WCES-01 2009 CYPRUS: Non-Formal EE in Sabah (Vuni Hall)

FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
WORLD CONFERENCE ONWORLD CONFERENCE ON
EDUCATIONAL SCIENCESEDUCATIONAL SCIENCES
(WCES)(WCES)
Near East University,Near East University,
Nicosia, CyprusNicosia, Cyprus
February 3-7, 2009February 3-7, 2009
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HI FROM SABAH, MALAYSIA!HI FROM SABAH, MALAYSIA!
World Conference on Educational Sciences
3-7 February 2009
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A SCENARIO OF NON-FOR
A SCENARIO OF NON-FOR
ENVIRONMENTAL EDUCATION (EE)
ENVIRONMENTAL EDUCATION (EE)
ON ADULTS
ON ADULTS
IN SABAH, MALAYSIA
IN SABAH, MALAYSIA
DR. ARBA’AT HASSAN
SUSAN PUDIN
Faculty of Education, Universiti Kebangsaan Malaysia
email: arbaat@yahoo.com
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OVERVIEWOVERVIEW
UNESCOUNESCO ... “a... “a process aimed to develop
world citizens that are aware of and
concerned about the total environment
and problems (knowledge, attitudes,
motivations, commitments and skills.)”
This citizen works individually and
collectively towards solving the problems
and preventing/minimizing new one.
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World Conference on Educational Sciences (WCES,
Cyprus February 3-7, 2009

Objectives Actions
Knowledge
To help social groups and individuals gain a variety of
experience in, and acquire a basic understanding of, the
environment and its associated problems.
Awareness
To help social groups and individuals acquire an
awareness of and sensitivity to the total environment
and its allied problems.
Skills
To help social groups and individuals acquire the skills
for identifying and solving environmental problems.
Participation
To provide social groups and individuals with an
opportunity to be actively involved at all levels in
working towards the resolution of environmental
problems.
Sources: Arbaat (2006) & Sato (2006)
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Teachers’ Edu Division introduced EE in all teachers’
training colleges in Malaysia (1995):
The pre-service teacher edu program (adults)
compulsory
Teachers’ Training Diploma, and
Post Graduate Diploma in teaching course,
Tertiary (degree) level,
The universities
Produce experts in environment-related fields.
ADULTS FORMAL EEADULTS FORMAL EE
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METHODOLOGYMETHODOLOGY
Literature review on non-formal
environmental education for adults locally
and globally;
Collection of secondary data from a
compilation of case studies by the Science
and Technology Unit; and
Collection of primary data from the
Environment Protection Department (EPD)
Institute for Development Studies
(Sabah), Malaysia 8

DATA AND FINDINGSDATA AND FINDINGS
Case Study A: Scenario Non-Formal
EE for Adults (Various Org in 2002)
Five evaluation criteria are
 Effectiveness
 Efficiency
 The Impact
 The Relevance
 Sustainability
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Evaluation
Effective
(%)
Efficient
(%)
Impact
(%)
Relevant
(%)
Sustainable
(%)
Yes 91.7 75.0 33.3 100.0 50.0
No 8.3 16.7 - - -
Difficult to assess - 8.3 - - 8.3
Not direct - - 16.7 - -
No significant impact
observed - - 33.3 - -
Unknown - - 16.7 - 41.7
Total 100.0 100.0 100.0 100.0 100.0
Table 1: Evaluation Results of 12 Campaigns in Percentage
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i. Nearly 92% campaigns = effective.
ii. 75% campaigns = efficient (but needs further
enhancement to improve quality).
iii. 33% campaigns = permanent impact in the
society.
iv. All campaigns = relevance and importance to
beneficiaries and stakeholders.
v. About 50% campaigns = benefited to
stakeholders.
RESULTS
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Case Study B: Non-Formal Adults EE (Envt
Protection Dept Sabah)
The adult target groups:
 general public,
 community residents,
 government officers,
 religious groups,
 head of villages,
 village committees, and
 lecturers.
Public awareness on environmental protection and
roles of the Dept = increased.
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Case Study B: (1999-Aug 2008)
Implemented EE activity for adults =
mostly environmental talks.
The Environment Protection Dept =
implemented more non-formal
activities for adults but talks and
exhibitions are increasing trend and
most invited.
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Fig 1: Environmental talks (Knowledge)
Institute for Development Studies (Sabah),
Malaysia
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Fig 2: Environmental exhibitions (Awareness)
Malaysia
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Other Environmental Activities (1999-2008)
 Mangrove Race
 Tree / Mangrove Planting
 Paper making using recycled paper
 Radio Talks
 Photography Contest
 Cleaning up activities
 River Survey
 Launching events
 Awareness through newspaper articles
 Envt’l Friendly Schools Ceremony
 Envt’l Friendly Schools Road-show
Malaysia
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Fig 3: Mangrove Tree-planting (Participation)
Malaysia
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Fig 3: Mangrove Tree-planting
(Participation)
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Fig 4: Composting using garden wastes
(Participation)
Malaysia
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Fig 5: Beach cleaning-up
(Awareness & Participation)
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Fig 6: Cleaning-up Activities (Awareness & Participation)
Malaysia
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Figure 7 : Colouring contest
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Figure 8 : Paper Making
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Figure 8 : Radio talk/quiz
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Environmental Friendly Schools
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CONCLUSIONCONCLUSION
 The different mode of EE learning:
i. Setting =learning envt is outside
education formal.
ii. Structure of learning =flexible but
interesting.
iii. Programme structure =flexible.
iv. Method =interesting (direct to nature,
e.g.: fauna and flora).
Malaysia
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Environmental Education Centres:
 zoos,
 forest,
 landfills,
 recycling centres,
 wildlife sanctuaries,
 rehabilitation centres,
 water treatment plants, and
 mangrove re-planting plans.
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THANKYOUTHANKYOU
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WCES-01 2009 CYPRUS: Non-Formal EE in Sabah (Vuni Hall)

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WCES-01 2009 CYPRUS: Non-Formal EE in Sabah (Vuni Hall)