2009 wces non formal ee at vuni hall 4

FACULTY OF EDUCATIONUNIVERSITI KEBANGSAAN MALAYSIA

WORLD CONFERENCE ON WORLD CONFERENCE ON EDUCATIONAL SCIENCES EDUCATIONAL SCIENCES

(WCES)(WCES)

Near East University, Near East University, Nicosia, CyprusNicosia, Cyprus

February 3-7, 2009February 3-7, 2009

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HI FROM SABAH, MALAYSIA!HI FROM SABAH, MALAYSIA!


World Conference on Educational Sciences3-7 February 2009

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A S C E N A R IO O F N O N - F O RM A L

A S C E N A R IO O F N O N - F O RM A L

E N V I RO N M E N TA L E D U C AT I O N ( E E )

E N V I RO N M E N TA L E D U C AT I O N ( E E )

O N A D U LT S O N A D U LT S

I N S A BAH , M A L AYS I AI N S A BAH , M A L AYS I A

DR. ARBA’AT HASSANSUSAN PUDIN

Faculty of Education, Universiti Kebangsaan Malaysiaemail: [email protected]

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OVERVIEWOVERVIEW

UNESCO UNESCO ... “a ... “a process aimed to develop world citizens that are aware of and concerned about the total environment and problems (knowledge, attitudes, motivations, commitments and skills.)”

This citizen works individually and collectively towards solving the problems and preventing/minimizing new one.

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World Conference on Educational Sciences (WCES, Cyprus February 3-7, 2009


Objectives Actions

KnowledgeTo help social groups and individuals gain a variety of experience in, and acquire a basic understanding of, the environment and its associated problems.

Awareness To help social groups and individuals acquire an awareness of and sensitivity to the total environment and its allied problems.

SkillsTo help social groups and individuals acquire the skills for identifying and solving environmental problems.

Participation

To provide social groups and individuals with an opportunity to be actively involved at all levels in working towards the resolution of environmental problems.

Sources: Arbaat (2006) & Sato (2006)

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Teachers’ Edu Division introduced EE in all teachers’ training colleges in Malaysia (1995):

The pre-service teacher edu program (adults)

compulsoryTeachers’ Training Diploma, and Post Graduate Diploma in teaching course,

Tertiary (degree) level, The universitiesProduce experts in environment-related fields.

ADULTS FORMAL EEADULTS FORMAL EE

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METHODOLOGYMETHODOLOGY

Literature review on non-formal environmental education for adults locally and globally;Collection of secondary data from a compilation of case studies by the Science and Technology Unit; andCollection of primary data from the Environment Protection Department (EPD)

Institute for Development Studies (Sabah), Malaysia 8


DATA AND FINDINGSDATA AND FINDINGS

Case Study A: Scenario Non-Formal EE for Adults (Various Org in 2002)

Five evaluation criteria are Effectiveness Efficiency The Impact The Relevance Sustainability

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Evaluation Effective (%)

Efficient(%)

Impact(%)

Relevant(%)

Sustainable(%)

Yes 91.7 75.0 33.3 100.0 50.0

No 8.3 16.7 - - -

Difficult to assess - 8.3 - - 8.3

Not direct - - 16.7 - -

No significant impact observed - - 33.3 - -

Unknown - - 16.7 - 41.7

Total 100.0 100.0 100.0 100.0 100.0

Table 1: Evaluation Results of 12 Campaigns in Percentage

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i. Nearly 92% campaigns = effective.

ii. 75% campaigns = efficient (but needs further enhancement to improve quality).

iii.33% campaigns = permanent impact in the society.

iv.All campaigns = relevance and importance to beneficiaries and stakeholders.

v. About 50% campaigns = benefited to stakeholders.

RESULTS

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Case Study B: Non-Formal Adults EE (Envt Protection Dept Sabah)

The adult target groups: general public,

community residents, government officers,

religious groups, head of villages,

village committees, and lecturers.

Public awareness on environmental protection and roles of the Dept = increased.

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Case Study B: (1999-Aug 2008)

Implemented EE activity for adults = mostly environmental talks.

The Environment Protection Dept = implemented more non-formal activities for adults but talks and exhibitions are increasing trend and most invited.

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Fig 1: Environmental talks (Knowledge)

Institute for Development Studies (Sabah), Malaysia

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Fig 2: Environmental exhibitions (Awareness)


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Other Environmental Activities (1999-2008)

Mangrove Race Tree / Mangrove Planting

Paper making using recycled paper Radio Talks

Photography Contest Cleaning up activities

River Survey Launching events

Awareness through newspaper articles Envt’l Friendly Schools Ceremony Envt’l Friendly Schools Road-show


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Fig 3: Mangrove Tree-planting (Participation)


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Fig 3: Mangrove Tree-planting (Participation)

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Fig 4: Composting using garden wastes (Participation)


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Fig 5: Beach cleaning-up(Awareness & Participation)

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Fig 6: Cleaning-up Activities (Awareness & Participation)


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Figure 7 : Colouring contest

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Figure 8 : Paper Making

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Figure 8 : Radio talk/quiz

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Environmental Friendly Schools

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CONCLUSIONCONCLUSION

The different mode of EE learning:

i. Setting =learning envt is outside education formal.

ii. Structure of learning =flexible but interesting.

iii. Programme structure =flexible. iv. Method =interesting (direct to nature,

e.g.: fauna and flora).


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Environmental Education Centres:

zoos, forest, landfills, recycling centres, wildlife sanctuaries, rehabilitation centres, water treatment plants, and mangrove re-planting plans.

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THANK YOUTHANK YOU

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