2005 this was done through promoting
changes in community practices in safeguarding
drinking water and accessing safe sanitation. A
comprehensive resource document was developed
and tested for the Governing Water project. This
will assist the 60 Governing Water trainers that
are based in key communities across 8 provinces
on Viti Levu and Vanua Levu to bring good, fair
and sustainable water governance to the
forefront of community development. The
Governing Water project is set to reach more
than 25,000 people by completion and provide
great opportunities for replication across the
South Pacific region, particularly in Melanesia.
RiverCare teacher training workshops, with the
Ministry of Education, were conducted this year
under the banner of Education for Sustainable
Development. Areas of concern of ESD, including
food and water security, poverty, governance and
other environmental and development issues
were addressed. There was also input from the
Wildlife Conservation Society, Department of
Environment, Ramsar Wetlands Project (Fiji),
Foundation of the People of the South Pacific
International and Fiji Media personnel. RiverCare
monitoring kits have proved very popular with
communities as tools to motivate behavioural
change and attitudes towards water resource use
and management.
Live & Learn is the focal point for Project WET
(Water Education for Teachers) Fiji. Project WET
Fiji is affiliated to Project WET International- a
non-profit organisation based in Montana, USA,
which aims to promote good stewardship towards
water resources through water education and
awareness. As part of Project WET, learning
resources are produced and teacher training
forums undertaken. Live & Learn has used
Project WET resources to develop educational
materials for all Live & Learn projects.
Live & Learn with the World Health Organization
(WHO) Suva office developed a Community Water
Monitoring Toolkit aimed to increase awareness
and action in communities towards developing
the important relationship between "healthy
water and healthy people". The kit makes use of
the hydrogen sulphide (H2S) paper strip test, a
simple and inexpensive method for checking the
Action against waste at Suva Point
Fiji IslandsTHE FOCUS ON WATER EDUCATION REMAINED STRONG DURING 2005. THIS THEMATIC APPROACH HAS
ENHANCED COMMUNITY INTEREST AND MADE OUR DELIVERY MORE PRACTICAL AND SPECIFIC.
Water testing in a river near Suva
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ANNUAL REPORT 2005 LIVE& LEARN 6
presence or absence of potentially harmful
bacteria. The Toolkit has been trialed in
communities in Fiji with excellent results and
has been incorporated into the Governing Water
and RiverCare Projects. The Toolkit activities
combined with the use of the H2S paper strip test
as a visual demonstration of contamination have
effectively motivated action in communities to
protect and maintain their water supplies.
The Pacific ‘Water for Life’ Decade of Action was
launched this year. The Pacific theme for the
Decade- "Plan for Water - Plan for Life - Water for
Life" was developed by Live & Learn and SOPAC.
Resource materials and awareness programmes
were developed on the theme."Water for Life-
skills" The Water for Life skills project aims toempower young people to participate in creating
sustainable lifestyles and communities. It
promotes awareness, appreciation, knowledge
and stewardship of natural resources and builds
on the skills and vision of young people to
become active and engaged community members.
Using water as a vehicle, young people make
links to factors such as equality of access; rights
and responsibilities; collaboration and
cooperation; identifying values and attitudes;
thinking critically and creatively; decision
making and problem solving.
Green Schools HOPE works with teachers to
examine means of developing student "life skills"
and shaping student attitudes and values
towards living sustainably in our environment.
The project is about thinking critically, building
capacity, sharing experiences and techniques in
participatory, child-centered, innovative
approaches to education for sustainable
development.
As part of the project, the student HOPE
Initiative is run in the third term of each
school year. The aim is to raise student
awareness and sensitivity about environmental
issues with a practical hands-on approach to
helping their part of the planet. Students are
empowered to think logically & creatively to
make positive change in the school
community. Live & Learn has been trialing
activities supporting environmental and
developmental themes in the existingcurricular. The HOPE ESD activities have been
trialed by primary school teachers in Fiji and
teacher training colleges. These will be
produced into a manual sponsored by the
Australian and British High Commissions,
which will provide teachers and educators
with ways and activities to facilitate education
for sustainable development. The manual
complements the goal and objectives of Green
Schools HOPE.
The Live & Learn Resource Centre is funded
by the British High Commission and
supported by the Ministry of Education. It wasopened in August 2005 and provides educators
and interested persons with resources that
critically examine environmental and
development issues. It also provides interactive
and participatory strategies for teaching
primary areas of concern on education for
sustainable development. A data base of
resources available has been completed and
will soon go on-line on our website.
For the past two years, Live & Learn has been
featuring weekly on the "The World Around
Us". This is a programme run weekly through
the school year, by the School Broadcast Unit-a radio media unit of the Ministry of
Education targeting all primary schools
throughout Fiji. This year Live & Learn
developed a two week programme for the
World Water Day Campaign for the children’s
Get Set Programme on Fiji TV One. TV
advertisements, radio quizzes and programmes
were also developed. Plans to effectively utilize
the media have been put in place as we
recognize the media as a major stakeholder in
marketing environmental concerns, issues and
messages.
Working with women on water governance
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During 2005, our team in Honiara has been
working with communities on Malaita,
Guadalcanal, Renbel and in the Western
Province. The thematic focus of our community-
based work has been on forests and how to
improve community governance of native forests,
especially concerning decision-making and
sustainable use. A Learning Circle guide on
forest and sustainability issues was developed
and pre-tested and is now being used across our
program in the Solomon Islands. The future of
forests in the Solomon Islands is looking grimunless action is taken urgently. Good legislation
is important, but responsible practice from
within the community holds the key to the
protection of Solomon Islands forests. Education
is a key tool to bring sustainable practices to the
forefront. This year the Learning Circle training
reached more than 600 youth in Sausama, Ama
Talavisu, Totongo, Vatuvulu, Gelalee, Honiara,
White River and Naha.
On World Water Day, 22nd March, more than
2000 youth walked from Mataniko river to the
Art Gallery in a massive display advocating ‘safe
water for all’. Honiara is stricken by poor waterquality and lack of access to safe drinking water.
With support from the Live & Learn team in
Honiara, UNICEF developed a series of Peace
Education Modules tailored for primary and
secondary schools. We facilitated the pre-testing
in collaboration with the Curriculum
Development Centre and, in the coming year, we
look forward to continuing our partnership with
UNICEF in delivering the modules to targeted
schools on Malaita and Guadalcanal.
Logging is devastating the
Solomon Islands, economically,
culturally and environmentally.
The country’s logging industry is projected to
harvest a total of 900,000 cubic metres of timber
this year, outweighing the sustainable yield of 250,000 cubic metres approved by the
government for each year by an amazing 3.5
times. If this rate continues to increase, the
country’s natural reserves for commercial
logging would be gone in the next 15 years.
According to Dan Raymond from the Solomon
Islands Forestry Management Project: "This
would result in the loss of about 2,400 jobs for
locals and as well as revenue for both
government and landowners." It is projected, he
said, that in 2019 all commercial forests will be
gone and Solomon Islands will have to wait until
2064 before it can revive its logging industry.
Ending illegal and unsustainable logging
practices is no doubt one of the most important
environmental, social and economic challenges
facing the Solomon Islands and it requires an
urgent shift in thinking and action among
politicians and Chiefs.
ANNUAL REPORT 20057 LIVE& LEARN
Natural Forests - Continue cutting at 645,000m3/yr scenario
2 0 0 3
200,000
400,000
600,000
800,000
0
2 0 0 8
2 0 1 3
2 0 1 8
2 0 2 3
2 0 2 8
2 0 3 3
2 0 3 8
2 0 4 3
2 0 4 8
V o l u m e ( m
)
Unlogged natural forest Logged-over natural forest
3 All unlogged Natural Forest Logged
All natural forests will be logged out in the next 10-15 years if no action is taken
Source: Solomon Islands Forestry Management Project
mpacts from logging
Solomon IslandsLINKING PEACE-BUILDING EDUCATION TO ENVIRONMENTAL EDUCATION
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In Vanuatu, we acknowledge our close friendship
with Wan Smolbag Theatre, with whom we have
worked with closely for years. A key achievement
over the past year has been the development of
curriculum-based resources for river and water
education. These resources will pave the way for
water education to be integrated into the formal
curriculum. The curriculum resources are
developed by working-groups, consisting of
teachers and curriculum developers. This
participatory process has created a lot of
ownership and enthusiasm. The curriculummaterials will be launched at the end of 2005 and
will be followed up with extensive community
training next year.
In recognition of the importance of the chiefly
system in Vanuatu, we signed a Memorandum
of Understanding with the Vanuatu National
Council of Chiefs.
In doing so, Live & Learn is preparing to pilot an
environmental awareness and advocacy program
for Chiefs relating to protection of forests and
bio-diversity in Vanuatu.
In Vanuatu, World Water Day was launched in
Tafea province in the southern part of the
country. Tafea is Vanuatu’s most populated
province and water has become a key
environmental issue. More than 1,000 students,
government officials, parents and educators
attended the World Water Day event that
highlighted the need for communities to
safeguard drinking water.
Through our participation on the Tagabe River
Management Committee we have deliveredenvironmental education and awareness to
hundreds of youth, teachers and communities
throughout the year. The education programs
provided through this committee contribute to
the broader management of the Tagabe area,
which is a collaborative effort by many
community groups and government departments.
ANNUAL REPORT 2005 LIVE& LEARN 8
VanuatuCHIEFS PLAY A KEY ROLE IN ACHIEVING SUSTAINABLE PRACTICE AT COMMUNITY LEVEL
Community based water management Learning circle training
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to grade 12 students on environmental issues, in
particular, those facing PNG. This was held in
partnership with various sister NGOs, namely
The Nature Conservancy, Mahonia Na Dari (a
marine conservation and research centre) and
ForCert (a sustainable logging certification
NGO). The students were made aware of
environmental issues relating to water and to
local, regional and global threats they are facing.
Live & Learn again celebrated World
Environmental Day in June together with otherNGOs and Government Departments. The main
theme for the day was Green Cities. There was a
general clean up of the Kimbe Town by the public
and schools. This also prompted the town council
to adopt 18 laws to govern littering, which are
now in place and have made a difference in the
cleanliness of the town area.
Also on World Environment Day, Live & Learn
organised for the women and children in a
section of Kimbe to clean up the Leki Creek, dig
rubbish pits, lop tree branches near power lines
and do a general litter collection and disposal at
the rubbish dump. The women have since takenresponsibility for Leki Creek and ensure that no
one dumps litter into the creek. This creek is the
only one in town that is relatively free from litter
now. As a token of appreciation to the amount of
work done, the town council has contributed
some money to the groups who were involved,
mainly to help pay for their sports uniforms.
ANNUAL REPORT 20059 LIVE& LEARN
Participant on environmental sustainability training in Kimbe Bay - Papua New Guinea
Over the past 12 months, the PNG program has
gone from strength to strength. The new office
for Live & Learn in Kimbe was set up in town at
the Talasea local government offices. Not only
has this allowed for more space in the workplace
but it is generating much interest from
community members and teachers.
Over the last six months, there have been many
positive achievements. In February, a meeting
with the Curriculum Development Officers was
conducted and saw considerable support from theofficers with the River Care project as it was in
line with the national curriculum. In the past few
months, workshops have been held with the local
teachers to develop stronger involvement in the
production of the RiverCare resource. It has had
a lot of interest from the teachers who have
helped identify areas for students to cover in the
modules, with four areas being identified and
sent to the Curriculum Development Division for
endorsement. In addition, an Advisory Group
was formed in May that continues to strengthen
links with teachers and other stakeholders who
wish to attend. Live & Learn also delivered
environmental education for teachers duringtheir in-service training week and the demand
for training remains high both at a national and
local level.
A very successful World Water Day was held in
Hoskins, West New Britain Province on 22 March
2005. Live & Learn was invited by the English
department of Hoskins Secondary School to talk
Papua New GuineaMOBILISING TEACHERS THROUGH THE CURRICULUM
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The PNG office would also like to say a big
farewell to Margit Luscombe, who ended her time
with the organisation at the end of March.
Margit had been with this office since 2003 and
we extend our sincerest thanks for her
contribution and wish her all the best in her
future endeavours. On a similar note, we extend
a big welcome to Ben Ngava, who was appointed
as Project Officer to the office early this year.
Ben is a trained secondary school social science
teacher and has taught in various schools for the
past 16 years. His experience will definitely bevaluable, especially with the production of the
RiverCare Modules. In April, further welcomes
were accorded to Robbie and Emily, who came
from the Fiji Office and helped considerably with
the production of RiverCare modules and
transferred skills in project management.
Additionally, a big welcome to Sophie Golding
from Australian Volunteers International, who
joined the office in July 2005 as Environmental
Education Advisor and will be here for 2 years.
In the Cook Islands, Live & Learn’s partner is the
World Wide Fund for Nature (WWF). During
2001 we were consulted to develop WWF’s
environmental education strategy for the Cook
Islands - "Te kaveinga ora no te aorangi" (Living
direction for the environment). This involved
integration of environmental education in the
newly developed curriculum framework. This
strategy is now being implemented and we will
continue to provide input to the strategy
including RiverCare resources.
Live & Learn provided guidance and assistance to
WWF in developing a new Environmental
Education Manual for teachers. This manual will
see an increased environmental education profile
in the curriculum.
ANNUAL REPORT 2005 LIVE& LEARN 10
Cook IslandsBUILDING PARTNERSHIPS FOR ACTION & CHANGE
Raising public awareness on water issues Introducing teachers to new resources
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The Tonle Sap forms a natural floodplain reservoir in the
depression of the Cambodian plain. It is fed by three mainperennial and numerous erratic tributaries and is drained by the Tonle Sap River into the Mekong River near Phnom Penh.
When the level of the Mekong River is high the flow of theTonle Sap River reverses: water is pushed into the lake,raising its level by up to 10 meters and increasing its areafrom 2,500–3,000 square kilometers to 10,000–16,000 square
kilometers. This unique hydrological cycle and the vast areasof seasonally flooded low forest and shrubs that it createsresult in a very high biodiversity of fish, reptiles, birds, and
mammals, and engenders exceptionally productive fisheries.The lake’s fisheries directly support more than a millionpeople and provide the single largest source of protein forCambodia’s young and increasing population. The flooded
areas provide the breeding grounds and refuges for fish thatsubsequently migrate to the Mekong River, thus providing aregionally vital resource. The lake was nominated as abiosphere reserve in October 1997 under the Man and the
Biosphere Program of the United Nations Educational,Scientific, and Cultural Organization. Its catchments includelarge areas that have also been designated as being of
globally important biodiversity, as well as offering potentialfor the storage of water for irrigation, domestic consumption,and hydropower.
Due to greatly increased consumption of its food resources, the Tonle Sap basin is under intense pressure. Never has theTonle Sap been called upon to supply so much to so many,yet threats to the lake's ecosystem are manifold, including
over-exploitation of fisheries and wildlife resources and dryseason encroachment, and land clearance of the floodedforest. Degradation of the natural vegetation of the
watersheds is destroying natural habitats and also results in
a deterioration of water and soil quality and increasedsiltation rates. This means that, despite the inherent richnessof the lake, most indicators of poverty in the basin are worse
than those of the entire national population or other ruralareas of Cambodia. Between 40–60% of households in theprovinces adjoining the lake are below the official povertyline, with a peak of 80% in some areas. Many households are
entirely dependent on fishing and foraging, with access tocommon property areas often under dispute. Because of thelarge number of male fatalities during the 1970s and 1980s,
there is also a disproportionately high level of female-headedhouseholds, which are particularly disadvantaged. The lake-dwelling communities also include a significant population ofethnic minorities who, being more-or-less excluded from
decision-making, have less ability to improve theirlivelihoods. The destruction of the natural resources of thebasin is an issue not only of national importance but also hasserious transboundary environmental implications. Hence the
challenge is to achieve the right balance between productionand preservation.
Source: Asian Development Bank; The Tonle Sap BasinStrategy
ANNUAL REPORT 2005 11 LIVE& LEARN
The Tonle Sap in CambodiaTHE DESTRUCTION OF NATURAL RESOURCES ON THE TONLE SAP HAS SERIOUS INTERNATIONAL IMPLICATIONS
Student near Siem Reap Social research in floating village on the Tonle Sap
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ANNUAL REPORT 200513 LIVE& LEARN
Financial ReportStatement of Financial Positionas at 30th June 2005
2005 2004
ASSETS $ $
Current Assets
Cash at Bank 112,783 348,378
Other Receiveables 243,505 1,126
Investments - -
Non - Current AssetsProperty, plant and equipment 39,913 47,125
Total assets 396,201 396,629
LIABILITIESCurrent LiabilitiesCreditors and borrowings 13,751 5,810
Provisions 23,775 -
Total Liabilities 37,526 5,810
Net Assets 358,675 390,819
EQUITYReserves 39,913 47,125
Funds available for future use 318,762 343,694
TOTAL EQUITY 358,675 390,819
Note: Audited full financial statements available,please send a request to l [email protected]
Public Fund 12,939 - 12,193 746
Green Schools Project 25,496 - 25,496 -
Linking Knowledge to Change 21,953 - 21,953 -
River Care Projects 20,075 - 20,075 -Theatre & Drama Projects 12,802 - 12,802 -
Other Purposes 18,282 142,967 136,319 24,930
Education for Substanability 24,808 40,062 64,870 -
Governing Water 147,084 66,975 212,442 1,617
Aust AID Solomon Is. 2,406 - 2,406 -
Cambodia 24,624 33,371 68,859 10,864
Library Project 23,107 - 23,107 -
Pilot and Demonstration Activities 14,803 12062 26,865 -
SICCDS - 113,668 63,686 49,982
Fiji EE Projects - 332,143 291,082 41,061
South Pacific RiverCare Programme - 98,941 93,630 5,311
TOTAL 348,379 840,189 1,075,785 112783
Cash disbursedduring year
Table of Cash Movements
for Designated Purposes
Cash available at endof year 30 June 05
Cash available at beginningof year 1 July 04
Cash raisedduring year
Statement of Financial Performancefor the year ended 30th June 2005
2005 2004
REVENUE $ $
Donations & gifts - monetary & non-monetary - 3,758
Legacies and bequests - -
GrantsAusAID - 20,411
Other Australian - 39,910Other Overseas 1,001,549 533,852
Investment Income - -
Other Income 6,039 1,683
Total revenue 1,007,588 599,614
DISBURSEMENTSFunds to Overseas Projects 808,420 367,584Other Project Costs - -Public - -
Government, Multilateral & Private - -
Administration 30,241 13,851
Field Operation 201,071 -
Total Disbursements 1,039,732 381,435
Excess of revenue over disbursements
(shortfall) before extraordinary items -32,144 218,179
Extraordinary items - -
Excess of revenue over disbursement
(shortfall) after extraordinary items -32,144 218,179
Funds available for future use at thebeginning of the financial year 343,694 155,081
Amount transferred to reserves 7,212 -29,566
FUNDS AVAILABLE FOR FUTURE USE ATTHE END OF THE FINANCIAL YEAR 318,762 343,694
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ANNUAL REPORT 2005 LIVE& LEARN 14
Financial ReportINDEPENDENT AUDIT REPORT TO THE MEMBERS OF LIVE & LEARN ENVIRONMENTAL EDUCATION INC.
ScopeWe have audited the financial report, being a
special purpose financial report, of Live & Learn
Environmental Education Inc. for the year ended
30 June 2005 as set out on pages 1 to 10. The
Committee is responsible for the financial report
and has determined that the accounting policies
used and described in Note 1 to the financial
statements which form part of the financial
report are appropriate to meet the requirements
of the Associations Incorporation Act VIC and
are appropriate to meet the needs of themembers. We have conducted an independent
audit of this financial report in order to express
an opinion on it to the members of Live & Learn
Environmental Education Inc. No opinion is
expressed as to whether the accounting policies
used are appropriate to the needs of the
members.
The financial report has been prepared for the
purpose of fulfilling the requirements of the
Associations Incorporation Act VIC. We disclaim
any assumption of responsibility for any reliance
on this report or on the financial report to which
it relates to any person other than the members,or for any purpose other than that for which it
was prepared.
Our audit has been conducted in accordance with
Australian Auditing Standards. Our procedures
included examination, on a test basis, of evidence
supporting the amounts and other disclosures in
the financial report and the evaluation of
significant accounting estimates. These
procedures have been undertaken to form an
opinion whether, in all material respects, the
financial report is presented fairly in accordance
with the accounting policies described in Note 1
so as to present a view which is consistent with
our understanding of the Association’s financial
position, and performance as represented by the
results of its operations and its cash flows. These
policies do not require the application of all
Accounting Standards and other mandatory
professional reporting requirements in
Australia.
The audit opinion expressed in this report has
been formed on the above basis.
Audit OpinionIn our opinion, the financial report of Live &
Learn Environmental Education Inc. presents a
true and fair view of the financial position of
Live & Learn Environmental Education Inc. as at
30 June 2005 and the results of its operations
and its cash flows for the year then ended in
accordance with the accounting policies
described in Note 1 to the financial statements.
Geoff Parker
Partner
INPACT McDonald Carter
Chartered Accountants
16.1.2006Level 6, 31 Queen Street, Melbourne
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International and National Conferences and Forums Attended during 2005
Economic Development and Environment Conference 1st – 4th February 2005Honiara, Solomon Islands
WHO Workshop on Drinking Water Quality Standards and Monitoring inPacific Island Countries 7th –10th February 2005Nadi, Fiji
Disaster Management Conference 2nd – 4th May 2005
Honiara, Solomon Islands
Governance for Non Government Organisations 23rd – 27th May 2005Port Vila, Vanuatu
JICA Youth Initiative Program 2005 16th – 19th June 2005Kushiro, Japan
PEIN Workshop (PacificEnvironmental & Information Network) 5th - 8th July 2005
Port Vila, Vanuatu
European Union Non StateActors Forum 20th - 22nd July 2005Port Vila, Vanuatu
ADB Water PolicyImplementation Review 9th August 2005
Suva, Fiji
Conflict Resolution &
Management Training16th -18th August 2005Port Vila, Vanuatu
National Capacity Self-Assessment 3rd – 4th September 2005Honiara, Solomon Islands
Science Technology AppliedResearch Conference 24th - 30th September 2005Apia, Samoa
Working Group on the Pacific Plan
Meetings throughout the year Suva, Fiji
The European Union • Asian Development Bank • New Zealand Agency for International
Development • Australian Agency for International Development • the British High
Commission in Fiji • the Australian High Commission in Fiji • the MacArthur
Foundation • the Marisla Foundation • World Health Organisation • Foundation of
the People of the South Pacific • South Pacific Applied Geoscience Commission •
United Nations Scientific and Cultural Organisation • United Nations Children’s Fund
• the Global Environment Facility • the Myers Foundation • the Ian Potter Foundation •
Wan Smolbag Theatre • National Council of Chiefs in Vanuatu • the Ministry of
Education in Fiji • the Ministry of Education in Vanuatu • the Ministry of Education
in the Solomon Islands • World Wide Fund for Nature South Pacific Program •
International Women’s Development Agency • Solomon Islands Rural Training Centres• Australian Union Aid Abroad • Ceres Environment Park • Mlup Baitong • Regional
Rights Resources Team in Fiji • South Pacific Regional Environment Program •
Council of Pacific Education • Partners in Community Development Fiji • Ministry of
the Environment in Vanuatu • Ministry of the Environment in Fiji • Solomon Islands
Christian Association – Federation of Women • Australian Volunteers International •
Solomon Islands Association of Rural Training Centres • Australian Youth Ambassadors
• University of the South Pacific • Royal Government of Cambodia • Tonle Sap Biosphere
Reserve Secretariat • Cambodian National Mekong Committee • Save Cambodia's Wildlife
• Royal University of Phnom Penh • United Nations Development Program • Food
and Agriculture Organisation of the United Nations • World Conservation Society in
Cambodia • Culture • Environment Protection Association • Buddhism for
Development Kampong • School Broadcast Unit • Ministry of Health Fiji • Water and
Sewerage Department • Suva-Nausori-Navua School Principals • Staff and Students of
International Secondary School • Secretariat of the Pacific Community Media Centre •
Get Set Fiji • Bula 100FM • Bula 102FM and Radio Fiji 1 • Sun Fiji • Fiji Times and Post
Fiji • Community representatives from Tailevu • Naitasiri Provinces • Suva City
Council • Youth Representatives to the Youth Forum • Provincial Councils in Fiji •
Australian High Commission (DAP) • Vodafone ATH Foundation • Green school •
Hope & RiverCare Action Groups • Governing Water Community Groups • Partners
in Community Development • National Trust of Fiji • Pacific Water Association •
Water & Sewerage Department • National Water Stakeholders Group Fiji.
ANNUAL REPORT 2005 15 LIVE& LEARN
PartnersWith great appreciation The Board of Trustees and the staff of Live & Learn Environmental Education wish to acknowledge the support from following agencies and organizations:
Fisherman on the Tonle Sap
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ANNUAL REPORT 2005 LIVE& LEARN 16
MaldivesThe Asian tsunami of 26 December 2004 had a
devastating impact across the Indian Ocean,
causing severe economic, human and
environmental damage to those countries in its
path. The Maldives, an archipelago of some 200
inhabited atoll islands, with a maximum land
height of just 4m, whilst suffering relatively
small human losses, has suffered the largest
amount of economic damage, per capita, of any
country, with more than 70 islands directly
affected by consequential destruction of basic
infrastructure services. The international
community has provided immediate and sustained
support to the Government of the Maldivesthroughout 2005, with a strong focus on public
health related priorities, including the need for
adequate water supply and sanitation, especially
through the dry season of early 2005.
In the year ahead, we will be working with the
Government of the Maldives and the Asian
Development Bank in promoting sound
environmental management in the aftermath of
the tsunami disaster. This will be done through
environmental education and awareness, capacity
building in devolving water management to
island communities.
The goal of the project is to improve
environmental sustainability in the Maldives,
helping achieve the desired Millennium
Development Goals (MDG) targets. Its immediate
outcome is to develop and test an environmental
management program in tsunami-affected islands,
which focuses predominantly, but not solely, on
environmental health and risk awareness.
Advocacy and Mainstreaming of
Education for Sustainable
DevelopmentBuilding a Sustainable Future is a dual approach
to Environmental Education/Education for
Sustainable Development and will target
community learning centers and formal education
systems in Fiji, Papua New Guinea, Vanuatu and
the Solomon Islands. The project will be delivered
through two strands that will be implemented
simultaneously over a period of 36 months.
The first strand will focus on Advocacy of ESD at
a community level. This strand will see theestablishment of eight community-based pilot
activities that will explore and develop high
impact and practical environmental education
approaches. These approaches will reflect ‘best
practice’ and the values of sustainable
development. They will be tailored for easy
replication and will be managed by Live & Learn
Environmental Education in Fiji, Vanuatu, Papua
New Guinea and Solomon Islands. The second
strand will capture the successes and inspiration
from the pilot activities and mainstream, and
replicate them through formal and non-formal
education systems through our existing network
in the South Pacific region. This mainstreamingwill based on measurable outcomes and involves
(i) resources development and (ii) support to
curriculum development.
Integrating Biodiversity into the
CurriculumThis project is funded by the European Union
and aims to strengthen the capacity of formal
and non-formal education systems to support the
implementation of National Biodiversity Strategy
Project Plans (NBSAP) in the South Pacific. The
project is built on the recognition that education
is an indispensable asset in the successfulimplementation of significant environmental
strategies in the South Pacific. The project
targets (i) teachers and educators, (ii) young
people and (iii) government officers in education
and environmental units. The project will deliver
specific outputs through (i) curriculum
development, (ii) development of high quality
education resources on sustainable biodiversity
management and (iii) professional development of
teachers, educators and government officers. The
project will be implemented regionally across the
South Pacific rim.
The Year Ahead
Biodiversity rich hills in Fiji
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ANNUAL REPORT 2005 17 LIVE& LEARN
Christian Nielsen
(Trustee Australia and Regional Director)
Christian has an extensive background in
educational management and research in
developing countries with both government and
non-government organisations. Christian has a
practical background in learning methodologies
and has applied these skills in the NGO
environment across the South Pacific and in
Australia.
Nikki Parker (Trustee Australia)
Nikki has worked extensively for Live & Learn
Environmental Education in the field of
community liaison and non-formal educationalresearch. Before this she was working for the
Solomon Islands Ministry for the Environment
and Conservation as a research coordinator.
Jai Prakash Narayan (Trustee Fiji)
Jai is an active member of the Labasa community
as a teacher and a Vice Chairman of the Fiji
Teachers Union Labasa Branch. Jai brings a
wealth of grass-roots knowledge about the
teaching culture in Melanesia.
Franco Rodi (Trustee Solomon Islands)
Rodi is from Vella lavella in the Western Province
of the Solomon Islands. He is currently theDirector of the Curriculum Development Centre
in Honiara where he oversees the management
and development of the Solomon Islands
curriculum. Rodi holds a Masters Degree in
Science and has more than 10 years experience
in curriculum development in the Solomon
Islands. He is a strong advocate for
environmental education locally and regionally.
Edward N. Molou (Trustee Vanuatu)
Edward has worked in the Supreme Court in
Vanuatu in civil and criminal law. He has also
been providing legal advice to landowners
regarding logging agreements.
Morgan Wairiu (Trustee Solomon Islands)
Morgan joined our Board of Trustees this year
taking over from Mark Marlin. He studied at the
Ohio State University and earned a Ph.D in Soil
Science and his research focused on soil and
water quality in the Solomon Islands. He works
as an independent environmental consultant and
is a founding member of the Solomon Islands
community-based organization ECANSI. He wasadvising Marau leaders in the implementation of
the Marau Peace Plan which involved drawing up
reconciliation plans for the Marau Sound on
Guadalcanal. Morgan lives in Honiara with his
wife and 3 children.
Board of Trustees
Environmental education through the media in the Solomon Islands Students in Kimbe Bay - Papua New Guinea
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LIVE& LEARN 18
FIJI ISLANDS (HEAD OFFICE)Live & Learn EnvironmentalEducationManager: Marie Fatiaki
87 Gordon StreetPrivate Mail Bag
Suva – FijiP: +679 3315 868F: +679 3305 868
E: [email protected]: http://liveandlearn.idea.org.au
SOLOMON ISLANDSLive & Learn EnvironmentalEducationManager: Naelyn JohnsDSE Building – China Town
PO Box 1454Honiara – Solomon IslandsP: +677 24453
VANUATULive & Learn EnvironmentalEducationManager: Annie ShemPO Box 1024
Port Vila - VanuatuP: +678 27448F: +678 25308E: [email protected]
PAPUA NEW GUINEALive & Learn EnvironmentalEducationManager: Elyne JondaPO Box 844Kimbe, West New Britain Province
Papua New GuineaP: +675 9834237E: [email protected]
CAMBODIALive & Learn EnvironmentalEducation
Manager: Somonn ChumGPO Box 91 #364 M.V. Preach MonivongSangkat Phsar Doerm Thkov, Khan
Chamkar MonPhnom Penh, CambodiaP: +855 23 224053E: [email protected]
AUSTRALIA(NETWORKING OFFICE)Live & Learn EnvironmentalEducationRoss House - 4th Floor
247-251 Flinders LaneMelbourne 3000 Vic, AustraliaP: +61 3 96501291F: +61 3 96501391E: [email protected]
“”
PAULO FREIRE, 1921-1997
Paulo Freire was one of the most inspirational thinkers on
education and community mobilisation in the twentieth century.
As the Education Minister of Brazil he fiercely promoted the right
and responsibility of all education to be rooted in environmental,
cultural, social, economic and political realities whilst at the same
time being educational and free of political agendas.
Paulo Freire's insistence on situating educational activity in the
lived experience of participants has opened up a series of
possibilities for the way informal (and formal) educators can
approach practice. Freire’s emphasis on dialogue as struck a very
strong chord with those concerned with informal education.
Informal education is dialogical rather than curricular and PauloFreire insisted that dialogue must involve respect. It should not
involve one person acting on another, but rather people working
with each other. Dialogue is not just about deepening
understanding - but is part of making a difference in the world. In
this context dialogue in itself is an action-based, co-operative
activity. The process is important and can be seen as enhancing
community and building social capital and to leading us to act in
ways that make for justice and human flourishing.
Some important thoughts from Freire that inspired educators and
community developers across the world:
‘critical reflection of practice is a requirement of the relationshipbetween theory and practice, otherwise theory becomes empty
talk and practice pure activism’
‘if we have any serious regard for what it means to be human, the teaching of contents cannot be separated from the moral formationof the learners….that to know how to teach is to createpossibilities for the construction and production of knowledgerather than to be engaged simply in a game of transferringknowledge.’
‘insofar as I am a conscious presence in the world, I cannot hope to escape my ethical responsibility for my action in the world’
"No one can be in the world, with the world, and with others andmaintain a posture of neutrality. I cannot be a teacher and be infavour of everyone and everything….being a teachers requiresfrom me a definition on where I stand"
Inspiration
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‘insofar as I am a conscious
presence in the world,
I cannot hope to escape my
ethical responsibility formy action in the world’
PAULO FREIRE, 1921-1997