AKO PROJECT H' RASAMIMANANA and ENS Students from 3

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AKO PROJECT H' RASAMIMANANA and ENS Students from 3

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Title: AKO PROJECT H' RASAMIMANANA and ENS Students from 3

1
AKO PROJECTH. RASAMIMANANA and ENS Students from
3 4th years 2008

Workshop on conservation education at the XXIIth
IPS Congress
August 2008 - Edinburgh

2
INTRODUCTION

Conservation education becomes more and more
urgent since in Madagascar
Deforestation runs at a very high speed despite
all the works conducted against it.
There are 2 purposes of deforestation
beneficial mining
not beneficial slash and burn
Both of them need knowledge of wildlife.
Much research but it doesnt reach people.

3
METHODS

2000 Books of Ako the Aiay
Distributed in two dozens of primary schools in 6
different areas of Madagascar except the extreme
North and South.
Collaboration between ENS and Durrell Wildlife
Preservation Trust
Questionnaires for 20 teachers and 400 pupils
14 Questions of which 3 open for teachers
56 questions of which 7 open for pupils whose
mean age is 13 years old

4
Themes assessed in teachers and pupils answers

1. Understanding of environmental conservation
2. Objectives of conservation education
3. Methods of conservation education
4. Conservation attitudes
5. Utility of books like Ako the Aye-Aye
6. General reading attitudes in children

5
RESULTS

TEACHERS

6
UNDERSTANDING OF ENVIRONMENT

57 right ? an improvement over a survey from
20 years ago.
43 wrong mention only forest and marsh, not
socio cultural environment neither their own
surroundings. Some of them state that it is the
concern of a group of particular persons and we
do not know the results so far.

7
WHAT ARE CONSEQUENCES OF THE DESTRUCTION OF ALL
ENVIRONMENT? (an open question)

66 said Climate change in everyday life ?
drastic decrease of their land productivity, from
their own experience of lack of rain and increase
in hotter summers and colder winters.
33 said Species displace and disappear, and do
not reproduce any longer.
No-one left the question unanswered

8
WHO ARE PERSONS IN CHARGE OF THE CONSERVATION
EDUCATION IN THEIR AREA? (a closed question)

44 Tick off all 6 given answers including
Conservation International who does not work in
these areas
42 Tick off themselves and the VIP of the
village
14 add Durrell WPT

9
WHAT ARE METHODS USED FOR ENVIRONMENTAL EDUCATION?

100 reading
100 listening to news
broadcasting
100 at school
The picture shows a
school library of books still
tied togethernot actually
read

10
TEACHERS KNOWLEDGE ABOUT ECOPEDAGOGY

71 Yes I use it
29 No I do not but was trained
43 Tick all answers given as its pedagogical
objectives
43Tick all answers except the only one right
14 Tick off the right one that students should
be responsible for their own analysis, decisions
and actions

11
METHOD TO HELP PUPILS WHO DO NOT UNDERSTAND THE
LESSONS

100 Give pupils the right answer to make them
understand
100 Give extra paid courses for 2 hours
everyday after class

12
UTILITY OF AKO BOOK FOR TEACHING

86 Very useful
14 None
WHY?
57 For an eventual english lesson
29 No answer

13
PUPILS ANSWERS
14
READING IN GENERAL

55Take time to read
9 Do not
28 When see one
7 No answer
1 When obliged
But 71 take this time when they do not have
anything to do
18 when they want to
11 No answer

15
Number of books ever read and received in their
life

47 Have read more than 1 but less than10
40 More than 10
7 Read a book for the first time (Ako)
6 No answer
43 are already offered more than 1 book
27 more than 10 books
25 Ako was the first one offered

16
KINDS OF BOOKS THEY WANT TO READ

47 Textbook
19 Religious
13 Comics
12 Tales
7 Newspaper
2 Romance Novel

17
WOULD YOU LIKE TO LEND YOUR AKO BOOK ?

62 Yes
35 No
3 No answer
WHY?
26 Sharing
30 Distrust
4 It belongs to the school/government
40 No answer

18
DO THEY LIKE AKO BOOK?

93 Yes
7 No
And the pictures?
Not clear, not real pictures .
But in comparaison with the real picture they are
cuter in the book, so they like that.

19
IS AKO USEFUL FOR YOUR LEARNING?

34 Arouses my understanding on animal
protection
18 Improves my reading
14 Makes me willing to tell the story to others
10 Makes me asking for stories of other animals
9 Provides new vocabulary
6 Gives new informations about aiay
6 Arouses my designers vocation
3 No answer
NOTE STUDENTS SAY IMPROVE UNDERSTANDING OF ANIMAL
PROTECTION, TEACHERS ONLY SEE AS USEFUL FOR
ENGLISH TEACHING

20
WHY DO AIAY DESTROY COCONUT PLANTATIONS?

46 Coconut is their main food
27 Forest containing their food is destroyed
21 For leisure
6 They want to annoy people

21
SOLUTIONS FOR THAT AND HOW TO ACHIEVE THEM?

37.5 Reforestation
37.5 Plant more coconut
22 Fence the plantation
68 No answer
32 Simple answer corresponding to the solution
? anthropomorphism, could not use in appropriate
way the informations from the book ?lack of
analysis capacity

22
IMPORTANCE OF WILDLIFE CONSERVATION

44 Provides food and everyday needs to humanity
33 Longevity of the earth
11 Provides leisure to human
11 Inappropriate answer

23
CONCLUSIONS

Teaching means fill up the brain ?very easy
Educate means modulate the brain? more difficult
The Teachers asked cannot make the difference
between these two processes or never think about
it
They show many contradictions in their
assertions, which could be interpreted as lack of
interest for the subject.
How could be conservation education taught at
school since the teachers do not know its
objectives? All education has the same beginning
by capacity of analysis, then interpretation
finally deduction and conclusion.

24
CONCLUSIONS (continued)

Elaboration of questionnaires should be done at
least in two steps
Number of questions should be reduced ? one
reason of teachers lack of interest? ENS
students spying them?
On average 20 of No answer ? in every situation
in Madagascar
A lot remains to do mainly for colleges of
EDUCATION such as ENS.

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