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The role of educational field trips in enhancing world heritage education

Tshepang Rose Tlatlane

Abstract

Heritage is one of the most contested topics in the world as it involves issues that range

from political, economic, social, technological and legal in nature. There is a need for

raising awareness and sharing knowledge and ideas about this topic. This paper discusses

the benefits of field trips as catalysts for heritage education. It explores the potential of

visiting world heritage sites and how that could enhance learning about heritage. The

research has found that educational visits develop learners critical and problem solving

skills. The paper also considers the value of field trips within the context of the digital

learning norms of the 21st century. It is therefore suggested that training workshops for

teachers and heritage organizations should be made a norm to support them in offering

and running field trips to World Heritage Sites. Educational field trips to World Heritage

Sites play a pivotal role in encouraging young people to pursue and promote the

conservation of natural and cultural heritage.

Keywords: World Heritage Education, Botswana, Field trips, Heritage Education

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Introduction

Heritage sites are faced with many threats such as infrastructural development that

encroaches on the significance and authenticity of the sites, climate change, poverty and

conflict, which deteriorates and in some cases completely destroys heritage sites. In order

to address some of the threats, State Parties pledged by ratifying the 1972 UNESCO

Convention to conserve their respective heritage sites by fully adhering with the rules set

in the 1972 UNESCO Convention (UNESCO 1992). State Parties made a commitment to

develop and promote effective approaches to conservation of heritage sites. The

convention emphasised the need for research and training centres in helping to

counteract the dangers that threaten cultural or natural heritage. It is the commitment

that State Parties shall foster and intensify heritage education which is the basis for

educational field trips to World Heritage Sites (UNESCO 1992).

World Heritage

According to Abungu (1996), heritage refers to the resource of a country; this could be

cultural, historical or natural resource. Heritage institutions are those organizations that

are entrusted with the custodianship of these resources. Every World Heritage resource

has a unique beauty and an exceptional value thus a need to protect them. For example

the Historic Centre of Vienna which played an essential role as a leading European music

centre from the Viennese Classicism era until the early 20th century, the Robben Island

Museum whose buildings signify the triumph of democracy and freedom over oppression

and racism in South Africa and Shark Bay, Australia whose outstanding features include its

vast sea-grass beds (4,800 km2) and its dugong (‘sea cow’) population (UNESCO 2010).

Historic Centre of Vienna was inscribed in 2001, Robben Island in 1999 and Shark Bay,

Australia in 1991 (World Heritage Committee 2003).

The 1972 World Heritage Convention defined a World Heritage Site as an area or place

representing the most outstanding examples of the world’s natural and cultural heritage

(UNESCO 1992). For example Shark Bay (2016) noted that the heritage site is as an area of

outstanding beauty and wonder; mystery and grandeur; and is meaningful to the world.

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Heritage Education in the 21st Century

In the continued call towards the protection of heritage and heritage resources,

transformative education is a viable tool that addresses some of the problems currently

besieging culture and heritage. According to IBIS Global Education Group (2014),

transformative learning is an approach which develops learners’ academic and practical

skills, in a way that lead them to reflect upon and re-evaluate their beliefs and

experiences. For example, informal training and educational visits answer a very

important question of “how to enhance learning about World Heritage Sites?” It is

therefore crucial to involve all stakeholders to provide quality education and share

knowledge through effective approaches to protecting heritage sites. A stakeholder refers

to groups or persons that have claim and interest and affect or affected by the operations

and decisions of an organization (Jeffery 2009). In relation to World Heritage Sites, the

existence of heritage operations and decisions government’s take on heritage sites

directly and indirectly impact stakeholders in many ways. It is important that teachers,

schools, heritage organizations and museums all work towards enhancing education

programmes and field trips their World Heritage Sites.

To provide evidence on the importance of educational trips, Shakil, Faizi and Hafeez

(2011), explained that educational trips are a means of essential learning, where students

go through essential learning experiences under the leadership and guidance of trained

instructors. UNESCO (2010) calls it ‘experimental leaning’ and have defined it as an

approach that entails creating a platform for debriefing and consolidation of skills and

thoughts through feedback, reflection and the application of the ideas and skills to new

situations.

Learning encompasses more than traditional teaching of sitting down in a classroom with

a pen and a paper; paying attention to a tutor or teacher (Behrendt and Franklin 2014).

Elias (2011) illustrates that learning is a result of interaction with instructors and tutors,

with content and/or with other people. To further elaborate, Houwer, Holmes and Moors

(2013) developed the “ontogenetic adaptation”, which the authors defined as changes in

the behaviour of an organism that result from regularities in the environment of the

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organism. Their definition of learning embraces that learning is not subject to interaction

with other people only. It embraces that learning is a development in behaviour that is

impacted by what is going in the environment, either through experience, interaction and

research.

In the context of world heritage education, an educational visit is understood as outdoor

and practical field trips to properties of Outstanding Universal Value used to enhance

students’ knowledge. It is a way of exposing learners to the ‘tangible’ context of what

they have learnt through written and spoken language in the classroom. An educational

visit occurs when one goes out of a formal setting to observe and/or do activities that are

linked to the theory they have learnt in class and/or formal education.

Educational visits challenge learners to think critically about practical implications of

conservation, the ability to solve practical problems in their daily engagements with

heritage and decisions on heritage issues. According to Ocal’s (2016) report, educational

fieldtrips provide an opportunity for participants to learn by doing which enables

students to understand the link between the past and present and increases student’s

sensitivities towards the subject. Behrendt and Franklin (2014) noted that experiential

learning at formal and informal field trip venues increases student interest, knowledge,

and motivation.

Today learners are sophisticated and use technology more than ever before. The use of

technology has made possible digital visits to heritage sites, which involve the use of 3D

displays, mobile devices and systems such as the Augmented Reality (AR) to access or

navigate a site regardless of the actual physical distance (Walker 2008). According to

Ch’ng (2011:6), ‘technology allows remote access to heritage sites at any given space and

time without the site damaged by visitor pressure’. Thus, technology is not only a means

of sharing and transmitting knowledge but also presents a way of dealing with issues such

as degradation of heritage sites and climate change which are a global concern for

heritage sites.

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Whilst Digital Heritage is now common in museums and cultural heritage sites (Bonacini

et al 2015), the challenges that come with it still favor physical field trips. It is argued by

Li, Liew and Su (2012) that Augmented Reality (AR) system lays emphasis on intermingling

actual with virtual environment from real time interaction, but however, the system does

not contemplate the pre-experience and after experience of visitors. Walker (2008)

claims that the common problem with digital devices is that there is normally a

separation between the contents on the device and the real world experience. That

makes the authenticity of the online experience questionable and untrustworthy as also

argued by Hazan (2015). In that regard, technologies may hinder students from

experiencing the real thing because it is part of the experience that will make people

remember the concept. Herein comes a popular saying ‘seeing is believing’ that has some

truth in it. Field trips to World Heritage Sites are therefore still essential in today’s digital

age.

Learners want to explore, experiment, to see, touch and to feel. This is substantiated in

Taylor and Parsons (2011) that learners of today are concerned with ‘relevancy’, which

can be achieved by engaging them through educational trips to heritage sites. Taylor and

Parsons (2011) further argue that learners ask that their learning apply to real-life

scenarios whenever possible as opposed to theory. This clearly illustrates that an

authentic and/or hands on experience during field trips helps learners make a better

sense of oral and written education and even apply them to their daily lives.

In her report, Kushins (2015:3) explains how a visit to Metropolitan Museum of Art,

Greece during one of her school trips shaped her professional life today.

“Experiences like this can play a powerful role in creative and intellectual development.

My professional life today is rooted in aesthetic awareness and historical empathy

grounded by such experiences.”

On a similar note, Robben Island Museum (2012) explain that many learners visiting the

World Heritage Site normally appreciate that it is a good experience being there and that

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they are challenged to take on continue the legacies left for them by forefathers. During

one of the field trips, one student admitted;

“I felt very proud to see that place where they struggled for freedom. That is why I wanted

to take my photo here, to show my family who did not visit the island”

Experiences such as these will definitely make one remember heritage space, and even

share with other people. These experiences even have the power to inform one’s career

or line of business. In the very same manner, visits to heritage sites can develop ones

interest for heritage. Participants get to have fun and that is actually one of the things

that will make them remember the experience. It is being part of the experience that will

make people eager to share the stories and inspire other who may as well continue the

heritage education cycle. In that sense, visiting heritage sites is undoubtedly a sustainable

measure of providing heritage education.

Ocal (2016) explains that museums provide an opportunity for students to learn through

practical experiences which will increase their sensitivity towards heritage. While

Behrendt and Franklin (2014) also concur that interactive exhibits help students play with

concepts, activities often not possible in the classroom. Ch’ng (2011) claims that a digital

means could be used to get the younger generation absorb knowledge and skills, given

the rate that they are involved with technology over the years. However, despite the fact

that virtual heritage present a good opportunity to support conservation and

dissemination of heritage information; digitization is still at an infant stage in Botswana

(Mnjama 2010).

Digital heritage like any other approach has its own benefits and limitations. This

approach can be used to transmit world heritage information to the youth as their

engagement with technology continuous to grow enormously. Digital heritage is a

creative method that can be used to get the younger generation involved in conservation

and preservation of cultural and natural heritage as it suites their interests in the current

millennium. Virtual heritage is also beneficial in addressing some of the concerns

affecting heritage sites like climate change and land deterioration as anyone can have the

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experience from their comfort zones. An online experience however cannot entirely

replace the authenticity of a physical experience. In addition, the legitimacy and certainty

of the online heritage experience is questionable. Therefore, virtual visits and educational

trips must be used all together to complement each other.

Social training approach

Social training is defined as the transfer of knowledge, skills and attitudes that can

transform a behavior and lead to improved performance in key social areas (Grossman

and Salas 2011). The ‘each one, teach one’ philosophy that was used by ex-political

prisoners at Robben Island World Heritage Site applies when participants go into an

educational trip to heritage sites. The skills are impacted on others through discussions

and questions in a more relaxed environment. Shakil, Faizi and Hafeez, (2011) argue that

educational trips offer students’ social training as they are normally taken in large group

and students are included from different social backgrounds. In fact, many educational

visits are organized for groups. Learners from different cultural backgrounds interact,

work together, and share information on different cultures and learning about a culture

locally and globally. This is necessary for learners to know more about what they learn in

classes, workshops and conferences and even to put the ideas into practice. Participants

can even watch dramas or do role plays displaying the life of the past which has the

power to make history interesting for those who would otherwise find it not. These kinds

of activities enable learners to map a relationship between the past and the present; to

relate to everyday life situations and give them a deeper understanding than just listening

to stories.

Through group based visits to World Heritage Sites, learners get to share ideas on what is

done differently in their respective countries and how it can benefit other heritage sites.

In that process, they also learn more about culture and cultural tolerance and take ideas

home, which is also a way of incorporating social training.

Social training extends to communities who have impact and are impacted by heritage

sites. Community involvement is vital as the concept of “each one, teach one” cannot be

implemented if people separate themselves from world heritage sites. Looking

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specifically at some countries in Africa, for example, Botswana has established youth

development projects that seek to engage and sensitize the youth on the importance of

conservation through Community Based Natural Resources Management (CBNRM)

projects. Mining and Travel (2014) argue that CBNRM was initially aimed at wildlife

conservation and has now been extended to heritage management. According to Mining

and Travel (2014) The Kalahari Conservation with the Barclays Bank of Botswana

launched a Youth Development Rhino conservation project as a response to the CBNRM

outreach programme. The Youth Development and Rhino Conservation project was

motivated by the need to develop a great involvement of youth in conservation and

teaching environmental sustainability. Engagement of local communities in any form of

disseminating heritage education is vital as it gives them a sense of ownership on their

local resources and makes them cooperate in decision-making process concerning

heritage sites. Specifically, involving the youth is vital and conservation will be

undertaken by the youth of today and tomorrow.

Incorporation of World Heritage Education in the school syllabus: Botswana

Botswana has two heritage sites listed on the World Heritage Sites list, which are the

Okavango Delta and Tsodilo Hills. The Tsodilo Hills was declared a UNESCO Heritage site

in 2001 and was joined by the Okavango in 2014 (UNECSO 2015). In Botswana, menial

efforts have been made to link traditional knowledge to the school curriculum or to

incorporate indigenous knowledge into Botswana’s school system (Silo and Khudu-

Petersen 2016). However, even so, some attempts which include of incorporation

environmental education in subjects such as Environmental Science cannot be overlooked

(Silo 2015). Silo (2015) observes that Environmental Education clubs formed at schools

are focused much on the environment or natural heritage with emphasis on litter pick-

ups and cleaning campaigns and sometimes characterized by visits to the world heritage

sites and national monuments. Silo and Khudu-Petersen (2016) on the other hand argue

that schools’ educational trips to heritage sites are not compulsory but teachers‘ own

initiatives. Even so, Mosothwane and Ndwapi (2012) claim that in a research they

conducted with 60 trained primary school teachers, 63% of the participants reported this

was not a well established education and 75% said that they have not received enough

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training that they could use to impact their students. The delivery of World Heritage

Education can be fostered by increasing teachers’ knowledge because with the lack of

skills and knowledge it is almost impossible to achieve a heritage sensitive future

(students). Students should be taught to harmonize and establish the relationship

between culture and the environment; appreciating the fact that our cultures are

informed or dependent on the natural environment. This will help to prepare students

also to respect cultures and traditions practiced at different world heritage sites.

Conclusion

In conclusion, experimental and experiential learning through educational visits to

heritage sites is one of the categories of learning, which plays a fundamental role in the

protection of heritage sites. Visiting World Heritage Sites has emerged as a catalyst for

learning and has the power to enhance knowledge. In today’s digital world, physically

going to a World Heritage Site has proven value. Educational visits to World Heritage

Sites are important as they allow visitors firsthand experiences that give them the ability

to gain social skills and transform their behavior and attitudes towards heritage. This

approach of learning also develops students’ critical and problem solving skills. Through

educational trips, learners get to make sense of history, relate it to the world today and

even put to practice the skills and ideas needed to protect heritage sites. Field trips

develop learners’ appreciation of heritage such that they can even be challenged to

pursue a career in heritage. It has also been found out that in most instances, educational

trips are taken in large groups that enable interaction among learners and learning from

one another in a more relaxed environment. Finally this social interaction allows

participants to learn about local and universal cultures, the spirit which promotes cultural

tolerance.

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Recommendations

As a result of the findings and conclusion, this study recommends that;

Educational trips to World Heritage Sites should be made a norm in heritage education.

This will develop and increase learners’ sensitivity about heritage and will help them to

raise heritage sensitive future generations.

Participants should engage in activities symbolizing the significance of World Heritage

Sites, thereby developing a understanding based on the past, present and future.

It is essential to intensify education programs targeting the youth in schools to raise

awareness of cultural and natural sites. Awareness campaigns in schools will cultivate

appreciation for World Heritage Sites as well as promoting domestic tourism.

At World Heritage Sites, the youth should be given the platform to get involved in

conservation of natural and cultural heritage. This can be achieved by providing them

with education, training and allowing them to voice out on heritage related matters.

Author

Tshepang Rose Tlatlane studied BA (Hons) Tourism Management at Botswana

Accountancy College. Her education and career in Tourism has introduced her not only to

the world of tourism business but to the conservation and preservation of cultural and

natural resources as well. Tshepang loves heritage with passion and has participated in

the African World Heritage Youth Regional Forum in April 2016.

Contact: tshepangrose@gmail.com

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