Edward: Hello Susan, My name is Edward.
Susan: Hello, Thank you for agreeing to talk to me. I sent you a letter.
Edward: Yes.
Susan: I’m doing an education course and I’m looking at how local institutions interact
with their community. I was a tourist here in Chumbe a few years ago, and when I read
about your science program for schools I thought I could use it as a case study.
Edward: Fine, go ahead and tell us what you want to know.
Susan: Well, I know that since I first came here you’ve expanded your activities.
Edward: Yes, we have. A Chumbe is always being important, because it’s a coral island,
and it’s got a wide variety of wildlife species. But a few years ago, it became even richer
in natural resources.
Susan: Is that because there were increased safeguards?
Edward: B Yes. We were officially designated a nature reserve and A now we’ve got
more people coming from all over the world to study here in our ongoing research
program.
Susan: Can you tell me about the background to the schools program?
Edward: Mhm.
Susan: C I know it’s started in 2004 and I think it was intended to link directly into the
school’s ecology syllabus. (kurs dasturi)
Edward: That’s right, we responded to an approach by a local primary school teacher,
he asked if he could bring his pupils here to do some nature studies without rangers.
(nazoratchi) Then we started organizing field trips for other schools, we got government
funding initially for 12 months, that period was eventually extended, but the government
sent a team to do a formal evaluation first.
Susan: Do you mind just telling me briefly what their report said?
Edward: B They found that in general the field trips had been enjoyable and stimulating
and they’ve been effective in raising awareness, both in the children and also in their
teachers, of the natural environment and a need to manage resources carefully.
Susan: Great, and did they suggest any changes?
Edward: Not exactly, they told us what the problems were, and then they left it up to us
to decide how to solve them.
Susan: Oh, for example?
Edward: The feedback suggested that the field trips could be even more beneficial if
schools had materials to give them a better grounding in life sciences.
Susan: I see.
Edward: So, our staff here in Chumbe started producing materials for schools. C We
already distributing an information pack that we produced for using class prior to the
field trips and that material seems to be working well. B And we’ve also began work on
another pack about coral reefs, specifically for teachers which will be trialing in
September.
Edward: The feedback also told us that schools weren’t certain what to expect when
they came on the trips. So, we decided to institute a preparatory visit by our staff to give
a presentation.
Susan: What does that involve?
Edward: Ah, About a month beforehand, members of our education team meet
teachers and pupils and talk them through a sample itinerary (sayohat) for their field trip.
B They also explained how they have to behave, because we have to be very careful
about health and safety.
Susan: And I suppose you also have to make sure that their resources themselves don’t
suffer any damage.
Edward: Exactly. E Another thing that team does is explain the correct handling of
snorkeling apparatus. And children are allowed to try it out. We take it all along to the
meeting.
Susan: And now that you’ve introduced these changes, will there be another
evaluation?
Edward: Eventually, yes. But we’ve already had some very positive feedback informally.
B Teachers have told us they feel better prepared for the trip, and have a better idea
what to expect, and that C the pupils feel less nervous about the trips. And there’s been
a couple of unanticipated (kutilmagan) benefits, too. Staff here say that the preparatory
visits help them to gauge (calculate) the level of pupils, in terms of their understanding
of conservation issues.
Susan: So, you can tailor your program more effectively to the needs of each group.
Edward: Yes, and also because our rangers have a chance to explain about the tides
and the fact that the coral reef can only be visited on foot at specific times, A schools
have been getting here much more punctually.
Susan: Great. Wow, thank you for filling me in, that was very useful.
Edward: Is there anything else we can help you with?
Susan: Could I possibly A see the formal evaluation report you mentioned?
Edward: Yes. I can arrange to get you a copy. E Do you want the materials pack, too?
Susan: Oh, that would be great, that I can take them back with me. I won’t read them
here I’ve only got a couple of days and C I’d like to ask you few of the teachers who’ve
been here some questions if possible.
Edward: We’ll give you some contact details. D But if you’ve got time wouldn’t you like
to participate in one of the field trips? We’ve got a new group arriving here this
afternoon.
Susan: I’d really appreciate that, B I was going to ask if I could just take some photos of
them, but this would be even better. And my camera’s not working right anyway.
Edward: Good. Well, why don’t you come and have a lunch with us………………