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Making MangroveEco-Museums

Workshop Papers

Making M

angrove Eco-Museum

s W

orkshop Papers

SEAMEO-SPAFA is one of the centres established by SEAMEO (Southeast Asian Ministers of Education Organisation). It is a regional centre constituted in 1985 from the SEAMEO Project for Archaeology and Fine Arts (SPAFA). SPAFA promotes awareness, appreciation and wise use of the cultural heritage of Southeast Asian countries through the disciplinary fields of archaeology, museology, visual and performing arts, and cultural resource management, including heritage tourism. SPAFA’s member- countries include Brunei, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, Vietnam, and Timor Leste; Associate member-countries are Australia, Canada, France, Germany, Netherlands, New Zealand, Norway and Spain.

C O N T E N T S

5 Introduction

13 The Bangpakong Mangrove Eco-Museum Project

PisitCharoenwongsa

20 Setting Up Nature Education Centres and Interpretation Programmes

NoorAzlinYahya

37 Ha Long Bay – A World Heritage HoangThiNgocHaandHguyenThuHuyen

59 The Site Development of the Mangrove Forest, Tabon Cave Complex

WilfredoVendivilandErnestoBToribioJr

74 Education Programming in Muzium Negara JanetTeeSiewMooi

85 Coastal Community in the Kingdom of Cambodia (A Case Study on Mangrove Management)

OukVibol

98 Water Culture and the Community – Raising Environmental Awareness

KohLeeChew,LimHanSheandShawnLum

119 Nature Centres for Wetland Conservation in Malaysia

NoorAzlinYahya,ChongMewImandAzyyatiAbd.Kadir

132 Recommendations

151 List of Participants

ISBN978-974-7809-37-4

SEAMEO-SPAFA81/1SriAyutthayaRoad,Samsen,Theves,Bangkok10300THAILANDFax:(66)22804030Website:www.seameo-spafa.orgE-mail:[email protected]

Co-ordinatorEanLee

AssistantsGirardBonotanTangFuKuenTheeraNuchpiamNiponSud-NgamWanpenKongpoonWilasineeThabuengkarn

PhotographerNiponSud-Ngam

PrinterAmarinPrintingandPublishingCo.,Ltd.

LibraryofCongressCataloguinginPublicationDataExtractsofpapersandpresentationsgivenatworkshoponmakingmangroveeco-museums

BibliographicalreferencesMangroveforests-Ecomuseums-marineecology-communityenvironmentalconservation

Viewsexpressedinthispublicationarethoseoftheauthors,anddonotnecessarilyreflecttheopinionsorpoliciesofSPAFA.

Introduction

Regional WorkshopChachoengsao, Thailand19-28 March 2007Organised by SEAMEO-SPAFAin collaboration with the Bangpakong Bovorn Witthayayon School

Mangrovessupporteco-systemsofbiologicaldiversity,andaresourcesofproductivityintermsofaquaculture,fisheriesandforestry.Themangroveswamps provide aquatic nurseries(breedinggroundforseveraltypesoffish,shellfishandawealthofmarinelife forms); complex and diversewildlifehabitats;shorelinestabilization

whichprotectscoastalareasfromseverewavedamageand erosion; and alsomaintain thequalityof coastalwaters (by trapping, immobilizingor absorbingheavymetals,pesticidesandinorganicnutrientswhichwouldflowtothesea).Withthisunderstanding,establishingmuseumsoutofmangroveswampscontributestotheconservationandmanagementofmangroveeco-systems.Themuseums alsoperform the roleof disseminatinginformation that enhances public awareness andappreciationof the importanceofmangroves. In thePhilippines,VietnamandThailand,mangroveplantationsaregrownincoastalregionsfortheecological,socialandeconomicbenefitstheyprovidetocoastalfisheriesandcommunities,andtheestablishmentofeco-museumsinmangroveswamps,whichexistinmostofthecountriesinSoutheastAsia,areofimmensebenefittotheregion.

Between19and28March2007,SEAMEO-SPAFAorganisedaRegionalWorkshoponMakingMangroveanEco-museum,hostingtwenty-fiveparticipantsfrom

River and flora at Bangpakong, Chachoengsao

� Making Mangrove Eco-Museums

Introduction

Making Mangrove Eco-Museums 7

Introduction

differentpartsofSoutheastAsia,forabouttendaysnearamangrove (by theBangpakongBovornWitthayayonschool) intheChachoengsaoprovinceofThailand.Aspartoftheworkshop,theparticipantsmadepresentations,discussed,exploredthemangrove,andco-operatedinfinding ways to improve the Bangpakongmangrovemuseum,wheretheworkshopwasconducted.

Theworkshop involvedamultidisciplinarygroupofmuseumprofessionals, environmental andmarinescience experts, architects, artists, teachers andstudentsfromnineSoutheastAsiancountries(the list of participants is on page 151).

Theyhavebeengatheredtogethertodiscussandassistoneanotherinachievingtheobjectivesofpromotingtheestablishmentofeco-museumsinmangroveswamps;increasinginterestandunderstandingamongmuseumpersonnelandotherprofessionalsintheconservationand management of mangrove eco-systems; andsupporting research and sustainablemanagement,rational utilization and rehabilitation of mangroveenvironments.

Theworkshophelpedtofurtherthe appreciation thatmangrovessupport eco-systemsof biologicaldiversity, and are sources ofproductivityintermsofaquaculture,fisheriesandforestry.Withsessionsthat touchedon aquatic breedinggroundforfish,shellfishandothermarine life forms, participants learned about thecomplex and diverse wildlife habitats; shoreline

stabilizationwhich protects coastal areas from severwave damage and erosion; and the role of coastalwaters.

Beyond the Philippines, Vietnam andThailand,wheremangroveplantationsaregrownincoastalregionsfor the ecological, social and economic benefits (tocoastalfisheriesandcommunities),theestablishmentofeco-museums in mangrove swamps, is of immensesignificance tomost of the countries in SoutheastAsia.

As theworkshopwas held at the BangpakongBovornWitthayayonSchool,which hasdeveloped itsown eco-museum in themangroves, the workshopparticipantsalsoaimedathelpingtheschoolimprove

themanagement of itsmuseum andmangrove eco-systems.Attheendoftheworkshop,andhavinghadspentmore than a week together, the participantsexpressedgenuineaffection foreachotheraswell asgratitude for the experience of having worked hadplayedtogether,withagreatspiritofco-operationandmanymomentsof fun. Amongthe recommendationsinconcludingtheworkshopwereacallforthemuseumto include a narrative inmuseumdisplays and a siteplaninthevicinity;establishalaboratoryforscientificstudy; produce amini guide booklet; improve thedrainage and landscape; and develop the localcommunity.

Entrance to the Bangpakong Mangrove Eco-Museum

Arrival of workshop participants

Workshop discussions at

the Bangpakong Bovorn Witthayayon

School

8 Making Mangrove Eco-Museums

Introduction


Introduction

T heworkshop commencedwith a speech given byDr. Pisit Charoenwongsa, SEAMEO-SPAFADirector,to an audience which included H.E. Professor Dr.Wichit Srisa-an,Minister of Education of Thailand,DirectorandstaffofBangpakongBovornWitthayayonSchool, President of the School Alumni Association,distinguisheddelegatesandparticipants.

Dr.Pisitremarkedthatitwasanhonourthattheguestsandparticipantsacceptedtheinvitationtogracetheopeningceremonyofourworkshop.He proceeded to inform about theschoolwhichwashostingtheevent,andalso SEAMEO-SPAFA and itsmission,whichwasto“workwiththeschooltoraiseawarenessoftheimportanceofthemangroveasoneoftheverymanytypesofeducationalresources”.

Hesaidthat“whateveryouhavenearandinyourschoolcompoundcanbe made teaching and learningmaterials.Webelieveintheconceptof‘interconnectedness’, just as scientistshave elaborated that ‘everything isconnectedtoeverythingelse’.”

Asforthehistoryofthemuseumoftheschool,itwasplantedin1975withtheinitiativeof the thenDirectorThamnoonWisaichosu, andwasnurturedtobecome,inthefirstplace,astudyareaofenvironment for students. It has subsequently beenimprovedbyallschooladministratorsandhaswonmanyenvironmentalawardssofar.

In 1998, after the celebration of the schoolcentennial, a working group led by H.E. ProfessorDr. Wichit Srisan-an was set up to plan for theestablishmentof amuseum in the school compoundasanintegratedlearningcentreonnatureandcultureby making use of the mangrove as educationalresources first and then extending to cover otheractivitiesbeyondmangroveuse.

It was the school ’s AlumniAssociation’s Museum Committee,chairedbyH.E.ProfessorWichitSrisan-an,thatconceivedtheideaofdevelopingthe school area into amuseum andcentreforeducationalandrecreationalpurposes. Themuseumwasofficiallyopenedon17November2001.

Dr. Pisit took the opportunity to elaborate onSPAFA’sregionalprogrammesthatfocusonthefollowingareas:archaeology,finearts,visualarts,arteducation,architecture, museology, performing arts, culturalresourcemanagement, cultural heritagemanagement,andtourism.

SEAMEO-SPAFA is focused on (1) longer-termsustainableprogrammingand(2)workinginpartnership,withthebeliefthatthemosteffectiveresultsareobtainedfrom such endeavours, through combining resources– not just funds but people also – and avoidingduplicating efforts. Operating under themotto ofEducating for Sustainable Development through Cultural Resource Management, the Centre has identifiedcommunity involvement as the real or key issue thatneeds attention because of the emphasis on peopleandtheirrelationshipwithconservationandheritage.Dr. Pisit said that theCentre firmly believes that tosafeguard heritage and to develop programmes that

Dr. Pisit Charoenwongsa, and staff of the school receive H.E. Prof. Dr. Wichit Srisa-an, Minister of Education, Thailand

Dr. Pisit Charoenwongsa, SEAMEO-SPAFA Director

Minister of Education Prof Dr.

Witchit Srisa-an addresses workshop

participants


Introduction


Introduction

will be sustainable, “theymust be inclusive, i.e. theymustinvolveallinterestedparties.ThisiswhywearesopleasedtobeinvolvedinthiscommunityprojecthereatBangpakongandtosee theactiveparticipationofthelocalcommunity”.

He commented that Southeast Asia is rich inresourcesandthat“weareawaretheseresourcesrequirewisemanagement.Tomakewisemanagementarealitywetrytomaximizethebenefitsofnetworking,buildingrelationships,learningfromeachother,anddevelopingstrongmutuallybeneficialpartnerships”.

In conclusion, Dr. Pisit thanked the audience,andsaidthattheCentrebelievesthatoverthecomingdays, the workshop would indeed help to improveupon ‘wise-management’ strategies, directly benefitthemuseum at the school, and also thework of allparticipantsfromaroundtheregion.

FollowingtheSEAMEO-SPAFADirector’sopeningremarks, H.E. Professor Dr.Wichit Srisan-an, theMinister of Education, Thailand, was invited toaddresstheaudience.

Hebeganbysayingthat itwasagreatpleasuretowelcome theparticipants and all to theworkshophereinhishomeprovinceofChachoengsao,andthatit was indeed reassuring to see somany delegatesfromSoutheastAsia as this reaffirms the importanceattached to the careful and resourcefulmanagementofmangroves.

H.E. Professor Dr.Wichit said that when wethink of mangroves, we think of aquatic nurseriesand complex and diverse wildlife habitats. “As weknow,mangroves support eco-systems of biologicaldiversity, and are sources of productivity in termsof aquaculture, fisheries and forestry. Another veryimportant aspect of mangroves is shorel inestabilization as they can help protect coastal areasfrom severe wave damage and erosion. Sadlyit took the tsunami of 2004 to really highlightthis fact. The establishment of museums out of

mangroveswampscancontributetotheconservationandmanagementofmangroveeco-systems”.

InThailandalone,hesaidthatthedestructionofmangrovesmust be stopped, pointingout the latestsurveyoftheUnitedNationsEnvironmentProgramme(UNEP)whichestimated thatmangrove coveragehasshrunkfrom1.14millionraiin1961to446,062raiin2006asaresultofencroachmentforshrimpfarming,illegallogging,andcoastalerosion.

He added that eco-museums can disseminateinformationtoraisepublicawarenessandappreciationoftheimportanceofmangroves,andthelocalcommunitiesliving near mangroves become the guardians andconservatorsofthemangroveplantationsthemselves.

This is the idea at Bangpakong. As well aspromoting community involvement, there is alsothe unique opportunity to directly reach youthsas the Bangpakong Mangrove Eco-MuseumissituatedwithinelevenhectaresoflandandmangrovesthatalsohousestheBangpakongBovornWitthayayonsecondaryschool.

H.E. Professor Dr. Wichit informed thatthe school’s alumni association, which includesDr.Pisitandhimselfasmembers,hasbeenadvocatingthedevelopmentandestablishmentofaneco-museumas well as a water culture and sports centre forthe school. He remarked that the school has beenfortunate to have SEAMEO–SPAFA’s regular technicalandacademicassistanceonthismatter.

Asthefirstregionalworkshoptobeheldattheschool,hebelievedthattheknowledgeandexperienceoftheparticipantswouldgenerate“atangibleoutcomethatwill be the bettermanagement of the Bangpakongmangroveeco-systemsandtheimprovedpresentationanddisplayofourmangroveeco-museum‘exhibits’”.

He wholeheartedly agreed with the SEAMEO-SPAFA Director that the mangrove of the schoolrepresentsoneofanumberoftypesof resources for

Mangroves support eco-systems of biological diversity


Introduction

The Bangpakong Mangrove Eco-Museum Project

M anyschoolshavemuseumsorstudycollectionsbutfewschoolshavemangroves.TheBangpakongBovornWittayayon, a secondary school inThailand, has theuniqueness of being the only school with both themangrove and amuseum, theBangpakongMangroveEco-Museum.

The school develops themuseum as a paramountmeansofpreservingandcultivatingappreciationoftheenvironment, and it isperhaps the firstof its type inSoutheastAsia.

Whenwe think ofmuseums,we think of a groupofbuildings constructed to keep or display objects ofinterest. TheBangpakongBovornWittayayon schoolchosetopresentadifferentconceptofmuseum,onewhichisnotconfinedtospecialists.

Theconceptisbasedonthebeliefthateverythingcanbemadeintoamuseum,andthusitispossibleforthegeneralpublictobuildtheirownmuseumthewaytheythinkisgoodforeducation.

education,andheencouragedtheuseofitasanexampleofresourcesaschoolorcommunitymayhaveavailableinplentythatcanbeusedforeducationalpurposesforall.

H.E. ProfessorDr.Wichitwished all the best inthe endeavour over thedays, and looked forward tostudyingtheoutputsandrecommendationsarisingfromtheworkshop.

Following theMinister’s key address, workshoppresentationsbegan. Aftereachsession, aperiodofdiscussionwasaddedinwhichalltheparticipantsfreelysharedtheirideasandthoughtsinaninformalandrelaxedatmosphere.

The10-dayworkshopalsoincludedtoursofthemangrove Eco-Museum at the Bangpakong BovornWitthayayonSchool; short play sketches created andperformedbytheparticipantstouchingonthe issuesrelating towet lands and the environment; researchcompilation of information, and working with thestudentsandteachers;anexhibitionormangrovesandproductsmadeby the school; and leisure trips toanancientmarket inChachoengsaoProvince, aswell asPattayaBeach.

Pisit Charoenwongsa

Walkways in the school mangrove

habitat

Visitors on a tour of the school mangroves/ eco-museum



Pisit Charoenwongsa


The Concept of Eco-Museum“Eco-Museum”mayseemtobeanewtermandtypeofmuseum,buttheconceptisnot.Itisbelievedthatthewordemergedin1971,andreferstoamuseumdedicatedtotheenvironment(theideawasdevelopedinFranceandAlgeria).

Theeco-museum,evolvingfromthe‘open-air’museummodel, is essentially made up of two inter-relatedmuseums–aspatial,unconfined,no-wallsmuseum;andanenclosedtemporalone.Thiskindofmuseumhasaroleintheeducationandcultureofaverywideaudience,andacommunitythatcanseeitspast,feelitspresent,andbeinvolvedinitsfuture.

The SchoolThe SEAMEORegional Centre for Archaeology andFineArts (SPAFA) has beenworking closelywith theadministration andAlumniAssociationof theBovornWitthayayonSchoolindevelopingandestablishingtheeco-museum,andwatercultureandsportscentreamongthecommunityoftheschoolanditsvicinityofmangroveplantations,naturalvegetation,andmaritimehabitat.

TheBangpakongBovornWitthayayonSchoolislocatedinChacheongsaoProvince (to the east of Bangkok),Thailand.Itisoneoftheninety-twoschoolsestablished

in1897inwhatwasthenSiamduringthereignofKingRamaV(1868-1910).

Theschool,withabouteighthundredschoolchildrenandeightyteachers,islikeanyotherordinarysecondaryschool in Thailand. It is unique, however, in itscommitmenttoglobalenvironmentalconcerns.Astheschoolissituatedamidstamangroveenvironment,itsadministrationfindsthenaturalsurrounding–coveringelevenhectaresoflandandmangroves–aresourcefulareatoturnintoacentreforenvironmentalstudies.

SPAFA has been extending regular technical andacademicassistancetotheschoolonthedevelopmentof programmes relating to culture and nature, theBangpakongMangroveEco-Museum,andWaterCultureandSportsCentre.

The Bangpakong EnvironmentSurrounding theBovornWitthayayon school and thecommunityaremangroveplantations,naturalvegetation,andmaritimehabitat,andtheBangpakongRiveralongit. Primarily topreserve itspristineenvironmentandculture,acommunityinvolvementprojectwasinitiatedbySPAFAtocreateaneco-museumoutofthearea,andtomakeitamodelformuseumsthatdifferenttotheusualstructureofhugeclosedbuildingsthathousecollectionsofobjectsofbeauty,rarity,andantiquity.

Students of the school guide visitors through the mangrove areas

Information on resources in

the area


1� Making Mangrove Eco-Museums

Pisit Charoenwongsa


The Eco-Museumof MangroveAt the BovornWitthayayon school, themangrove isthemuseum. Thisoutdoormuseum representsbothamuseumandaclassroomwithoutwalls,andisopentoallwhocomeforrecreationortostudythenatureandcultureof themangrove. Thearea concerned iscomposedofwater,earth,andorganisms,whichincludeplantsandanimalscohabitatingwithhumanbeings,anddependingoneachotherforsustenance.

Themuseumwas conceived at an alumnimeeting,chairedbyProfessorWichitSrisa-an,whenSPAFACentreDirectorproposedanewtypeofmuseumtoshowcasethemangroveexistingintheschoolenvirons.TheAlumniAssociation’sMuseumCommittee,chairedbyProfessorWichit Srisa-an, conceived andproposed the ideaofdevelopingtheschoolareaintoamuseumandcentreforeducationalandrecreationalpurposes.

Theeco-museumcanaccommodatebetweenfortyandfiftyvisitorsatatime.Thereareelevatedwalkwaysoverthewater,leadingtotheviewandstudyofvariouskindsofplants,marinelife-forms,acollectionofdonatedboats,allofwhichprovidethevisitorsubstantialinformationforunderstandingtype,physiography,andfunction.

A school and an outdoor museum

Thereisalsoapaviliontodisplaytemporaryandspecialexhibitionsthathighlighttherelevanceofthemangroveormuseumtothecommunity,andraisesawarenesswhilstinstillingasenseofcommunalprotectionforit.Scientificinformation is presented on signboards, in an easilycomprehensibleformat;andfocusesonvariousaspectsofthemangrovecommunity:theecologyofmangrovesanditsimportance,effectivepracticesinmanagementof its preservation and restoration, and the uses andfunctions ofmangroves (emphasizing the long-termyieldtobeobtainedfortheimprovementinmangrovedwellers’qualityoflife,forinstance).

What impresses is theway the school teachers andstudentshaveutilisedtheknowledgeonthemangroveasacontentinmanyschoolsubjects.IntheteachingofThailanguage,forexample,themangroveisusedasaninspirationforthewritingofpoemsandthecompositionofsongsandmusic.

Assuch,themangroveisintegratedinmanylessonsandsubjects,anadvancedconceptineducationthatisnotconfinedonlytothecurriculumsetupbytheMinistryofEducationofthenationalgovernment.

Inteachingscience,forinstance,thespeciesofplantsandanimalsarepresentedinadirectandstraightforward

Environmental resources are

studied in classes



Pisit Charoenwongsa


manner because they are found right on the schoolenvirons,assuch,theyhavedirectaccesstothespeciesandtheirhabitat.Theselessonscanexpandintofindingwaystousethespeciesforthefoodindustry,medicalindustry,oruseindyeing.

Interestingly,drawingsfoundallovertheeco-museumweredrawnbystudentsofscienceinsteadofartstudents,showinghowwellthestudentsunderstandthelessonsthroughtheirecologicalsurroundings.

Themangroveinitiatedbytheschooladministrationasacentreforenvironmentalstudieshassofarwonmanyenvironmentalawards.

Naturally, as anon-goingproject, theeco-museum isevolving,andisnotentirelycompleteinitspresentformandstate.

Themuseumispresentedasacentreofecologythatcouldbedevelopedintomanyotherrelatedprojectsinthefuture,suchasonwatercultureandrecreation.

Water CultureWater is our prime commodity, and has influencedimportant economic and political aspects of life forcenturies. On a community level,water has affectedtheway in which people carried out business, howthey travelled, and even provided opportunities forrecreation.

Communicationandtradeviariversbecamefactorsinthegrowthofearlysocieties.Atraditionalwayoflifeis

stillvisibleonthebanksoftheChaoPhrayaRiverandassociatedcanalsinBangkok.

Peoplearealienatingthemselvesfromnature,andthisispartlyaresultofthenotionthatanurbanlifestyleismoreattractiveandprosperousthanremainingtiedtoruraltraditions.Inthemodernage,theuseandabuseofwaterhasbecomeaseriousenvironmentalconcern.

A Royal ConcernTheconcludingstatementthatfollowsisaroyalstatementmadebyH.M.theKingon10May1991,whichisondisplayattheBangpakongEco-Museum,aplacewheretheKing’smessageispoignantlyrelevant:

“Mangroves help sustain the ecosystem of coastalhabitatsandtheGulfofThailand.Yetitisnowbeingencroacheduponanddepletedbyexploiterswhocareonlyfortheirownbenefits.Measureshavetobetakentoprotect, conserve, and increasemangroveacreage,especiallyoftheRhizophora(kongkanginThai),whichisratherdifficulttogerminatebecauseofthefluctuationoftidewater.Concernedgovernmentalagencies,suchas theDepartment of Forestry, theDepartment ofIrrigation and theNavalHydrographicDepartment,shouldwork together to find appropriate places togerminatetheRhizophoraandthussustainthegrowthofthemangrove.”

The Bangpakong river

Display of a royal statement at the

museum

Noor Azlin Yahya


Setting Up Nature Education Centres and Interpretation Programmes

Noor Azlin Yahya, Forest ResearchInstitute, Malaysia (FRIM)

T he firstpresentation, ‘SettingUpNatureEducationCentres and Interpretation Programmes’, of theworkshop was made by Noor Azlin Yahya, ForestResearch Institute,Malaysia (FRIM) (full presentationonpage24-36).Dr.Yahyasaidthatnatureeducationcanbedefinedaslearningaboutnatureandenhancingawareness of natural resources and conservation.Nature Education Centres (NEC) or eco-museumshave been built to serve as a base where one canfind the resources (human ormaterial) to facilitatesuchlearningactivities.Itisaplacewhereagroupofpeople(rangingfromschoolchildrentomembersofthepublicoraprivatecompany)learnaboutnaturethroughprogrammesdesignedtoenhancetheirunderstandingandappreciationoftheenvironment.

OneprincipleofanNECistousethesurroundingenvironment or forest as a living classroom. ThepresentersaddedthatNECshavetoreflectthevalueofthebiodiversityofthesurroundingarea,aswellastheaspirationsofthepartnersandlocalcommunities.They should bemanaged professionally to achievetheirmaximumobjectives.

NECs?1. Naturalenvironmentsarescarce,especiallyinurbanareas.Hence,NECsoreco-museumsarecrucialinbringingnatureandurbaninhabitantstogether.

Noor Azlin Yahya

2. NECswillcultivateawayoflearningenvironmentalethicsforlivingwhichwillleadtosustainablehumandevelopmentinthelongrun.

3. Natureeducationitselfisaformofenhancinghumancommunicationandqualityoflife.

4. NECsserveasalinkbetweenthelocalpeopleandnature, activating community involvement andinspiring awareness and appreciation of naturethroughincreasedsenseofownership.

5. Well-designedprogramswillenhanceenvironmentalvalues and concepts in the school curriculum,encouragingengagedoutdoorlearning.

Aims of a Nature Centre1. To promote environmental awareness andunderstandingof the relationshipbetweenpeopleand their surroundings through experiences thatencourage personal discovery, group interaction,andrespectforthenaturalenvironment.

2. Makenatureeducationaccessibleandaffordable.3. Ensurethesustainabilityofeducationprogrammes.

Setting up an NEC1. Agreement with the local governmentThisistoensurethelegaluseoftheNECanditsimmediatevicinity. Itwillalsoensuresmooth implementationoftheproject.Suchanofficialagreementwilldemonstratethe participation and commitment of necessarystakeholders.

2. Financial PlanningBudget has tobe carefully allocated. Initial start-upfunds have to be channelled to establish a physicalinfrastructure. The housingmay be in the form ofa newly-constructed building or an existing andrenovated building. Therewould be costs incurredfor electrical systems, furniture purchase, computersystems, etc. Staff salaries, utility and transportationcostshavetobetakenintoconsideration.

Setting Up Nature Education Centresand Interpretation Programmes


Noor Azlin Yahya


3. Advisory CommitteeThe NECmust be perceived as belonging to thecommunity.Atthesametime,itneedsthecommunicationand supportof relatedorganizations, such asNGOs,heritage agencies, or recreational societies. Hence,anadvisorycommitteehastobesetuptodiscussandrecommendtheprogrammestobeconducted,aswellastoevaluatetheprogressoftheNEC.

Setting up an NEC Program1. Identify Target GroupsThe different sectors of target audience can beclassifiedas:schools(primaryandsecondary);teachers;collegesandinstitutionsofhigherlearning;youthclubs;adultmembers or non-members; corporate groups;planners, administrators, or government officials;potential sponsors; scientists or specialists; “friends”of the centrewhomaybe committed to assisting inactivities.

2. Human Resource ManagementThe successof anyNEC is highlydependenton theallocation and deployment of its human resources,boththestaffandthelocalcommunityvolunteers.

3. Structure of PlanningPlanningateachstagemustbeconsciouslymadewitheducationandawarenessgoalsinmind.AnNEChastoidentifytheconservationmessage/theme;thefacilitiesneeded;thefacilitiesavailable;thelevelofinterpretationneededforeachgroupofintendedusers;theskillseachgroupneedstolearn;theattitudestobeencouraged;andanevaluationplan/programme.

4. ConsiderationsAgoodNECprogrammewouldrecognizethecomplexinterrelationships of the ecosystem, the environment,and thepeople. Ithas toacknowledge thatchanges

areachievedslowly,especially inrelationtoattitudes,anditisimportanttomaintainconsistentefforts.Ithasto realize that success speaks for itselfand thereforetrackrecordsandsuccessstoriesareeffectivewaystomotivate people. Finally, it is essential to “package”themessage, for the product is as important as themessageitself.

5. Code of ConductMost people live at the “small picture” level; henceeffectiveawareness isneeded to linkbigger issues tothe localor immediatecontext. As faras indigenousknowledge and systems are concerned, there isnothingtolosebybalancingtheknowledgeofmodernscientific systems with the wisdom of indigenoussystems.

Incorporating Environmental InterpretationEnvironmental learning, or interpretation, occursbestininformalsettings.Thisisbecausesuchsettingsareeducationalaswellasentertaining.Suchanapproachwould have the important effect of opening up andaffecting people’s otherwise conservative attitudesandbehaviour. Thepresentersdefinedenvironmentalinterpretationasatechniqueofcommunication,atwo-wayprocessbasedonlisteningto,andunderstanding,theperceptionsoftheindividualorgroup.Itattendsto theneed tocommunicate technical information tonon-technical audiences. It translates the technicallanguageofanaturalscienceintotermsandideasthatnon-scientists can readily understand. It does sobyadoptingamethodthatisentertaining,informative,andsustainingatthesametime.

Itwasalsoemphasizedbythepresentersthattheinterest of the audience has tobe captured throughan organized and easy-to-follow presentation thatpromises to be rewarding. The process for anNECprogrammeshouldaimateducational, emotionaland



Noor Azlin Yahya


behaviouralchangesintheaudience.Itideallyproceedsinthefollowingsequence:interpretation-attraction-exposure-understanding-appreciation-environmentalprotection.

Themust-haveelementsofinterpretation,accordingtolearningexpertFreemanTilden,consistsinrelating,revealing, andprovoking. They combine in a holisticway, often involving art, expression and analysis.Analogies,comparisons,personalanecdotesshouldbeused to relate towhat theaudienceknowsandcaresabout.Theemphasisshouldbeonrelationshipsratherthan facts and figures. The tone should be human,pleasurable, relevant, fun andmeaningful, for peoplemayforgetspecificdetailsbutnottheirfeelingsoftheevent they have experienced. The presentationwasconcludedwith an assertion from the speakers thatthethemeisalwayscentraltotheinterpretation,and,as ineverygoodstory,there isaclearbeginningandanend.



Noor Azlin Yahya




Hguyen Thu Huyen

Hoang Thi Ngoc Ha

Ha Long Bay – A World Heritage

Hoang Thi Ngoc Ha and Hguyen Thu Huyen Ha Long Eco-Museum, World Nature Project, Ha Long Bay Management Dept,

T hepresentersfor‘HaLongBay–AWorldHeritage’ (fullpresentationonpage41-58)articulatedthatHaLongBayisaworldnaturalheritage,twicerecognizedassuchbyUNESCO.In1994,itwasawardedthisstatusforitsoutstandingaestheticvalue,and,again,in2000foritsgeologicalandgeomorphologicalvalue.

HaLongBay isaconcentrationofthousandsoflimestone islands. Coveringa totalarea1553squarekilometres,itincludes900namedislands.Theprotectedarea is about434 square kilometers that covers775islands.Itisboundedbythreeareas,namely,BaHamLake, DauGo Island, and Cong Tay Island. Theseencompasshundredsofsandbeaches,beautifulcaves,lakes,lagoonsandgrottos,limestoneplainsandtowers.Thereisadiversityofmarinecreaturesandeco-systemsofplantsandnaturallife.

As theancienthomeof theVietnamesepeople,thereisarchaeologicalevidenceofculturalrelicsinHaLongBay.Eventoday,therearefishingcommunitiesthathavebeenlivingthereformanygenerations,creatingatrulyuniqueHaLongculture.Bearingsuchextraordinarybiodiversity, this special region is under research andwillbesubmittedtotheUNESCOforthethirdtimeforofficialrecognition.

Ha Long Bay Eco-MuseumIt was asserted by the presenters thatHa LongBayEco-Museum adopts a holistic outlook and has a



Hoang Thi Ngoc Ha and Hguyen Thu Huyen


“people-centred”strategywiththepurposeofbringingpeople and the environment together. The projectrepresentsanewapproachaimedatraisingcommunityawarenessandresponsibility forthe livingheritageofHaLongBayanditsenvironsthroughthedevelopmentofaneffectiveinterpretativetoolsystem.Italsoaimstodevelopsustainable tourism, createmore jobsandcontributetopovertyalleviation.

In2000,afeasibilitystudyplanwasdevisedwhichdrewmuchattentionfromrelevantVietnameseinstitutionsand local communities. From July2000 to February2001, with a donation from the UNDP, as well astechnical assistance fromtheMinistryofCultureandInformation and UNESCO’s National Commission,thefeasibilityplanwascarriedout. Accordingtothespeakers, despite difficulties and challenges, itproduced important results that have contributed tothe success of the entireHa LongBay Eco-Museumproject.

The Ha Long Bay Eco-Museum is essentiallyconceived in twoparts. Part1 consists of theHubwhichpromotesfacilitiesforenvironmentalstudiesandknowledgeofthenaturalheritage.Thefacilitiesincludetheinterpretationcentre,theexhibitionroom,thestudyroom,thedatacentreandtheGIScentre.AttheHub,onefindsaplaygroundforchildren,abotanicgarden,anaquarium,andanactivityareawherethereareartandhandicraftsworkshops.

Part2oftheHaLongBayEco-MuseumcomprisesOutdoorThemes.Classifiedasthenaturalandculturalheritage of theQuangNinh Province, themuseumis officially a national museum with 12 outdoorthemes. These include theNgoc Ving Retreat, BaiThoMountain, BachDang– a Symbol of Freedom,MeCungarchaeologicalsite,TraditionalBoat-building,CoalMining, EcologyHotel, Soi Sim Island,Youth inQuangNinh,WomeninQuangNinh,ChildreninQuangNinh,CuaVanFloatingCulturalCentre.

Ofthese12themeprojects,theCuaVanFloatingCultural centrewas the first tobe implementedwitha donation fromNORADunder the auspices of theNorwegianEmbassy.Thefollowingwasexpoundedbythespeakerstospotlightonthissuccessfulproject.

Cua Van Floating Cultural CentreTheCentre itself is located in the charmingCuaVanfishingvillagewhichisoneofthebiggestamongfourfishingvillagesonHaLongBay.Targetedatthefishermenof the community, theCentre organizes both short-term and long-term training courses onmanagementand technical skills for the preservation of tangiblecollections and the living heritage. Itwas set up topromote awareness-raising activities and to educatethe communities toprotect theHa LongBay and itsvalues.Throughperformances,lecturesandexhibitions,the Centre transmits the importance of traditionalandcontemporaryculturalassetsofCuaVan.

TheCentrehascarriedout itsprogrammeswithclearunderstandingof theecologyandneedsof theCuaVanenvironmentand livingculture. ThehistoricCuaVanvillagehas127familiesand600people.Thecommunity economy primarily depends on fishing,aswellasselling food, freshwaterand fuel totouristboats. Before 1998, most of the villagers wereilliterate,butsince1998,floatingclassroomshavebeenestablishedforchildrenfromgradeonetofive,withanextraclass for learningadults. Each family livesonaboatthat isnotonlyashelterbutalsoa fishingtoolandtransportationvehicle.Thecommunitysubscribestotraditionalspiritualbeliefssuchasworshippingtheirancestors, village founders, and sea gods. Wheneverthere is aweddingora traditional festival, theentirevillagewouldcometogethertocelebrate.ThepresentersremarkedthattheseareculturalvaluesthattheCentreseekstoenhanceandpreserve.





Someoftheactivitiesthatarecarriedouthavethusmobilizedcommunityparticipationandconsciousness.These include campaigns to raise the heritage prideof theCuaVan villagers, instilling in thema senseofhome,ownershipandprotectionoftheirenvironment.Activities are organized onWorld EnvironmentDayandtherehasbeeneducationongarbagedepositandcollection.Therearetrainingcoursesonbeinglocaltourguidesandalsotripstovisitcavestoassesstheimpactoftourismactivitiesonthenaturallandscape.

Asforvisitingtourists,therearespeciallydesignedprogrammes to encourage the appreciation of theculturalvaluesofCuaVanvillage.Studentstakepartinactivitiessuchasethnographicdiscussions,interviewinga fishing family, giving gifts to pupils in the village,rubbish-collecting, studying the plants on Soi SimIsland, exploring the LuonCave,Mangrove-planting,and learning about fresh water utilization. Thepresenter considered all these activities by theCuaVanFloatingCentre tohavecontributedpurposefullytothesustainableconservationofHaLongBayonthewhole.



Wilfredo Fernandez Vendivil

Ernesto B Toribio Jr

The Site Development of the Mangrove Forest, Tabon Cave Complex

Wilfredo Vendivil and Ernesto B Toribio Jr National Museum The Philippines

D r.Wilfredo Vendivil andMr. Ernesto B Toribio Jrpresented‘TheSiteDevelopmentoftheMangroveForest,TabonCaveComplex’(Quezon,Palawan),thePhilippines(fullpresentationonpage63-73).

Tabon Cave ComplexTheTabonCaveComplexislocatedatLipuunPointatQuezon in Palawan. Its geological developmentdatesbacktosome9,000to10,000yearsagowhenitwasconnectedtothemainlandofPalawan.Itwasestimatedthat the shorelinewas about35 kilometres from theTabonCave.AttheendoftheIceAges,thesealevelrosetoitspresentlevelandtheTabonCaveComplexbecame an island. Over time, erosion and siltationtookplaceandthisledtothegrowthofthemangroveforest which links the TabonCave Complex to themainlandofPalawan.

Thepapernotedthattoday,thesitecovers138hectaresoflimestoneformationandruggedcliffs,with218cavesandrockshelters,boastingdiversehabitatswithindigenousfloraandfauna.Archaeologicalfindsdateback to50,000 to700 years ago, and it has beendiscoveredthat38caveswereusedashabitationand

The Site Development of the MangroveForest, Tabon Cave Complex

�0 Making Mangrove Eco-Museums

Wilfredo Vendivil and Ernesto B Toribio Jr

Making Mangrove Eco-Museums �1

burialsitesintheancienttimes.ThefamousarchaeologistDr. Robert Fox and theNationalMuseum teamhaveunearthedsitesthatreveal50,000yearsofPhilippineprehistory,with invaluable findingssuchastheTabonmanskullcapandtheManunggulburialjar.

Theoriginof‘Tabon’canbetracedbacktothelocalscrubfowlofthesamename.TheamazingbiodiversityoftheTabonCaveComplexcanbeobservedinitsmyriadnaturalhabitatssuchasthekarstforest,beachforest,coconutplantation,marineenvironment,andmangroveforest.The karst forest is a limestone landscape thatdominates the complex, while themarine ecologyencompassesbeautifulcoral formation,thehabitatofa diverse speciesof fish and sea grassbeds that areessentialformanyfishandturtles.Thereisalsoawidevarietyof local speciesofcrabs, indigenousbirds likethe Palawanhornbill and rarebats that reside in thecaves,makingthecomplexavasthometonatural lifeforms.

Preserving Tabon Cave ComplexThepresenterreportedthatgiventherichnessoftheTabonCaveComplex, itwasdeclared a SiteMuseumReservationpursuanttothePresidentialProclamationNo.996.Asmandatedbylaw,theNationalMuseumistheadministrator tasked toprotectandpreserve thisreservation for the present and future generations.Sitedevelopmentprojectshavebeenproposedasjointefforts of various government agencies, such as theNationalMuseum;theDepartmentofTourismAuthority;the local government ofQuezon, Palawan; and theNationalCommissionontheArts.

Thedevelopmentplanshavestartedsince1970,withtheestablishmentoftheNationalMuseumBranchtobetteradministerthesitemuseumaswellastoprotectandpreservetheresources.Coordinationhasbeenmadewiththelocalgovernmenttoimposelocallawsfortheconservationofnaturalandculturalassets.Sincethen,ongoingeffortshavebeenmadetoimprovethequality

oftheexhibitsandcarryoutotherworks,including:

• landscapingofthegroundofthebranchmuseum• constructionoftheboardwalkleadingtothecaves• installationofsignageonthegeology, flora, fauna,andarchaeologicalresources

• rehabilitationoftheeco-tourismtrails• tourguides’trainingforthelocalcommunity• publicationofguidebooks• productionofaudio-visualmaterials• establishment of co-operatives of handicraftentrepreneursandboatowners

• developmentofthemangroveforest.

Development of the Mangrove ForestThemainobjectiveofdevelopingthemangroveforest,asthespeakersdescribedit,istocreatealivinglaboratoryto study its importance to the community and tohumanity.Theotherspecificobjectivesofthisprojectareasfollows:

1. Toconductanextensivestudyoftheformationofthemangroveforestatthecomplex

2. Tocarryoutaninventoryoffloraandfauna3. Toobserve the ecological statusof themangroveforest

4. Todocument throughphotography thedominantplantsandanimals

5. Toconstructaboardwalkandobservatoryplatformswithinthemangroveforest

6. Toinstallsignageinkeyareasoftheboardwalk7. Toprepare a guidebookon theprotectionof themangroveforest

8. To involve the community in the protection andpreservationofthemangroveforest

Thedevelopmentofthemangroveforestintoaneco-museumisasignificantproject.Asthemangroveforest connects the Tabon Cave Complex to themainlandofPalawan,itservesasasanctuaryformarine





life and birds, protecting the complex from strongwaves,becomingabufferzoneassuchthatshelterstheculturalresourcesofthecomplex.

Themangrove eco-museum features a naturalwindingtrailalongthebeachforest,witha175-metreboardwalkequippedwithobservatoryplatforms, thusservingasalivinglaboratorytoobservethemangroveecosystem.The signage has been installed to createawareness of the need for communal protection andpreservation of themangrove forest. The signageprovides invaluable information on the geologicalevolution of the area; the location of themangroveeco-museuminthecomplex;andthetypologyofplantsandanimalsinhabitation.Inparticular,ithighlightstheimportanceofmangroveeco-system.

Thepaperemphasizedthatattheendofexperiencingthe eco-museum, the visitormust carry away withhim/her the message that the mangrove forest isendangered. The illegal cutting of trees and theconversionof swamps into fishandprawnpondsandfor urban expansion have become widespread. Ifthese unhealthypractices persist, ecological stabilitythathasbeen in existenceof thousandsof yearswillbedestroyedandtheenvironmentfacesextinction.

Theimportanceofthemangroveforestmustbereiterated. It protects the coastal areas by reducingthedamagescausedbytyphoonsandstrongwinds.Italsoactsasabufferzoneprotectingtheseagrassbedsandcoralreefs.Itprovidessanctuarytofishandothermarine organisms. It is a source of timber, firewood,dye,tannin,charcoal,thatch,alcohol,andmedicine.Itisanessentialrecreationalareaforbird-watchingandobservationofwildlife.

Finally,asalivingmuseum,themangroveforestisanideal place to study the interaction of plants andanimalswiththeenvironment.Thepresentersbelievedthat every visit is anopportunity to understand thatthe forest helps to sustain the coastal andmarine

environmentforthesurvivalofmanyorganisms,includingman.Itstressestheawarenessofcommunalprotectionandthepreservationofournaturalheritage.


�� Making Mangrove Eco-Museums



Janet Tee Siew Mooi


Education Programming in Muzium Negara

Janet Tee Siew Mooi, Deputy Director, Muzium Negara Kuala Lumpur

I nanotherpresentationfromMalaysia,MsJanetTeeSiewMooi,DeputyDirector,MuziumNegaraKualaLumpur,touchedon the role of eco-museum in education inherpaper,‘EducationProgramminginMuziumNegara’(fullpresentationonpage77-84).

ThepresenternotedthattheInternationalCouncilofMuseums(ICOM)definesamuseumasanon-profitpermanentinstitutionintheserviceofsocietyandofitsdevelopment.Themuseumisopentothepublic,anditsworkconsistsinacquiring,conserving,researching,communicating, exhibiting for the educational andother related purposes, including those of givingenjoyment to thepublic and showing it thematerialevidenceofpeopleandtheirenvironment.

Themotivationforsettingmuseumscomesfromtheneed to establish educational institutions that cancombine learningandenjoymentaswell asexpandedopportunitiesforleisureandtourism.Asthespeakernoted,peoplevisitmuseumsforvariouspurposes–forrecreation,thatis,toenjoyfree,relaxedandunstructuredtimeandactivity; and for sociability,meetingwithorparticipatingwith others, in shared public activities.Theirsocialclassandeducationalbackgroundsmayofcourseberelevanttotheirdecisiontovisitamuseum,butinsayingthiswedonotmeanthatmuseumsbelongtoanyparticularclassorgroupinsociety. It isopentoall.

Janet Tee Siew Mooi

Theprioritiesofamuseumonceincludedcollectingandpreserving.Now,however,museumsalsoservetoeducateandentertainpeople.Thischangingrolehastobeimplementedwithnecessaryadjustmentstomeettheneedsandrequirementsofthecommunitiesinwhichtheyarelocated.Greaterserviceshavetobeintroducedtomeetthegrowingexpectationsofthevisitors.

EducationProgramminghastodeterminetheTargetAudience.Thoughnowmuseumeducationalactivitiesoftenrelatetochildren,adultsalsoseekopportunitiestolearnwiththefamilies.Museums,indeed,can“strengthen basic skills, basic knowledge, basic comprehension, and basic understanding”.

Studentsareencouragedtosaysomethingabouttheirinterestsandhowtheymightrespondtoaparticularsituation or circumstance that has been carefullyselected.Thisassociationwiththestudents’immediateworldwill help thembecome less self-conscious andthinkinapredetermineddirection.

The“EducationalProgrammingSchedule”canbeorganizedasathree-partinitiative,asfollows:

• Planning:Thisincludesthetacticsandsequenceofactivitiesorganizedtoachievetheestablishedgoals. Thisprocess identifieswhowilldowhat,whenandhow.

• Presenting: This involves scheduling, which isan important factor in the educational process.Staffandvolunteersmustbeavailabletopresentthe programmes, and consideration must begiven to the times and locations thatwill bestaccommodatethetargetgroup.

• Evaluating:Programmeevaluationwillprovidetheplannerswithanideaofwhethertheprogrammeas presented corresponds with the planningobjectives. This will also serve as a guide for



Janet Tee Siew Mooi


future development of the programmes of thesametype.

Such educationprogrammes include self-guidedtours (withorwithout a volunteer) andguided tours(withaguideorpre-arrangedscript),hand-onactivities(in theDiscovery room) anddirect involvementwithmaking, touching or feeling. They can also involveorganizingactivitiesofinteresttodifferentagegroups,fringe activities, temporary exhibitions (artefacts,performances,demonstrations,anddioramas).

Therehavebeen“SmartPartnershipwiththeMedia”(quizanddrawingcompetitions),“Sleep-over:ANight@ TheMuseum”, and “Behind the Scenes Tours”.Moreover, furthermuseum interest canbe generatedthroughFreeAdmissionDay(onInternationalMuseumDay, during HeritageWeek, etc.) and Friends andVolunteersinitiatives.

Toclosethepresentation,thespeakerhighlightedthe collaborationwith other related agencies, whichinvolve theMinistries ofCulture, Arts andHeritage,Education,TourismandYouthandSports,andschools,NGO’sSeniorCitizensClubs,andembassies.



Janet Tee Siew Mooi




Coastal Community in the Kingdom of Cambodia(A Case Study on Mangrove Management)

Ouk Vibol, Deputy Director of Conservation Division, Fisheries Administration, Ministry of Agriculture, Forestry and Fisheries Cambodia

M rOukVibol,DeputyDirectorofConservationDivision,MinistryofAgriculture,Cambodiapresented ‘CoastalCommunityintheKingdomofCambodia(ACaseStudyonMangroveManagement)’(fullpresentationonpage89-97).

General IntroductionCambodiacoversanareaof181,035squarekilometres.Itisclassifiedascountry-richinnaturalresourcesandconsidered a “water-wealthy” country. Its total fishproduction ranges from279,000 to441,000 tonsfrom inlandwater and35,000 to45,000 tons frommarinewater. Before1960, the forest area coveredmore than70per cent of its land surface, and it isestimated that in1997,10.6million remained in thecountry.

Cambodia’s totalpopulation (2005estimate) is13.7million. Over84per centof thepeople live inruralareas,and85percentof themdependdirectlyonnaturalresources.Thecountry’scoastlineextendsover435kilometresfromtheThaiborderinthenorthtotheVietnamesebordertothesouth.

Ouk Vibol

Coastal Community in the Kingdomof Cambodia (A Case Study on Mangrove Management)


Ouk Vibol


Coastal Resources and Legal FrameworkThetotalstockofmarinefinfishduringthe1980’swasestimatedat50,000metrictons.435speciesofthefishstockremaininexistence.Mangroveforest,coralreef,andseagrasshabitatsaresomeofthemostbiologicallyrichandeconomicallyvaluableecosystems.Thepaperexplainedthatthe“LawoftheFishery”statesthatallthesemangrove, coral reefandseagrasshabitatsareclassifiedasprotectedconservationareas.

Threats to Mangrove Forest and ResolutionThepresenter indicatedthat themosturgentthreatsto themangrove forests inCambodia are numerous.Theseinclude:

• Charcoalproduction• Landencroachments• Illegallogging• Urbanization• Coastaldevelopment• Saltfarming• Intensiveshrimpfarming

Concept of Community-based Natural Resource Management (CBNRM)There is action to manage the mangrove forestthrough increasedpublic awareness and community-basedinitiativessuchastheCommunity-basedNaturalResourceManagement(CBRM).

Thereareday-to-daywatchesconductedbyfisheryofficials, communitymembers and local authorities.Mangrove areas have been demarcated, and illegalencroachmentsontheseareashavebeenconfiscated.About1,023hectareshavealreadybeenconfiscated.Atthesametime,toreplenishthemangrove,replantingofthemangrovehasbeenrecommended.

Mr.ViboldescribedthatintheCambodiancontext,CBRM is defined as “a diversity of co-management

approachthatstrivestoempowerlocalcommunitiestoactivelyparticipateintheconservationandsustainablemanagement of natural resources”. Thismeasure isneededinCambodiabecausetheresourcestocksandenvironmental quality have become degraded, whilebiodiversity and the ecosystem are resources thaturgentlyneedprotection.

The goal of CBRM can be divided into twocategories: community empowerment goals andecosystem conservation goals. Each categoryof theCRBMgoalscoversthefollowingissuesandthemes:

Community empowerment goals include:• Povertyreduction• Socialjustice/equity• Improvementoflivelihoods• Viableeconomicincome• Respectforlocal/traditionalecologicalknowledge• Communityorganizationandlocalnetwork.

Ecosystem conservation goals include:• Ecosystemservicesconserved• Hydrologicalcycle• Waterquality• Soil,forests,wildlife• Habitats• Sustainability.

Guidelines for Coastal Community EstablishmentThecoastalcommunityinCambodiacanbeestablishedinmangrove,coralreef,andseagrassareas,wherewaterdepthislessthan20metres.Mr.Vibolexplainedthat40coastalcommunityfisherieshavebeenestablishedsofar.By-lawandregulationsontheestablishmentofcoastalcommunitiescoverthefollowingdetails:

• Nameofthecommunityanditsobjectives• Communitymembership



Ouk Vibol


• Management of the community’s incomes andexpenses

• Communitycommitteearrangement• Communitycommitteeelection• Communitymeetingarrangement• Terminationofthecommunity• By-lawrevisionprocedure.

Opportunities and ChallengesThedevelopment of coastal communities is a highlychallenging project. However, a successful resourcemanagement-orientedcoastalcommunityrequiresmanyconditions.Theseinclude:

• Asustainablepolicyandlegalframework• Goodgovernanceanddecentralization• Conflictresolutionmechanisms• Attentiontogenderandequityissues• Information-flowmanagement (cooperation,

networking,andknowledgesharing)• Enforcement• Monitoringandreflectivelearninganalysis• Sustainablelivelihood.

Participatory Management of Mangrove Resources in Peam Krasaop Wildlife Sanctuary: A Case Study Comprising three districts, six communes, and 12villages,thePeamKrasaopareahasapopulationofabout10,000people. ItwasdeclaredbyaroyaldecreeasWildlifeSanctuaryon1November1993.Itsmangroveswamp,whichcoversanareaof10,000hectares,has34speciesofbirdsandarichbiodiversityoffish,crabs,snails, turtles, dugongs, and dolphins. The aims oforganizingthiscoastalcommunityareasfollows:

• Tosolveconflictsinthearea• To find a way of raising the incomes of thepeople

• To strengthen local awarenessof importanceofcoastalresourcemanagement

• Toenhancethenaturalenvironment.

Asexpressedduringthepresentation,thecasestudyhasconfirmedthattherearebothchallengesandbenefitsof coastal community organization. The challengesrelating to this resource management initiativeincludeitspoliticalaspect,theproblemoftransparency,the lack of communication and involvement of therelevant institutions, poor knowledge and poverty,andthelackoffunding.However,theprojecthasalsoprovedthatthebenefitstobegainedshouldoutweightheproblemsithasencountered:

• Mostlocalpeopleunderstandthesignificanceofthemangroveforest.

• Thecoastalenvironmenthasimproved.• Thegeneralincomesofthepeopleinthecommunityhavebeenimproved.

• Illegalfishingactivitieshavebeenreduced.• Mangrove logging and encroachment havestopped.

• 70 hectares of mangrove forest have beenreplanted.



Ouk Vibol


Koh Lee Chew, Lim Han She and Shawn Lum


Water Culture and the Community – Raising Environmental Awareness

Koh Lee Chew (Ngee Ann Polytechnic), Lim Han She (National University of Singapore), and Shawn Lum (National Institute of Education)

I nthepresentation,‘WaterCultureandtheCommunity– Raising Environmental Awareness’, Singapore’sdelegatesdiscussedtheefforts to increaseawarenessofenvironmentalissuesinSingapore(fullpresentationonpage103-118).

Tostartthepresentation,thespeakerscitedthatasacity-state,Singaporeisanislandnationofalmost700 km2 sandwiched between Johor,Malaysia, andRiau, Indonesia. Serving as an important transport,shipping,trading,andmanufacturinghub,thecity-stateiseconomicallyvibrant.Itisalsoknownforitscleanlinessandcelebratedforitsefficiency.

As an island nation, Singapore has importantconnectionswithwater.Historicalandpresent-daywaterconnectionsinclude:

• Raffleslandingspot• Portandassociatedindustries• Fishingandcoastalcommunities• Love for seafood (and famous for suchrestaurants)

• Rivers/estuarieswithtransportandentertainmentutilities

• Domesticandindustrialuseofwater• Landreclamationasaresultoflandfillforwaste.

Top: Koh Lee Chew;Middle: Lim Han She; Bottom: Shawn Lum

Despitesuchcloseandmultivariateconnectionswithwater,thespeakersremarkedthatSingaporedoesnothaveaself-sufficientsupplyofwater.Ithasvariouswater bodies, including canals (7,000 km), reservoirs(14),rivers(32),andthecoastline.ItsmainreservoirsincludetheMacRitchie–thefirstcentralreservoir–andtheUpperSeletarreservoir.Additionalreservoirsalsoexist,whichhavebeenformedbydammingestuaries.

Stillotherconnectionswithwatercanbefound.TheLabradorNatureReserveisacoastalnaturearea,andattheSgBulohWetlandsReserve,mangrovesstillexist.Moreover,BishanParkcombinesnaturalscenerywithlakes,whileinthebusycentreoftheislandstate,Gardens by the Bay andMarina Bay Reservoir canbe found. At Sentosa, Singapore’s island resort,UnderwaterWorldoffersamarineenvironmentinafunandeducationalway.

WhatareSingapore’seffortsatraisinganawarenessofwater?

“National Policy and Implementation” includesthe “FourTaps of Singapore”. These arewastewaterreclamation, desalination of seawater, import fromMalaysia, and reservoirs. Many other projects andactivitieshavealsobeenput intoeffect, includingnolittering,aSaveWaterCampaign,Grassroots(anABCWaters programme), educational programmes, andpassiontopreservetheenvironment.

ABCWaters stands for Active, Beautiful, CleanWaters.TanNguanSen,thedirectorinchargeofthisproject,hasexplaineditspurposeasfollows:“Inthelasttwoyears,wehavebeentryingtobringpeoplenearertowaterthroughtheintroductionofwateractivitiesatreservoirs,suchaskayaking,rowing,fishingandsoon.Under theABCWaters programmewewill bring thewatertothepeoplebyexploringthepotentialofourwaterbodiesthroughouttheisland”.ThisABCschemealsoinvolves:





• Landscapingofriverbanks• Lookoutareasthatextendintotheriver• Creationofstreamsandpoolsbydrawingwaterfromcanals

• Waterstageforoutdoorperformance.

There areABCplans for a number of differentareasincludingSungeiTampines,SungeiPunggol,andPangSuaCanal.

Asmentionedinthepresentation,newreservoirsareexpected tobeconstructedby2009. AtSungeiSerangoon, therewill be a floatingwetland, links tothemainland by a suspension bridge and a floatingboardwalk;whileatSungeiPunggol,awetlandwillbeconstructed at the edgeof the reservoir covering anareaof11hectares.

AusefulcomparisonofthevegetationofSingaporein1819wasmadewiththatofthe1990’s.Thecomparisonwas based upon the case study of Sungei BulohWetlandReserve. Covering an area of 87 hectares,thesite,whichwasgazettedin1989,isofimportanceformigratorybirds.

Toenhancethepassiontopreservetheenvironment,numerousschoolactivitieshavebeeninitiated.Theseinclude:

• Coastalcleanup• Paintingsatsheltersalongtheboardwalk• Students trained to work at stations to giveinformationorasguides

• Adoptionbyschoolsofaparticularenvironment• Preparationbyschoolsofeducationalmaterials• Reforestation.

Onedirectschemeimplementedatsecondaryschoolsisthe“ReforestationandReachOutProject”. Underthisproject,schoolsinSingaporearedirectlyinvolvedintheconservationofnature.Thepurposeisforthemtodotheirpartinthisvitalenvironmentaltask,whichalsoincludesarevampofoutdoorclassroomandsurrounding

areas through reforestation and development ofeducationalmaterialsandwebsites.FundingcouldbeacquiredfromHSBC,Toyota,Shell,andNationalParks.

AtNgeeAnnPolytechnic, forexample,students,inpursuingtheireducationalprogrammes,areprovidedwith anopportunity to appreciate the scarce naturalhabitat inSingapore,which isanurbansociety. Oneexamplewasthestudyofa“RockySeashoreBiodiversity”atLabradorParklocatedsouthwestofSingapore.Partofthestudents’workhereconsistedincompiling“ExamplesofClassificationandTaxonomyofSeashoreCreatures”.

Thepaper commented that there arepromisingsigns that a concern for aquatic environments isgrowinginSingapore.Isthisapossibleoutcomeofawaterculture?Young,dynamicenvironment-consciousgroups,suchastheBlueWaterVolunteers,havebeenactive in enhancing concern for water andmarineconservationandawareness.Anoutpouringofpublicconcern for PulauUbin, TanjongChek Jawa, led topostponementofreclamation.Instead,visitorfacilitiesarenowunderconstruction.

Aspartofwatercultureandenvironment,schoolchildrenlearnabouttheenvironmentanditsconservation.Theyaretaughttheimportanceofwater(andtheneedtoconserveit).Forexample,studentslearnaboutpollution,theneedtorecycle,andtheimportanceofconservingwater.AlearningprogrammeofthistypecanbeseenfromSingaporeprimarysciencesyllabus:

“At the social level, the interactionofManwiththe environment drives the development of Scienceand Technology. At the same time, Science andTechnology influencesthewayMan interactswithhisenvironment. By studying the interaction betweenManandhisenvironment,pupilscanbetterappreciatetheconsequencesoftheiractions”.

Theprimarysixsciencesyllabusasksstudentstoidentifyfactorsthataffectthesurvivalofanorganism,





includingthephysicalcharacteristicsoftheenvironment,availabilityoffood,typesofotherorganismspresent.Inthisway,itishopedthatpupilsshouldappreciateandhave a respect for living things and theenvironment.Also,exampleshavetobegivenofman’simpact(bothpositiveandnegative)ontheenvironment.

IndeterminingtowhatextentdoesSingaporehavea“waterculture”,canananaloguebefoundinSingaporeanattitudestoNatureReservesandrecreation?

BikitTimahNatureReserveisthelargestremnantpatchof primary forest remaining in Singapore. TheKayuGelam (melaleuca cajuputi), anativeof swamps,lendsitsnametoahistoricpartofthetown–KampongGelam.TelokKurau,anareaingreatdemandforhousingcomesfrom“IkanKurau”,or“Threadfin”whichpromptsthequestions:Howmanystudentsknewtheoriginoftheplacename?

TanjongKatong has seen a dramatic change inlandscapeoverthepastcentury.Thishasresultedinadisconnectionwithourpast–andhenceadisconnectionwithwater?Howstrongisthelinkagebetweenlifestyle,sustainable development, and nature and waterconservation– indeed,howgreat isthegapbetweenawarenessandaction?

Inconclusion,thepresentersstressedthat“WaterCulture”wasexpressedwiththeseviews:

• Bettertohaveonethannottohaveone• Having awater culture is no guarantee ofwisestewardshipofwaterresourcesandhabitats

• It should lead to a desire to learnmore aboutwater

• Intoday’sworld,thisshouldleadtomoreholisticthinkingaboutwater(e.g.,ourimpactsonwaterelsewhere)

• Itshouldleadtopositiveoutcomes• Itshouldconstitutemorethanknowledge–theremust be an emotional/spiritual/cultural link aswell

• Itshouldconnectpeopletoaplaceandone’spast(andfuture?)

• Itshouldconnectgenerationstoeachother.



Nature Centres for Wetland Conservation in Malaysia

Noor Azlin Yahya, Chong Mew Im and Azyyati Abd. Kadir, Ecotourism and Urban Forestry Programme, Forestry Research Institute Malaysia (FRIM)

I n the presentation, ‘Nature Centres forWetlandConservation inMalaysia’, (full presentationonpage121-131)NoorAzlinYahya,ChongMewImandAzyyatiAbd.KadirbeganbystressingthatMalaysiaishometovarious typesofwetlands. These include thecoastalwetland–mangrovesandnypa;inlandwetland;naturalwetlands, for example, marshes, lakes, rivers, floodplains and peat swamps; andman-made or artificialwetlands,e.g.,ricefields,dams,andreservoirs.Wetlandconservationhasbeenundertakenbythegovernmentagencies, NGO’s, as well as private organizations.Wetlandconservationprojectsinclude:

• Governmentprojects: for instance, FRIM-UNDPprojectandForestryDepartmentprojects(LoaganBunut,KilasNenasi)

• NGOprojects: e.g.,MalaysianNature Societyand WWF Malaysia (Terengganu and KualaSelandgor)

• Private organizations’ projects, such as PerwiraBintang(SgBesar).

Malaysia’smangroveshavereceivedtheconservationeffortsofgovernmentforestdepartments,theprivatesector(PerwiraBintang),aswellasNGOsMNS&WWF.OthersitesincludeKotaKinabaluCity(BirdSanctuary)andKualaSelangorNaturePark.

Noor Azlin Yahya

Nature Centres for WetlandConservation in Malaysia


Noor Azlin Yahya,Chong Mew lm and Azyyati Abd. Kadir


Itwasexplainedbythepresentersthatenvironmentalinterpretationservesasaveryimportantmanagementtooltoconveythemessageforsustainableforestmanagement,forexample,intheformRecreationForests.Moreover,wetland tourism, consisting of village communities;tourismwithanemphasisoneducation;fireflies,birds,andotherwildlifewatching;andfloatingrestaurants,hasalsoreceivedgrowingattention.

TheForestResearchInstituteinMalaysia(FRIM)receivesvarioustypesofvisitors.Membersofthegeneralpublicconstitute70percentofitsvisitors,while24percentarestudentsand6percentareforeigntourists.Allthroughitshistory,treeshavebeenannuallyplanted,andithassurveyedthenumberplantedbetween1927and1960.

Today, FRIMoperateswithin forested grounds,explained the presenters. It has established enoughtosupportthedifferenttypesofhabitatrequiredbyadiversityofwildlife, including thewetlanddependentamphibians,suchastreefrogsthatneedspecificnichesastheirdwellingsnearthetreecanopies.

Inthe“RiverCorridor”(SgKrohinFRIM),variousspecies of flora canbe found, including the Jelutong(Dyera constulata), Sentang (Azadirachta excelsa), andTeak(Tectona grandis).

Wetland Interpretation activities also involveclassoutingsfromschools.BirdsspottedduringtheseInterpretation activities include kingfishers, Gold-whiskered Barbets, Crested Serpent Eagles,GreaterRacket-taileddrongo, and yellowBitterns. Moreover,there areMonitor Lizards (Varabus sp), insects andwetlandplantsinadaptation.

AnothertypeofactivityistheNatureInterpretationCamp, for which the theme “Treasures ofWetland”hasbeenadopted.TheactivityisundertakenwithanInterpretationKitthatisusedtoconductanenvironmentaleducationprogrammerelatingtofreshwaterwetland.

Thepresentersunderscoredthatstillmanyothertypesofactivitiesarealreadyinexistence,suchasNaturegames,Traditionalgames,andartsandcraftsincludingorigami.

Recommendations


Participants’Post-Workshop Recommendations for Museum of Bangpakong Borvorn Witthayayon School (Improvement plan)

Recommendations


Recommendations


Recommendations


List of Participants


Mr.AnousackInthirathAdministrativeOfficerDepartmentofMuseumsandArchaeologyMinistryofInformationandCultureLaoPDREmail: [email protected]

Mr.ErnestoB.ToribioJR.Artist,IllustratorArchaeologyDivisionNationalMuseumPhilippinesEmail:[email protected]

Ms.HoangThiNgocHaEco-MuseumProjectOfficerHaLongEco-MuseumProjectHaLongBayManagementDepartmentVietnamEmail:[email protected]

Ms.JanetTeeSiewMooiDeputyDirectorNationalMuseumDepartmentofMuseumMalaysiaEmail:[email protected]

Mr.Khun-NeayKhuonAPSARAAuthorityAngkorConservationCompoundCambodiaEmail: [email protected]

Mr.KohLeeChewLecturerNgeeAnnPolytechnicSchoolofEngineeringBuildingandEnvironmentDivisionSingaporeEmail:[email protected],[email protected]

Asst.Prof.Dr.KunwadeeRojpaisarnkitDirectorResearchandDevelopmentInstituteRajabhatRajanagarindraUniversityThailandEmail:[email protected]

Ms.LibbySaulAdvisorBureauofInternationalCooperationMinistryofEducationThailandEmail:[email protected]

Dr.LimHanSheAssistantProfessorDepartmentofGeographyNationalUniversitySingaporeSingaporeEmail:[email protected]

Mr.LeHoangHuangArchitect,MQLPlannersArchitectsandUrbanists,JSCVietnamEmail:[email protected],[email protected]

Mr.MatheusWasiBantoloLecturerIndonesianInstituteofArtsofSurakataIndonesiaEmail:[email protected]

Mr.Mohd.KhairillbinJemanginCuratorDepartmentofMuseumMalaysiaMalaysiaEmail:[email protected]

Mr.NaresAnantachaiTeacherBangpakongBovornWitthayayonSchoolThailandEmail:[email protected]

Dr.NoorAzlinYahyaDirectorEcotourismandUrbanForestryProgrammeForestResearchInstituteofMalaysia(FRIM)MalaysiaEmail:[email protected]




Ms.NguyenThuHuyenEco-MuseumProjectOfficerHaLongEco-MuseumProjectHaLongBayManagementDepartmentVietnamEmail:[email protected],[email protected]

Mr.OukVibolDeputyChiefofFisheriesDomainDivisionFisheriesAdministration,MinistryofAgricultureForestryandFisheriesCambodiaEmail:[email protected]

Ms.RatimaKaruwancharoenResearcherInstituteofMarineScienceBuraphaUniversityThailandEmail:[email protected],[email protected]

Dr.SakhanTeejuntukLecturerDepartmentofSilvicultureFacultyofForestryKasetsartUniversityThailandEmail:[email protected],[email protected]

Dr.ShawnKaihekulaniYamauchiLumAssistantProfessorNaturalSciencesandScienceEducationAcademicGroupNationalInstituteofEducationNanyangTechnologicalUniversitySingaporeEmail:[email protected]

Mr.SomnukVenwonsatipTeacherBangpakongBovornWitthayayonSchoolThailand

Ms.SophawadeeMuanghamStudent(Secondaryschoolgrade6)BangpakongBovornWittayayonSchoolThailandEmail:[email protected]

SukarnaChakmaEnglishTeacherBangpakongBovornWittayayonSchoolThailandEmail:sukarnachakma@

Dr.TriyonoBranmantyoDeanPerformingArtsFacultyIndonesianInstituteofArtsofYogyakartaIndonesiaEmail:[email protected]

Mr.VuDuyThuanArchitectMQLPlanners,ArchitectsandUrbanists,JSCVietnamEmail:[email protected],[email protected]

Mr.WeerachaiTananonchaiDirectorBangpakongBovornWitthayayonSchoolThailandEmail:[email protected]

Dr.WilfredoFernandezVendivilMuseumSeniorResearcherBotanyDivisionNationalMuseumPhilippinesTel:632-5270291

Making MangroveEco-Museums

Workshop Papers

Making M

angrove Eco-Museum

s W

orkshop Papers

SEAMEO-SPAFA is one of the centres established by SEAMEO (Southeast Asian Ministers of Education Organisation). It is a regional centre constituted in 1985 from the SEAMEO Project for Archaeology and Fine Arts (SPAFA). SPAFA promotes awareness, appreciation and wise use of the cultural heritage of Southeast Asian countries through the disciplinary fields of archaeology, museology, visual and performing arts, and cultural resource management, including heritage tourism. SPAFA’s member- countries include Brunei, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, Vietnam, and Timor Leste; Associate member-countries are Australia, Canada, France, Germany, Netherlands, New Zealand, Norway and Spain.

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