NSW-NPWS Background 2 Educating first-year students about the • Australia’s biodiversity benefits of conservation partnerships: – rich, endemic an experiential approach – extinctions, continuing impacts • Management responsibility changed – Reserves, gov’t agency William Gladstone – Reserves, private land / sector, multi gov’t / agencies, School of Environmental and Life Sciences community, education, research • Landcare, Dunecare, Waterwatch, bush care groups With special thanks to: • “The involvement of all Australians is vital to the conservation of biological diversity” (NSCABD 1996) Deb Holloman, Robin Meldrum, Liz Phelps Motivation & Guidance Education for Conservation 3 4 • Graduate conservation managers: develop & manage community partnerships • “The education system has an essential role to play…” • Students’ needs for this experience • “Teaching and learning should focus on the development of skills that will enhance understanding and acceptance Relevant, experiential � � education effectiveness • of the need for biological diversity conservation as well as commitment to achieving it” • Field experiences – highly motivational – � knowledge gains, attitudinal changes • “Encourage 'hands on' educational programs that involve the wider community as part of the educational process ↓ condition of Reserve in biological diversity conservation” • Local community bush care group ↓ • National Strategy for the Conservation of Australia’s Biological Diversity (1996) • Monitoring by community groups not feasible – No resources to hire expert consultants – Limited technical capacity Motivation & Guidance Motivation & Guidance 5 6 • Graduate conservation managers: develop & manage • Graduate conservation managers: develop & manage community partnerships community partnerships • Students’ needs for this experience • Students’ needs for this experience • Relevant, experiential � � education effectiveness • Field experiences – highly motivational – � knowledge gains, attitudinal changes ↓ condition of Reserve • Local community bush care group ↓ • • Monitoring by community groups not feasible – No resources to hire expert consultants – Limited technical capacity 1
Motivation & Guidance Sustainable Resource Management (SRM) 7 8 • Graduate conservation managers: develop & manage community partnerships • 3 yr major in BSc • Students’ needs for this experience • Core science + SRM courses Relevant, experiential � � education effectiveness • • Social systems, water, biodiversity, land, values, resource assessment, conservation science, planning, • Field experiences – highly motivational community resource management – � knowledge gains, attitudinal changes • ↓ condition of Reserve • Natural Systems (1 st yr) – ecosystem science, issues, management • Local community bush care group ↓ • Monitoring by community groups not feasible – No resources to hire expert consultants – Limited technical capacity Wamberal Lagoon Nature Reserve Conservation context 9 10 • Wamberal Lagoon Nature Reserve – Gazetted 1981 for educational values – Register of the National Estate – 1993 management plan: “undisturbed”, “refuge for native plants and animals” – Surrounding suburbia → fire + invasive weeds • Littorial rain forest (endangered ecological community) • Magenta lilly pilly ( Syzygium paniculatum ) (vulnerable) • Sand spurge ( Chamaesyce psammogeton ) (endangered) Pics: NSW-DECC In-class theory, practical skills Development & structure 11 12 Framework: Envirofund grant • Lectures (4 hr) 1. Partners: Government + business + community + – Australian veg types education – Forest ecosystem structure & function 2. Rehabilitation: private contractors – Issues, management 3. Infra-structure (fencing + interpretive signage): NSW National Parks & Wildlife Service 4. Re-establishment of community bush care group: • Problem-solving tutorials (6 hr) NSW National Parks & Wildlife Service – Invasive weeds – Wamberal Lagoon NR 5. Bush regeneration: community + students – Independent research 6. Effectiveness monitoring: students 7. Annual assessment of further needs: students – Information gathering 8. Broader community awareness: university 2
In-class theory, practical skills Field work at Wamberal Lagoon 13 14 Practical classes (9 hr) • Rapid weed assessment • Effectiveness of bush • Computer-based tutorial • Practical skills (3 hr) – 15 sites around the NR regeneration (3 hr) – Rapid weed – Intensity of weed invasion – 3 sites – Monitoring for assessment – Plotted with GPS • Regular bush regeneration – Map of extent, intensity of evaluation – Quantifying veg cover, weed invasion • Single bush – Hypothesis testing density regeneration • Monitored and updated • No bush regeneration annually – Data compilation – Map reading, GPS – Cover, density weeds & – Statistical tests native plants in ground, mid and upper veg layers Bush regeneration 15 16 • Partners: – Wamberal Lagoon Bushcare Group – NPWS – students 0 – teaching staff • 3 Saturday mornings • Weed, native plant identification • Weed removal, poisoning 1 • Planting native seedlings 2 • Rubbish removal • OH & S Monitoring effectiveness 17 18 Computer-based tutorial (3 hr) Survey, monitoring data � spreadsheets • • Statistical test for significant differences in cover of natives and weeds between the 3 areas 50 Ground layer weed cover 40 % Cover 30 20 10 0 2 1 0 3
Communicating Results 19 20 On-ground works • Reflective diary after bush regeneration – Work accomplished – Reflections on achievements, work remaining, observations • Technical evaluation report – Survey and monitoring results – Recommended management 21 22 CC Express Advocate Central Coast Herald Outcomes 23 24 • Education: – Knowledge, skills, experience using skills – Experience in practical conservation • Community partnership • Realistic understanding of problem and commitment required • Monitoring effectiveness of community’s work • Responsibilities, limitations of agencies • Up-to-date weed assessment of Reserve • Conservation: – � weeds in Reserve – Support for threatened species 4
Qualitative Outcomes 25 • Very +ve response / attitude from students – Field experience, staff participation – Visible benefit from their work – Feedback from community group – Signage, fencing, media � public profile – Beauty of Reserve – Class “team” • Community participation – Admiration for community group’s work – Joined local bushcare group – Established student bushcare group • Perceptions – Dismay: remaining work, -ve public attitudes 5
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