Proposed Amendments to Chapter 15, Article X: Wetland Conservation Areas
WCES 2009: Non-Formal Adult EE in Sabah, Malaysia
1. FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
WORLD CONFERENCE ONWORLD CONFERENCE ON
EDUCATIONAL SCIENCESEDUCATIONAL SCIENCES
(WCES)(WCES)
Near East University,Near East University,
Nicosia, CyprusNicosia, Cyprus
February 3-7, 2009February 3-7, 2009
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2. HI FROM SABAH, MALAYSIA!HI FROM SABAH, MALAYSIA!
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
World Conference on Educational Sciences
3-7 February 2009
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4. A SCENARIO OF NON-FOR
A SCENARIO OF NON-FOR
ENVIRONMENTAL EDUCATION (EE)
ENVIRONMENTAL EDUCATION (EE)
ON ADULTS
ON ADULTS
IN SABAH, MALAYSIA
IN SABAH, MALAYSIA
DR. ARBA’AT HASSAN
SUSAN PUDIN
Faculty of Education, Universiti Kebangsaan Malaysia
email: arbaat@yahoo.com
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FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
5. OVERVIEWOVERVIEW
UNESCOUNESCO ... “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
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
6. Objectives Actions
Knowledge
To 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.
Skills
To 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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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
7. Teachers’ Edu Division introduced EE in all teachers’
training colleges in Malaysia (1995):
The pre-service teacher edu program (adults)
compulsory
Teachers’ Training Diploma, and
Post Graduate Diploma in teaching course,
Tertiary (degree) level,
The universities
Produce experts in environment-related fields.
ADULTS FORMAL EEADULTS FORMAL EE
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
8. 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; and
Collection of primary data from the
Environment Protection Department (EPD)
Institute for Development Studies
(Sabah), Malaysia 8
World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
9. 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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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
10. 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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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
11. 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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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
12. 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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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
13. 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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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
14. Fig 1: Environmental talks (Knowledge)
Institute for Development Studies (Sabah),
Malaysia
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
15. Fig 2: Environmental exhibitions (Awareness)
Institute for Development Studies (Sabah),
Malaysia
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
16. 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
Institute for Development Studies (Sabah),
Malaysia
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
17. Fig 3: Mangrove Tree-planting (Participation)
Institute for Development Studies (Sabah),
Malaysia
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18. Fig 3: Mangrove Tree-planting
(Participation)
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
19. Fig 4: Composting using garden wastes
(Participation)
Institute for Development Studies (Sabah),
Malaysia
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
20. Fig 5: Beach cleaning-up
(Awareness & Participation)
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
21. Fig 6: Cleaning-up Activities (Awareness & Participation)
Institute for Development Studies (Sabah),
Malaysia
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
22. Figure 7 : Colouring contest
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
23. Figure 8 : Paper Making
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
24. Figure 8 : Radio talk/quiz
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
26. 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).
Institute for Development Studies (Sabah),
Malaysia
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
27. Environmental Education Centres:
zoos,
forest,
landfills,
recycling centres,
wildlife sanctuaries,
rehabilitation centres,
water treatment plants, and
mangrove re-planting plans.
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009
FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA