W o r k s h o p R e p o r t

Identification of Problems and Constraints to

Environmental/Conservation Education

At School Level

Held on 20th October 1990 At St. Aloysius College, Galle

Organized by

NATURAL RESOURCES, ENERGY & SCIENCE AUTHORITY 4 7 / 5 , Maitland Place, Colombo 7

and

MARCH FOR CONSERVATION University of Colombo, Colombo 3

OOOOBDOQ Compiled by J.D.S. Dela

CONTENTS

WORKSHOP REPORT

Introduction to the Workshop and of Discussions

Recommendations

Conclusions and Acknowledgements

II ANNEXES

(A

(B

(C

(D

(E

(F (G

(H

(I

Workshop Agenda

Welcome Address by Mr L.C.A. de S. Wijesinghe

Introduction to the Workshop by Dr (Miss) T. Peiris Keynote Address by Dr S.W. Kotagama

Curriculum Objectives by Mr J.P. Herath

Summary of Curriculum Objectives

Environmental Education Methods by Mr J. Waththewidana

Wild Life of Sri Lanka by Mrs U. Hettige

List of Participants

19

21

23

25

31

35

36

40

48

(Information taken from this report should be duly acknowledged)

J L l i i.: • : . J

W o r k s h o p R e p o r t

I INTRODUCTION

Environmental education now forms an important component in the school curriculum. I t is imparted to the student from year one to f ive through an integrated curriculum referred to as environmental studies and through 'introductory science' which commences from year four . At the secondary school l eve l , from years s ix to eleven environmental education is incorporated into the respective s y l l a b i of science, soc ia l s tudies , health and even a r t to provide the student with a mult id isc ipl inary approach. In the 'A' Level c la s se s , i t is included in the sy l labus of the students of b io logy .

However, organizations concerned with environmental education have noted that this increase in the importance of environmental education in the formal education system, is not su f f i c i en t ly ref lected in the school going ch i ld ' s knowledge and att i tudes with respect to environmental i ssues . Therefore, a ser ies of workshops to identify Problems and Constraints to the Ef fect ive Dissemination of Environmental/Conservation Education a t School Level was jo int ly organized by the Natural Resources, Energy and Science Authority (NARESA) and March for Conservation (MfC) , a non-governmental organizat ion, in consultation with the National Inst i tute of Education ( N I E ) . The 1st workshop was held in December 1989 in Colombo, at the

NARESA Auditorium. This workshop, which is the second in the ser ies was held at St . Aloysius Col lege , Gal le on 20th October 1990 at which approximately 33 teachers from 20 schools within the Southern Province part ic ipated .

Schools were selected for possible part ic ipat ion at this workshop with the assistance of the NIE. The pr inc ipals of these schools were then requested to nominate two teachers involved in environmental education from years 6-9 in their respective schools . The part ic ipants were f i n a l l y selected on the basis of their response to a questionnaire c irculated by NARESA to the nominees. At the Colombo workshop, the problems and constraints that teachers faced in imparting environmental education e f f ec t i ve ly , e spec ia l ly with regard to att i tude building of students, and the assistance required by them for this purpose were ident i f ied in general . At the second workshop the aim was to obtain information of a more spec i f ic nature than previously , on the apparent plethora of problems which these teachers appeared to face , and to obtain recommendations to rec t i fy them. During the discussions the teachers were expected to e laborate on their response to the preliminary questionnaire c irculated to them by NARESA, and to discuss whether the problems identif ied at the Colombo Workshop were appl icable to their schools as w e l l .

The main o b j e c t i v e s of the second workshop were s i m i l a r to t h o s e of the former. They were t o :

(1) a s s e s s the l e v e l of environmental e d u c a t i o n a t s c h o o l l e v e l in the Southern p r o v i n c e .

(2) i d e n t i f y the problems and c o n s t r a i n t s encountered by t e a c h e r s barr ing e f f e c t i v e t each ing of c o n s e r v a t i o n / e n v i r o n m e n t a l e d u c a t i o n in s c h o o l s and to i d e n t i f y remedial measures a s p e r c e i v e d by them.

(3) o b t a i n recommendations to upgrade environmenta l e d u c a t i o n in S r i Lankan s c h o o l s

(4) g i v e the t e a c h e r s an idea o f : (a ) e f f e c t i v e environmenta l e d u c a t i o n methods to be used by them (b) m a t e r i a l a v a i l a b l e for t h i s purpose and ( c ) prov ide some informat ion on the s t a t u s of w i ld l i f e c o n s e r v a t i o n in S r i Lanka and i t s importance .

As s u c h , i t d i f f e r e d from the Colombo workshop in having a t r a i n i n g component added to i t by way of a l e c t u r e an e f f e c t i v e methods of env ironmenta l e d u c a t i o n and a s l i d e p r e s e n t a t i o n on the wi ld l i f e of S r i Lanka. In a d d i t i o n , m a t e r i a l packs c o n t a i n i n g l e a f l e t s , b o o k l e t s and p o s t e r s which cou ld be used by the t e a c h e r s for e n v i r o n m e n t a l / c o n s e r v a t i o n educat ion were d i s t r i b u t e d to each s c h o o l r e p r e s e n t e d a t the workshop. In a d d i t i o n , p o s t e r s and books on env ironmenta l t o p i c s provided by the MfC, NARESA and the Department of Wild L i f e Conservat ion were made a v a i l a b l e for s a l e a t a nominal pr i c e .

S e s s i o n I of the workshop was c h a i r e d by Dr R.P. Jayewardene, D i r e c t o r General of NARESA. The welcome a d d r e s s was d e l i v e r e d by Mr L.C.A. de S . W i j e s i n g h e , A d d i t i o n a l D i r e c t o r General of NARESA who s t a t e d t h a t e f f e c t i v e environmental e d u c a t i o n in S r i Lankan s c h o o l s was very n e c e s s a r y to s e n s i t i z e s t u d e n t s about environmental i s s u e s , in view of f a c t tha t the younger g e n e r a t i o n would be the ones most a f f e c t e d by the d e p l e t i o n of the c o u n t r y ' s n a t u r a l r e s o u r c e s and the e f f e c t s of p o l l u t i o n ; two of the most s e r i o u s environmental problems growing d a i l y in magnitude a t p r e s e n t .

The keynote address on the o b j e c t i v e s and expec ted outcome of t h i s workshop was d e l i v e r e d by Dr S.W. Katagama, D i r e c t o r , Department of Wild L i f e C o n s e r v a t i o n . He s t r e s s e d t h a t the most important q u a l i t y needed in a teacher of e n v i r o n m e n t a l / c o n s e r v a t i o n e d u c a t i o n , was the a b i l i t y to learn w h i l e t e a c h i n g , even from t h e i r own s t u d e n t s . He a l s o s a i d t h a t a s t u d e n t should f i r s t learn from the env ironment , then learn about the environment and a t the t e r t i a r y s t a g e , learn for the env ironment . He added t h a t guided by the t e a c h e r , s t u d e n t s should be a l lowed to learn by t h e m s e l v e s , w i t h o u t the teacher i n f l i c t i n g h i s or

- 2 -

her own ideas and opinions on them. He next briefed the part ic ipants on the aims and object ives of this workshop and i t s expected outcome. Referring to a recommendation made at the Colombo workshop, he urged the teachers to give careful consideration as to whether they recommended teaching environmental education as a separate subjec t , or whether they preferred the mult idisc ipl inary approach adopted at present.

In her introductory speech, Dr (Miss) Thusita P e i r i s , Co-ordinator, March for Conservation briefed the part ic ipants about the or ig in and background of this workshop s e r i e s . She a lso gave a concise introduction to the structure and object ives of the workshop with respect to the day's proceedings.

The next speaker, Mr J .P . Herath, Director , Science and Maths project of the National Inst i tute of Education, stated his ideas on the object ive of including environmental education in the school curriculum. He said that the chief object ive of environmental education was to strengthen the student's a b i l i t y for decision making and to build up correct a t t i tudes ; enabling'the student to become a responsible c i t izen of the future , sensi t ive to issues connected to their physical and social environment. He stressed that giving knowledge alone to a student was insuf f ic ient as correct values and att i tudes in addition to knowledge and a b i l i t y were needed to produce an act ive and useful member of society . He added that the need for environmental education has now been recognized worldwide due to the multitude of problems re lated to environmental issues that have surfaced in recent times.

An interesting and inspiring speech on simple but e f fec t ive ways for teaching environmental/conservation education was del ivered next by Mr Jayantha Waththewidana of the Open Univers i ty . He stressed on the importance of the teacher as a ro l e model for increasing the student's awareness and sens i t iv i ty to environmental i ssues .

Session I I was devoted to discussion between resource persons and part ic ipants within three groups. Dr (Miss) Thusita P e i r i s and Miss N. Ranasinghe, Miss J .D .S . Dela and Miss U. Hett ige , Mrs Shanaaz Preena and Mr J. Wathethewidana presided over the three groups respect ive ly , to guide the discussions, which were structured on the following l ines:

1. evaluation of whether the curriculum object ives are f u l f i l l e d at present in schools, with respect of this subject

2. discussion of teaching methods currently practiced in the part ic ipants ' schools with regard to environmental/conservation education

3. ident i f icat ion of problems and constraints that teachers encounter, preventing e f f ec t ive dissemination of environmental education in schools

- 3 -

4 . suggestion of remedial measures to solve these problems, including ident i f icat ion of poss ible contributions by ( a ) teachers/schools ( b ) the Education Department and ( c ) other organizat ions / ins t i tut ions concerned with environmental conservation, for upgrading environmental education in schools

5 . ident i f icat ion of the type of equipment, teaching materials and training needs for teachers to improve the level of environmental education at school l eve l .

The o f f i c i a l s from the NIE joined in the group discussions.

After conclusion of the group discussions, Miss Upeksha Hettige presented a s l i d e show to the partic ipants on the importance of conserving the Wild L i f e of S r i Lanka. During- this time the group leaders pooled the recommendations made by their respective groups to prepare a summary of the discussions.

Session I I I was chaired by Dr S.W. Kotagama. The part ic ipants , discussion group leaders and panel is ts assembled together and a summary of the important points discussed by the three groups was presented by Dr (Miss) Thusita P e i r i s .

The submissions made by the teachers indicated that the majority of problems l i s ted were common to most schools, a l b e i t in d i f f e r e n t degrees . Of importance was the fact that curriculum object ives for environmental education in the formal education system were not . met with a t present in the part ic ipants ' schools, as a r e s u l t of several constra ints . I t was a lso noted that organizations involved with environmental conservation could in many ways ( i . e . by providing l i t e r a t u r e , equipment, and training programmes for teachers) a s s i s t grea t ly in upgrading environmental education in schools .

Commenting on the workshop discussions, Dr Kotagama, stressed that i t was important for teachers not to l imit themselves to the conventional teaching methods if they were to teach this subject e f f ec t ive ly to students. He stressed that a posi t ive at t i tude towards teaching environmental/conservation education was essent ia l if teachers were to achieve the goals of environmental education.

F ina l ly Mr L . C . A . de S. Wijesinghe of NARESA thanked the inst i tut ions and individuals who had col laborated with NARESA to organize this workshop; namely the representatives of March for Conservation and the National Inst i tute of Education; those who had provided educational material for d i s t r i b u t i o n , the s ta f f of NARESA who had organized and assisted with the arrangements for this workshop and the part ic ipants and resource persons, a l l of who had contributed towards making this workshop a success.

- 4 -

I I SUMMARY OF DISCUSSIONS BY THE THREE GROUPS

(A) Methods used currently by the part ic ipants for dissemination of environmental/conservation education in their schools:

(1) Face to f a c e t each ing through l e c t u r e s was used by a l l the t e a c h e r s p r e s e n t and was a l s o found to be the most predominantly used method by them.

(2) F i e l d t r i p s and f i e l d o b s e r v a t i o n s were organ ized once a year in a few s c h o o l s w h i l e most s c h o o l s were unable to do s o due to c e r t a i n c o n s t r a i n t s d i s c u s s e d under s e c t i o n B.

( 3 ) Newspaper a r t i c l e s ' o n e n v i r o n m e n t a l / c o n s e r v a t i o n i s s u e s were w ide ly used by t e a c h e r s , e x c e p t in remote a r e a s where newspapers were not a v a i l a b l e . In some i n s t a n c e s t eachers d i s c u s s e d r e l e v a n t news i t ems in the c lassroom and promoted an exchange of i d e a s between s t u d e n t s on t h e s e t o p i c s , w h i l e o t h e r s s p e c i f i e d newspaper a r t i c l e s for the s t u d e n t s to read a t home. In one remote s c h o o l which did n o t have a c c e s s to newspapers , the teacher c o l l e c t e d money from the s t u d e n t s to purchase for them, the c u r r e n t i s s u e of a s c i e n c e magazine, during her p e r i o d i c v i s i t s home.

(4 ) Use of a u d i o - v i s u a l equipment for environmental educat ion appeared to be l i m i t e d , due to the non a v a i l a b i l i t y of t h i s f a c i l i t y in most s c h o o l s . However, channe l ing s t u d e n t s ' a t t e n t i o n to TV. and r a d i o programmes on environmental t o p i c s was done by most t e a c h e r s in the more urban s c h o o l s

(5 ) A teacher from a remote area in the dry zone , used samples of v e g e t a t i o n from other c l i m a t i c zones which she c o l l e c t e d during her v i s i t s home, to teach the s t u d e n t s about the d i f f e r e n t v e g e t a t i o n types of S r i Lanka.

(6 ) P o s t e r s and diagrams were used to a l i m i t e d e x t e n t in a few s c h o o l s . In some i n s t a n c e s s t u d e n t s themse lves were encouraged to draw the p o s t e r s for t h e i r c l a s s .

( 7 ) Use of models to h i g h l i g h t environmenta l i s s u e s was reported in a l i m i t e d number of s c h o o l s . In one i n s t a n c e waste m a t e r i a l such a s yoghurt cups had been used to prepare these mode l s .

(B) N o t i c e boards were used in some s c h o o l s to d i s p l a y environmental news i t e m s . However, even t h i s s i m p l e method could no t be used in c e r t a i n rura l s c h o o l s due to p r e v a i l i n g c o n d i t i o n s d i s c u s s e d under s e c t i o n B.

(9) R e l a t i n g the e x p e r i e n c e s of the teacher and s t u d e n t s connected to environmental i s s u e s in c l a s s , was used in a l i m i t e d number of s c h o o l s a s a means of b u i l d i n g up environmental awareness and i n t e r e s t among the s t u d e n t s .

- 5 -

(10) Intra or inter-school debates on environmental issues was reportedly limited to a few schools but even in them were organized infrequently .

(11) Student part ic ipat ion in nature clubs also appeared to be rare in the part ic ipants ' schools . Only about s ix schools out of a total of twenty represented at this workshop, had nature clubs or s imilar soc ie t ies for environmental/ conservation a c t i v i t i e s .

( I S ) Assignments and projects connected to environmental/ conservation topics were reportedly used by some teachers.

Of the above mentioned methods, face to face teaching appeared to be the most widely used mode of instruction for environmental education in a l l the schools that part ic ipated . However, most schools used one or more of the other methods in addition to lectures . Inter-school col laborat ion a l so appeared to be poor in the Southern Province with respect to a c t i v i t i e s connected to environmental conservation.

(B) Problems Encountered by Teachers:

A s ign i f i cant factor was that a l l the part ic ipants agreed that the curriculum expectations with regard to environmental/conservation education, were not met with in their schools , e spec ia l ly with regard to att i tude building among the students. Teachers in the more urban schools pointed out that while their students were quite knowledgeable, about; environmental i ssues , they were not (and could not) be su f f i c i en t ly motivated to apply this knowledge to environmental/conservation matters concerning their day to day l i v e s . The teachers agreed that in more remote areas , at t i tude building was more e f f ec t ive due to c loser contact between students and teachers, apparently due to a less exam oriented outlook in these schools . However, in these areas , the lack of even the most basic f a c i l i t i e s reportedly hampered the teachers in their e f for t s to teach environmental education e f f e c t i v e l y . In the more crowded urban schools, although better f a c i l i t i e s were a v a i l a b l e with respect to material and equipment, a d i f f erent set of problems and constraints ex is ted , resul t ing from a high degree of competitiveness with regard to academic work.

From the discussions which evolved at group l eve l , the following were identif ied by the teachers present, as the chief constraints affect ing the teaching of environmental education in their schools:

(1 ) Time Constraints

( a ) due to the broad nature of the sy l labus for most subjects , the teachers stated that they were able to

- 6 -

caver the sy l labus only by holding extra c lasses after school hours. They said that this l e f t them l i t t l e or no time for greater emphasis on the environment/conservation topics in the s y l l a b u s , or to in i t ia te extra curr icu lar a c t i v i t i e s , which they considered essent ia l for at t i tude building with respect to this subjec t .

( b ) in addit ion, the teachers dealing with environment/ conservation themes were a l so engaged in teaching many other subjects or 'topics, often in several c l a s s e s , leading to limited contact between a part icular teacher and a group of students. This a l so limited the time which could be devoted by one teacher to environmental s tud i e s .

(H) The paucity of teacher training programmes, advice and guidance to the teachers to motivate them and to improve the standard of environmental education in schools was cited as a draw back. Graduate teachers a l so f e l t that they needed special training in e f fec t ive teaching methods for young students.

( 3 ) A common problem cited by most part ic ipants was that they had to teach controversial issues which were included in the sy l labus , sometimes against their own p r i n c i p l e s . They said that some of the issues which they had to teach under one topic as being economically f e a s i b l e and v iab le appeared to be harmful in re lat ion to environmental conservation principles which they had to teach under other topics . This caused embarrassment to the teacher, and the loss of confidence in the teacher and the subject by the students. The teachers expressed the need for guidance on how to handle such s i tuat ions .

(4) The teachers f e l t that competitiveness of present day examinations had lead to a trend towards high emphasis on obtaining high examination grades . As such :

( a ) students' attendance of tuit ion c lasses prevented their part ic ipation in extra curr icu lar a c t i v i t i e s such as joining and part ic ipat ing in a c t i v i t i e s of school nature clubs

( b ) the teachers f e l t that they were judged by the school pr inc ipa l s , parents and the education department on the examination grades obtained by their students rather than on the correct att i tudes that they i n s t i l l e d among the students. (Reference was made to a proposed scheme to increase the s a l a r i e s of teachers according to the examination resul t s of his/her s tudents ) .

- 7 -

( c ) ex tra -curr icu lar a c t i v i t i e s were reportedly discouraged by most parents, as being harmful to the c h i l d ' s academic work. ( eg . parents objected to and complained against a teacher who requested his students to watch a TV. programme relevant to environmental s t u d i e s ) .

(d ) in some cases, school administrators a lso discouraged or even disallowed in i t ia t ion of ex tra-curr icu lar a c t i v i t i e s in their schools such as formation of nature c lubs , f i e l d excursions e tc . on the grounds that they could interfere with the academic work.

These factors appeared to have contributed considerably to a decl ine in teacher motivation to make environmental education more e f fec t ive for the students, and to organize relevant ex tra -curr icu lar a c t i v i t i e s . However, some partic ipants reported that excel lent co-operation between the p r i n c i p a l , teachers and students enabled a f a i r l y high standard of environmental education in their schools .

(5 ) The inadequacy of information on current environmental conservation matters and trends espec ia l ly with regard to controversial issues and disasters caused by environmental abuse was s tressed. This was common .to a l l schools, in d i f f e r e n t degrees.

( 6 ) In some remote schools even the use of newspapers as an educational aid was not poss ib l e , due to the non-ava i lab i l i ty of newspapers in those areas . Several rura l schools lacked even a topographic map of Sr i Lanka.

( 7 ) In most rura l schools, l ibrary f a c i l i t i e s were not a v a i l a b l e for the teachers or students. A small l ibrary had been set up in one such school from contributions made by the teaching s t a f f . However, several instances were a lso reported Df schools with good l ibrary f a c i l i t i e s , in which reading material sent to the school l ibrary were not free ly access ible to either the teachers or the students.

(8) The a v a i l a b i l i t y of audio-visual f a c i l i t i e s was limited to a few urban schools . Therefore, educational programmes te lecast on T V . , (espec ia l ly those te lecast during school hours) , did not reach the students of most rura l schools . However, even in some urban schools where these f a c i l i t i e s were a v a i l a b l e , time and other constraints had lead to i t s under u t i l i z a t i o n as a tool for environmental education.

(9 ) I t was f e l t that insuf f ic ient time al located for and inadequate weightage given to environmental/conservation topics in the sy l labus were major constra ints . This had lead the students to feel that these topics were unimportant from an examination point of view, and caused them to be given low pr ior i ty making i t very d i f f i c u l t for the teachers to encourage the students to give more emphasis to this subjec t .

- 8 -

(10) Introducing a pract ica l approach to environmental education through f i e l d observation was reportedly hampered due to several factors stated below:

( a ) students' low economic status in rural schools did not permit them to part ic ipate in long distance excursions. As such, these students could not be given an idea of other areas in the country which were geographically d i f f erent

(b) soc ia l res tra ints a lso made i t d i f f i c u l t for teachers to organize f i e l d tr ips and to ensure student part ic ipat ion , espec ia l ly in mixed schools

( c ) r i g i d ideas of school administrators and school regulat ions also great ly hampered- the organization of f i e l d excursions etc . espec ia l ly in mixed schools

(11) Inadequate finances, necessary equipment, material and space were cited as problems in most schools resul t ing in low motivation to in i t ia te environmental projects (eg . Ci] school garden competitions and tree planting campaigns were not poss ible due to lack of garden space in most schools C i i ] some remote schools reportedly did not even have adequate wal l space to set up a c lass notice b o a r d ) .

(12) The aggressiveness and destructive nature of present day students, espec ia l ly in boys' schools or mixed schools made organizing of extra-curr icu lar a c t i v i t i e s and att i tude building d i f f i c u l t for the teachers.

(13) A low level or absence of col laborat ion between schools, even within the cluster school system was reported with respect to environmental/conservation education.

(14) Social factors and practices were a lso found to contribute to the host of problems affect ing the teaching of environmental/conservation education and att i tude building among students in remote schools, (eg . in areas where chena cult ivat ion was the chief means of l ive l ihood, parents were reported to be emphatically against their children being involved with f i e ld work such as tree planting e t c . , during school hours as they spent most of their time out of school t i l l i n g the s o i l and looking after the crops. As such, the parents f e l t that school hours should be devoted to academic work only.

- 9 -

I I I . RECOMMENDATIONS

(A) Methods ident i f ied as e f f ec t i ve means by which environmental education could be disseminated in schools; in addition to those l i s ted under ( I I - A ) :

(1) to organize home garden, or tree planting contests (where space permits)

(2) to organize s tree t p lays , school drama and a r t competitions and debates on environmental themes and issues, at intra or inter-school l eve l .

( 3 ) to e n l i s t the help of interested past pupils of the school or youth soc ie t ies i n . v i l l a g e areas to organize nature clubs and extra curr icu lar a c t i v i t i e s connected to environmental i ssues .

(4 ) to prepare compost heaps in schools and to give greater emphasis to a g r i c u l t u r a l studies where-space permits.

( 5 ) to set up nurseries for economically useful species , ( i . e . f r u i t trees or medicinal plants) and to exchange plants between schools in the area

( 6 ) to organize an environment day as a regular feature in schools , at least once in two months.

( 7 ) for those teaching environmental topics / sub-units under the sc ience/socia l science s y l l a b i in a school, to c o l l e c t i v e l y identify nature t r a i l s in wooded areas in the v ic in i ty of their school, for students to carry out nature studies and assignments s .

(8) If f inancial constraints prevented the students from part ic ipat ing in long distance excursions, to organize frequent short distance f i e l d v i s i t s and to encourage students to re la te the experiences gained during these excursions in c l a s s . I t was f e l t that whenever poss ible these v i s i t s should be designed to show the ef fects of pol lut ion or environmental degradation to the students.

The following s i t e s were suggested for f i e l d v i s i t s in the Southern Province :

( a ) Koggala lagoon ( b ) Uda Walawe National Park ( c ) Madu Duwa at Balapi t iya (d) Dodanduwa ( e ) Mangroves a t Matara ( f ) Kottawa wet zone reserve ( g ) Hikkaduwa coral reefs (h) Kurulu Duwa, Koggala ( i ) Kalametiya

- 10 -

(9) to encourage the students to maintain a nature d i a r y .

(10) to encourage students to take up bee keeping in their homes. This would enable them to generate an income while inculcating a love of nature within the student.

(B) Training Needs :

(1) Training programmes, guidance and advice were considered v i t a l for those teaching environmental education to increase their teaching a b i l i t i e s and motivation.

(2 ) The nature of the training programmes required were identif ied as fol lows :

( a ) The programmes should be frequent and held at least once in three months. They should consist of one day workshops or seminars, preferably on a non-working day.

( b ) The group s ize at these workshops/seminars should not exceed 50 persons.

(c ) The training centres should not be too far away from the trainees' schools.

(d) Training was needed on e f fec t ive teaching of young children as well as on eas i ly used methods for e f fect ive teaching of environmental education.

(e ) One discussion group recommended that a teacher with a high degree of motivation with respect to environmental education be selected from each educational d iv i s ion , released from other school work and given a comprehensive training in environmental education. This teacher should be then based at a d iv i s iona l f i e l d centre and made to conduct frequent training programmes for other teachers within his education d i v i s i o n . In addit ion, he could also v i s i t schools when requested and be consulted by the other teachers within the d i v i s i o n .

I t was stressed that spec ia l ly motivated teachers should be selected for this purpose, in preference to master teachers who may not be motivated with respect to environmental conservation.

( f ) I t was a lso stressed that major training programmes should preferably be carried out by non-governmental organizations, as opposed to master teachers as the former would be more motivated than those receiving payment for this purpose.

- 11 -

to a teacher in charge of the school's environmental programme. This would enable the teachers dealing with this subject to be kept informed of the material sent to the l i b r a r y .

or

d i s tr ibut ion of educational material during training programmes to the teachers d i r e c t l y , who could hand over the material to their respective school l i b r a r i e s .

(2) Other material and equipment required by the teachers and suggested ways for ensuring that they are made a v a i l a b l e to schools :

( a ) provision of audio-visual f a c i l i t i e s for schools; i . e . cassette recorders , video equipment and s l i d e projectors for environmental s tudies , was advocated by two groups while one group f e l t that these f a c i l i t i e s were of limited value for rura l schools . However, even this group f e l t that an opportunity for students to watch an occasional video film or film show on conservation or animal behaviour could great ly enhance their e f f o r t s for att i tude building of rural students. In remote areas where chena cul t ivat ion or sugar cane cult ivat ion was the chief mode of l ive l ihood, k i l l i n g or maiming elephants by v i l l a g e r s was common and an accepted fact by the community. A film on elephant behaviour could great ly help to change their att i tudes towards this pract i ce .

( b ) samples of mineral resources and s o i l types

( c ) samples of coral types

(d) the best method for providing the above material and equipment to schools was suggested as being through f i e l d centres set up in each education divis ion as this would provide equal opportunities for the equipment to be u t i l i z e d by a l l the schools in that d i v i s i o n . I t was stated that supplying material on a 'cluster school bas i s ' or sett ing up of f i e l d centres at provincial level were not d e s i r a b l e for the fol lowing reasons:

( i ) the former would not r e s u l t in equal opportunities for a l l the schools within the c luster system, and

( i i ) the lat ter system would make the f i e l d centre too far off from most schools ( e spec ia l l y in the sparsely populated larger provinces)for them to make use of the f a c i l i t i e s a v a i l a b l e in these centres .

- 12 -

(C) Teaching Aids & Material Required :

The teachers f e l t that they would be great ly assisted if education mater ia l , books, l ea f l e t s e tc . on environmental/ conservation topics could be made available more freely to them and to the students.

(1) The nature of books, per iodica ls and maps e tc . needed and the mode of supplying these items to schools were identif ied as fo l lows:

( a ) Booklets, or other forms of l i t e ra ture for students should be in simple language, with p i c tor ia l representation wherever poss ib le .

( b ) P r i o r i t y topics on which information was needed were ident i f ied as fo l lows:

( i ) f l ora indigenous to the country and to d i f f erent geographic regions

( i i ) threatened and endemic species of fauna and f l ora

( i i i ) fauna and f l ora which are of economic use (medicinal plants e t c . )

( i v ) mineral resources of the country ( v ) b io log ica l cycles and their importance ( v i ) information on coast conservation ( v i i ) a newsletter containing current environmental/

conservation issues and events both at national level and abroad, e spec ia l ly on disasters due to adverse impacts of environmental abuse such as pollution and fores t destruct ion, to be circulated to schools .

( v i i i ) information on fore s t s , coral reefs and mangroves

( i x ) facts about the environmental impact of important development and i r r i g a t i o n projects both here and abroad.

( c ) topographic and other maps depicting the d i f f erent bio-cl imatic regions and the vegetation of these areas .

(d ) posters depicting medicinal p lants , endemic fauna and fauna and f lora of high ecological or economic value

( e ) The following methods were recommended for supplying these items in order to ensure that they reached the school l i b r a r i e s and the teachers:

( i ) sending the material to the school l ibrary through the principal with a copy of the covering let ter (containing a l i s t of books or per iodica ls on environmental matters sent to the school l i b r a r y )

- 13 -

(D) Syl labus requirements with respect to environmental education.

(1) Time and weightage factors :

( a ) approximately 67'/. of the part ic ipants f e l t that environmental/conservation studies should be taught as a separate subject for greater e f fec t and weightage, and not as a sub-sect ion/topic within several subjects as at present. They a lso recommended that a t least one time period a week should be set apart for environmental s tudies .

( b ) approximately 33% f e l t that the mult id isc ip l inary approach to environmental education was sa t i s fac tory . However, they too f e l t that greater weightage was needed in the sy l labus for this .subject . As such, they f e l t that environmental/ conservation studies should be made sub-units in the soc ia l studies and science s y l l a b i ( s imi lar to history within soc ia l s t u d i e s ) . They a l so thought that greater emphasis should be given to conservation issues whenever poss ible within the other subjects i . e . language, r e l i g i o n , h is tory , geography, a r t e tc .

These teachers recommended that more time should be given to topics dealing with conservation in the soc ia l science s y l l a b u s . They suggested that this could be done by a l locat ing less time to i rr iga t ion and developmental schemes than at present.

( c ) a l l the teachers agreed that environmental conservation studies should be made compulsory either as a subject or as a question for the sc ience /soc ia l science examination papers at the G.C.E . ' 0 ' l eve l examination. They also f e l t that when ever poss ib l e , environmental topics should be given p r i o r i t y when designing examination papers for language, r e l i g ion & a r t . (eg . one topic for essays in the language paper could be regu lar ly based on environmental i s s u e s ) . The partic ipants thought that this would encourage students to read more about the environment, which might lead to a greater degree of interest in this subjec t .

(2) Nature of environmental education:

( a ) I t was suggested that the conservation aspect in environmental education should be emphasized more than a t present in the primary grades , and that the aesthetic value of nature should be presented to the student at this level

- 14 -

( b ) I t was recommended that conservation education a t a later stage (year 6 onwards) should concentrate on the economic and ecological importance of environmental/ wild l i f e conservation, as these aspects tended to appeal more to students of this age group.

(E) Poss ib le assistance from non-governmental or governmental organizations as suggested by the part ic ipants :

1) to encourage students to set up nurseries for f r u i t and timber species and making provision for these plants to be bought by the Forest Department or Timber Corporation.

E) to a s s i s t teachers in-encouraging bee keeping among students and making provision for purchase of honey

3 ) to a s s i s t students to co l l ec t waste material (paper, bott les e t c . ) for recyc l ing , by arranging for i t s purchase by co l lect ing agencies.

4) to set up environmental conservation groups in v i l l a g e s for rura l youth in close col laborat ion with f i e ld o f f i cers from the Wild L i f e Department stationed in these areas . These youth groups could a lso a s s i s t in organizing environmental programmes in the v i l l a g e schools in their areas . This would a lso increase the awareness of the importance of environmental education within the v i l l a g e community as a whole, leading to a better understanding - of the teachers e f f o r t s for environmental education among parents, in addition to making the younger generation more susceptible to environmental education within the formal education system.

- 15 -

IV CONCLUSIONS

This workshop helped to provide an insight into the current status of environmental education in schools within the Southern Province and in s imi lar a r e a s . However, comparison with the outcome of the previously held Colombo workshop denoted a marked s imi lar i ty of problems and constraints to the e f f ec t ive dissemination of environmental education in the two reg ions . As at the one held in Colombo, the f indings at this workshop denote that environmental education a t school level f a l l s far below the goals and expectations which promoted i t s inclusion into the school curriculum.

In addit ion to the ident i f icat ion of def ic iencies in the schools' environmental programme and formulation of recommendations for i t s improvement by the part ic ipat ing teachers themselves, the workshop provided an opportunity for a free exchange of ideas and views between the teachers of the s u b j e c t , o f f i c i a l s of the Education Ministry and other governmental and non-governmental organizations concerned with the promotion of environmental education in the country. I t a lso enabled each group to gauge the nature and extent of the contribution that they and the other groups could make with regard to environmental education at school l e v e l .

Based on the outcome of the f i r s t workshop held in Colombo, this workshop was structured by NARESA to obtain more spec i f ic recommendations from the partic ipants with respect to education mater ia l , training and other assistance required by teachers and students to u p l i f t the level of environmental conservation education in S r i Lankan schools . As such, i t was poss ible to obtain from this workshop detai led information on how training programmes should be organized for maximum benef i t of the teachers and students, the nature and type of educational material needed and the most e f fec t ive methods of making them a v a i l a b l e to schools .

In conclusion, the urgent need for a concerted e f f o r t to increase both teacher and student motivation with respect to environmental education in the Southern Province and other s imilar areas in this country, by concerned governmental and non-governmental inst i tut ions and organizat ions was one of the most important factors which emerged from this workshop.

- 16 -

V ACKNOWLEDGEMENTS

The c r i t i c a l need for the understanding of the b a r r i e r s to e f fec t ive environmental/conservation education in Sr i Lankan schools by way of a ser ies of provincial level workshops was o r i g i n a l l y forwarded to NARESA by Dr. R .P . Subasinghe, a former Co-ordinator of March for Conservation, which is a University based non-governmental organization involved with conservation education during the last decade. Subsequently this ser ies of workshops was organized jo int ly by NARESA and MfC with the assistance of the NIE.

The present workshop owed i ts success to the support extended to i t by Dr. R .P . Jayewardene, Director General. NARESA and Mr L . C . A . de S. Wijesinghe, Additional Director General NARESA; the constructive suggestions given by Dr S.W. Kotagama; the commitment of the group leaders Dr (Miss) Thusita P e i r i s , Miss N. Ranas'inghe, and Miss Upeksha Hettige of March for Conservation, and Mr Jayantha Wathewidana and Mrs Shanaaz Preena of the Open Univers i ty; the enthusiasm and co-operation extended to the workshop by the NIE representat ives , Mr J .P . Herath, Mr A . D . Fernando and Mr G.H. Gauthamadasa.

Acknowledgement is made of the loan of audio-visual equipment to March for Conservation for use at this workshop by the CEA, the operational assistance with the audio-visual equipment given by Mr Gunasekera, and the support and co-operation for the workshop given by the Principal and the concerned s ta f f of St Aloysius Col lege , G a l l e .

Thanks are due to the ready supply of environmental education material free of charge, for d i s tr ibut ion at the workshop by the Departments of Wild l i f e Conservation, Forest , and Coast Conservation, the Central Environmental Authority, the Ministry of Environment, March for Conservation & NARESA. The venue was provided free of charge by the administration of S t . Aloysius Col l ege , G a l l e . This workshop was sponsored by USAID under a grant to NARESA for preparation of a Natural Resources P r o f i l e for S r i Lanka.

The success of the workshop was a l so largely due to the excel lent support by way of s ecre tar ia l services and general assistance extended to me with regard to the organization of this workshop by the NARESA s t a f f , notably Mrs C. Fernandez, Mrs G.S . Fernando, Miss P. Iranganie & Miss N . S . W e l i p i t i y a .

F i n a l l y , I wish to acknowledge my thanks to Mr L . C . A . de 5. Wijesinghe for the e d i t o r i a l comments on this repor t , to the assistance given by Mr W.B. Yapa of NARESA in edit ing the Sinhala text in the appendix and to Miss N . S . Wel ip i t iya for word processing the document and for other assistance rendered in preparing this report .

J in ie D .S . Dela Sc ient i f i c Of f i cer NARESA

- 17 -

ANNEXE (A)

PROGRAMME

Workshop to Identify Problems A Constraints in Conservation Education At School Level

Venue : S t . Aloysius Col lege , Gal le Date : 20th October 1990

8.30 a.m. - Registration _ Sc3JOcp3c3

SBSSWH I Chairman Dr R.P. Jayeuardene

9.00 a.m. Welcome Address - Mr L . C . A . de S. Wijesinghe qScCa qOuoss) dad>e*,

9.10 a.m. Introduction to the Workshop - Dr (Miss) T. P e i r i s

9.20 a.m. Keynote Address Aims, Objectives and Expected Outcome of the Workshop

<?jd3taa> aCsQ

- Dr S . N . Kotagama

9.50 a.m. Curriculum Objectives and Expectations with regard to Environmenta1/Conservation Education in the Formal Education System

Mr J . P . Herath

10.20 a.m. r * A

10.50 a.m. Methods for Effect ive Dissemination of Environmental Education and Avai lable Education Material for this Purpose

u3ad cf0zj3O8)O BnoflaeSQ eJodtfo S3G§ ge> cm £T txcfsa cpiS cfOmos qpjQjdra gOa

- Mr J . Waththewidana

1 1 1:1: Jil ,

DISCUSSION

Group Diauaaiona

Forming into Groups for Group Discussion

LU a C H

Continuation of Group Discussions

s>do£j<3§ c»o>8d>

Why We Should Conserve Our Wild L i f e (a s l i d e presentation)

cpo d©3 0a> 33 o§ao> aodgggfca

Chairmen - Dr S.W. Kotagama

Summing up of Workshop - Dr (Miss) T. P e i r i s Recommendations

Final Discussion _ acbcJ© e»5>3d>Q

- Mrs U. Hettige

Vote of Thanks - Mr L . C . A . de S. Wijesinghe

ANNEXE (B)

WELCOME ADDRESS

Mr L.C.A. de S. Wijesinghe

(Additional Director General, Natural Resources, Energy & • Science Authority)

Let me welcome all of you to this Workshop on Environmental Education in schools.

We have with us here representatives from several institutions: NARESA, Dept of Wild Life, Open University, Ministry of Education, Forest Department, and March for Conservation. With all that, I would say that the most important persons present here today are .you, the teachers.

Now why is there so much concern for preserving the environment today. In early times, man was a part of nature, and whatever our ancestors did, whether it was fishing, or clearing a patch of forest for cultivation, or cutting a few trees for building their houses, they were all a part of the natural process, the web of life. With the growth in the human population, man began to use up natural resources much faster than nature could renew them. In addition, with the growth of technology, man started pouring out into the environment substances which were destroying and polluting nature. So today man cannot any longer be considered as part of nature. Man's activities tend to destroy natural processes and natural resources.

If we examine the way in which we have used our natural resources over the past few decades .we will, in many cases, see a disturbing trend. If we plot resource use against time, we will see a rapid rise in the graph followed by a flattening. Let us take land given out for irrigation agriculture. There has been rapid colonisation from the 1950's, and it is now slowing down as the irrigable land is getting exhausted. In the productivity of paddy lands, there has been a rapid increase in the average yield per acre and it is now remaining more or less static. In the tapping of ground water, we are reaching the limit in many areas. In the clearing of forests to provide land, or in their exploitat­ion to provide timber, we are reaching a stage where the available resources are becoming very limited. In hydropower resources, most of our large and medium scale power resources would have been tapped by next year and we will have to look for alternatives. In fisheries, in lagoons and estuaries, we have already reached the stage where there is overfishing.

- 2t -

So, there are serious problems regarding the sustainable use of resources. That is as far as natural resources go. As regards the environment is general, we have heard of global problems such as the increasing green house effect, the thinning out of the protective ozone shield, the dumping of toxic wastes and so on.

Here in Sri Lanka one of the most serious environmental problems is the high level of soil erosion. The Mahaweli upper catchment has only 8% of its land area under forest. And there are large areas of badly managed land, including tea estates, where erosion of soil is very severe. This threatens to cut short the life span of hydropower and irrigation reservoirs. Other types of pollution are more local and are a serious problem to the people living in the vicinity of the industries concerned.

So, the problems of depletion of natural resources and pollution of the environment are growing in magnitude daily. The people who will be most affected are not those who are present here but it will be the school children of today. If we want to preserve the environment and the natural resources of the country, it is that group that has to be sensitized. That is why environmental education is so important today.

Environmental subjects cannot be learnt on taught entirely out of books. No doubt books and guides are necessary, but eventually it has to be learnt from field observations and field experience. These observations have to be supported by guides, newspaper articles, magazines, posters, and so on.

These workshops that we are holding - we have earlier held one in Colombo for the Colombo and neighbouring areas - are meant to bring teachers together, teachers who are in charge of environmental education. They would then have the opportunity of discussing their problems. They would also learn from each others experiences. They could point out the constraints they are facing in imparting environmental education. This is where agencies like NARESA, the Depart­ment of Wild Life, the CEA, and non-government organizations like March for Conservation could come to your assistance.

- 22 -

ANNEXE (C)

QiQ §p9 SgQe; «a^rf93rf

flPjQjfl $8ai 33o* So'

oodggefco at,©) 01 acne) ooSoaaa GOQGOISJ @S ot9 9> Q Q I oicjdGOo* 8g-

oaaOi. OoSooa) Qoaij 3qo0 <K <f3 G9S ddGDei 33a*Ga* o3od 3e;i3jO

6<aa*0a <ndi0.djrf 09 3@o Q0Qja*9G§2; gcgaoia ©IO© as) £«Jodoj agaj <Bi590

ooDOoso ®d cpfS OtQcJpOoO OS>8)J53903.

G S O C3O3QJSO ffld <p*otecJ g e*501 ci>J8)>3a a3ot?,cDecBa*3 ®> 3C,UJ $3aj3oa*,

aod&^o OKJCQJ O ] ACOG uoSojaoof OajQcfOO, di3a qumoa CFJCORASGCI qggoo

(JioOa.

GSO^SQ ©iQgoQrf 90 cod GfflJgSc; oGdlOg e^t)'* doO a)tf*aj3d ogJGa* 0)0(*

ojdfOd <ndie)3a&* aogpS OJOJ.

og^O 99 ai93 G 9 9 OtocjfOOe c^e^aa ogote; ca3 Sdadoo* S390. QQ

c,a*aQ) o3od 3<;m0,030ice3 oecOa G G $ G T J SO 12 GGJ9O <;a*0j a 9 a carf

qjaidGoa* QOta'cOa 30. ac a* BgOa'cof oScdo qtg9 OGC39 AQPJC^oa

aiaio 0J5OJ 3 oGQaOo. OJGOJO G 9 9 8ga"0 cfli8»3o u3oo" oodragfio ogQejO

oaiS9rf aiS o)0<;, o3od oodcssafco a^ gofco? a_9a (faaidcaaO oodasefo ago^c,

oa'a SgQe,. c,ig9 QCSJ9 9e; 6)0c. OJCOJ 3 OGoaOj.

GOaaq <fiS gcJaoa* GGCA 090* G§0J rota Qa ES)ia90 9 5" 39 » 33r»JG(FL8F

Qaa)ia90c; 50:33. QGoaOa.

99 aoaOj Goxq flrO^ioacaSa* <pc;®e$0a*G»*,c;iai9 a®5 e>i39 o9«fca* G S J G 3 <30J

33 01a c»383 S390 <fiS B I SO J QO . o3ado Sgote; graia*0G3<;of <Jd9j# Ooo.

8>§t£ do SSooaidO 85 Ga>3 <?tS SO ap/5t©* <;a*o.j. Gqoaf..

I . A

G 0 9 ©IOOO Scoadefcca 5390, oeOca qicaaaoo* oodoaefcca cxqmj o j o c d § ooSOjaoo",

dbSa qOmoa (poaacja" SoT3 OiQ 8gG0es? §c330*9a S390 cp<;s)cJ a c * t)S ogg

<Kdd Oa*GA* c99. 0iQ9j£> G$3ta3. 0 g § O j o » - r o a a i GQI .dqc* <?q0 CfS 6 0 9

OmoaSo aD dOo* cona O490<; S G J G O I G C & A ' A . OaOj.

C*a 98 gc, cjo303oc3 o d flf^S 0iQ9j0g3 OiQ aOaa SgQcqQ GaSooa 3c5ad 3390

Q E J G C U G D J R F Q g0«5.

9jggJ aOJGOa* og Oa 83 oodaBO g c j o j & d gSVC S I GS <?9aasa, (JJOJOgj fDcJ.oS.GajOcoQ

8oaa3 3S Cp9aa0j <fia. 3 9©ai 86)0 g 9 0 OjQ §0g8 <p59d350o cato cfo £5>6CBa*

SLEJGCTOGCKEJQ Oa g q i i DQTIT g S j b i O j ^ S 3c5od adg qp*A.

dera Gcfaao oOaOaTGa* D)3a qOzjooa <?3oaaGo* 3<;uj <s$A AfocaGcJ <?Oua@o) G d . 3 .

Grfda* 0B>ai3. 09 9ssj Qo) o3od 3c;a3c) as aoda^ca SgSe; q o j z s Q g S ^ qcJ

3o gq 3©'-s 8 5 5 1 £fS9©j50 ogfitq Ddadoo?, BSO 9ao" ad c^g cp o.

©A* og 50aa 3sJ0 3c,ijoe6cJ dcia'A Oa*Ga3c,3a 9©b» o3ad qpOujoao sx»ia*98

CK ;coj g c o j ^ j oa ®iS g9 e» 33 ogc^Oa*, efiiojSa aBorf Secte; QaO o q 3 ^3

G O J O O Q BgQe;0a' 3cJadoa 8o)Q gc]3oa" ©daQj.

09 Gc*(B5)C)e» »a (e>Q C3t9)s3»'0 3 oO g&<; 8 (5* a&g; o3ad 5<;z5jO q & / s 3 -

g§<; cjga oa <ft5 O F O E ga»DO»Qa* s» # 0 j adaadtfo ad c^aSO ma ga_

8 o 0 d ©iarf OiO 2 , 1/2 A o9«r aicoa* oaoSco z»da"A aSsjcoaGdj^ GtiaOj.

09 O T O 2 1/2 g95 Sta QC g8 c?aj8©*9 Q^ooJ gOeJcoOo!' cOath.

do <y0o»* t) og QQO Oa oodaea Gc;oj6oG§A*A tG8 e G U " « M g s83g g J 9s>A*3c3 33rf 0a33a* oodssgfo &e goVa" 9a"< oa g b59 jQ 8gote;Q cJe38o"<slide ) o0_ <fj.@GOA" »0J

QC*3oa* adaDa qpia.

OtQ §09 tfOcsa* Osfea" c;Qc3 Ae ©S ®q3oof oda GoJdaj cao adG^csa cota Qi8 gdOa*

oiB)8d» S3G9a* ogOo. dqS3.

- 24 -

ANNEXE (O)

o3c3d/C3OD««& qQmoa Sfi&c, ffcfc;t5§ cm od9»80

(gOaaaa, 9a 39 Gqo35o)G§a0oj9)

S>gfla b>Qj9

o3od <fOa:oao uidOa 3390 eofc»a o d e acoaOj, aejra* <po0 ai9 ODiaojOa*

Ci§e» cpo cDojccuGdoa'a/Ja ad90 eao 6tsg& aidaoa" q«J<D ad CDia90.

3G<a©6oa* C3OD»3BeJ) (fOa'oao © J A a9c»d g8CJ90 cpOasoa cSqa" cxqoa* ada9>

<fta g9o 3go 9j(»ig8 qpQofflj39ej 3coa9j. 99 A C A <poa" aoa"a GeoeJ «iS>£

G§a e»50a G9a9j S O C J . aejo* 99 ctaea aGoa9s o3odo aoa 3@go* aGoa9s

GGC!caGc5 gaa Q&I($QI8 ©ia qO^oaoa* ada*a a o j . AC^a* 3 3a"a9 5og oaGOj©

99 CUSTQI aGoa9j, Gaa* a e » O G O * 3 o e a e j 3 o o£dj(*esfeaW, 0tCi3 9ea* a§ c^G3

OGoa9j. qta" G9oaa* e^a 9<aGoa" 99 <?<cocf A D A G A * $3 QQjGOJGdicTqi 9a9j0

99j c9ad 3qoSa* • a9o YE, OOD®GFC ^O^joao @OOA*9a 9a*GA*. <?aa" 9a

oodfiatf cpOaJuao -©ia OJGROA ajcoa" cpo g9g»3(»j Q G o a 9 j . <nd£9di Oa'a

§oi adaa. 930 ggJjgej g3CJ90 G A I G O Q A * "Qeaa 9qJ) ScolaOj. ^a* g3

9t99j069a* gOia 9<AGOA* GiQjGoiGdndtsi 9a*GA* 99 CJEAA toga) c o a 99)0 3go§

GOJQO OiSOO c ° 3 ° OjCco gcmc,j O5ja9o. D D G C J GaiOa. qioaaoa* TOJ acOai

( NARESA ) <P>oaao 9aq9, sOaaoa G<;OJDAG§a*a,©8 oojo cptS9 g99 0i£-9/D9 ooSOoao ad AGQ)a93. §c;3 ajeGc5^ A O D A A # . qOaioaoO G I G Q A QE,Q o,9)*o e.iaO OQj QPA Scaie g93. 9 acu 9o £o39 9(BGOA* GG-A 'daoO raaa gOOa*

3<*o0 OiOogGOea* aad ag gaj3. <j8aGO* <yo0 9aa <^3, G A E G 90uc5oja So fj

06 a* o9gj>. aeja* 9aa*9o* c,ia" §ooaj3 aioi. g§9j ai9o §oja*9a 33g§ cf9cauaj 9d 3ooa9j. qOasoa dOjoS Oid^a" 3Goa9j a§ 9© o)o aiS9 adig,-

Q^3oa" ada"a. GOjae. 90j 9i<yaa" G9a9j Q^3o0 «p8 g§0j0 SgoS GOJ^sfGa"

GFFIJG8)j8<; Soj go39 .

ffl^Qj a e <¥3 qdiOrfO Soa*GA* op03a O Z J A G O * ^ c®^®* 0 ^ O J • ©Qcna rocTa

G<;a*a. g§ aoa gSoolSo cpo Sgcs^rfa § A J . G9ota2J roTDTT90A,a"GaJ C,I ^ 9 ^ 9

Qaj9 9£<;<naV g<;9Q9 99 3of930 ada9j 3 <FO CS9CD QGffla rarfa QIDSIGQQI

Qa*a § a £ . 3 ess«b c59toi9 <FOooa ada GCDI* ^GDa*9a §a;9 ^ 1 5 ) 9 0 8 ^ c 9 a 33o

- 25 -

SSo gqo. Learning while teaching c® 8^ 5* Q©<aa O J S G S

Casefco Seorfa §a t . gcfaooT qpigeOiri) 3 @ B G O O T 3d* G§S> G93aoTc,? aza*a§

0 6 G9q GQjooTe;? Sc3C, 3a 0© csfea* ai©z aoa' Oa 6 A I G § gos 9sc:©o 3 O

getea*. : 3a G9jaa*c aog G O J OQ c&eg aoa Oa. 0G©9 ataO cOa 32joaO

CSOOJO qpOWoao SeooaO e^ J ©< Ja c^©t. G&ac; 99 Saa'Ga" ajst GOiaS

qdtOdGooTOa', 99 <?iajt)0, CJOBMOGO* aGoa ©i9 G C O A * 9 q aOa aoe*

<?3 SoaQj cJOoiOo 3esJ9o D A A , G C O S T S O J . 09 aa> 09 CJOJ 9do 9a9 539

Cftdj ©Ocaa^ G 0 1 * SeaGoaJ) Socfc ci a©ia*G§ ©laoiOa* ai©z. OGoaS Q G C D B

©ja9 e©a*9a ©98? 3c*0 G0a*a §a&« 09 aca cJ0©s0 qOaoaG'Je; ©jSiOdGoqcroa* Q O A gcTao (odiOdoiG©* 8)8 9g§ ad©a*a ea*t»©oa" GaocOS S O Q I 8e©a*a

CiOJicJa 69a*a §ai. o9©d 3o G § » ada*a opOg) S@a3a, cpS < sTaOj G 9 O

o9©d 30 qpoOa" G)6QJ ScoaOj. ac a" G0aa 0j<;ffla*a9 Ostea* G9S<* ©a"a

§ O J 93d©o.

Gasgo a_g QG©a9 9^ gsoSa ajcociq Oiqaa*© G C O O T . Oa ac» a9j 9oG©3(f(»a*-

G©* 8«so 9 J ( J J G 3 Oa 0 3qo0 cpfioc adga S G O S T G B T , ooaGoa 80 o 3 o d cpOaioao

ada*a, Gtsig ©GSeaao ada*a, O J O J C J $00 3 o o a ©e$ Gas^a* ©ia <?0GQ)J0OCT gob

©a"a ©oa ada 'a SOQI. 3eo 9 J C J G 8 Scoa a)0 99 GaxcO <;a*aO). dQad

dpaoa aa'OoO OacasO c,j5j8 0iS39 ama*, Qg9 0I3 a d © I S G § <?0©aai Oo

S O J O * «p8 SoaOj o 3 o d o m*a qOaoao ada*a Scacj. Q C J G O ^ C J o3odGoa*

qQaoao GadjOj. Q S ' SoaOj o 3 o d o ©*a qOaoao adaa aoea. qa*G0a qqod a93 oSodo GOcjGOa" cpO uoao S 3 9 . G § oaiOd qrs> . ojOjaaGcia*

c50c»0 (fOaoaGcJ^ cpaa6©a Oa g0ia9 Ga30o* a.a. gdeo^Qid o3adGoa",

dO O C J G C ! o3cado ©ia, . caOgO o 3 o d o GOgcOa*. GOata? 9a Saa*©a* <f8

§5° 0 © G O A " o)e3GojGdja"a_ Oa*Ga* o3odGc3a" <fOaoao 539 ©a o 3 o d o cfOaoao

S39« op03o ©a <$83a 98o§ OeO 3 GOaa ©gas ©ta9 gtsa 9 OiC.©a*.

«p8 3OJOJO oda*Ga* c50©s0 epG^oao o3odGc3a* ©3o0 GadiGOsrf, o3c3do ©ia

?0aoacj S39 o©g GOBOS E>aQ. o3adGoa* ^O'a^ao Gaiadg GQGaajO oScsdo.

- 26 -

0){S) <?Oaoao S390 goajd 539 ©QbcofS q a t D g ajdooa*.

aOc, cog§ gc*5o ggOc ju 9doaj3ona* <jigG9ja* o9 S3 oiQcdl a^ofc; aoi Qio,

Oo ®qb>3 ©33. ago* agO qosg 9a9a a9 G a G a a ^ p g 9 o cOa cneoaa*

G9acJ9a*Ga" GOGcJe; Soj o3cJodO Sen <;90. aejo 3c,zjiG9a* $8 g 9 o 3<;ujo*9©0

GOa oteoSa* G9a gqj goaa* coga: ©aao ©i3 So: Gc,a9a. g9Scjj a9o <f8

o3od qOuoao 3c,U3O*9o0 a e go'Ga*.

1928 ^ cJ9©j9 cpOaoao So^i 3eooa" (jcaioS 3eo 9j(3ig8 Sc fci. 3 a:G(*

g9o0 S8g3 'School nature studies'* a o g j . g99 3«sgo* ada*a § G a G3sa0c,

aoa Oa oogcj jgoS oGoaOi. a9s)d 30 g§93 gcfaajgOe <&3. 99 cJ g o j o

Oo siGiQi aGoa9j . ago* qpo tf9i a a ' c a i ® qp9aa 6odi9i. qc, 99

Sa*a*6a* 3eso 9jCj9 q_g ScoaGa* g93#.oa* ( quantity ) o9«fco. »i9 0a9

Q G c a a ©a*a Soa9j . g8©o, g9j«fro 8g8 ada*Ga" 09ida g9j#o <fg9o. StflGcJatfi

Qg9 ^9 oajoS. G § a 9j Saa*Ga 9j0 « p c J m a a G < i 9 £coa 9id<c.a\ 0*9j Qa*

99 Saa'ca" GOacJ ad G©a oa'a a§ d i a ea*eHS> ada9j . aga" :J9©j0 qOooaGO* c;

G § a Qaj9a*9 diCfats. a a § Qcraa ©ia9 caiGOo 9ic,®o* 9a*Ga" 39c5Cj vpgd

9aa qq)j ©za9o.

69 ac3j g § 9c50j g8^ g«09a* ad§ g © e " ® e ° »(fo»3 adaa . aodeagfcoC,

cpOmoaoO cjc.e* §a cd§ SooaOj. qpoO do8 at© sasO Gc.a*a G e J a G O *

3adg § a ad§ ga'aOj. $Oob» gc* Qogtoj^gcJ QqSoa* ad^J Gc;a93a§, 99

Saaca* e p c J u a o a GCjOjoaGSsjaJ) 3di<^0 cajOa 3£o0 <po oad adgj ddGd*

c p u a a 9Sa" a Oa 3-jG©3g*2a*Ger ©ejGOJGdjfca. q®& 9a 3£o0 ©oj adaV

gOOa*. 99 <?e; ga*a 3 as aaqd adeiS 08 gc!9(5 gjja*9a S390 O igg8 ad

G c a a c3a9i. t)3 acsi 9gc5 qtqtocJ DgO O^Bo 3g§ cpqtocJ Q^3od a G g j o *

9i<;cna*, 69ia^ a o c a j c f e a9o 6 gqiau* 9'jia*9a ada*Grf. 09 ac» So ata9

Sg o s gefa exqeoa* ada'a. o9sd 30 {?9cb» G9a*a gCO^ qqj 3ogo»* c59c»39

<fO°oao ada g^cne'JaO aio*a§ oodosgJ-o oOaoao ada gc*a)eoa"0 Q&fp e ® 5

£90, 3 gOjgj33 e & ?30 gos© eSOia <fO(aa a § 99 oooa*a a iOao. 9a

CCWJD G9a"a gOOrf , cfooa G0a*a gOOa*, 5 c$0ia9e0 a83o GocJaej, 9da0

25 - 30 a* cScDGoa' g£g) ada*a gaa* <po0 g092J. <?3dtc*<; 9jO^G(*9 £cd09

- 27 -

adGcoa oa OiQaOcoaoT Sgooe oida*a gOaaa a §

6 0 oqqoq odcJ» <pO(B23 G A S G cfoja ( field stations/field places ) oooa*a

99 on ©S3. G9IOC; G9O <?om9(aij3.

gcooT G9cj90 <fOuioa Gqoi5oG§s!qO oodoM- qOAoao 3gd)e;9 oa99 9iQ

oda9j. G§ god oodoagfc.. Gqoj6o>6§8ToJ)d oao9 QjQ ®da9). agof qtrf

qpunioa GC;OJ Co GcWaJ) O£O* o § o § G9aa*o>§ * odGtaa o a SOJ cpSO gjooSo DCQGOST NARESA qpjooaGo" aosd/rad qfjSO G93S! oj§s?T2) GCOOT

B>I3OO 8g <pdGCDa,<f30 qoSsf SOQJ <fgcJ aSSa odeiioo* o ga* <?9cau OtO

SgGOe o®0* ®c5a*a OJSCMQ 3GQ)a9j. OS 39J9OT atffli Soa od9j50o c&ea* QiQ oda'a SOGCD3 (Jgcj oOa* ©a*a §Ga*. OOGOJO eta" o G o a 3939a*

G9:a0<; Soa So qOedjd G9O. 39jGoa* OgoO Osfea* GOJ GCDJ9<; Soa Ooa* 330 SOJ raa"a gp9a*.

ot5TG9aJ9 99 Soa*a § G a C59»J9 oodasgfe (-^OSGJo oOa O I A G§q9 o9o> oda"a

c&itoi Soa goocJoGoa* oOa roaa Sitoi. gcoo! cpo Sacfea* 9i 9 9/J00 cpOrn© §9J ®i9(;j9 SOJ ©da G<*;9g*, G§9J o>da*a Q>tC2t. <?8 0o>9 Soa9j (Negative approach. ) Sogj. OGCAO 6 A G § 6*9e»9 oodasggfio cfOuJoao Soa*G5> .

e>da*a g09a* GCOO* o^3 Soa"a. G9JO>c qOzjJoao <;9 aaj9 GooaoO adaa

opOa* GCOOT. Qi3 GCOO* GajoOo. o>d9a*a d)id> G9aTa g09a*. ago* o>da*a

9«D9a*. 99 SOJ QcjdoO MO^I ocfoaj oida*a. G9O o>da*a opOa* Soa flp3o:e9

9o G§ 9I09JCG0 9*9 oOa COO*GOJO* oOao* 9jQ9jD9eO 99J OJ60O> ©QQ epOoja 9Q9e e^ 1 CDI3G§ oiSoj9fl) 3GQ)a9j ma 9GCS 3«"9JOOO.

oodo3«& <f^BjoaGO* oi6oo)oT9o- or;£Qi, G9O 39ao oo&cos) <su3o0 sagas ©ia90

q9eajj 0 0 So? odigfeodej SGO* QQ>J aria, cia* 9J Goea*9 a30 3oa9i 9GG"

qfioaaGO* Scoa <fo»g oi9oa G9ja9)c, Sogi. 99 3acJ cacTSo ajtoi. 9j e"

caofSo <;ta* atS Qaol 9 0 cob oqa*a g09a" Soe^ 99 3OJ9JOOOT <?tS9 Soa9i.

6 9GGJ 99 e.ta* QQO S80J GBSQ e5o»a aa O g9j«boo) e®1 Gc^a 99 eis>icS3.

- 28 -

ojoj(* <?90 <f«oo«^l S g o sQ j . a3od ai a*Oe . aga* 30i ojo?3 g>6qi aiBi.

1956 flfscf GCOidOG&Vg.GB ©ajoTSa g 0 8 o Geoa* oOoa* ggfca. g3cj a § ©{3

03C3iCa3 oodaagfo c?g886j a(;0j3a* GCGCGaa* oo* 833. da* 3a atO© ©ojo*3a

adaa QeiGODGdjcSa. GOaO>. g33b* cpcad ada*Ga', <f§3 OcaGda* cpGd c5g8 oaoie*

3000a* 3od ScoaOj. 3 3000 a" GC.Gc.Gaa* <?8 ScoaOs (Voluntary Wardens) Scjgj. dcSSdi ae a o j S a OoaGoa* oo* Qoaja* , 3 Gqaqaa OOi oO Gc.GC.Gaa*

» 3 Gdsa* goaia* , OacajO 6000 a* gsj* dO <p3a g3j«toa* o3s)d30 ojojg* ajg3

CfiS g 8 3 . dCjoaSa q O ^ o a ajgS C3o80ia flfia G0a*a gQOa". QO* <PGt5 8®o

3©Ge*o)<* ( Circulars ) o G o a O j . atd Oic3ieo3 . aodassio cao30ia 83o o $

o)00 . g 3 3 0© ©e*n)a oOcj a G o a O j . ago* 30j ojaje' Sooc. goia*3o Oa*Ga* ?

q o eai3 68Ge*3 aWoa" G§aO cadiOdGda* §a. Sag. tndiOdGoa* Qa*a §Ga 8 a o

cx&i, Seifccr oSadg&o occjeaj, ago* cao3c)ja<30 SeuosfO qOaoa 6C.s*a .

3 Gc$))e*ea*6(5 o3ojQatJ o_ea*3 ooSqjsjo o0a*0» Geoa oa*a. Oidc GadiGOio* asfc8

Caa Oa cq3. aga* Ojd<* a d a 0 3 a o g j gga* oOa* <aa*Goic* o0c.j0a* 3 g o 30ao

Oa'Ga* s>i®i §c33 ada*a« Ocd S330 qfOaica GC.a*Ga*o* ajtoi.

txxSmfr qduaoaoo* dOcpO qOuaoaoo* Ogo*3 ago" aoj GodjO cp»*c30 QGcna <fla*a ra3a" c<5iiSQiSvt §aa. 3 0gc*3 ©oj a d a co3a* o 3 o 5 gg» (Sgq^tS Q G » a ©a'ca*.

03 ac» 33 GoaGdidty cOaO: Oa <pQdtc*GC* .048 oioteaS 8 c*g88cj ag

SoaSaOdi GC.GC.aj StSa 00* ada*a. 3 0a*o3 atQ ojoiea3 acoa dOtnjO q:0uoa

cjo303a qoa* Oaa coaoCoS adgi 30: a.ga* <fGo" cjodasgb q^joao o<5a*a . g §

oc;g» G0a3 aiQiddd cia' aq j Geoa oaOj. aga* 3 oietdSO QcSa* Oa cpcsd

Osfaug GadiGOio* d d c d ca iO® cpjooa, d d c d <poaa ®j 3ajQcx)0 g o j ^ gS oda*a

gOOa* OtOoOaaa* cfyScjO Q 3oa* ada*a <fo0 a<00a*. G 3 i a c . 0go3 q^3oo* 6adi03

Gc.a*a oaa C3C*§ gcsa* cfcj GC.a*a at3oo. Oa ^jooaoao OEh gtqa* cpioaa

3adjS3 adaO>a§ g 3 o OOja" oidOa 0 oda*a opOd. OSoj S o aiaO 3 g 5 «fc.03d

Qq3oa* ada*a.

- 29 -

99 e$B)Q A C O A G C O O * a93 9GOJ ga" C;I5G9O* A O J F L , 39a* o3e)ddho ojgo* GQJ G B M *

G C * ©is G S J G I D J * ceaa 900)390* gSaOj. el aoa cp3 e,a*a93 9i39cQg* goO

gcnio* goeag ajdnoa* <n@uoa* s>c5a9i. G9Q>{ a Qa*a gpao* go A I D G O I A * G O A *

Qateaja* e,9a9i. O B O G O O * ctoteaja* <f(fe eo • ago* o>C *49J

<;dj69o* G9DO)(; adatea*. §ai9 6c.oa* ga <»ja9i. 3oa_d{ oCoSa' g9o* flPe'e^B) eicJS3. go gtJBjoaGoa* ades Ssoa9j ga*a 3 Qm& md> 539. ( Inquisitive investigation ) Scoa Qasfr go oSgdtfGoa* aiS adgj

3 G O » 9 J . geo* gdtfjoa d0j9 aj a*. $3 #9JGG3 gaOC Sua 5>t9 G C O 0 9

3o3. So G9a*a GcfOg* ScoaOj. aga* ®i9 6c*09 So 3o ga ajB>*. G §

9f9 8 g G 9 e §oja*9a ada*a0 oa 30 3 O G O » $Qt$dt£ 8 gcfa gjS G83. a§a* dTOiGoa" 0*G§ gOajca o9»d G O ^ J O O gd G G G SoCsOa* ajj»a*

9o Gcpje*Qa*0 gob 4»a*a oj09a*. So cOaa §a dOia , So G A : 3 o G A . c*0as)

G9ja9c, SO J Goa*Oa*a opOa* G § gOeJ&Oec;. 3 5a*c,39 gp:a* e,dO G A @ * G

gO»oa oodasgfc gGujoaGO* 0£<;cao*d gOcJOi 9a* G9a9j. 0 c«;a>j cpOcaa

qp9a>a. 99 aea" S80J 9GCS* •-• g6b 6C.a*a ai9ao.

OJOIQ*9(30 GSTAGTOJ* G C * ada*a op9a* GIOQJ g o 3aa93. & A O A G § g3aj c g §

gadStoo. 9csaGoa* ada'a g09a" 9 0 gO GC*9c* tyco GC*09 gcc* $9cau 6)9o" go

e.a*a9i. a®/* gee* g9eau Gaa9a gScfoj dO 9Si Scajgo. 09ja Gc*9e* 3390

goaTa c.jd9 Oi oo* . • € a i g o SGSJB Q.3gj3§ 9G<$* Gc*9e*,0GCD9 aia*aS

Seaoa'O 3GCS*© eJQspO 0j3aa Oca* Gc*9e* Q T G G ® * adga §oaa"9a ada'a g09a*c.

Soe? ^ e»9 j a§(99 Saa*Ga*)g6o* G § OiSaOoa* §(5 g q o d o SiSoO G O J < ; J

«)a*aO coiS G83O a o e ) 99 3oJ9ic3 adaOa. 0 oj9 g3oaaoa*9 c*a33c*00

ada'a ae'GO'GDJA 'a. e^odl. £J 00a Oea* 9GS* G 9 9 c a 3 a0»9 g9oa* ac3»i®3.

- 30 -

ANNEXE ( E )

qGtftfVi oa gddjfj

( G S . S O GoJdo" ©teas, gOaae-ScwO B» mifcao, ciaa gOasoa gaoaao)

§ ece» t$DjH>a8o o9oc", a)e-eio"S a» 85m gSoaScd ^OBBTGS dadsg qda, ScaJdzs gO sTa dada(? qdS, 1 oodateri tS5»J atrog 1 cjoSOsacJ OJQJSZS ozJOrfS, G00 ©360 OJSCJO oamsS 80O oz&fc 38a cqdz 0wa"3oa, odi 0«)a*Odza, dsao

gOzwoa gsoaacd 0GeJ UGarfsd 5eOa3 dracJOdiS. 6n) SCQ GsaaGoa* gOod 3 .

GdS q ©» G O Q O#)3 <f&> OJCC3C3 Oa*Ga" go 0 3 U ( ? Sao&esGOS o3od ajj oodafeek

gOasoaoO gsag gcdoTtoa ras gdd^ Oz»z£e 530 3. 3 ©saaaaOO 38360 cod GdS £

cJCatJffl oOaGOtf -3q oda uiooa* gd e®"® a£>z3 3. 5#»0 03O(5 Swo&esGdS

o3od gOzssoao dzs}$?$ gaToBoa 8 g#j> GJoSa* C SiSote; 0 aO gd rag cjeloa" ajojS

ogGOa* gOisoa g0aazsjdfl SgOsSa* Soa*aO yOOa* cDOcf azjjoa" Qe>». 03 gOzsaoa

gOaazsjewGd GtSOo ada aeOsSos^ gOo* 03 OOja gsrootf qddaq oas G O S . 0J G ©

gafao G ^ O rDezfGa" 80ao 0 3 ; aWOsa 0 3. G00 O ^ Q O OqCosCofSa U ^ Q O S * — 85153 gSasSo, 0 3 O ( * o OacJ Ms dsSa gOzsaoa gsoaao oa ddoO ggaJ^O osCfcfO qca" ws

• t3ooo*««&o OE;B)O oa snag" ' aozS ddoO ggaJefO aj^ ooSOsaGd SGOJOOOZTGAJ oggOs*.

go 3 O Q G^aj GQS dd gee* 3ad tsaoaGd 0 gaacoo gu>0a£8o aoa o3udo gdac©

gOua* gd§6 ga§ 0 8as good a e tOe*3 a W O o da ©za0 Oga aodz geteosCCoa"

Godqz3 ad G®a Gao G3. Oo)z8a* G3 gofaoO gsag 0 oS OCDSSBT $da go 3 O Q G^as

€T G50 80ao 0 Sea goG«" ma$ OSBTBBOO dare) 0 oaaSds a d § .

dia cj®01' H o3od gOasoao cacdS, 8Gtf»GozT 3 ododGcJ tsodeT^o SSo)^

gOisaoao GacdS, 880 g coeo2TGdI?jT 880 giooaOet? ^18 gOOjao G O » § 8 ScSaOs.

<30 Gofq O OG C e;? oSodo Ms oa)e gcd'a dooO g^ Saos ggsfc os 33a0o: aoro;

dC©JC9; s>ie - s>t3g G0)3t)O(5; gci^ o3od; gOeoba o3od; c ^ S * 3 o3od ; gzajS

tsoTa'IO as CBJS.SGO^J Ore; 8 G.eoa OJ0; oo* coJejj O S Q O ; otJ aodj 3d. 3d gdad 0 goO Oa 0(*G(5 d;ra a^ grfa wjao* gioa*aO e^^aOs. SqgzJ OoJGoaJ ggg 3303 Qtog

aS*»d oO?J Gcoa gjS cDOO gaqd z g«B»30 G&Q a d s gOgo 3. « oja . S 3 Good9 gdO <Didd^ 0 SoaOs q oa D da zJca* a 8 . 3 cood GOOOT

- 31 -

Goods* §S<5 GCOSO © c ^ d QO G J O J O * ggs do ragS <yQe ®#> 8G3S 0 8os (Dea*®.

O30J 8oe"e <yo oSadcd og» atfo gz£ gogjc; G 3 .

G 6 0 Z T <?CgqOeO GeJty OoGoa* $>ja*8o rotffco' goa SSosGdJ »z839 dOa 3.

Sdo doo octao* 0O25Gc5 SgGOz" OjGOa daaxoaoa 80a H O GS " £»ge"©e 630Gda* »a

osgSo 630G6a" Sg ojGda gsszS ©osO^ GBTq G O S O go o3adGd e^ordcs O 3 G B J . .

Sense oSSs&Goa" 85 ojGda Oastfod Og S36, oa gdje" S36, cosGBsd » J o§GcDa*0

axao §023 acfosgao COJ » J S O O , ga*Qa 5*36, aC6aa*oC9aea0etf c 3 ' Z ) - dauz> 3§»*

cariSo Ma gaa <fO§0zs oSudoO aqo* S3d, 0\.<5jGa"(J 0 $ gjoaS dosoSo §0x5 tosSao,

Sad* ocbdde c e*3 tfS10* BjGda oogsdOe 3 3§ Oa G 0 3 O Z 3 6 W J GO)}9S G»gd Oza

gos Sua u3odGcJ dOjOsSs Og 80O/? 3 oStadGd cjebo'do 83GOT.

o3od ejefndQGd" 8386 SaosO Oa 0(?G(J do" Og O S J G O Z J O * (Deoao — as-cDeo,

8t)s0, 330350 GdJo, go3o*§a cdJco, ajoo53o cdJ®, 8 s 33 Ms gae* 6ddi 0 $

oaoa SOsOgO c cjjao, So, gsgdrffle n)0, gGdsfoa (flocoo, ^dq 86 oza daaSo oOa-

OgO 5 GoT Gosgdj G O O . goa 3ao3o" 80 oSodoo* <°ad oSnJa'OoaO goaoo" goO « j 3

gss o)0 G U G Z * . cjaO 9So3 OGd oa ©da oO gdOo* 3 o^Goa* 6 So G J O J O * , G & 95 uO

22 Oa 80 Oa o©a* S3G3 O J C O M O 6g0 etf»38 5z3 ojp o©» o.

OcO a* uSudaO g$3g 0 SSuaGo' OO03O, GO)OO" « )J3 3 6 , aossGoa" - 0 oOad 80

g q o . 6g g$0 Otto OzS OaaGOoa* gq 0 ©$G3o gq o. gasoo odgcd OC03O GOad

»3&3 C osueO 6»o* 0©3do" O J J O G C . OS 0©o6 tsjcaSa" 8d"od og »rS 0 G 6 G d ;

uSodoO geafi 0 OaSoda* OCos (o3od Modo'egf? Ogos) ^o"0a

gdO^poa" ^00 00* 360 892? J 3 _ © ^ 8 Q <O3 QQaO egg 36.

U3t3e* 6D0G3 o8od gOztooaGoa' ocado cJjeaGosGdao'q OJJG^* OO O . 06 <?cc*o*8930

ad ?60 U 3 C 3 G C * 3 go qcW og gqc.? SgaO uwo t^aa" £360 gOcazs OJJCTO

03C3G(f ? <?0 0003 g^GasO* Q0)O oJeaGOsGdaO'qO CjQ G 3 O J O 63 SoaOs

I • o6do oSodoo* oc5)<S tyfao* 5§ote; 0 taoGS^asOd1 ®s 0060* <D0 _

gia ad 6){Sd. 2. o3odo , oo)>jS aefo , flOsO gc;a£ 0 OasO Ogfloaott' ro^oaO ©3

0<ao6 Ggote; g@6 Ms gOGn)K)o qo^ ad « ia6 .

- 32 -

3. o3odd gdSeO s>9 gofa SogdO ggag a ,QCP> S3d-

4 . dd g»*a 8ugdO GPgzffd »o oaxoaS 86 •

5 . oSodoO <f$*Q Oa Off) 8§GdgOe Gc3J©2saaO q?eeog36

(o3od SsHacTda, G jioaeado, gaSSa, odadoo, ooeteaSa e>a Gwa ctoacTOo aCrtjoo ggO).

oatjtf 690G8 o3ad gOBaoaccJ coag gddjgj 8c3 getec' 30a 8 ds SaaOa.

5tf»0 G9 gdggj Go»d8 gdO. Q C J GOaOa q? 3 gd§gj ad co adO gOau

ogSdoT 35q^0 SwodaeacOa* ojOGoada $? 3 gddjgj od cojadO gia c5)a0o cdaaOa <*? G 9 gofa dcfctJ go odjgj GOJCJJ aJiQGOaa* oaocf o3ad gOHauaGo' oaCOaaTOo Gda* d

©5 s C O e o ' 5 SgsdQ a d oa tojp G88 . 3 ts?wj gOtJOaO uao8da OadOe £ ezG98.

tJ gofoOed g$ag adjgj aSocssT oddja* t sa* £3dd da gOud oaaOa.

oe & cx oa* a g gddjgj od ogSdO e8a 8»o tttfOadcjaJ1 8«sodaead0 giqgeT 8

oGniaOD <q? gaC»8a BUADI&GDS) a9'o3od gOuoao1 a)3a" d e)£a*G0a 855000" aGo)aOa.

8e.aa0 , udad gOzsoao , GCSCDZS S^uaO 0#B 88t) (HBTasSOecT go oocJaaaGcJa* gattayo Gdd ocdJOaaa 8»o cjg So" G0a0>. 3 aoa gjO§a. dOOcS £ o3od gOuaoao OGATE, 0

Goa ggfoo* ga"a6 - gG&aoajS. £8o3a <390G8 3 u3od gOaaoao ogcOa* GOa d

8aooa? ajjtoj. £>G«>C" o3od gOasoaccJ gd§gj oasTeao" adozaOO GCDJGCJJ gdO oiG»a sd9

8»o osadsT, S^UaO, odad gOzsoao, GtSoted, wafiSaO, cozSao, GtnaVjco gOusoao

gaq GaaGoo* 8«o cjg gtfaCoa 8 aGo)aOa. <?833o gGaaoaGcJ £ o3od gCuaoao

o8n)a*c)Goa* Gcoa gatfca" n)g - C?ET«H& gcScfloa". gcaa" goO, 8»o aBc toOc O)J cog

G O J O T O C H SG C T O OcBGcsa* ozjioa* GasjJ aaga gafa og«te; 0 oOa, gOa* oa"de «>» tnodaOe

og t)a Gasdqdj gjfjdi a d Gcoa, OJJSGCJ £, ojOjdefj gg3a* oaaQda S3G8 aqoo djOdcJj oq o .

g ag 8BC3 oalOjdcJ gaa* a8 SacsdaejcOS 0ad9 gQyaQ a^S o)0 QGCS gqoo 3.

OGioa* Sao ualDadoa* aScda* od6a* g d d ^ uasT sa* a d coa Gaa toja 3. 3 o d ^ ga@o d

«««oa QG®g3 ga* «a8 < gddj^Oe^ o>ie5o cgq 3 — GOa;? OOacoaf Sodas* qd^)do3 GOsqa coa*aa g c o ^ ^ g d $ gGcT&T&a gdd^OcO (OsgSo 3. Q O Z Z T S B g d

OcQGoa* GOj^a M ga*Ga* g d d ^ O c ^ gcd Sa OCoa g o ^ 5360 QezsoaO gOdOa o^ua G^a

S^G C J g d 3.

da aga* tasqosJ og g d d ^ ggO QGCO5G8 i oazsoj o30o a g gq O O O J odaJdo" u^raa*

odg : ^S^S, a d ^ dtJoSa, g$ag qaeaa gojefi a d d , gofaOeO 8u§9 gSdoa*

- 33 -

S3d, osdjoa go3O3da9de0 t3©©3© 3 d , q?i©j3d, cJOsSa 0 sis ojgSo 0 3 den

©z3d 0 G © O * ojoe » oaddGcJ 3, Uzn)z8a" so*aO ezG«tete»* qda

<&»2j 06os $? a©i) 0 , aGCJ3(?da* 0 Ge*«aOed oda* 3d ©s C D C J 53d, cgdjOdos Soda ado®* ©z3>d, qdjOdos zraa gofaOed OsSo 0 ©s e s> 0 5£qd& 3d <?sqc3 U S O G C J c,

Sod oaGsf ejjJaO ezG^® dCos 3 , tJ GgOgd da uq©a* 05 QG©g9 eusooa*, 9BO od$

dooGc5 dt5 S3ddo* ce.o" dooo 53o*Goa 8t°3©0ezr G © J $ goOe C ^ J ©iSdOo* gdae&Oo'

3 0 O o ©gs c3.

O G © O * qdjOdoqc©* 0©Sd Oa*Ga* G U S T ; 8©a© goOe 3d odtfio* $? Sga'G©' qocoa

t03 gaocJb dCGao, dsaO 00©os coed© qdjddos uq Ooodo* Gas G3 $? sjgdO «?dod 0

spem » 3 soe'b O^eoo* Oa*Ga* qdo* aua <q? oSodo gdSdO a 9 g a d gOaia Oa*Ga* ceio*

q@0o* gddzBoa* Gas 0 o 3 o d o cdgcda* aga 3doa* _i^d_> 903 oda gdOiScoJ o . e.igd

odefco* ffgfGo* QQa 05 Gasogs g5*©eGoa. czgdO gdod 0 qocas e, ge#I ad <?80*GO"

goa og ©go gcTcoeGoo. 0 G © O " 0 6 ge*©eos e8a gdtJOsOe 3 903 Gas odzJaO Q 0 gzo.

gjgdjqueas © 3 <j30(*b 5 quSodf, e8a gOdOsde 3 ffaOsSooqa* gos ada ge*©eGoa.

60za*Gao", ohOa dOuGd* yd s So ©35. osa zjod Oa© 0 gos ado. OcDzSa" qtsgas © 3

<f3D(5b OdOa gG©z)9 Q©r»t59 gO cdo go G O S § 80 gq 3 . 3 05*03 <po0 8«o adjtfj a d G©a ada g©ja"3Gda" cDj©jd 3 gcfa ©a © J O Q §(f ad ©0* g©za*89 gd cdo G O S § 80

©jo 0 ; Sgad ad^ aos 3d G O Z J O O dgaO gofaOed <?$3<3 0 odjgj G O S O S ©*a00 c.e,Q 3o

©20 3 ; SgaO gOOac. 3d GOgOO dgaO d adefc ©zadd DtJOs UQtsi $a ©s? 3 ; G B S O Q

QG©g3 osCode 3 oS oa d cda" d oa So d oOgq S3dO Q O - at) en)3 3<J ®zS 3 .

otddjj9, tssaBds, Sdsi*, dasoae, © os do©a, gdado OwousddeO Sga" CJ©©S© od8d dra

gd uSttd gdzssoaGd* 3 CUGOS*© ad ©o ©zS o.

oSesd <pc)253oaGc5 <?dd ad ©jadd a 3 c^a <?z©z39 c y9^ < ©s8a aa gq 0 .

gc^o" g ^ d d ude&o* " e a ^ " G O «?^DZ3 9 G9 ts^©3 gdac'iddr Gas G3. oga'G©' ispQvi © 3 das

gaoc'b c <?Gd" 8g©radO ca* 3^ 3 . cd© 3 gtfOBod Ozqoo" OzTczJ Sga*" godo" add aq©a oaa G3. d o di«5©o" da*Ga" ©auosd So QG©5G9O*, cs djddosO So Q©za"8G9o",

osCOoo'do dja G©a ©G©g9 - g©za,33 03Cosdeo 2g^ ad ©radO 0 . da" ^ 00" u 3 o d

gdzjaoaGcJ gs ©s2sos <pg godo* g d G © S O " <?as©oGcJ 3 dsad dd©os 880 tadcaa* odsdo

360 Qt) Oa8 da tDjSa.

da) SOQ GgasO dqa 3 .

- 34 -

ANNEXE ( F )

o3od <yQmog)Gc5

- C?OG9^O»0

- oSQsf QO CfiS adraiSO

2. o3odo, adte; ggfn, 3Q>0 qcigO 9H»0 QCroca GO* cyfoaO a»

OroaO Sgote;

- cta.9

- qpGOfQa cjcgg ad CDtS©

3. o3c3do gtfaSO o» gra© 3oz;90 gpg

- a.ogaa gesjet ©39

4 . 09 go's) SdcffO

- GogtSO

- omsoS 99

5 . o3c3dc30 <?CJg Oa OiQ og.oOgOe Gca'oaojQ 3t(Pt39

- oScsd 3<;ajc*9a o>0a <?gO

- GC*(BOJ(»8)9o

- C39»d3c3

- o o d a a S a GeMsfcCcsjoBa

G 8 . 3. Gsfda* 9coaj,

qOusa (3C.»J - oo^a) d>aa $02908) q i o a a o ,

9o3dco9.

- 35 -

' ANNEXE (G)

o3a<5 gOaj oao aaBoaoa©© Sadao S3g§ g9

era' 3 • tsqojj flfiS g 6 a j oa gsQida 58a

O o d o S e t d S3 03 EKflSj O o 3 0 3 O 6 O *

doa*a 8db3c,3a6©" 9sas

o3cad gOaipao ,ga* GGbGsi* 8®oa* gQHoao a3S0a* , §©ia*©90a" 8£s ad* g Sooaa* gOscJ g 8 . ©a* gOsa a© adagio* a§ G&Gsi* 3«gooa* geoj a*©G§<* ,

Sg©3 gala C.1Q©, oSaegfco© ©©a* ©ia ©a ©tS 9©cf, gQasa o3ss«fr6oa* Q®Q

g©3g6oa* 3S3 coo.GfflsoT .0© 3©o Q©ja*3© Sgde; ae©©®© oeT3©a*o.

ago* o3odo ®oisJ3g§ gO>a> odSaCOo 8g©3 o3odo SSate;© g© cob © a©

o9efes" g s s gS . g©S£ Sep* . o3odo siSaic" <p9©®**t) a (5 « £S qod

gOsa ©caGoa*© o 3 o d o a£ aO^q a3G§c^,o3ad gefa ©e© ©jS^ C * g § c ^ ,

gaacfoQo G©aoa* ajga* g a ©a 9"5o38*©a c^QsT gjS 8c3 gqo. 0Go*a* aiS a§ o 3 a d o G a G d s ©©3d q}c"3©s*© s<p3o 9 5 0 . g § g ^ © aas

o 3 a d o cjs C30 dsBtfo- Sgolq Q O i a © 6 § ^ gel 8«joa* §©t a9©§cl ©sBas a d a

g©" g § 0 o © 0 © 3 ©qa* a©a ©/* 8 © ^ a* g© ©s3a3 ae g q o .

©Qsq g©6* ©380© Gs"f£ ©a adi^, ©<;aa* gja. 0 a © \

I . ogSo, a_e g3ffl(5o9c3 ©©aoa* gia ©e ®i® osoS g8qo a ,©3 gOqo

3©a\

2. a_©3 qdjQs"' a©3 go a d a ©.dzOdja* ga / f l©ao , gsjadef.o a s g©o

S3©0 GQbGsi 3© ai2; oist? 83©sTo.

g§ gg© ©g© graga ©«»© Qa*Ga asSoaa© o3odo a s ooddsgfa 3£cte; Q©ia"3©0

a§ co.di©d03 oeQj.© • oSadasSGOBi 3o a,^ a)0o. a§a o©#«* Gas© oaa S3

QkgosIS go o3odS9®aV.'' Sa'ca* a§ , gco* aas cDs ajja*^ 303 asd a 3 a_ea*, O ' O i C *8C§ G©a*S, osOiGea* oScSbsd aQgtj ©e a* o3adoa3o"©«3 3<;a©3a

g§ a§ , 8ga* god g3ae*oo gco© gd[3©a^) a § © 3 ©ia© 9ad§ tf5<5i Gas©a S©

Sg©* 8a*©saoo. Bog a,©G§0oa* gad g © o gOsaa© 8o©d gqoQo ©s (;Sa*Ga.

osote aj3 ©33as ae ©ia ga g© a© g©3da s©a aOcdq?

I / gOo* 00*, (oQgf Scffij, dto9»Sao StS da&Qp g»3o3 559.

9J GSGC* ag 0BJJ9 5)G3 goOida 99 c23. <?ed oicJiGg' dio0j88c_f

Kda. (nOs* 3 5 js"90ffl* » i a . g9a* oa* § e s oa'co* ays. o9ea3. Oca

aoacjo. fied'agrf G&GSJ* 8ga* o9 SGQCJ 9e<; ©.Oa* -»0»* GC.3. flfcag SOcsac; GOJ* diotbSao adgo. G§ Sen 09 adobes ?60 COGOJS odoo

( $ ) G o d £o gOaS goj.caGcJ* ae;K)a' g S3a3 o3ad gOoo* oe.o§ ad GOO dO cs§3cJ0 QiqadS ffldig SgSte; So od39.

(CJJ) < ? c e G§ot3 Ssoo Gtoxe. 9i9 aOoso* <fz59, »idS9 oto 5o39

GoGdS ago* GC3J § od39. .

(cji) gOa* oo* Oe ©39a oSada as aodssero 8g3e; Oi COT©* GOJ do dt

ago* So GCGaq, eOj GSDJ* Ooq adOj cpa* goOo* gGtrfdooO

g9*a* oa* 9e0 o3ad Goidqdi ogfie; OJOOJ ^O-39D £aa*£ ad29.

2/ 3o*S g9a* oa', SOJC., ado £IK 3ga* ojs c^GJfao <Tt3 Cs gjajdcd §di ajd

a§ gt3 539.

Qao a gjaidGci ©OJ OJ do§ ajga* o3ada ©a t&6&ti& ogQe; 33c) odig

asi Goidqdi 6aS9 ogate; £c*Go*a)i3a* flPtS ® e s^a. 032; G.OJK; S»Gos*Ca*Gaa*

Geo aOgq aG^aa* 8gz£ c* 9o GSJGSJ Q<*;3G30 vjg <?io.

3/ CiS cjPdCj 9s 6 € GCBQOC 9 ^ 9 oOgq, ado gc*<$)eaB* e^i GC*caa , oa

O3s30» GQscao39. ____

G9C$S adi?fj EOJ ago* cje 9(3 3s*9iC3c3a* GCMS atSo a>ia.

4/ dOtcaP 3c.a» c a G m s f

oiOif* cfOO GCD" SOo goe dD)ou3a9 Sc, 9a S8c3§ §OJ9CCJO""GOSO* 38 ogQe;

Co GOJOO* oacJ 539. ( 68S2; o3csd oc*o8_>a cidaxja CD>9O ogQ>c,9o' <fo 3oo*

- 37 -

ado, e s o9sd ©cjj SdJ o3oda c.o*9o gSdidoTi 8§Qe;9o* gOGSJOo&T (»3j

COO (DjOo

5/ 35 9t9 QaSfflj / c?Qmaa 9»3a>. ooS ®3©do QJ3 . ago* Q G C O O cod? a§ o§ ao»e"o 3g3e; SeJsT a.e <fi3 <f 9G3 j0O

Dt§ §330 33 9j9 9} 3OJ ^ O G C SJS ad coo &{&>. ©§ ca tS) 8go*. (fecao O J sto d0» S> S G § ojcaic ?oe9 Q9q G O J O S CDO toiS 30 SQ^o* atfooj aGgjo* 930

O J O G S T D .

C < ^ : G O J c j O J Q O C M S o*„ ^90 G O / c . 3 ojgcO <piS 3§ aOa* G©3£ O I C O D O * > ,

0o*G»* 09 o0c3jO*O C3O8QJO3O*9O0 S39C3.

6/ Seys? OJ3 c,Bfo)0 Gt G 3 O SGo'qaoca o3od gt ooa SgEo Gcaap cai39,

gc'cd Ooo. 3390 sosfc,© gjS agoOa^ 0 ao"o*9 d*o osa e^cd Oaq fsajO

• §9jS*§c* ..?kU}0*9o O J 9 , .® e^^O gjcSSo) oqa*, 0<3G§ addaaO gggb £ 83o aaja* 9ja adig cacdS g90jaa Gcaig ad3o s^a.

Seojg Oaa. -339 3Gaic.3°caa G B J O COO* Sgo'O oasa" SgSe; gdajaao o39 oe;3»

GC3J9J adSa ffija.

"V o3ad oodse^d GaodS godi'siS § gcTcae0®*®®* 93a ao as 3 3g3e; QocDjaGd*

ag § Oicosa" q-OdOs Sg3(C ©dig qga S g s qjs corfc^®* o o c ^ G A J C N O O *

dSo ad39.

SeOjOa* G g o da. go'c'oig djoo GCDJ*§O a a o a G a a . § 8aiO(J OOaO <?693a3G§

flff^ajdojO 83 ddio* %& 8a6d cOa oOsj eicS} 53o, ozeao s ja . 30 cp9od0

70 qcaaa $ 3 Q O ^ O J G S gated gGC"<aGo5 9ajo*ad 3as caaO OcdsO geoa*

©iSoo* <fd«j "StfGaj ctirfG^eo*" GsOa* cod 3c, O I S G S Ozjjojda .cOOta

o3od a>3, ooaa a eoj'Qaa'GG" 03a aOi 5fao o.Qj 9ao aj3 o»c9a 03ad o$9 Q§O*GCD* flpiae"o9a as 9daja*9o' G 9 O O O 0 G 3 I G S J Gaoa" oj} qa siS 39

9GC3 "oatSQo.

- 38 -

G9QH» @9 o3ado gcotcJSQ 8§Qe;0 OOS QU9(5C3 qe©* g» SOo^o*

GdCfl coo cotS Qa gad 3©§ gSGofa oeTeTScadO ©ICGOO o32; C>0J GQOCJ ®d CAO CDJ Q> •

aSjc* SJ G©8<; atQos* gQOidcu o>ds gQiats© Bid* t a§ cpo

©J 5c3Ba©9 o3ado o» OO dostfo 8§5te; QCDJ5*3©0 S§ o e § 0 go o3ead O»3BJ* 3c3 95. 303. 9GC5 GffjStS a§ go G§ GEGOST GOGQS" c.i© 0300* 50J

gojQO s)co3©0 go aj3 "©a P ; ^ » ?©°® ©j0* §^o8s* g S GaiG&g gits.

6GC5 a9js! gajcoo GQIBU Sbd eo* 33 G§ «%Qip]8*Gffi* » 5*** S3Sg S3G§

£o3© caoaawQo g*3 83o 83 3©c. CSICD3O caimiS ooaaS, ©GSOCT gCoz*

E)(fiG05* t"J OS* § d 3 © 33c3 33o CM £3d OOG.

- 39 -

ANNEXE (H)

qgc? Qg)..33: a§oa caodsagfo agcasfea* 9gT<;?

' cGtj*ag» ©8>83gcq* 3C3

' Oo taodaes) G c a } 5 a G § s " e i p

OA OG(3^0c5 65,610a* odtf) 03) Ofl gSaefoa* epS g § qOa £ O 3 g s £

b |§ gQaefo a3fo caca a) ag e » » ' . eaa caofefO ca§caa G©6K>8aJ GcasGODacaa*;. * ea>o> caoa

casjbfo ca§ua qpoO <pjS tjOsaO dSoewSa C3§caa*0(32f Oa3.

02 • < p g o " ea§oa cjOaa OoaGoaT G<Jrac3 «M. f f l ( indigenous plants ) caa

8 8 0 GoJo s" S)C33 G0dOO OJ sTOD 02* (pCOZfc l CaJ.° 5gCB*<3 (introduced species )

OgaT ca9a"8a g 8 .

03. ©QdOO eagaJiDj ga* GOoGenQaa* .eBftsSceJa e;d/<^9 g©5 qptrod a&u

0BaTO3 8GoJac32* g3. gSOoB&J a-Scada* S g g S s g 3gcd 8z * Oasda 8 G^sos^siO

( N a t u r a l i z e d ) aofsTOaO ocTO" <fjS $od» ©Oa* caQtcdaT Oe*Otei3 Oe a3*a*0a0-•

0«3da 8 c ? t » .

0 4 . GqfSo oajQ) OcaGOS* C.{»>0 83 8)3 GC02) <pt3 aU*S*3cJ C93,"i SggJIS ttodiSaO

3650

§03) cam o3a)D§c30 QOsjOqO eaQoa Scote cao.Dzs30 - 3143.

oaS 8gc 3s ca«o)zs30 - 5753.

<?a*9a caaa) Q«ete30 - 190a.

q e'co caaa) eaoQ)i330 - 896a.

qQ6 -1920s.

§0 gSodO aOSa* k*£8»gcqs ) Gao^a cbo.t) ^GQJecao caecDaaO c. GSOGWBC£i

05. g©9 cfl3Q> Sgcb"© qsaSsJ OQaa* O eoa* Oa*GzJ Q O ^ o g 8 aSsW e^aa rajS

gaoO^a csoS> 8gcb*@c3Z5* a. eaa«33c3 (son) 8gcb*© qpa,3a* 25#a*0 <pg85>k» SocSa g 8 .

C45<S 8 ;tsaa*0aO ag g0c3 oaa q © S . (jcDcaa* c o w . ca3z»a3aO otsri Ggca sagas)

§Oa> 0 £S eajo) gsySaT oae c;83aftc3?sJ <pacS8a SGctecajT g 8 .

- 40 -

0 6 . G§S8 Gqasffia aeaooaO ggOdoaxa g 0*93003829 Daossgzs u,

OroasJadQa* Ocaoca ©fcafeS. G99 Osasfad co q®d aoeoa* sided

oSanQca 8G§ y5cD(3c33? OaaaaaT <p5K8£) o9a£Q»30aa oOa. 690^3 o9a,eo>

g d 3 COfe)^ Od3 ( Climax vegetation ) OcaGOsJ CDitjzf* G8 .

G§ <?£)0 e 0 2 5 0 ® ^ g^ba) Oaoagas e.& aoaa* co ncoo oatSc3. 0*03z»§:

I . OSES (50 GOO* OC3OC0 D&3 Ozflgfad - (Wet Lowland Rain Forests)

G99" OaoeQtifa <?&3 GOO* b>qxjg(3 9CO$ 980G§ 8 0 §05

100a o36) 8j§ eaacooa o t S3 oOa. (p^dje'e; g^3® 3&>oa3)c3a* oOa. O&uaaxs 100" - 150" o9e& G8 . G95 c?e0 QS3 3

<f.Ls> OwssfodOe 8^3 eoscoa ^03G3* 80 0<& cjdDafcJcjaT » § 1.4 %r3

Qs) »9a*, oa>o dO Gaa* aeaooO c?oa* 0 8 cjdae&Gcaa" w§ 9 # 3 .

cpeSSia caoa) cpaSs* 94 #a*9 Ozssda 8 aG^afea? Gaa*

aeaoo OawaTadOeOo. 093o3 cpS8 3 <ptS 0z»3§ octoefca Sanca

3 cos G»)3^ da (0 39 gas OjCffla*-G8.

II • Gaa* aC3QC3 ..flrtyad QgX)g"ad: (Montane Forests)

9g>£ 93OG§ SO 30d lOOOaO o93) 90528* Gaa* aeauGcJ

aca cot5 OacKeaa e&oa. O&oazno <p3ac3. 150"a* o9«& G§. CoeajeS ©0 eo§ g&&GQzB 1 .54 #a* <; > agad agsoGd S§ oQaa&Gaa* 17.8 # a cjGc*cac3a a09a* OaozsJad ga3 3 oOa.

d g Ga)a*e) (Catchment Area ) DOGca?" 0033* Oi COa* 0»*G3*

G99 gG<feac3«*a. GcToGcoadaa" moms oa <pte Gc>S gad^oa Osteal

G99 gc?c*ca6C3a.

OsOO a® gdaaoe* 0 t 39 cacoo S§ Og GOGOS 3391 e.t0/e;d e®3 ODJ2»90 a t e t a t 8 9 G§ OGe*caGcJ Oa) BaocaoO g'-bzo Gda, G8 .

I I I ' 3c3g aeaocj OrogJad - ( D r y ^ne F o r e s t s )

C<«93G8 0 (39 §§ g^foaO o t 33 a GO) ate z5, ©99 0aa8e°>3<£

- 41 -

<$o3. Q & O M S O 50" - 75" 5. 0&0 GSQQiGdm Vityqc

3cjg mead cfca. $ 0 Q G z f 8p §§ s tte&a*-21 .9 , 9a>§

Seas zseaacaO <pc3a* S§ gS&e&GOa* 30.3 I*-® g£»3«foa ,a09eJ

QsnsTad ga3 3 qp t a . ©93 OzwaJadOe SGSS ) cpG§&a SGC&S

C3oO>2330 GQ)GC)9s* (f.Bp. 0C3 (»O250G3 0J G0Z0 $3©33a (Bad) C3OQZ33G02*

6$B\ o9#j ©3.

GOfe" ©CD3&Sj»', „®Z506§29 aOOS, 03 CD a3»)§ CJo02>2» aOOQ, CJ^KX)

a>t(3i 9g 339 Sc33 QtfflO ©S3GO30O23* gG^oaOe ©33 3 c sTca* cf3S3a caofl) g d s O a .

1V. ggfe)(3 0(33003 Oza3gTa(5 - (Intermediate Zone Forests)

(3°ZB3G6 ®P § § gdaaftGcas* 1 %aOa* 0£)3 cpQ g©3 «foa G99

OaoaJad ga3 3 c j t a .

V . a033)3 02)3Zsfa)C5 - (Tropical Savannah Forests)

aaefc §§0(3 cpc5C, , ©z»(5s 9i3 SteaSca OOarjada* q a CHQQ)

3S3 <pta-

V 1 - aO 0&3 t C3C0 cj» a tC t - (Tropical Tho rn Forests)

c efo gG<*caOe 5i3c3 eo ja . Olooaao 25"aOa* 003 <fg e>i8»T

GS3©a33do3a" CQSQ) 8GG5@ 3C3£ ©<fcacq ic30 gznSSs) GOSTOS.

Vll . aj__3_- (Grasslands) •

c9a, 3(3*g, ajS(3"(3> oa® O K agsO oefc §£>. qds> aco 3e*g

a«fo § § 3c3ci a e J O G d e,> aiatfe* oa) oaz» a # ) S§ Gaa*

a(330©c5 e. e;t3c3 c o t a .

VTTI . ©OdgQQ and - (Coastal Vegetation)

©Oc5sQQ a t eif 9jqg ae& § § .

- 42 -

1X. qgcOQISI 093CD 00*30. (Mangrove Forests)

X. 990©^ C3» SSSjo C5ed CB33) odaO. (Marsh & Freshwater P lants )

Sawogfad&QgT goO g t S 0tcc)gfa9

1 ) gadoea aaaacagf Q O 339

de GQofS OcsGcaaT §OD S3Q - Oajazdad cjGaz) ea«D3 cam go a/sT gte ©#5 de xft Goa'eefo ada> e®3. OS deca, caaS) GOO^O 9a,o0 g^S aaS)3a eOa ( u t t e r )

dOdca eaca od 9&aJ cma aT gda cow. G99 deca GC3G92* 9<;0a a>3aj e t G § . G 0 G d

oOaJ cnjjfexj ajQa qa uad co«coa earn g e Gcae^d Goa'^ca a d 3 . G§ zraa 3cag

aseode. oOa owna g e GeagOeO de<3 Ci© *

o d gadeesa 5d9 - GoagO 93,30 giS a,di gaOdefca Scaa O&a deca GCO fiO 9a ,o0 OjGOa) GSCOCJ 9^ 3 Sog 0CSGC33* otoeO G§G<5. G§ Scaa cad GeaJ a oadzsT agO-stew* » t a . §0 g9ad0 ®aa) ge ocJOS 9&a* cad go®, Geart^ 3& aSa © 3 .

2) gsdSa 0§a»a9 -

©snsfad §2$ca30 g ) gaood eaocaa. ga) c.tO caocaB.

cpi) ed caocaG.

Q ) cjp Oaid $Qi3 OcaGcaa* aiGGaa?) G§0J(5, 30, Sate* Old), s>Bjd{,

. GSGCDSJ* gQu caco c.t0 G»»03> GSaG&rf eOia cacxag eQ3.

3) d33) SOOa* ( Gene Pool ). OCBGC38" §CJ3 S39 G3CQ 038) 530a«IH»c3

da co£5>9.

4) GcassToficaasTda gcoo, 9aa>Sa apa caco ca«daaSa D3a»a9 -

5) gQaaoSio oto 8<?aaa*9a 0tca)a*a9 -

- 43 -

<£G0* C30*O*9 C3§C3Q» O CDj e S3©§ UCDOO S250 OaSO OoS C3B) <poa«£) 0<5

Qca©cjaT gcte) OcfiGcjaJ GZMOCJ ©c;aaO ©3><£) casaSdo a<s ODJSCJ.

cpoa O Qocaz3 <pa,33* «po0 0 0 3 OteroeJ OafesT aaSa*, gcfeSScaOaT ua>

c jZ5)503;0»To.

SCiGSScajOzS* CfC\3^ §3^C3 QCO ®6$Q aapO»J> Qdc3»T C3C0 ©t»a3cj*C3»J cpdSa

OcBGciaf Q»3 Ojcrao* ©b\ GS>ODS* e«anOO "Ocajg S©C*CB SzoQaa* c (36)3 ©<*"•

O^S^d O3G<K?C32BC3, C OTCJO* dSaO $ a 9 0 o " ©eSa* qdditfs> gs>& cot2>9 Oj3 ad t0j

23C33 © § C3§OQ < £ O 0 a^S 3 C33 8)ta<_. ©SsgaT 0z3od OC325fc25* agg, ©Stfa O t 5

SOe* oec3 aSa C3*d3a>0(3c3.

sndtil - aaQaT 0 0 3 O^cosT ©atea* aa§a3(53a Gcofo ao GOZJRST C3*03s>38a

03C5^(»0)3C*BJS Od3C0«to O^KoG. gJOZS) 25»S dC33C3» $ 0 « , 0(36050 2»3CQZ3» OS) ZSa§Z03caZ5)

Sc33 ©09 33aJ Sao CB3G§ addawaaO Qeotf) £33 S 3 a . u9a>ec3a5', oeSoaT O t S seoaad

aa§ 8GO*63 Stoa* <?oO GC3J c c3ftc335,9r5> qprooa* StowSa oOcod C^GS. goooOO oe#)a*

3GC3© Q <f3G0^a aaSaf 3ea3e a«o)a30a* 38a.

ua«3£) 0<&aT OiC^SO GCODOS© Oaa>, O3&3 3 cpTS oa«*& 0°5a* 8GO*© O«G)H30

625a. cssaO'eo S3G§ CXDOO 3®o oa«*<D OocaaJ, 6a*C3Z5 geoa 33a*, gdco, adtO oca

e§da>3 OoaGcaa* 0(S ag sja.

e>a*auaa* 0^(3^30 w<59 agioa $Ga>a" dOOgO osGdwsO (»oa3©3 53a> © C * ® O

Qafoa 3GC3© o«S»30 GSGeo3a* cpga. QcmeOtf Gcfcaca 3©cS® 54 a* oS«& crtea)3©coa) SG©\

$3<53a OcBGOal ogaa) ag © 0 ^ Qaa8 08a» cj§oaa. gseocoS© ©oj3a*

atog9 OaTGaT 9a*azsc3aTa. Oo Sa* e««oO Ota> ^g^Oa) dOaO> Qofoa o§oa cjte30

O coo* G8. a)ga* eOAJ©8 ^Od aSaaTao OtSgd d^3 oOaalGa* ad^c3 Bgzs* 9 a c 3 .

e«o30 <pOO <pta GZfacDtgdt 65^ GOdSO cpaond cameos, ScJad qt§9 d^tso oeo taa,

©OawiSS awn 3CBDC OcBGcoaT 9oJa23 CDOKJ) og£KJ)c3 G3 .

- 44 -

© B O dg* od $ejg G OG U S ) (fQoood SojsT, gc5of(5 9o2$J ©eo 30<500

8003(3 ©CBGC325T $025)03)0 ©B>G<3. G 9 0 i G § O S O O QZS*9®3*9 25)t3b* 0)90 GefojOaTwS.

G9GCJ dG©3) c32» 9OJS7GCO0T 50 ^oOo" 0 8 g&&ai$, QOSTGCSJ $0ca2s o8od

oriafOoa* ©25)3(3(39 Sea $od9ro<";9 3d cos). 03(33)025* dSaO oaedz) G90(S) gos

S)C33 9i0) OjCDGc3^9 G § C3§OZ» $OG©2ST $53890 o9 O G § .

A B O dSa* -

e<«0G0»T 0 3 O 3 3 <ftS SGGSB 38 $0,825* SGeSeozs* 1 6sB c9d00

$3G0^29 8©C53« G 8 .

SANNOPHRYA e<®300 $JBS2»Z5>O. 8GC3^ qaja* QOQJGQ^

03O3 8 $ t o . G99 8©c8ec3 GOGOZBGS* SFGS>6 ogarfOe £oo3dO(5 $0(30 .

Pfcf£a«iM8 G©§3D. £<3(3© GCOS 8GC3©C3O. oa3 ©BSB>

©90i» 3825* G0X)8c330 3o3o,6d3. Z5a©2506§25) GCDjcoOeO ©325) ffld25) Cl9©d 253§

8GCS«3 ©99 G©KS C3© 9J8O25* TTOSF $3©3doO ©2 Qi G § . 093x33 oSodO 000 , (300

0 © 3 ©(3)90 Q03 Oj ffiO* G 8 .

gd©C325T -

QOZSOGOJJT QiSs 8 $jS cd© 3 G c f e 158 $0,83* Boca's 752S*9 QF3AQQ

$3G8&5) 8GO3« G 8 .

3g(i 8©<5i© 2Z5 ©£3)3G©3> $ T O . t*)8 8GCB*«3025* G 9 f o C 3 © IDQQ $3§o0 C, >

$©3>a" 8Goa*eo t Cbzj) dga© $3§oO e, ©OGO".

Oe<3*Si 8GO3«3 - G Q f o G d G OG O S ) O t d S i 8GCB*«S $0,825! $Q2aOsf OQ3 Oi8od 8GCB"@

caoSaaOzjJ e^g e°33s8 9gg ©OdfiO SoJod CS^OB o t § G « J © . (*«*B3G8 BP£

GOdgO o£§G«fe5) ffl^dSt 8oc3a o©3. So09 OJCJ*Q)I 8GOJ© 0^ § c33©9 oddsxaaO 9 ^ oa 38. ®o39 C3OG8^ ©99 OARFL, BOSL $te*e©§ $ ©3803 a,<fe, <p$0

- 45 -

Sod om Safari cfDtaadoO ©j59 Soa cJOsteros* ajd^ § o a aago gaa9 cposfe) §

cft» so otcct^eo. _

gSdsT 8GOB*® ..3a* (309338 GOGOS. 3g»" a d ( QSS3 ( S3 Q§Q)3 O© ©(5 Q§6OO. 0

§a" o9©da? 8GO"© GCODQSS cfG2»zJ) 8GOJ® §3£GO© e_ GOGOS . qporad 8®o G§ 0

oa/sT ddsj &G§. " 0

COOOGS GOGOZS) a p o i BJSHST oeo Saa)(33 SGCSJ I OOFOIO 8<sa3a*9a0 gaa

0t<^CD5T G8. QOaf qi$3tf> goGSSja SGOJ© O«O)U30 Q©£ g©oa* cow. odcoda* 8GCI&

Qoa C3(3«BO . SOJJT C93Q) GSD Oo" o © aa3 eoBStfia 5<j ada.

Ceratophora stoddarti <PG8&S> cgzazsT SocsJeoa. znaa" sfg. gG&xsafi 03&) 8 g t a .

a Q d G©3Q3 - aos o © Og $0a Oa OjGoa) G99 e<5© 8GCQ* O CBSQ) o © oafeJO ^

gadaSa o a a oOca* godoisa oa*a*0 8©(s*t€3aa. ™

060 8GC3«OQ25' a9©da* t>@ oSao. ©QaG©a9aaT ga©88b oft 3©<5fe a o 6 00 £daaa"Os) ™

gOa gad 30a* G03a" tJOa gstoadoO © 3 . ajazs) aaSasSSa coqjd 9S»" GOaOsT G3aG9a©oa^

8ax) ca § G©3o" gta. ™

g^dt(5eg" - •

8GO*© 3 8 4 a* Oafis 8 g t a . ©9oa5 8eote 20a* e°®300 ga©S®ao. 5a A

taojGS £ © 9 d 0 0 o«g9«&o Oa) ©930^ gema*^ 9ao©c3 <* e 0 0 3^ Oj3e>), gGc/cf, 9 t 3 A

9ao e aTOa eoaD®§ GOGOS. ^

Black necked stork - 0 ^ 8 03©§ addfflOag 9ffgfr 03 Sp2» g e© A

©0IGC5 sjdjG SGflJeoa. £

- 46 -

Qq zsfflQi - QozsaOO <FDGC%5) cpeoond i%6i(*gqb>.

BaO 9t39 u t o ofei at59 SCM GZJTGCO*

BocjcJOaz?) 3) tS 5 0^ 5 CDG§ o<5oa)o0

5>iS3 > 03 S3z» ZjdjO 8GC9*®C32.

G03BW$3 - q.QoS06 O B © GCjSacjS.

Blue Magpie % - <f3G§&5> £<5e«> O C ® SGCiJaaS. a<c5t(Jes"G(o3) <poO etGcDw QWrfqcfiaaaSBis cpnca oos QOSO.

oSc503C3 -OV © 86a* eoaaGOa' 03&3 3 cp o. 03zs* 8GC3© 10O*9 $3682© G8.

25)03 e@c5o33aI - 3CM*. gOGSOj'QsT - 0£C4S* C3© SgOzj'. OBO 60 GOO* O g S O G c J GDGCHJ) Purple-faced

<•• leaf Monkey g«O300 $3G8?IOC3-

So*0Oe5* uto 3 BK525j2$f - (*o3flG3 Ot 8o<59 gQgos) Bp 8GCB*eQ. 6C0fc)2$f

0(505*

£8(32* - (3»B0 G8 8G(}5<a025* OC3 £0(0.

6>6d 8GC"@ C f G O * CJocfeflOO Cdt9c32!)* C3C0 <£>C33C.C30* GgC3 C3£(3G02» Cfg fyOJOT* -

GdsOsf Ox; 3 c33G§ o6o8)c3o0 9co«J) os 38S. G9O0 O p M J ) GC& O &Ofi G0GO3> 03C3C3*03a) »toO C 3 3 9 3 . C.(0 O t O C.d eOSCO^ CJ^BK) O j g i 0(39, OH) QoOfiao C3co oaSoa6§o oOoo, crtjco o gi OgSSo WOD GOOOZSTGCJ' OaodOsw ZS S 0

GC03C* $ iO.

$GO* OjOjSfQ GQZ5*9 CPZSDCOO OCJOJGS UQ)5<f3o O\£C03 Oz?) c5S 0 § 0 0

«3,d39,.

- 47 -

A N N E X E ( I )

PARTICIPANTS AT THE WORKSHOP ON IDENTIFICATION OF PROBLEMS & CONSTRAINTS IN CONSERVATION

EDUCATION AT SCHOOL LEVEL

20th October 1990

TEACHERS

Area - Ahangama (1) Miss G.V. Jayase l ie , Kataluwa M.M.V. (2) Mrs K . K . A . Anula, Kataluwa, M.M.V.

•v

Area - Ambalangoda (3) Mrs N . H . C . de S i l v a , Prajapathi Gothami B.M.V. (4) . Mrs K . L . Chandrani, Prajapathi Gothami B.M.V.

Area - Ambalantota (5) Mrs M.W. Chi tra , Bolana M.V.

Area - Ambi l ip i t iya

(6) Mrs A . G . Kusumalatha, Koularagama Senior Col lege

Area - Baddegama

(7) Mrs W.H.L. Wijesur iya , Kristhudewa B.M.V.

Area - B e l i a t t a (8) Miss A . L . W . L . Karunaratne, Be l ia t ta M.M.V. (9) Mr D.A. Abeyratne, Kahawatte M.V. (10). Mr M.P.G. C y r i l , Kahawatte M.V. Area - E l p i t i y a (11) Mr T .A . Ranaweera, S t . Mary's College (12) Miss Malini Ponnamperuma, S t . Mary's College

Area - G a l l e (13) Miss K .U .G. Hemalatha, Kithulampitiya Ananda M.V. (14) Mr W. S i r i s ena , Kithulampitiya Ananda M.V. (15) Miss K.J . Ratnayake, Mahinda College (16) Mrs C. Wijesekera, Nagoda Mahapala Rajakeeya V. (17) Mrs H.M.A. Sumanawathie, Olcatt M.V. (18) Mrs T .G. Premawathie, Rippon B.M.V. (19) Mrs G.A. Indrani , Rippon B.M.V. (20) Mrs H.S.M. Piyadasa, Southlands B .V . (21) Mrs S.M. Dahanayake, Southlands B.V. (22) Mr D. Ratnapala, St . Aloysius College (23) Mr K.G. Dharmaratne, S t . Aloysius College

Area - Kottegoda (24) Miss A . L . O . Chandralatha, Godauda M.V. (25) Miss V . A . Kamalawathie, Godauda M.V.

Area - Matara (26) Mrs W.R. Jayaweera, Sujatha B.M.V. (27) Mrs K.G.K. Liyanage, Sujatha B.M.V.

- 48 -

Area - Nakulugarauwa (28) Mrs N.D. Lokuyaddehi, Gamini M.V. (29) Mrs P. Paranamana, Gamini M.V.

Area - Tangalle (30) Mrs M.B. Swarna, Kadurupokuna M.V. (31) Mr H.B .A. Mahinda, Kadurupokuna M.V.

Area - Weligama (32) Miss N . S . Lokuhetty, S r i Sumangala B.M.V. (33) Mrs T . P . S . M . Tennekoon, Sr i Sumangala B.M.V.

RESOURCE PERSONS

(34) Dr S.W. Kotagama, Director , Department of Wild L i f e Conservation No. 82, Rajama 1watte Road, Battaramulla

(35) Mr J . P . Herath, National Inst i tute of Education, Maharagama (36) Mr A . D . Fernando, National Inst i tute of Education, Maharagama (37) Mr G.H. Gauthamadasa, National Inst i tute of Education, Maharagama (38) Dr (Miss) T. P e i r i s , March for Conservation, Univ. of Colombo,

Colombo 3 (39) Mr J. Wathethewidana, Open Univers i ty , Nawala, Nugegoda (40) Mrs S. Preena, March for Conservation, Univ. of Colombo 3 (41) Mrs U. Hett ige , March for Conservation, Univ. of Colombo,

Colombo 3 (42) Miss N. Ranasinghe, March for Conservation, Univ. of Colombo,

Colombo 3 (43) Miss J . D . S . Dela, NARESA

NARESA STAFF

(44) Dr R.P. Jayewardene, Director General, NARESA (45) Mr L . C . A . de S. Wijesinghe, Additional Director General ,

NARESA

- 49 -