Environmental Education in

Environmental Education Environmental Education Environmental Education Environmental Education
n Marine Environmental n Marine Environmental n Marine Environmental n Marine Environmental

Management Management Management Management
Case study: Hon Mun Marine Protected Area Pilot Pro]ect, Vietnam Case study: Hon Mun Marine Protected Area Pilot Pro]ect, Vietnam Case study: Hon Mun Marine Protected Area Pilot Pro]ect, Vietnam Case study: Hon Mun Marine Protected Area Pilot Pro]ect, Vietnam

Roskilde University, Denmark
May, 2005
ENVIRONMENTAL EDUCATION IN MARINE ENVIRONMENTAL MANAGEMENT

Case study: Hon Mun Marine Protected Area Pilot Project, Vietnam
Roskilde Universitv, Denmark, 2005 1

Environmental Education
n Marine Environmental
Management

6ase study: hon Hum Har|ne Protected Area P||ot Project, V|etnam

By

Aka Aloysius Tazi (Cameroon) Mildred Bugh Akah (Cameroon)
Kahsay Berhe Gidey (Ethiopia) Nguyen Thi Ha Nguyen (Vietnam)

Supervisors:

Claus Heinberg and Soren Lund

Mav, 2005
Copyright Authors


ACKNOWLEDGEMENT

We are sincerely grateIul to our supervisors: Claus Heinberg and Soren Lund, who
provided inIormation, valuable comments, and guidance through out this piece oI
work. We also extend our sincere appreciation Ior the cooperation and assistance
provided by the HMMPA project staII during the Iieldwork in Vietnam.



TABLE OF CONTENTS

Page No

Acknowledgements
Abbreviations
List oI Iigures, pictures and maps

CHAPTER ONE

Introduction.............................10
1.1 Subject area.................................10
1.2 The rational Ior MPAs.............................12
1.3 Problem area................................14
1.4 Research objectives .............................18
1.5 Key research sub questions............................19
1.6 Methodology................................19
1.6.1 Overall objective.........................19
1.6.2 Choice oI theories and concepts....................20
1.6.3 Choice oI case study.......................20
1.6.4 Choice oI empirical data and literature................21
1.7 Delimitation.................................23


CHAPTER TWO........................24
Theoretical and conceptual framework...............24
2.1 Ecological Modernization theory.......................24
2.2 Involvement theory............................26
2.3 Theories oI Learning...........................31
2.3.1 Behaviourism.........................33
2.3.2 Cognitivism..........................34
2.3.3 Social learning........................34
2.3.4 Humanist...........................35
2.3.5 Constructivism.........................35

CHAPTER THREE.......................39

Environmental education....................39

3.1 Introduction...............................39
3.2 Modern concepts oI environmental education..................40
3.3 Relationship between EE & environmental management............42
3.4 The role oI EE in environmental management.................43
3.4.1 EE in ensuring sustainable development.............43
3.4.2 EE in enhancing knowledge and awareness about the environment....43
3.4.3 EE in addressing and solving environmental problems........44
3.4.4 EE in solving environmental conIlicts.............44

3.5 Model Ior teaching and learning environmental education.............45



3.6 Formal and non-Iormal environmental education.................49
3.6.1 Model Ior Iormal environmental education.................49
3.6.2 Model oI non-Iormal environmental education..............50
3.7 Learning types................................51
3.8 The diIIerence between children and adults in learning................52
3.8.1 Children learning principles.......................53
3.8.2 Adult learning principles.......................53
3.9 Essential steps oI EE and awareness raising activities................54

CHAPTER FOUR.........................58
Case study: The Hon Mun Marine Protected Area Pilot Project......58
4.1 Project background..............................58
4.2 Project description...............................59
4.2.1 Biodiversity oI the site.....................59
4.2.2 Current situation.........................62
4.2.3 Project development objectives....................65
4.3 Overview oI key activities oI the project.....................65
4.4 EE oI the project................................66
4.4.1 Objectives...........................66
4.4.2 Audiences...........................67
4.5 EE activities oI the project.............................67
4.5.1 Activities Ior local communities...................67
4.5.2 Activities Ior students.......................71
4.5.3 Activities Ior tourists, tourist operators & service providers.........73
4.5.4 Activities Ior general public....................74
4.5.5 Activities Ior relevant governmental and other agencies.........74
4.5.6 EE materials...........................75



CHAPTER FIVE.......................80
Empirical data...........................80

5.1 Interviews..............................80
5.1.1 Interview with project staII..................80
5.1.2 Interview with local authorities.................84
5.2 Survey results..............................86
5.2.1 Survey report Ior local people...................86
5.2.2 Survey report Ior teachers and head teachers...........90
5.2.3 Survey report Ior students...................93

CHAPTER SIX.........................96
Analysis.............................96
6.1 Use oI theories and concepts........................96
6.2 Empirical analysis............................98
6.2.1 Analysis oI interviews.....................98
6.2.2 Analysis oI surveys.....................100
6.2.3 Analysis oI EE activities oI the case study............101

CHAPTER SEVEN......................104
Conclusion and recommendations...................104
7.1 Conclusion.............................104
7.2 Recommendations...........................106


References..........................108

Appendixes...........................117

Appendix 1: Map oI Vietnam
Appendix 2: Map oI the HMMPA
Appendix 3: Survey questionnaire Ior local people
Appendix 4: Survey questionnaire Ior teachers
Appendix 5: Survey questionnaire Ior head teachers
Appendix 6: Survey questionnaire Ior secondary students
Appendix 7: Survey questionnaire Ior elementary students

Abbreviations

AIG Alternative Income Generation
BAP Biodiversity Action Plan
CoTS Crown oI Thorn Seastars
Danida Danish International Development Agency
EAU Education & Awareness Unit
EE Environmental Education
EESAP Environmental Education Strategy & Action Plan
ENV Environment Ior Nature, Vietnam
EU European Union
HMMPA Hon Mun Marine Protected Area
IUCN The World Conservation Union


GEF Global Environment Facility
MPA Marine Protected Area
MOSTE Ministry oI Science, Technology and Environment, Socialist Republic oI Vietnam
NGO Non Government Oganization
NIO Nha Trang Institute oI Oceanography
NTMPA Nha Trang Bay Marine Protected Area
PRA Participatory Rapid Appraisal
RRA Rapid Resource Assessment
S-R Stimulus-Response
UN United Nations
UNDP United Nations Development Program
UNICEF The United Nations Children's Fund
UNESCO The United Nations Educational, ScientiIic and Cultural Organization
WB World Bank

List of figures, pictures and maps
Figures
Figure 1: Model Ior teaching and learning in environmental education
Figure 2: Awareness on the importance oI the sea
Figure 3: Awareness on the MPA regulation
Figure 4: Knowledge on marine habitats
Figure 5: Participation in EE activities
Figure 6: Actions towards dynamite Iishing
Figure 7: Behaviour in selling coral
Figure 8: The level oI abiding MPA regulation



Pictures
Picture 1: ReeI with high coverage dominated by Acropora
Picture 2: Boulder coral
Picture 3: Fungia
Picture 4: Acropora and ButterIly Iishes
Picture 5: Blast Iishing banned in HMMPA
Picture 6: Careless anchoring breaks coral
Picture 7: Dead table coral Iollowing poison Iishing
Picture 8: Crown-oI-thorn sea stars eat coral
Picture 9: EE by story-telling
Picture 10: EE by showing Iilms
Picture 11: EE by village theatre
Picture 12: EE by action
Picture 13: Cooperate with teachers to develop lessons plans
Picture 14: EE at school
Picture 15: Signboards at port & MPA villages
Picture 16: MPA Brochure
Picture 17: School notebooks
Picture 18: Quaterly-newsletter
Picture 19: Yearly- calendar

* : Pictures Irom 1-8 were taken by Lyndon De Vantire; Pictures Irom 9-19 were taken or designed by EAU oI
the project

Maps
Map 1: Map oI Vietnam
Map 2: Map oI the HMMPA



CHAPTER ONE

Introduction

1.1 Subject area

Within the last two centuries, human activity has had signiIicance impacts upon the environment
and its resources. These impacts are becoming more and more serious throughout the world. The
critical environmental problems Iacing the world community include: enormous population
pressure, the automobile and the whole traIIic inIrastructure, build-up oI 'green gasses (global
warming), ozone layer depletion, oceanic despoliation (and loss oI species), deIorestation and loss
oI biodiversity, energy intensive agricultural systems, overuse oI pesticides (and species loss),
excessive potable water use; lowering oI water tables, rapidly increasing desertiIication, loss oI
wetlands, loss oI land species and genetic stock, materials depletion (Whiston, 2001).

Managing the marine environment is oIten about people and their relationship to marine resources.
As described by one organisation, .We all want to survive. To do that we all depend on the
earth's resources Ior our basic needs. II resources are no longer available, then we are not only
threatening our own existence but also that oI Iuture generations and the wildliIe with which we
share this planet. UnIortunately humans have not been looking aIter the earth's resources careIully
enough; instead we have been using them without consideration Ior the environment or Iuture
needs. We are in danger oI destroying the natural systems that are providing those signiIicant
resources. The time has come when we have got to look at changes in liIestyles because, not only
are we gambling with our own survival, but also that oI all the other' species on earth. .
(Australian marine conservation, 2004).



The general deIinition oI marine environment as given by the European Environment Agency
(2005) includes estuaries, coastal marine, near shore zones and open-ocean-deep sea region. These
areas are Iundamental to human prosperity Ior a multitude oI reasons, and yet they are increasingly
showing signs oI stress and degradation (IOC, 2003). Marine resources such as: land, Iorests,
coastal waters (including enclosed and semi-enclosed seas, estuaries, inland waters), minerals and
hydrocarbons, and living marine resources - poses several signiIicant characteristics (Clark, 1996).
These characteristics includes:
It is inhabited by three quarters oI the current world population.
It is expected to absorb the majority oI global increased in Iuture decades
It contains a high proportion oI the world`s most productive ecosystems (estuaries,
wetlands, coral reeIs).
It contains a rich resource base (mangroves, coral reeI, Iisheries, minerals).
It is subject to dynamic physical Iorce (erosion, accretion, storm hazards, rising sea level).
It contains priority sites Ior ports, industrial Iacilities, urban development, tourism, Iisheries,
agriculture, and waste disposal.
It is oIten subject to Iragmented but well-entrenched systems oI governance (UN, 1995).

However, coastal areas are being subjected to increasing stress and pressures Irom rapid
urbanization, industrialization, pollution, tourist development, Iishing and continued development
in hazard prone areas. Growing amounts oI gaseous, liquids and solid waste also jeoparardize the
Iuture oI marine, coastal and wetland ecosystems, as well as threaten species survival (Clark, 1996).
Throughout the global marine environment, signs oI ecologic deterioration are apparent: beach
closing, red tides, and shellIish health adversaries due to sewage contamination; inIectious diseases
in coral reeIs, tumors in sea turtles, eggshell thinning and reproductive problems among Iish-eating
birds; inIertility, cancer, and virus-related mortalities among marine mammals (Meri Online, 2005).
More over, coastal erosion, over-exploitation oI coastal resources (Iisheries, mangroves, corals,
etc.), endangered marine species and coastal wildliIe, Coastal inundation/Ilooding and Low level oI
institutional and legislative capability Ior integrated coastal area management are also serious issues
(UN, 1995).


1.2 The rational for marine protected areas (MPAs)

The marine environment is a vast resource whose useIulness to society is continuing to be realized.
Thus, it is in the best interest oI humanity that these resources are exploited in a manner that is
protective and sustainable, in order to preserve its health and guarantee its continuing viability.
However, the complexities oI ocean ecosystems combined with the equally complex socio-
economic conditions that dictate human behavior make sustainable management and exploitation oI
marine resources and services a great challenge (IOC UNESCO, 2004). There is an eIIort to
actualize sustainable use and development oI the marine environment, its products and services.
Many international organizations, institutions and governments are engaged in global and regional
programs to help ensure marine environmental sustainability (IOC, 2003).

A number oI mechanisms have been designed and implemented to meet this challenge, one oI
which is the MPA approach. MPAs have been established in many parts oI the world as a response
to the widespread marine environmental degradation and to conserve important marine habitats and
species. Yet, people do not usually have a proper or similar understanding on what MPAs are. For
this reason, the term MPA has diIIerent meaning to diIIerent people. The purpose oI establishing
MPAs could also vary Irom place to place. Biodiversity conservation, Iishery management,
endangered species protection; marine parks Ior tourists and local residents, and cultural resources
protection are some common objectives.

MPA is deIined as any area oI inter-tidal or sub-tidal terrain, together with its overlying waters and
associated Ilora, Iauna, historical and cultural Ieatures, which has been reserved by legislation to
protect part or all oI the enclosed environment (MPAs oI USA, 2004). In recent years the use oI
MPAs as a method oI managing coastal areas has gained acceptance through out the world. Those
who support this approach, though admit that this is not the Iirst choice to tackle the problem, argue
that it has a number oI advantages over other options (Whitmarsh et al). According to Whitmarsh,
MPAs have a useIul role in situations where there is no adequate inIormation on Iish stocks and
harvests, such data being underpinning oI regulations based on the direct control oI catches or
Iishing eIIort. Other beneIits Irom MPAs include reduced risk oI Iish collapse, increased sustainable



yield via spillover eIIects, protection oI vulnerable habitats and the elimination oI user conIlict
through the separation oI incompatible activities. Whitmarsh admits that, the way in which MPAs
aIIect the economic condition oI Iisheries or how gains and losses may be distributed among
diIIerent participants is little known. For this reason, he argues that with out such inIormation it
may be diIIicult to make a rational assessment Ior the eIIectiveness oI MPAs. It is also argued that
MPAs are valuable tools in conserving the marine environment iI during their establishment proper
study is made on how these areas may aIIect the people who use them and how the users in turn
aIIect these areas. Because it is not only biological and physical Iactors that aIIect in determining
the success oI MPAs. Social Iactors also play a signiIicant role in the process (Social science
methods).

There are still others who are skeptical about the purpose, the sitting and the outcome. This is
especially true with the Iishing community. Although MPAs may oIIer potential beneIits Ior marine
Iish resources and their habitats, they may pose a real danger, too, iI decisions regarding their
purposes and sitting are not based on scientiIic knowledge. MPAs, particularly those imposing no-
take, could result in vast areas oI prime Iishing grounds being 'locked up, which could impact
Iishery production. Moreover, this type oI MPAs may result in heavier Iishing or other activities
outside oI their boundaries, exacerbating rather than resolving Iish resource problems. MPAs, by
themselves, may also create a Ialse sense oI security about Iishery resources as neither Iish nor
currents respect artiIicial boundaries. (PCFFA, 2002)

The issue is also debatable Irom the cost beneIit side oI MPAs. '.In many cases, this debate stems
Irom, and hinges upon, the relative costs (oIten measured in socioeconomic terms) and beneIits
(oIten measured in ecological terms) oI speciIic site-based proposals Ior MPAs. Although we are
beginning to understand the ecology oI these systems more Iully, Iederal and state management
agencies oIten lack key inIormation on the social, cultural, and economic aspects oI MPAs. This
critical inIormation gap jeopardizes the nation's ability to make science-based decisions that include
the human environment as well as the natural environment. The inability to adequately address the
human dimension oI MPAs is perhaps the greatest single impediment to their broader and eIIective
use in marine conservation today. (Marine protected area oI the USA, 2005).



In summary, the MPA approach is a complex and controversial one. This is because it oIten
involves some kind oI restriction oI human use, which causes concern among stakeholders. It is also
debated in relation to the cost it incurs and the beneIit it brings. We believe that those decisions
about MPAs involve tradeoIIs between the natural and human environments and both must be
adequately described, analyzed, and integrated Ior sound decision-making processes to occur (Zeke
Grader and Glen Spain). II properly structured, and iI based on sound biological principles oI
conservation, marine protected areas are worthy oI consideration. However, MPAs have natural as
well as human dimension and the proper understanding oI their social, cultural and economic aspect
is an important Iactor in the establishment as well as management process. The inability to
adequately address the human dimension oI MPAs can be an impediment to their eIIectiveness in
marine environmental protection.

1.3 Problem Area

Vietnam has approximately 3,260 km oI coastline (excluding islands) and its marine resources
constitute an important national asset. The diversity oI marine natural resources makes an important
contribution to the national economy, through the provision oI marine products (Iish, invertebrates,
algae, etc.), energy (crude oil and gas), raw materials (mineral resources), storm protection, and
recreation (Bird liIe International, 2001).
As a marine biodiversity center oI the world, Vietnam's marine areas are strongly Ieatured with
abundance and diversity oI ecosystems and biological resources. Vietnam has a long history oI
traditional marine Iisheries, and the local communities rely on coastal resources Ior their livelihoods
(Burke, Selig, Spalding, 2002). Fisheries provide people's diet with between 35- 40 oI animal
protein and employment Ior nearly two million laborers. Additionally, marine and coastal tourism is
a potential contributor to the economy (Bird liIe International, 2001). There are hundreds oI beaches
with wonderIul marine and island landscapes and coral reeIs widely ranged Irom the north to the
south, creating various attractive tourist destinations (Bird liIe International, 2001).



However, various emerging issues oI marine resource conservation Iace the country. Environmental
impacts oI economic development activities have already become evident, in particular in coastal
zones and nearshore seas due to losses oI coastal habitats and marine biodiversity, degradation oI
marine ecosystems, overIishing, destructive Iishing practices and increased land based marine
pollution. These negative trends continue with marine ecological Iunctions and resource values that
are increasingly unsecured.
Human migration to the coast has caused serious negative impacts to the mangrove and other
coastal ecosystems. Mangroves have been cleared Ior aquaculture (shrimp and Iish) in most coastal
provinces, and have even replaced areas Iormerly used Ior agriculture. The development and
expansion oI industry along the coast is beginning to add to the pollution load, particularly
poisonous heavy metal waste, which is oIten released into the sea without any attempts to reduce
toxicity. The expansion oI ports and unregulated bilge cleaning is now becoming a more Irequent
source oI coastal pollution (Hazel et al).
Over Iishing, especially non-selective and illegal Iorms using poisons, explosives and Iine mesh
nets, is still serious. Other Iorms oI non-selective Iishing such as sluice traps, electric Iishing, gill
nets and the traditional gia cao (pelagic trawling net) continue to take their toll on marine Iisheries.
Rapid resource assessment (RRA) interviews conducted in early 1999 revealed that destructive
Iishing methods were an issue in 21 to 29 provinces (Hazel et al). The magnitude oI this issue not
only encompasses the indiscriminate killing oI incidental species, small Iry and seedlings necessary
Ior stock regeneration, and environmental damage, but also the source oI community conIlict both
Ior resident and non-resident marine harvesters that has arisen due to the use oI these methods.
Live trade oI groupers and other Iish species Ior the Hong Kong and Chinese markets operate with
impunity in the northern and central parts oI the country. Figures are diIIicult to determine, but
Iishermen in these areas illegally take the Iish and sell them at sea to larger tenders` Ior onward
transport. Divers use cyanide to poison and stun the Iish, which in turn kill coral and other biota
outright. This is one reason why the density oI commercial Iish is very low today. Overall, over
Iishing, hunting oI endangered species, destructive Iishing and the curio trade have been identiIied
as causing the most serious impacts on both the existing and undeclared coral reeI MPAs (Hazel et
al).


More so, Vietnam`s marine areas Iace a problem regarding Iormal administrative jurisdiction.
While the Land Law allocates provincial governments the responsibility Ior planning, zoning and
management responsibility Ior the terrestrial portion oI their provinces, coastal provincial
jurisdiction is in practice assumed to end at the limit oI the coastline and there are no provincial
boundaries extending into the maritime zone. The result is that the marine zone oI Vietnam is
treated as a completely open access area with none oI the controls oI the hierarchical system oI
government and administration that exist on the terrestrial side (Niras). A consequence oI this
situation is the Iact that inter-sectoral conIlicts and individual actions with no one to control are
virtually inevitable.

In an eIIort to tackle these problems, the government oI Vietnam has paid attention to education,
training and public awareness, involvement oI the public through campaigns and community
organizations (UNDP-VN, 1995). Raising public awareness and improving the quality oI
environmental education and training has long been among the highest priorities oI the Government
oI Vietnam (Tran, 1996). Formal environmental education in Vietnam is being implemented and
integrated through many subjects in the school curricula. At primary level, environmental education
is mainly through subjects such as: Understanding Nature and Society, Health Education, Ethics
Education and Vietnamese. At secondary levels, environmental education is mainly through
subjects relevant to the environment such as: biology, geography, physics, chemistry, civic
education etc and at upper secondary education through lectures on ecology, biodiversity, evolution
oI living organisms etc. (UNDP-VN, 1995).

In line with promoting environmental awareness, mass organizations such as the Youth League, the
Women's Union and other NGO's have held hundreds oI environmental courses, workshops and
conIerences; produced numerous television program on environmental protection issues; organized
environmental drawing contests Ior children and launched diIIerent community-based campaigns
Ior environmental activities. The mass media has vigorously given more publicity to environmental
matters. Weekly and daily magazines issued by central, sectoral, and local organizations always
carry inIormation on environmental activities and issues. A number oI environment bulletins are
put into circulation (UNDP-Vietnam).



Despite eIIorts in education, training and raising public awareness, there is the lack oI awareness
and positive attitude towards the marine environment. This is evident Irom the growing impact oI
human activities that damage marine resources and hinders marine resource conservation oI the
country. Many oI the practices are unsustainable and contribute to rapid depletion oI marine natural
resources. This is also the conviction oI one oI our group member based on her experience as she
worked Ior the EE component oI the HMMPA pilot project. Her experience on the Iield reveals that
the problem oI lack oI awareness and positive action towards the environment may emerge Irom
two directions: Lack oI proper implementation oI EE, and the Iact that stakeholders may put their
interest at the expense oI the marine environment. This situation has inspired us to study how EE
can contribute to marine environmental protection and we have come up with the Iollowing
question:
"How can environmental education enhance knowledge, raise awareness and influence the
behavior of people in Marine Protected Areas (MPAs ) in Jietnam in order to ensure marine
environmental protection?"
With regards to our problem our basic assumption about environmental education is that more
knowledge helps to increase awareness on the environment and increased awareness in turn results
in a motivation to act responsibly towards the environment. (Thompson, 1997) We understand that
knowledge may not be acquired only through learning. It could be either ways as shown in the
triangular relationship below:

Learning Knowledge/awareness

Change of attitude and behavior



Learning may not always lead to knowledge, awareness and change oI behavior. This is because
the process may not be explained in every situation. The Iact that people have acquired knowledge
on environmental issues alone may not mean behavioral change. There are other human Iactors like:
values, believes, politics, culture, history, levels oI technology and understanding that may
inIluence behavior (Lundgren, 1999). People`s behavior may also be modiIied by regulatory
measures such as laws, sanctions and economic instruments. More so it may in certain situations be
diIIicult to change peoples` environmental behavior because human beings vary in their perceptions
and ways oI liIe.
Experience reveals that environmentally unIriendly behavior is not only cheaper but also more
convenient. It is much cheaper Ior Iishers using dynamite Iishing with only some kilograms oI
explosive than buying Iishing tools and gears. Boats Iind it more convenient to anchor on coral than
running around to Iind a stone, which is big enough Ior them to anchor on the bottom oI the sea.
Besides, selI-interest is one reason Ior environmentally unIriendly behavior. Only a Iew people are
prepared to sacriIice their short-term beneIits Ior environmental protection thus selI-interest is a
Iorce preventing people Irom working together.
In addition to this, many environmental problems are diIIicult to see, and prove. It may take several
decades beIore the eIIects become clear. People cannot quickly connect their behavior with its
eIIect on the environment. There is no straight link between their behavior and the state oI the
environment. Furthermore, it is oIten a long and diIIicult journey Irom knowing to doing.
InIormation may bring about change, it may trigger the 'right action but sometimes people may
not do what they want and even iI they want they can`t because their potential Ior action is limited
by physical, technical, Iinancial, legal and psychological restrictions. However in order to eIIect
Iundamental and sustainable change in peoples` behavior, EE can be used as a complementary
measure. Education and inIormation can have a signiIicant long-term impact on environmentally
related behavior.
1.4 Research objectives
1) To study some theories which are relevant and oI some help in understanding and solving
the problem.


2) To understand the concept and approaches oI EE that may lead to environmentally Iriendly
behavior.
3) Study the EE activities oI the HMMPA pilot project -Vietnam and come up with lessons and
recommendations.
1.5 Key research sub questions
To help us undertake a structured study, we splited the problem question in to working sub
questions. The sub questions we addressed in the process oI our research are:
1. What is the current impact oI human activities on marine resources?
2. What are the importance oI marine resources and their contribution to the economy oI
Vietnam?
3. What is the contribution oI relevant theories towards the attainment oI goals oI EE in
environmental protection?
4. What is the rationale Ior EE and what are the approaches?
5. What EE activities have been implemented by the project in HMMPA and what has been
achieved?
6. What can be learnt Irom the EE activities oI the pilot project?
1.6 Methodology
1.6.1 Overall objective
The overall objective oI this project is to explore how EE can enhance knowledge that will lead to
attitudinal and behavioral change to ensure marine environmental protection. The project set out to
study some relevant theories and concepts, which can help in understanding and solving the
problem. We also studied the EE pilot project in NTBMPA-Vietnam to come up with lessons and
recommendations.


1.6.2 Choice of theories and concept
We planned to tackle this by, Iirst taking in to account varied theoretical and conceptual
consideration oI environmental protection. We set out to examine this in lines oI varied theoretical
and conceptual Irameworks: ecological modernization, involvement theory, learning theory and the
concept oI Environmental education. We chose these theories because we thought they were
relevant and appropriate Ior the analysis. We started by looking at the theory oI ecological
modernity because we thought it could portray how a society can be environmentally conscious
through reIlexion oI environmental gaols.
We as well looked into the various theoretical thoughts oI learning. This is because learning is the
basis Ior acquisition oI knowledge that can lead to change oI behaviour. Here we made use oI the
learning theory on constructivism. We Ielt this could give us a better understanding on how people
at diIIerent levels and diIIerent categories learn. We also went into the discussion oI involvement
theory Ior it is inter-related with EE and looks into who is to participate and what makes people
participate in the EE process or activities Ior its Iull achievement. This inturn would help us
properly understand the achievements and limitations oI the EE pilot project in marine
environmental protection.
We dealt also with the concept oI EE as a means to create knowledge that may lead to attitudinal
and behavioral change to protect the environment. We chose to carry out this study because we
thought it is most relevant to our problem. It has been recognized globally as a tool to sustainable
development. More so, it is a realistic approach (in relation to capital investment, skills and time
required) to the attainment oI environmental protection in developing countries
1.6.3 Choice of case study
We decided to use a case study in our project because, initially, we were all interested in working
with marine biodiversity conservation in the developing world. Next we thought that, using the case
study would better illustrate the practical situation on the ground and would be an appropriate
approach to answer our problem question. Vietnam was chosen because; it is a developing country
with a very long coastline, which contains globally important marine ecosystems with high marine


biodiversity and resources. Hon Mun MPA project was selected Ior a case study because it is
working towards the conservation oI one oI Vietnam`s best remaining coral reeIs, mangroves and
sea-grass ecosystems. This area is the highest national priority Ior marine biodiversity conservation
in Vietnam and has EE activities incorporated in it. Also, a member oI our group has worked with
and gained some experience with the EE activities oI the HMMPA pilot project. This gave us an
inside and practical inIormation in relation to EE activities oI the area.
The case study helped us assess EE approaches used to involve stakeholders in the management oI
the HMMPA and to understand how EE has contributed to raise awareness and inIluence behavior
oI the people in the MPA towards the achievement oI marine environmental protection.
1.6.4 Choice of empirical data and literature
In order to Iurnish the work with primary material, interviews and surveys were carried out to
obtain inIormation that has been used in analysing the project. These interviews and survey were
done in order to Iind out the achievements oI the EE activities oI the HMMPA project in terms oI
parameters such as knowledge, awareness, attitude involvement/participation and behaviour.
As concerns the interviews, open ended questions where designed. We interviewed seven people
belonging to three categories as Iollows: two Irom the management unit oI the project, two Irom the
EE unit oI the project and three Irom the local authorities. The three persons chosen Irom the local
authorities were: the president oI the Women Union, the president oI the Youth Union and the vice
chairman oI the local council. The questions Ior the interview Iocused on the role oI EE in marine
environmental protection, EE activities oI the HMMPA pilot project, result oI EE activities and
participation in the project. Besides the role oI EE in marine environmental protection, staII oI the
EE unit were asked questions about the EE content and methods to deal with diIIerent audiences.
The local authorities were asked about their understanding and opinion on the MPA project, the
diIIiculties in implementing the project, their opinion about EE activities and the current status oI
illegal Iishing in comparisons with the past and the Iuture perspectives. All these questions were
selected because; they are related to our research question and their responses would be helpIul in
the analysis oI the problem.


We carried out a survey Ior two diIIerent audiences: local people, teachers and head teachers. For
the students due to limitation oI time we relied on the survey carried out last year by the EE unit oI
the HMMPA pilot project. We chose these audiences because they are the main target groups oI EE
activities oI the HMMPA pilot project, belong to diIIerent learning categories and have diIIerent
learning capabilities that require diIIerent EE approaches. Our group member in cooperation with
EE project staII conducted the survey by directly interviewing the local people. The sampling
method was guided by criteria such as gender, age, marital status and occupation. About 10 oI
households oI six MPA villages were interviewed. This is excluding Tri Nguyen Island, where only
5 (25 households) were interviewed. Considering the time and resources available, we thought
that 10 would be a representative sample. In the 75 households interviewed, 46 were male (61)
and 29 were Iemale (39). With regards to age, the youth (Irom 18-30) account Ior about 43, the
middle age (31-50) 35 and the old (51-80) 22. The people interviewed were selected Irom all
occupations, including Iishing (49), small business 11, housewiIe 16, barber 5, aquaculture
7, mechanic 3, student 5 and retired 4.
Considering the low level oI education in the MPA, questions that required short answer were
designed in such a way that the interviewer could easily mark the answers on the questionnaire.
Accordingly, most oI the questions Ior local people were based on the scale: strongly agree, slightly
agree, slightly disagree, strongly disagree or no idea. The questions include issues such as people`s
awareness, the importance oI the sea to their liIe, threats to the marine environment, understanding
oI marine habitats, the act oI using destructive Iishing methods, behaviour, attitude, participation
and EE methods. These issues were chosen because they are directly related to our research
question and the EE activities in our case study. AIter the questionnaires were developed, a trial was
conducted and adjustments made on the questionnaires beIore they were used in the survey to make
sure that, the questions were understandable to the local people.
The content oI the questionnaires Ior teachers was the same as that oI the local people. In addition,
the questions included, objectives oI EE, what contents and school methods Ior EE they were using
and what methods they think are more appropriate. This was done because, the teachers have been
participating in Iormal EE activities oI the project, and thus their experience and recommendations
could help in improving on EE methods/approaches in schools. Unlike the local people where the


interviewer had to mark the answers Ior them, the questionnaires were distributed to teachers
involved in EE activities. The questionnaires were later collected Ior data assessment. The head
teachers were asked some more questions with regards to their support to nature and environmental
education in their schools.
For students, we used the survey carried out in 2004 Ior both elementary and secondary students.
This survey was conducted aIter the yearly EE program Ior schools was completed. The survey Ior
students was chosen because its content mainly Iocused on students` awareness, threats on marine
environment, knowledge on marine habitats and MPA, their attitude and behaviour towards the
marine environment as well as the simplicity oI the lessons.
We also used material Irom diIIerent secondary sources. We reviewed relevant existing research
and literature materials. The Internet as one oI our sources was used cautiously to provide updates
and current inIormation. We also dip into discussions papers oI NGOs, publications and other
articles. In addition, review oI assessment reports relating to EE strategy and action plan in
HMMPA was used to understand current EE activities implemented at the case study area.
1.7 Delimitation
This study does not cover in-depth discussions on issues such as the economic situation, culture and
political systems that also inIluence human behavior. It only Iocuses on knowledge and awareness
aspects oI behavioral change.



CHAPTER TWO
Theoretical and conceptual framework

In this chapter, we discuss some theories that could be oI help in analyzing environmental
education. The discussion is limited to ecological modernization theory, involvement theory and
learning theories in that order.
2.1 Ecological Modernization theory
Ecological modernization theory was Iirst stated in the late 1970s by German political sociologist,
Joseph Huber. This school-oI-thought has evolved over the last two decades. Today, scholars are
exploring the useIulness and applicability oI ecological modernization theory to a wide variety oI
contexts and countries beyond those initially envisioned by the theory`s Iounders (SonnenIeld,
1999). Since the mid-1990s, the Irontier oI Ecological Modernization Theory has broadened
theoretically and geographically to include studies on the ecological transIormation oI consumption;
ecological modernization in non-European countries (newly industrializing countries, less
developed countries, the transitional economies in Central and Eastern Europe, USA and Canada);
and global processes (Mol and SonnenIeld, 2000).
Ecological modernization concerns itselI with the restructuring oI the capitalist political economy
along more environmentally deIensible lines (Drzek, 1996). It identiIies modern science and
technology as central institutions Ior ecological reIorm. It also stresses the importance oI economic
and market dynamics in ecological reIorm. The assumption is that a process oI industrial innovation
encouraged by a market economy and Iacilitated by an enabling state will ensure environmental
conservation (King, 2005). Ecological Modernization regards the environmental challenge not as a
crisis but as an opportunity (King, 2005). ChristoII (1996) describes how the term Ecological
Modernization is used in several ways. Firstly it can be seen as environmentally sensitive


technological change. Secondly it is interpreted as a style oI policy discourse, which serves to Ioster
better environmental management. Thirdly its critics see Ecological Modernization as ploy by
governments to manage dissent and legitimate ongoing environmental destruction (King, 2005).
We Iocus on the institutional reIlexivity side oI ecological modernization. In this line oI thought,
existing practices and problem-solving mechanisms are constantly questioned. The actors in modern
society attach speciIic meaning to environmental problems, reIlect on the social conditions oI their
existence and build speciIic institutions to change them. The ways problems are perceived, are
reIlected by modern institutions to solve environmental problems caused by modernisation.
Ecological modernization theory claims that modern societies undergo a process oI institutional
reIlexivity and develop an institutional capacity to handle their ecological crisis. Ecology is
institutionalized in social practices and production-consumption patterns (Weiske, 2003).
An increasingly larger portion oI the environmental movement

claims that environmental
destruction can only be stopped when

our concern about environmental destruction is coupled with

an "ecological consciousness," that is, a holistic understanding

oI the relationship between selI,
society, and nature. There are three interconnected thesises to explain the increasing

aIIinity Ior
ecological consciousness: (a) Ecological consciousness,

as opposed to traditional environmental
consciousness, has pre-rational

social causes that challenge modern rationality and, as such,

is less
reliant on knowledge and experience oI environmental

degradation Ior its spread; (b) the pre-
rational dimension oI

social order links our aIIective responses and our most basic

ontological
presuppositions into a cognitive Iramework in which

material and ideal interests are perceived as
such; and (c)

the experience oI powerlessness can, under the right conditions,

lead to a change in
selI-understanding such that individuals

are leIt with an aIIinity Ior ecological consciousness
(Christopher 1999).

The strengths oI ecological modernization theory is its attempt to explain institutional changes in
modern societies related to the internalization oI new environmental values and norms (Weiske
2003). An important point to note here is that there is money to be made in this restructuring
(Drzek, 1996). In addition to this, much oI the research has been in relation to industrial processes
in Europe, Ior example showing how companies save waste and reduce their energy consumption,
and reducing their environmental impact at the same time (king, 2005).


We came up with this theory to understand how ecological reIlexivity on institutions can lead to the
realisation oI a society that is environmentally conscious and Iriendly. In a society where
institutions reIlect on the goals oI environmental protection and nature the society becomes
environmentally aware and Iriendly. We were particularly interested in the role oI EE in the
transIormation oI society to an ecologically modern one. We understand that, the act oI reIlecting
over environmental gaols by institutions creates a learning process (EE) that enhances knowledge
and creates awareness on environmental issues that may result in behavioural and attitudinal
change. More so, we could observe that EE serve as an integral part Ior the achievement oI
ecological reIlexivity, where in there is the need Ior these institutions that reIlect on environment
goals to be made aware oI environmental issues so as to reIlect on how to address and come up with
appropriate policies that can Ioster positive attitude towards the environment and better
technological designs to handle the prevailing environmental problems.
The limitation oI this theory to our research is that, much oI its research has been in relation to
industrial processes in the developed world. Most particularly, it is costly and requires much time
thus it seems unattainable in a Ioreseeable Iuture in a developing country.
2.2. Involvement theory
We understand involvement to be synonymous with participation. However literature review
reveals that involvement or participation is understood and practiced in diIIerent ways, in diIIerent
spheres at diIIerent times. This section`s discussion will be based on one theory Irom the
communications Iield which says that as an issue becomes increasingly relevant Ior a group, that
group is more likely to try to push that issue onto the agenda (Nitz). In the Iollowing section we will
brieIly discuss what involvement is in the context oI three perspectives or dimensions: democratic
process, communications and development. For convenience, we will start this section by the
discussion oI the political perspective and use participation and involvement interchangeably.
In its early history, we Iind involvement associated with the theories oI democracy. One school oI
thought describes participation as: '...Involvement oI any person in purposeIul activity directed at a
governmental decision maker with the intent oI inIluencing decision or action... (Potter,1983).
Participation in this regard has a long history in the developed world. It arose in the waning years


oI the twentieth century to ensure more direct political as well as market expression with the aim oI
operationalizing the muddy concepts oI democracy and consumer sovereignty. The emphasis in the
classical democratic theory up on participation is thus based on the assumption that such an
involvement is an essential means to the Iull development oI capabilities oI citizens (Daneke,
Gracia and Priscoli, 1983). According to Daneke, in those days participation was viewed as '.the
tranquil choice made by apathetic masses between competing elite. Pradig Thomas agrees with
this idea when he says: '.Participation primarily signiIies sharing in activities or processes that
was traditionally organized & implemented in hierarchal or exclusive ways. OIten it happens
through political choice & it is thereIore a political activity. Thus, Irom the point oI view oI
political process, participation is a necessary ingredient in the pursuit oI responsive and responsible
bureaucracy and public administration (Daneke, Gracia and Priscoli, 1983, pg15).
II we consider the situation in the EU as an example, since recent past active citizenship or public
involvement has emerged as an important agenda. Involvement is understood in the EU as: '.Any
Iorm oI productive contribution to society including peoples capacity to take an active role in public
aIIairs whether through Iormal democratic structures, through the press, through public debate,
through associations, political parties, trade unions, local clubs and societies or simply through
inIormal net works. (Chanan, 1997). He argues Iurther that, involvement in public aIIairs such as
public services, voluntary activities or the democratic process is considered to be public
involvement in the EU.
Apart Irom the political or public administration domain, involvement is an important subject in the
communications Iield also. It is a core variable, which determines how messages would be received,
and is one oI the three dimensions oI any communicative act which plays a central role in the
dynamics oI persuasion (Nitz). Nitz deIines involvement as the importance or relevance oI an
attitudinal issue under consideration. According to him, involvement is viewed as a multi-
dimensional issue, which has a signiIicant importance in guiding decisions. He gives the works oI
Johnson & Eagly`s tripartite Iramework oI outcome relevant, impression relevant & value relevant
involvement to aid conceptualization oI the theory oI involvement.
'. Outcome-relevant involvement is the relevance oI an issue to an organization's currently
important goals and outcomes (Johnson & Eagly, 1989). Publics and organizations are most likely


to be active and knowledgeable on issues oI importance or relevance to them. Value-relevant
involvement deals with attitudes based on a social and personal value system. It is a "psychological
state created by the activation oI attitudes that are linked to important values" (Johnson & Eagly,
1989, p. 290). These values are assumed to be enduring and more salient since they become part oI
the selI-concept or image. An issue high in value-relevant involvement taps into a constellation oI
values. Impression-relevant involvement is driven more by utilitarian motives. This construct makes
"salient the presentational consequences oI postmessage positions" (Johnson & Eagly, 1989, p.
292). High-involved publics are more concerned with the consequences oI their responses and are
more attentive to the instrumental meaning oI their attitudes. Adopting a position that maximizes
immediate situational rewards is more important than the issue itselI. II a persuader can create
messages emphasizing situational rewards that the target audience values, persuasive success can
occur. (Nitz).
The above deIinitions depict involvement as an important aid in understanding how an organization
might communicate issues such as environmental management or sustainability to the public or
community. To substantiate this importance Nitz gives practical examples Ior each oI the above
dimensions oI involvement. II we consider the out come-relevant involvement aspect, an
organisation may ask itselI about how sustainability is relevant to it or to the public. The answer an
organisation gives to this question shows how it will communicate and act on the issue. As the
potential oI relevance oI sustainability to the organization increases, the organizations
environmental communication would be changed and it is most likely that it is to Iorm opinions,
seek more inIormation, use the media and act on that issue (Nitz).
From the Value-relevant side Nitz argues that an organization would consider the importance oI
sustainability or an environmental issue has to the value system oI the organization or the public.
The more the relevance oI the issue to the organization`s value system the more likely it is that the
organization will act on the issue. He also says, looking good to others or the public is an important
Iactor. A politician in-charge oI an agency Ior example may ask himselI what stand or opinion on
sustainability or environmental issue looks best to most oI the constituencies and may be careIul Ior
public opinion and may try to act accordingly in decision-making (Nitz).



Involvement is also widely used in the development arena. There are many deIinitions oI
involvement or participation in the development context. In our view, the rational Ior the wide
popularity in the development Iield is the general notion that the more participation oI stakeholders
in a project or process the more eIIicient and sustainable it is. However in practice, participation in
local development projects is not the same as participation in national policies (White et al, 1994).
White argues that participation is kaleidoscopic and contextual with many deIinitions and
application diIIering Irom local to non-local participation, Irom place to place and Irom project to
project. He cites as an example, the type oI participation practiced in Eastern Europe, which is
diIIerent Irom what is applied in the developing world. However, even though it is a complex and
dynamic phenomenon, participation is an important concept in development since involving the
people concerned is Iundamental to sustainable development and empowerment (White et al, 1994).
This Iluidity makes it diIIicult not only to develop a commonly accepted deIinition oI involvement
but also to theorize about conditions needed to realize it or its impact in absolute terms (Lund,
1997). Genuine participation can be understood as a situation where the development bureaucracy,
the local elite, and the local people are working cooperatively through out the decision-making
process and the people are empowered to control the action to be taken (White et al, 1994).
Practical questions such as who participates? how eIIective is participation? what Iosters or impedes
participation? how is active involvement ensured? etc. arise with regard to the practice or
implementation oI involvement in the development Iield. AIter the research made on active citizen
participation in Europe, Chanan says the question oI securing active participation oI local people in
development and implementation oI social policies has become more important through out Europe.
In Iact due to the outcome oI the successive UN events held in recent years in this regard, this is an
issue oI concern through out the world (Chanan, 1997). According to Chanan, the locality is the
practical location Ior most oI the participation, be it in the general sense oI active participation or a
response to a development project. For this reason local community involvement is an important
example oI active citizenship (Ghanan, 1997). For him an eIIective type oI participation would be:
'.Where representatives oI local communities sit on the boards oI local development partnerships,
taking part in planning, mobilizing voluntary eIIorts and organizing consultation and inIormation
through out the local population..


The World Bank, which is a knowledge and Iinance institution has a worldwide experience in
participatory approach to development and has also its own working deIinition. Participation is
understood in the World Bank as the process through which stakeholders are actively involved not
only in priority setting but also in important issues such as policy making resource management and
access to services. This is reIlected in a remark made by one oI its presidents: '.Within recent
years, change has brought more inIormation and openness to the world. Change has also brought
more participation to development. Governments, donor agencies, International organizations and
nongovernmental organizations should welcome this change. In so doing, we can redouble eIIorts to
support the aspirations and involvement oI people in development processes. The World Bank's
interest in participatory development is not new. Our operational experience suggests that projects
can be more eIIicient and sustainable when they involve those they are intended to help.
Participation can also be complex and time-consuming. Important judgments and trade-oIIs are
necessary in the process oI engaging with aIIected groups and potential beneIiciaries, especially in
large-scale projects. But, I believe that increased participation will increase the eIIectiveness oI
development... (Preston, 1994).
From our discussion, we learn that, eIIective cooperation amongst stakeholders is integral to the
success oI any environmental education and awareness-raising program. The participation oI
strategic groups is a crucial element in the Environmental Education and Awareness Strategy. This
is because, people may not change their environmentally relevant practices iI they do not have a say
in planning, implementing and evaluating the action Ior change. Furthermore, participation is an
eIIective way in the learning process. Participation is a condition by which local knowledge, skills
and resources can be mobilized and Iully employed. That is why the participation oI stakeholders
should be incorporated in the entire EE process. When people act and contribute, they oIten acquire
new skills and have the opportunity oI organizing themselves, with a variety oI returns Ior local
equity, selI-reliance and building oI community or group identity. The participation oI local people
provides an assurance oI the sustainability oI a conservation initiative. When people take part in
assessing environmental problems, resources and opportunities, they acquire inIormation and
enhance their awareness oI the Iactors that play a role in their lives.



We also understand that, publics and organizations are most likely to be active and knowledgeable
on issues oI importance or relevance to them. This implies that the communication process designed
to reach the diIIerent audiences is oI importance. ThereIore we can see that, there is applicability oI
these thoughts in EE whose contents or message has to be made oI relevance to the audience or
group being targeted. In addition to that, the process oI EE will be more eIIicient and sustainable iI
all local stakeholders or audiences are reached.
2.3 Theories of Learning
In this section we will try to understand how the learning process takes place in the human mind, by
looking in to some learning theories. Man has always been curious about how he learns and this
curiosity has lead people since ancient times to develop ideas about learning. It is however since the
seventeenth century that systematic theories oI learning begun to emerge (Bigge, 1971). Learning is
a basic adaptive Iunction oI human beings and people are active agents in the acquisition oI
knowledge (BransIord, Brown and Cocking). As a result society has been progressing in continuous
change and development through learning. The Iollowing statement Irom UNESCO reIlects this
Iact: '.There can be Iew more pressing and critical goals Ior the Iuture oI humankind than to
ensure steady improvement in the quality oI liIe Ior this and Iuture generations, in a way that
respects our common heritage the planet we live on. As people we seek positive change Ior our
children, our grandchildren and ourselves; we must do it in ways that respect the right oI all to do
so. To do this we must learn constantly about ourselves, our potential, our limitations, our
relationships, our society, our environment, our world. Education Ior sustainable development is a
liIe-wide and liIelong endeavor which challenges individuals, institutions and societies to view
tomorrow as a day that belongs to all oI us, or it will not belong to anyone.
But, how do people learn? or how does the learning process take place in the human mind? are
some oI the many questions oIten raised. Much oI what people learn occurs without Iormal
education while systematic and organized inIormation systems such as reading, mathematics, the
sciences, literature, and the history oI a society require Iormal instruction. Learning is also a
continuous process, which can be speeded up slowed down or directed (BransIord, Brown and
Cocking). Researchers have been inspired by these types oI questions Ior centuries and have
developed many theories so Iar. But because there are numerous theories, it is practically


impossible to discuss all oI them. The easier way is to categorize them in to groups. But still there
are diIIerent ways oI grouping theories oI learning. Some categorize modern theories in to Iive
Iamilies or groups, which are Functionalistic, Associationistic, Cognitive, Neurophysiological and
Evolutionary (Hengenahn and Olson, 2001).
The Iunctionalistic paradigm oI learning reIlects the inIluence oI Darwin`s theories since it Iocuses
on the relationship between learning and adjustment to the environment while the associationistic
paradigm reIers to the learning process that Iollows the laws oI association (Hengenhahn and Olson,
2001). They are oI the opinion that, cognitive group Iocuses on the cognitive nature oI learning,
while the neurophysiological thinking tries to isolate the neurophysiological correlation oI learning
perception, thinking and intelligence. The evolutionary group emphasizes on the evolutionary
history oI the learning organism and Iocuses on the ways that evolutionary process prepares
organisms Ior some kind oI learning.
There are others who classiIy modern theories in to two broad categories, which are: the Stimulus-
Response (S-R) conditioning theories oI the behaviouristic Iamily and the cognitive theories oI the
Gestalt-Iield Iamily (Bigge 1971). For behaviouristic or conditioning theorists learning is a change
in behaviour and occurs through stimuli and responses becoming related according to mechanistic
principles. For the Gestalt Iield theorists however, learning is a process oI gaining or changing
insights, outlooks or thought patterns (Bigge 1971).
According to Bigge, the diIIerence between these two lines oI thought is that the behaviourists
interpret learning in terms oI behavioural tendencies while the cognitive Iamily explains learning in
terms oI reorganization oI perceptual or cognitive Iields or systems. This could be best explained by
considering a teacher teaching in a Iormal education oI school children as an example. According to
the behaviouristic approach, the teacher desires to change the behavior oI his students in a
signiIicant way. A cognitive oriented teacher on the other hand aims at helping the students change
their understanding oI signiIicant problems and situations (Bigge 1971).
It could also be argued that the behaviouristic category has two major aspects oI learning; the
cognitive and experiential. Some learning is primarily cognitive, primarily the Iixing oI certain
associations which does not bring change in the learner. The other type is primarily experiential or


signiIicant (meaningIul). It has a quality oI personal involvement where the whole person (learner)
in both Ieeling and cognitive aspect is involved in the learning event. It is selI initiated and it makes
a diIIerence in the behavior oI the learner, attitudes and the personality oI the learner (Rogers etal
1976, pg 509).
We will now select some speciIic learning theories which are still popular in the literature Ior
Iurther discussion. We will limit our discussion to behaviourist, cognitivist, humanist, social/
institutional and constructivist theories. The purpose is to identiIy a theory which may help us
understand the learning process better and use it in our analysis
2.3.1 Behaviourism
The Behaviourist approach also known as stimulus-response (S/R) was established by a Russian
psychologist called Pavlov. It is among the widely discussed in literature. The Iocus on this group is
on the behavioural side oI learning and the answer given by this theory to the question on how
behaviour is aIIected by manipulation is simply by stimulation and rewards (Wal, 2003). Learning
according to this line oI thinking is realized step by step with a reward as a main goal, and consists
oI providing a stimulus Ior a given response in a repetitive manner. AIter a certain amount oI
Irequencies, the individual is able to automatically respond to a given motivation, whether such is
present or not (Wal, 2003).
To prove what this theory tells, experiments were conducted on animals. Palvov Ior example
experimented with sound as a stimuli and Iood as a reward, while another researcher called Skinner
experimented with instrumental conditioning where perIorming an action is rewarded immediately.
In this line oI thinking, learning is approached as the end product oI a process, which can be
recognized or seen (Wal, 2003). It can be argued that even though this approach has the virtue oI
showing a crucial aspect oI learning, which is change and the experiments conducted to prove the
theories make sense, it is rather not sharp. As a result one is Iorced to pose questions such as
whether a learner needs to perIorm in order Ior learning to have happened, whether there are other
Iactors that may cause behaviour to change and whether the change involved include the potential
Ior change (Smith, 1999). Such questions call Ior qualiIications and the study oI the eIIect oI
experience on learning and change oI behaviour. All changes resulting Irom experience do not


involve learning and conditioning may result in a change in behaviour, but the change may not
generate new knowledge. The Iocus should thus be not on behaviour but on changes in the ways in
which people understand or experience the world around them (Smith, 1999).
In behaviorism, the learning process is viewed, as a change in behavior and the Iocus is stimuli in
external environment. The purpose oI learning is thereIore, to obtain behavioral change in a desired
direction. Thus the role oI the educator becomes arranging the environment to elicit desired
response
2.3.2 Cognitivism
Cognitivism is another relevant approach to the process oI learning. Cognitive process such as
concept Iormation, risk taking and problem solving, which was ignored during the dominant era oI
behaviourism is gaining popularity as an area oI study (Hengenhahn Olson, 2001). The main Iocus
Ior this approach is on the way the mind works with regards to storing inIormation and retrieving. It
tries also to address the role oI instruction variables in the learning process. In this approach it is
assumed that human beings learn: '.Through experience, interpretation oI such and retention oI its
positive aspects. That is, a human being goes through several experiences, whether in Iormal or
inIormal situations, learning Irom such contexts always Irom the perspective oI acquiring
knowledge Irom the experiences. As a result, in subsequent instances, one reacts more Iavourably
towards a given experience.(Smith, 1999).
The learning process is viewed as an internal mental process and the locus oI learning is the internal
cognitive restructuring. The aim oI teaching in this theory is to develop capacity and skills to learn
better and the role oI the educator is to structure the content oI the learning activity.
2.3.3 Social learning
This theory Iocuses on the interaction oI people, their behaviour and their environment and assumes
that interaction with and observation oI other people serves as an incentive to learning (Wal, 2003).
People learn Irom observing other people and these observations take place in a social setting where
participation and interaction in society are important Iactors. These observations help the learner see
the consequences oI the behaviour oI others (Smith, 1999). Because learning takes place by


imitation and copying oI behaviour, the teacher is expected in this theory to impart new roles and
behaviour through instruction (Wal, 2003).
According to Bandura to whom this approach is attributed, models are eIIective iI they are seen as
having respect, competence or high status and considers teachers as highly inIluential models
(Hergenhahn and Olson, 2001). This approach to learning has many implications Ior education:
'.to use it eIIectively in the classroom the teacher must take in to consideration the attentional,
retentional, motor and motivational processes oI each student. With these things in mind, Iilms,
television, lectures, slides, tapes, demonstrations and displays can be used to model eIIectively a
wide variety oI educational experiences.(Hergenhahn and Olson, 2001).
2.3.4 Humanist
This orientation is attributed to Maslove and Rogers and the Iocus is the human potential Ior
growth. Learning is seen as a Iorm oI selI-actualization, which contributes to psychological health
(Sahakian, 1984). In this approach, while selI-actualization is seen as the primary goal, other goals
are also important. These include a sense oI accomplishment and the controlling oI impulses
(Smith, 1999). The role oI education in this orientation is satisIaction oI the aIIective and cognitive
needs oI the learner and the Iunction oI the teacher is to Iacilitate the development oI the whole
person by guiding the learner to the attainment oI the skill oI selI-directed learning, by which the
learner becomes Ireed and in control oI the learning process (Wal, 2003).
Education in this theory is understood as a personal act to IulIil potential and the locus oI learning is
aIIective and cognitive needs. Learning is thus undertaken to become selI-actualized. According to
this theory the role oI the teacher is to Iacilitate the development oI the whole person.

2.3.5 Constructivism

Constructivism is another relevant learning theory gaining popularity. This approach is credited to
Piaget, who established that individuals learn constructing knowledge in their brains.
Constructivism is an approach to knowledge and learning based on the premise that cognition
(learning) is the result oI mental construction, where people learn by Iitting new inIormation
together with what they already know. One assumption in this theory is that learning is aIIected by


the context in which an idea is taught as well as by the learners' belieIs and attitudes and it is
construction oI new internal representation oI inIormation, which is diIIerent Ior every learner due
to diIIerent experiences. It is also understood in this theory that due to unique personal
conIigurations, it is not possible to set up a uniIorm learning process Ior all learners since every
learner has diIIerent previous knowledge (NCREL). However, this approach to the process oI
acquiring knowledge does not deny the existence oI the real world. Its argument, rather is that what
is known about the world is human interpretation oI our experience oI the world (Bendnar et al,
1995)

Constructivism expresses it selI in Iive themes: active agency, order, selI, social symbolic
relatedness and liIe span development (Mahony, 2005). In this theory, it is argued that human
experiencing involve continuous active agency, which distinguishes constructivism Irom other
Iorms oI determinism that considers humans as passive pawns in the play oI larger Iorces. More
over, human activity is devoted to ordering process i.e. the organizational patterning oI experience.
According to Mahony constructivists argue also that the organization oI personal activity is
Iundamentally selI-reIerent or recursive, which makes the body a Iulcrum oI experiencing. It is also
argued that individuals cannot be understood apart Irom their organic embeddness in social and
symbolic systems. All oI these meaningIul and socially embedded selI organization reIlects on
ongoing developmental Ilow in which dynamic dialectical tensions are essential where order and
disorder co-exist in liIe long quest Ior a dynamic balance that is never achieved (Mahoney 2005).

For constructivism, knowledge is not a Iixed object; it is rather constructed by an individual through
personal experience oI the object. This approach to learning emphasises authentic challenging
projects that include students, teachers and experts in learning community with the goal oI creating
a community that is closely related to the collaborative practices oI the real world (Hsiao).
According to Hsiao, in an authentic environment, learners are responsible Ior their own learning to
develop meta-cognitive abilities. He argues that, when people work collaboratively, they bring their
own Iramework and perspective to the activity. They can see problems Irom diIIerent angles and
can negotiate and generate meaning and solution through shared understanding. Hsiao also says that
the constructivist way oI looking at the learning process has some help in understanding how


learning can be Iacilitated through certain types oI engaging and constructive activities. It
emphasises on meaning making through active participation in socially, culturally, historically and
politically situated contexts (Hsiao)

Constructivism approaches to teaching and learning with the premise that cognition (learning) is the
result oI mental construction. In other words, learners learn by Iitting new inIormation together with
what they already know. Constructivist teaching is based on recent research about the human brain
and what is known about how learning occurs (NCREL). The constructivist teacher uses tools such
as problem-solving and inquiry-based learning activities (experiments, real-world problems etc)
with which learners Iormulate and test their ideas, draw conclusions and inIerences, and pool and
convey their knowledge in a collaborative learning environment. Her role is thus, to encourage
learners to use active techniques to create more knowledge and then to reIlect on and talk about
what they are doing and how their understanding is changing.
From the discussion oI the constructivist approach, we have learnt that, creation oI knowledge in
the mind is a Iorm oI construction, which involves reIlection, which is diIIerent with every learner.
We will use these thoughts to guide us in our study on how EE can be implemented and how it can
result in meaningIul knowledge that can contribute to a positive change in attitude and behaviour
towards the environment.
In our view many oI the theories are targeting change in the human mind, where reactions
preIerences, decisions etc are made. All aim at communicating knowledge to cultivate the human
mind, which can help in insight as well as change oI behavior as a result oI selI-reIlection. As
Hengenhahn admits, it is diIIicult to Iind any theory oI learning that exactly Iits in to any oI the
above categories. Many oI these theories not only generally disagree over what constitutes learning
but also Iocus on diIIerent aspects oI learning and perIormance. Besides, within every theory some
aspects oI other paradigms can be identiIied (Hengenhahn, 2001). We learn in all oI the major
theoretical modes and all theorists have contributed to some aspect oI the learning process. For
example, as Hengenhahn argues, people respond in a conditioned manner to experiences through all
the sense organs. The experience oI shaping peoples behavior in the process oI learning is also


undeniable. Besides people certainly learn by observing and imitating behavior. Above all it is
obvious that learning is both enhanced and limited biologically and people mature in a certain order.
In conclusion we have seen Irom ecological modernisation theory that ecological reIlexivity can
lead to an environmentally conscious and Iriendly society. From our discussion on involvement
theory we understand that there is the need Ior proper communication oI values and relevance oI
environmental issues. There is also the need Ior participation oI relevant stakeholders so as to make
the process oI EE more IruitIul and sustainable. From the discussion on constructivist approach oI
learning, we noted that people learn by constructing knowledge in their brain. We have identiIied
Irom this theory thoughts that guide the proper implementation oI EE. Based on this, we can
conclude that, EE has an important role in achieving ecological modernity. On the other hand,
involvement and the constructivist approach oI learning serves as theoretical guides on how EE can
be properly implemented.



CHAPTER THREE

Environmental Education

3.1 Introduction

Throughout human history education and the environment have been linked. People have always
looked at the living and non-living world around them Ior resources that would better their lives.
Humans Iashioned tools to catch Iood and later utilised the seasons to grow crops. SigniIicantly,
they educated others on how best to do this. The use oI the environments` resources was the
common link between the environment and education.

The more modern concept oI environmental education is still broadly about resources but more
speciIically about the eIIective sustainable utilisation, conservation oI existing resources and
management oI natural systems. Environmental education in its broadest sense encompasses raising
awareness about the environment, acquiring new perspectives, values, knowledge and skills Ior
conserving the environment, and Iormal and inIormal processes leading to changed behaviour in
support oI a sustainable environment (HMMPA Environmental Education Training Manual, 2002).

We are learning that our modern liIestyles have placed increasing pressure on the natural
environment, at such a scale that, what would have been localised environmental changes have
become global. We are currently witnessing this global environmental change, and many people
acknowledge that we need to alter our behaviours now to ensure our quality oI liIe in the Iuture.
This quality oI liIe is measured in the basic needs, oI air we breath, water we drink and Iood we eat.
Current environmental changes are negatively eIIecting these basic needs, in parts oI the world such



that, the air is dirty, the water is polluted and entire climates are changing making it more diIIicult
to grow enough Iood (HMMPA Environmental Education Training Manual, 2002).

For the Ioreseeable Iuture, sustainable management oI the environment will be one oI the greatest
challenges conIronting the world. Climate change, loss oI plants and animals, biodiversity,
declining Iisheries, and trade in endangered plants and animals are only a Iew oI the major
environmental threats, aIIecting the world (HMMPA Environmental Education Training Manual,
2002).

Worldwide recognition that these problems reIlect a need Ior global commitment to sustainability
and the corresponding importance oI environmental education in moving towards possible solutions
has put the concept oI environmental education on the agenda oI many International ConIerences.
UNESCO (1997) has stated that; 'It is widely agreed that education is the most eIIective means that
society possesses Ior conIronting the challenges oI the Iuture. Indeed, education will shape the
world oI tomorrow.

3.2 Modern concepts of Environmental Education

In its modern Iorm, EE is viewed as Education Ior Sustainable Development, which is in line with
the modern concept oI sustainable development. There are signiIicant diIIerences between
conventional education, which aims at developing people's proIessional skills, and environmental
education, which speciIically and unequivocally aims at inIluencing people's values, attitudes and
behavior toward a broad range oI environmental issues. As such, environmental education is a
Iunction oI education, which goes much Iurther than building knowledge and understanding about
the environment and its problems. This is because environmental problems are the product oI highly
complex, and oIten long- standing, social and environmental interactions such that, solutions cannot
be achieved simply by explaining that the problems exist, nor are descriptions oI ecosystems, the
beauties oI the natural world, and the interconnectedness oI natural environments suIIicient. The
natural Iorces that create diIIerent environments are not the ones that cause the problems. These are
produced by people (UNDP, 1995).



Education Ior Sustainable Development was Iirst described in Chapter 36 oI Agenda 21. This
chapter stated that 'Education, including Iormal education, public awareness and training should be
recognized as a process by which human beings and societies can reach their Iullest potential.
Education is critical Ior promoting sustainable development and improving the capacity oI people to
address environment and development issues. Both Iormal and non-Iormal educations are
indispensable to changing people's attitudes so that they have the capacity to assess and address
their sustainable development concerns. (UN DSSD). ThereIore, in order to achieve its goals,
environmental education must go beyond awareness, knowledge and understanding. It must lead to
action and stimulate responsible decision-making at all levels and help individuals and social
groups to acquire:
an awareness oI, and sensitivity to the total environment and its allied problems;
a basic knowledge and understanding oI the total environment (both natural and man-made),
its associated problems and humanity's critically responsible presence and role in it;
social attitudes and values, strong Ieelings oI concern Ior the environment and the
motivation to actively participate in its protection and improvement;
the skills to take part in the decision-making process to solve environmental problems;
the ability to evaluate environmental measures and education programs in terms oI
ecological, political, economic, social, aesthetic and educational Iactors; and
a sense oI responsibility, participation, and urgency regarding environmental problems to
ensure appropriate behavioral responses to some oI these problems (UNDP, 1995)

In a Iast changing world oI competing priorities, it is all too easy Ior governments, businesses, and
individuals to turn away Irom the medium and long-term problems (which most environmental
threats are) and Iocus exclusively on the short-term. Without the empowerment and capacity to
address problems, which environmental education provides, a short-term Iocus is all the more
likely. Environmental Education is an important tool in promoting more sustainable practices that
may help to reduce the current scale oI environmental change and ensure a better quality oI liIe Ior
all. The Ioundation oI sustainable development is based on the way we think, the values we hold
and the decisions we make. A public that is educated on the need Ior sustainable resource use is



essential to achieving sustainable development; this is the primary role oI modern environmental
education.

3.3 Relationship between EE and environmental management

Environmental education can help to build the necessary support and capability oI environmental
management. Indeed, it constitutes both a precondition Ior and a tool to be used in eIIective
implementation. The Iailure to incorporate environmental concerns into Iormal and inIormal
education can thereIore be an obstacle to eIIective environmental management. In countries where
oIIicial development model is not sustainable, the Iirst role oI environmental education may be to
work towards a change oI that model; otherwise the model becomes a major obstacle to eIIective
environmental management.

Environmental education takes into account the diversity oI problems Iaced by diIIerent people in
diIIerent locations and/or occupations. It reaches diIIerent target groups and has diIIerent degrees oI
credibility or power oI persuasion. ThereIore, it is now widely recognized that environmental
education should be part oI a country`s environmental strategies and oI National Environmental
Action Plans. Environmental education will be needed not only to increase awareness, knowledge
and skills, but also to build up the constituency supporting environmental concerns, which is
necessary to keep an environmental management process Ilourishing (Erocal, 1991).

Conceptually, the link between environmental management and environmental education is quite
straightIorward. At the level oI education system, it can be seen to consist oI the incorporation oI
the principles oI sustainable development into teaching. At the level oI national political and
economic decision-making, leaders and entrepreneurs have to be made aware oI the environmental
issues and how they can be addressed beIore appropriate policies can be designed and institutions
be set up. At a more technical level, people have to be trained to manage and monitor systems to
protect the environment. Environmental education should constitute an integral part oI concrete
measures to establish eIIective environmental policies in developing countries (Erocal, 1991).



3.4 The role of EE in environmental management

It is widely accepted that, education is an eIIective means that society possesses Ior conIronting the
challenges oI the Iuture. Over time, education also powerIully aIIects cultures and societies,
increasing their concern over unsustainable practices and their capacities to conIront and master
change (UNESCO, 2005). Education not only can inIorm people, but can change them. Education
makes people wiser, more knowledgeable, better inIormed, ethical, responsible, critical and capable
oI continuing to learn (UNESCO, 2005).

3.4.1 EE in ensuring sustainable development

We are living in the planet where everybody recognizes that current economic development trends
are not sustainable and that we are Iacing tremendous environmental challenges. Education is key to
sustainability (ESD Toolkit) and an essential Ioundation Ior sustainable development. Sustainability
requires a population that is aware oI the goals oI a sustainable society and has the knowledge and
skills to contribute to these goals. Education is considered as a means Ior disseminating the
knowledge and developing skills, Ior bringing about desired changes in behaviors, values and
liIestyles necessary to achieve sustainable development, and Ior promoting public support Ior the
continuing and Iundamental changes that will be required. Education is humanity`s hope and an
eIIective means in the quest to achieve sustainable development (UNESCO, 2003).

3.4.2 EE in enhancing knowledge and awareness about the environment

How can individuals be able to recognize and solve environmental problems without any basic
knowledge and understanding oI the environment? As clearly stated in chapter 36 oI Agenda 21,
'The objective is to promote broad public awareness as an essential part oI a global education eIIort
to strengthen attitudes, values and actions which are compatible with sustainable development. For
'the educational process deals with man's relationship with his natural and man-made
surroundings (U.S. Public Law 91-516, 1970), environmental education can 'Ioster awareness oI
other liIe and oI inter-relationships, learning to recognize the eIIects (good and bad) we have on
physical surroundings (Senate Report Ior the Environment Education Act, 1970). Environmental


education can help to recognize 'values and clariIy concepts in order to develop skills and attitudes
necessary to understand and appreciate the interrelatedness among man, his culture, and his
biophysical surroundings (IUCN 1970). Environmental education is important because it helps
people understand how their actions and choices aIIect the environment (Arva Jackson, 1995) and
promotes among citizens the awareness and understanding oI the environment, our relationship to
it, and the concern and responsible action necessary to assure our survival and to improve the
quality oI liIe (Senate Report Ior the Environmental Education, 1970).

3.4.3 EE in addressing and solving environmental problems

Environmental education is also an indispensable means to address the entire range oI
environmental problems that are threatening the sustainability oI the planet. Our environmental
problems stem Irom our inability to develop a system oI social values, liIe styles, and institutions,
which enable us to live in harmony with the environment. Carol Browner (1995) pointed that:
'Expanding inIormation, expanding involvement are keys to solving environmental problems
problems as small as the contamination oI the local creek and problems as large as the ozone hole.
Environmental education is aimed at producing a citizenry that is aware oI how to help solve these
problems, and motivated to work toward their solution (Stapp, etal). Richard Wilke, Iirmly believes
that: 'Prevention is a better strategy than enIorcement or remediation, and environmental education
is the best approach to preventing environmental problems (Jackson, 1995).

3.4.4 EE in solving environmental conflicts

Diverging interests between diIIerent actors means that the providers oI environmental education
will Irom time to time Iind themselves becoming part oI the struggle. A prime purpose oI
environmental education is to give people the determination to act with a view to solving or
preventing environmental problems. This struggle can take place around diIIerent problem
conIigurations, Ior example between those who want to protect certain species or natural habitats
and those who traditionally depend on them Ior their livelihood. In this case, environmental
education can increase the likelihood oI a win-win solution because EE may identiIy or promote


alternative sources oI income in addition to raising awareness about the merits oI conservation. A
diIIerent kind oI struggle can be seen where the same resources are claimed Ior diIIerent economic
uses, e.g by traditional Iorest dwellers and modern logging enterprises, with diIIerent environmental
consequences. In such cases, powerIul economic interests tend to threaten both the livelihood oI the
local population and the natural environment. Environmental education beyond providing
knowledge and awareness will have to mobilize commensurate Iorces to protect the environment
and the people who live in it sustainably (Schneider & Hartmut, 1992)

3.5 Model for teaching and learning environmental education

At present, environmental education aims to create a population that not only is knowledgeable but
also has a positive attitude and is taking action to conserve the environment. ThereIore, a
combination oI education about the environment, in/Irom the environment and Ior the environment
enables individuals and groups to acquire the knowledge, value, attitude and skills needed to protect
and improve the environment.
Education about the environment provides learners with practical knowledge about the environment
and the impact humans have on it.
Education in or from the environment uses the natural environment as a teaching tool a natural
laboratory to provide the knowledge and hone the skills to protect it. This component helps develop
values and create positive attitudes.
Education for the environment develop a consciousness and deep concern about living environment
and promote responsibility Ior taking care oI and protecting it to develop attitudes and levels oI
understanding which inIluence people to take collective action that will positively beneIit the Earth.



Figure 1. Model for teaching and learning in environmental education (Palmer, 1998)

This approach helps learners to realize the complex nature oI the environment and makes sure that
they are introduced to the inseparable nature oI the various components oI an environment and to
the inter-relations oI these. According to Palmer, there are Iour elements oI the environmental
curriculum:



The empirical element.- this is concerned with those aspects oI the environment that lend
themselves to objective demonstration, measurement and analysis. The main priority is to ensure
that all learners have as many opportunities as possible oI making direct contact with the
environment through observation and by measuring, recording, interpreting and discussion what has
been observed.

The svnoptic element. - learners need to be made aware oI the complex nature oI the environment.
The aim oI synoptic studies is to help learners realize the complexity oI such issues and to introduce
them to the inseparable nature oI the various components oI the environment and to the inter-
relations oI these. Method is as important as content in achieving this.

The aesthetic element. - the aesthetic elements may help a learner to realize that there is no right or
wrong answer in absolute terms to aesthetic questions and that the answer to environmental issues is
Irequently a compromise.

The ethical element. - a program oI environmental education aims at introducing learners to the idea
oI personal responsibility Ior the environment and the concept oI stewardship. It trains learners to
ask iI the criteria oI proposed actions are based on morally justiIiable values.

These Iour elements are useIul to help make the link between the education about, in/Irom and Ior
the environment and three dimensions oI learning, which are knowledge and understanding, skill
and attitudes (Palmer, 1998). The above Iigure represents these various components with their inter-
relationships oI environmental education in a diagrammatic Iorm.

The acquisition oI knowledge and understanding about the environment will enable learners not just
to hold a store oI relevant concepts, Iacts and Iigures, but also to critically evaluate issues and
situations in the light oI inIormed understanding. Knowledge will also inevitably encourage the
appreciation and promotion oI desired values and attitudes, especially iI that knowledge is gained as
a result oI addressing real issues and problems that have a reIerence point in the learners` own lives
(Palmer, 1998).


Personal experiences, investigations and problem solving in the environment enable reIlection and
the development oI critical awareness and concern. Working in or through the environment leads to
the acquisition oI a great deal oI knowledge and understanding as a result oI Iirst-hand experiences,
as well as to the reIinement oI skills such as those needed Ior investigation, communication,
negotiation and problem-solving (Palmer, 1998).

When learners are encouraged to explore their personal response to and relationship with the
environment and environmental issues, it is likely that this will help them to develop a personal
ethic Ior the world. Knowledge becomes more than 'Iacts to be learned. Learning and reIlection
'on behalI oI the environment is likely to be oI an issue-based, action-orientated, problem-solving
nature. Such learning will clearly link with the development oI attitudes and values, including
elements oI and reIlections on human understanding and behavior necessary Ior the development oI
sustainable living patterns and caring use oI the planet and its resources (Palmer, 1998).

However, without 'experience, 'concern and 'action, no environmental learning can be truly
meaningIul and worthwhile. Educational experiences enable learners to acquire an appropriate
range oI knowledge, understanding and concepts about the environment, so that critical judgments
can be made concerning people`s inter-relationships with it. Investigatory tasks and opportunities
Ior sensory experiences and reIlection in the environment allow Ior the acquisition and reIinement
oI environmentally Iocused skills, the gaining oI Iurther relevant knowledge, and the development
oI appropriate attitudes and environmental awareness. SpeciIic tasks should Iocus on education Ior
the environment, perhaps oI a problem solving, action orientated nature, Iostering the development
oI understanding, attitudes and values. ThereIore, extending personal experiences, developing and
promoting personal concerns and promoting personal actions are inevitably incorporated.
SuccessIul programs oI environmental education will take account oI the inclusion oI all oI these
elements, by providing appropriate tasks and experiences.

Formative inIluences or signiIicant liIe experiences that individuals bring to their Iurther learning
may be more signiIicant in the development oI environmental understanding and concern and
educators need to be aware oI prior knowledge and building upon it is a meaningIul way. From such

Iormative inIluences, through a combination oI 'liIe and Iormal education programs, individuals
may acquire the necessary range oI knowledge and understanding, skills, attitudes and values that
Ioster personal concern and enable them to act in pro-environmental way.

3.6 Formal and non-formal environmental education

Implementing environmental education is a huge task. This is because it is a liIelong process where
the inIormal education must work cooperatively with the Iormal education Ior the education oI the
entire population by identiIying target audiences Irom the general public as well as themes Ior
environmental education (ESD Toolkit). Palmer thought that the world`s successIul programs in the
twenty-Iirst century will surely be those in which the Iormal and inIormal elements oI education are
supported alongside each other. Formal environmental education relates to schools, colleges and
higher education both compulsory and non-compulsory. Non-Iormal environmental education
relates to extra curricular and group activities held at environmental education or Iield study
centers, with group oI youth, women or Iarmers (Matarasso & Nguyen, 2002).

3.6.1 Model for formal environmental education

Teaching environmental education as a separate subject

This model is applied to develop environmental education as a subject that is separate and
distinct but exists alongside other subjects in the schools` oIIicial curriculum. The advantage oI
this approach is that it allows Ior a more in-depth study oI the subject. In practice this is rarely
done, because existing curricula usually leave no room Ior the inclusion oI an entirely new
subject, and because it requires teachers that have been suIIiciently trained to teach
environmental education as a separate subject (Matarasso & Nguyen, 2002).

Teaching environmental education as part of other subjects

The principal way to expose school children to environmental education is the integration oI
environmental education into the school curriculum. In reality, some core subjects in the oIIicial
curriculum at the secondary school level such as biology, geography and chemistry also contain


and have the potential to integrate the environmental education lessons into them. ThereIore,
there may be no need to develop a new environmental education subject but instead
environmental education materials and lessons can be incorporated into the existing curriculum
oI two or three core subjects (Matarasso & Nguyen, 2002).

Model as an interdisciplinary approach

Environmental education is the subject with content, a process and an approach that can
contribute to all other subjects in some way. The environmental education content is shared
among a set oI chosen core subjects. When teaching environmental education as a part oI
several subjects, there is a great chance to use the pedagogical process to develop higher level oI
thinking and action. Furthermore, when environmental education is a part oI each subject, it will
make the subject more diverse and interesting (Matarasso & Nguyen, 2002).

3.6.2 Model for non-formal environmental education

Model of an Extra-curricular Activity

When there is no speciIic national strategy Ior integrating into Iormal education structure,
environmental education can be introduced to schools to extra-curricular activities such as
conservation clubs (Matarasso & Nguyen, 2002).

Model for Adult

When the program is Ior adult who are not in the Iormal education system or the school does not
have the capacity or desire to integrate environmental education into its curriculum, non-school
aIIiliated groups or clubs may be an appropriate venue. For example, environmental education
can be integrated into activities Ior Women`s Union or the Nature Ior LiIe Club Ior Adult
Iarmers in buIIer zone oI protected areas (Matarasso & Nguyen, 2002).



3.7 Learning types

To learn more about education, we need to understand how people learn. By understanding how
people learn, we can make education more eIIective. Every human being has a learning style and
every human being has strengths. Learning styles consist pattern oI behavior and perIormance by
which an individual approaches educational experiences (Matarasso & Nguyen, 2002). A learner
has a characteristic way oI perceiving, interacting and responding to the learning environment and
this will have been shaped by cognitive and eIIective Iactors, the structure oI neural organization
and the experiences Irom home, school and culture. Understanding diIIerent learning types can help
teachers understand what Iactors contribute to diIIerent preIerences oI learners and then, they can
become more attuned to the needs oI their learners. This knowledge helps teachers develop
techniques to improve or change the learning models. There are three learning types (Matarasso &
Nguyen, 2002).
Learning by visualization (29)

Learners can 'see their individual learning objectives clearly via either static or dynamic
images. They will readily 'see themselves operate in diIIerent contexts. They will oIten see
images associated with words or Ieelings. They will aIIirm their understanding oI new
inIormation only when they see it happen or see it written or described visually. When spelling,
they may 'see the word as they are about to write it down. A teacher oI visual preIerence oIten
says, 'Let`s imagine. ((Matarasso & Nguyen, 2002).

Learning by hearing (34)

Learners can easily understand things by an 'internal dialogue and preIer expressing
themselves with language. In anticipation oI a new situation, there may be mental rehearsal oI
what will happen. These people can usually create a lively and amusing learning environment
by speaking. A person with auditory preIerence oIten hears the word spelled out beIore writing
it. Teachers oI this type oIten say, 'Did you ask yourselI? (Matarasso & Nguyen, 2002).



Learning by kinesis (37)

Learners oIten attach their learning to their emotions or tactile sensations. When spelling a
word, such a person may 'Ieel himselI or herselI writing it letter by letter beIorehand or it may
simply Ieel right. An anticipated experience will come with strong motional associations. They
will experience the physical situation with all the related emotions that it brings. A teacher oI
kinaesthetic preIerence may ask, 'How do you Ieel about.? (Matarasso & Nguyen, 2002).

People learn in diIIerent ways so education should be done in diIIerent ways. Learning process is
best when educators can combine mediums satisIying these three types oI learning. ThereIore, the
use oI visual mediums (television, newspapers, brochures, books, newsletter, calendar, posters,
signboards), audio mediums (radio) and messages that touch audience`s emotions (movies, video
tapes) is essential in environmental education programs and activities. Teaching should also provide
learning opportunity to develop all intelligence areas. Methods that appeal to all intelligences,
including role-playing, musical perIormance, cooperative learning, reIlection, visualization, story
telling should be advocated in environmental education

3.8 The difference between children and adults in learning

People learn diIIerently at diIIerent age. It is necessary to understand how adults and children learn
diIIerently to be able to develop a suitable learning program Ior diIIerent target groups. While adult
are only willing to learn what they can apply immediately aIter learning, children are taught what
they will probably apply in their whole liIe. Adult are certain about what they want to learn and
have a lot oI experience and inIormation that aIIects how they learn but children have limited
experience and need more instructions when learning. Adult`s learning styles abilities are very
diIIerent and children also have diIIerent learning styles at the same growth period (Matarasso &
Nguyen, 2002).



3.8.1 Children learning principles

Children are one oI target audiences oI EE. Children will grow up and develop their attitude toward
the world, which will aIIect their Iuture decisions. Understanding the way children learn will help
educators to select right mediums, contents as well as approaches Ior EE at school. According to
Aletha Solter, children learn best when the learning is selI-initiated, arising Irom their own curiosity
and interests, rather than imposed on them. They learn best through hands-on experiences and selI-
discovery, rather than through direct instruction. A rich environment, with a variety oI manipulative
materials, Iacilitates children's learning. DiIIerent children have diIIerent learning styles (ex: visual,
auditory, kinesthetic) (Aware parenting institute, 2005).

Based on this child psychology, EE programs at schools should arouse an interest among school
children in the environment and demonstrate to them that, what they learn in school is oI relevance
to their liIe outside school by using various methods to introduce concepts on environment and
environmental issues instead oI only lectures. Stories, books, people, places, ideas, music, games,
illustrations, quizzes and competitions beneIit children in their process oI obtaining Iactual
inIormation. Furthermore, teachers should create conditions Ior children to discuss in groups and
provide an opportunity to explore environmental issues beyond the curriculum and classroom
activities. Outdoors activities such as Iield trips, raising seedlings, tree planting, and rubbish
collection are tools EE should employ Ior school programs.

3.8.2 Adult learning Principles

Part oI eIIective education involves understanding how adults learn best. Compared to children,
adults have special needs and requirements as learners. Adult learning occurs best when it is
participative, experiential, selI-directed, practical, reIlective, Iills an immediate need, provides
Ieedback, provides a saIe atmosphere, shows respect Ior the learner, and occurs in a comIortable
environment (Environmental Education Training, 2003). Based on the principle that learning is
most eIIicient when learners participate actively, educators should try to use techniques that
encourage their high participation such as guided discussion, group discussion, role-play, games,


simulations, and village theatre. Adults have liIe experiences and knowledge. This
knowledge/experience base needs to be connected to adult learning. Participants` experience and
knowledge is actually a resource Ior educators. Educators should tailor EE programs to the
experience level oI participants, create activities that use their experience and knowledge,
encourage them to share knowledge and experience with others, help them recall what they already
know Irom prior experience that relates to the topic oI learning, and draw Irom the experience oI
participants to share cases they have encountered.

3.9 Essential steps of EE and awareness raising activities

Based Irom various sources in literature and Irom one oI our member`s experience in the Iield, Iour
stages are outlined in order to achieve good programmes on environmental education and awareness
raising activities. They are: assessment, planning, implementation and evaluation.

Assessment: - In order to design and implement environmental education and awareness raising
programmes eIIectively, it is necessary to understand problems, current situation and relevant
stakeholders with knowledge, attitude and practice levels in the process oI assessment. InIormation
on local environment (biological, physical and social), on key environmental Ieatures and evidence
oI environmental degradation, on speciIic problems, how they have evolved, how they are likely to
evolve in the Iuture, and what actions need to be taken about them are obtained locally; diIIerent
points oI view between diIIerent groups in the community and inIormation on socio-economic
situation enable EE staII to identiIy group perceptions, attitudes and needs and to make a good plan
to work with the community. In the assessment stage, identiIication oI a project`s key stakeholders,
understanding their interest and behaviour is indispensable to the success oI environmental
education programs.

DiIIerent stakeholders generally have diIIerent interests, diIIerent ways oI perceiving problems and
opportunities with respect to natural resources, and diIIerent approaches to conservation. In order to
Iormulate campaign objectives or goals and develop strategy, it is useIul to understand present
knowledge, attitudes and practices levels oI audiences. Assessment and consideration oI their
expectation to the project, their conIlicts in using natural resources, their resources, positions and


inIluence in order to promote the involvement oI all stakeholders is also necessary. Better
understanding the awareness, attitudes and perceptions oI key stakeholders is also needed so as to
develop better education and management approaches and better target Iuture materials and
activities. It is important to conservationists and environmental educators to understand behaviour
and the many Iactors that inIluence a person`s behaviour in order to properly design their programs.
Attention should be paid to the impact or importance oI a particular behaviour to the problem, the
Ieasibility oI changing or maintaining the behaviour, whether the ideal behaviour, already exist in
the community or not.

Planning. - AIter baseline data on problems, needs, actors with recommended solutions is made
available, the eIIectiveness oI an environmental communication strategy depends very much on it`s
planning. Comprehensive and detailed planning is an integral and vital part oI any environmental
education activities. It does not only spell out the implementation procedures and requirements but
also is used to develop procedures Ior monitoring and supervision. Planning stage includes deIining
problems, Iormulation objectives or goals, thinking oI ways to accomplish goals and measuring
progress towards goal achievements. IdentiIication oI educational goals oI what to be achieved is
important Ior educators as well as Ior learners because they indicate direction and suggest a Iocal
point in the instruction. Environmental education and awareness objectives should be deIined to
explicit in what is to be accomplished. Objectives should be very speciIic and aimed at increasing
knowledge, inIluencing attitudes, and changing practices oI intended beneIiciaries with regard to a
particular action and should reIlect the environmental policy, project, or program goals, respond to
the needs oI the program and its target audience and help in solving the problems encountered in
achieving such goals.

Environmental Education Strategy and Action Plan should be developed in the planning stage to
determine how best to get Irom where stakeholders are currently, to a point oI increased awareness,
knowledge, attitudes skills Ior and involvement in management activities. The strategy is ultimately
Ior management to guide the direction oI the education and awareness unit`s activities. In the
planning process, the selection oI mediums, which are appropriate to the audiences` inIormation-
seeking habits, preIerred inIormation sources and group communication behaviour should be taken


into account. One oI the characteristics oI environmental education is the variety oI methods, tools
and activities used. They vary according to the audiences addressed, the actors involved, the issues
dealt with and the scope oI the operation. The choice oI instruments depends heavily on the
conditions under which environmental education is carried out, and an approach that is very
successIul in one case may Iail under diIIerent circumstances (Vinke, 1992).

Implementation. - this stage includes designing programs and Iield perIormance and actions.
Messages must be designed to catch the attention and understanding oI the target audience, to suit
the speciIic characteristics, educational and intellectual horizon and the aspirations oI each group oI
intended beneIiciaries and Iit the media selected. For the message to be successIul, the inIormation
should be accessible, accurate, veriIiable, complete, timely and relevant. In the process oI designing
message, audience Iactors and Iormat/content Iactors should be considered. Educators should think
about speciIic needs that each audiences need to be IulIilled, speciIic questions and doubts in the
audience`s mind, aspects to be emphasized in the message. They also need to consider words the
various audience segments use to talk about the practice or idea to be promoted, who is the source
oI the message, the way to deal with the numerous Iactors identiIied in communication research, the
ideal length and pace oI the message and the appropriate level oI complexity. For actual Iield
implementation, proper coordination oI various activities and proper implementation oI activities
within the estimated time period is essential.

Evaluation. - this is an important part oI any project or a program to assess the levels oI success and
improve conservation eIIectiveness. Environmental education evaluation assesses people`s
environmental knowledge level (increase or not), their attitude on environment (positive change or
not), their change in behaviour towards the environment and in using natural resources, and the
eIIectiveness oI environmental education products and environmental education implementation.
Evaluation is a very important tool Ior education, as educators can learn Irom Ieedback oI the
eIIectiveness oI communication one message to make the next message more eIIective Ior the
audience. Evaluation oIIers an important opportunity to gain Ieedback and reIlect on whether the
objectives were met or not and what Iactors would make the process more eIIective. Key
stakeholders can be involved in the evaluation oI existing activities and helping to set the direction


Ior the Iuture oI environmental education, which is targeted at them or their community. The aim oI
participatory evaluation is to increase the ownership oI environmental education activities by
utilising participatory techniques Ior the evaluation oI environmental education with representatives
oI stakeholder groups and to get stakeholders participating in planning Iuture environmental
education activities. Though evaluation is known to be important Ior education, surveys have shown
that there are three recurrent problems Ior implementing evaluation: lack oI time, lack oI Iunds and
lack oI expertise. The other major obstacles are a lack oI motivation and a general disinterest in
learning Irom the past. It should be noted that participation, planning and evaluation are employed
at all stages oI the process (Filho, 2000).
In conclusion, EE is the priority solution Ior the urgent need in enhancing knowledge, raising
awareness, and promoting change in attitudes and behavior. It is the key to produce an inIormed
public engaged in appropriate environmentally Iriendly behaviours through Iormal and non-Iormal
education. Learning process is best when EE is about, in/Irom and Ior the environment and when
educators employ methods that appeal to intelligences and are suitable to psychology oI each target
group. However, it is not easy to change people`s behavior as a result oI EE alone. Even in
situations where people have acquired knowledge and are aware oI environmental issues, their
behaviour may not necessarily change. II behavior is the result oI Iactors other than lack oI
knowledge and awareness, EE may have a limited eIIect.

Considering that many environmental problems are difficult to see and prove, it may take
several decades before the effects become noticeable. However, EE may have a significant
long-term impact on environmentally related behavior. This is mainly due to an impact on
public opinion, which in turn affects the conditions influencing socio-economic, political and
other decisions. Even though EE is an important tool in improving our knowledge and
behaviour, it is not generally enough to inform or propose environmentally friendly
alternatives. Success requires a combination of further measures: time, money, technology,
policy, regulations and organization, which may involve tireless and long-term efforts
(Lundgren, L., 1999).


CHAPTER FOUR
Case Study: The Hon Mun Marine Protected Area Pilot Project

4.1 Project Background

Vietnam is endowed with tropical marine potentials. Among these diverse marine creatures are
some oI high economic values. However, bio-diversity, marine resources and marine environment
in Vietnam are aIIected negatively by human activites. ThereIore, the protection oI bio-diversity
and marine environment is drawing interest Irom the Government. The establishment oI MPAs to
protect marine bio-diversity and marine environment was addressed in 1980s under the Iramework
oI Marine Progarmme by the Government. The Bio-diversity Action Plan in Vietnam was approved
by the Decision No. 845 /TTg dated December 22, 1995 by the Prime Minister. Establishing marine
protected areas and inland coastal areas. Ministry oI Natural Resources & Environment, Ministry oI
Agriculture & Rural Development and Ministry oI Fisheries are main governmental agencies in
charge oI protection and management oI the marine protected areas in Vietnam. Under the Law Ior
Fisheries (which replaced the Decree on Protection and Development oI Fisheries Resources in
1989) issued by Vietnamese National Assembly dated May 2, 2003 which oIIicially went into eIIect
on July 1, 2004, Ministry oI Fisheries was assigned to directly manage marine protected areas and
inland coastal areas in Vietnam. The government oI Vietnam has recently set a target to Iormally
establish 15 marine protected areas along the sea in Vietnam by 2010 (MOSTE/NEA 2000). Hon
Mun Protected Area was the Iirst one (NTMPA Management Plan, 2005).

The Hon Mun Marine Protecte Area Pilot Project was approved at the OIIicial Document No.
1177/CP-QHQT by the Prime Minister dated December 12th, 2000. The project`s implementation
was oIIicially started in Nha Trang City, Khanh Hoa Province on June 8th, 2001. This project, with

a duration oI Iour years was co-implemented by Minsitry oI Fisheries, IUCN, Khanh Hoa
Provincial People`s Committee and was Iunded by GEF through World Bank, Danida, IUCN and
the Government oI Vietnam (NTMPA Management Plan, 2005).

4.2 Project description
The Hon Mun Marine Protected Area encompasses marine waters around Hon Mun and eight other
islands in Nha Trang Bay within the Khanh Hoa Province oI Vietnam. The islands, located up to 10
km oII the coast oI Nha Trang city, are semi-arid and inIertile.
The project assists Vietnam in implementing priority programs under its Biodiversity Action Plan
(BAP). The BAP has identiIied the development oI a national system oI MPAs and the conservation
oI the Hon Mun as priority actions Ior biodiversity conservation. The project contributes to the
preparation oI the National System oI Marine Protected Areas by the Ministry oI Fisheries. Hon
Mun is the Iirst oI the 15 planned MPAs that has been approved. It serves as a model Ior the other
MPAs in the proposed system. Through the development oI a multiple-use MPA that protects
important examples oI Vietnam`s best remaining coral reeI, mangrove and seagrass ecosystems, the
project enables local island communities to improve their livelihoods and, in partnership with other
stakeholders, eIIectively protect and sustainably manage the marine biodiversity at Hon Mun as a
model Ior collaborative MPA management in Vietnam.
4.2.1 Biodiversity of the site
The MPA supports diverse coastal and marine habitats in a relatively small area (160 km
2
). The site
is an 'area oI highest national priority Ior marine conservation in Vietnam. It has internationally
important coral reeIs with some oI the highest coral biodiversity recorded in the country. According
to the biodiversity assessment implemented by the HMMPA Project in 2002, more than 350
diIIerent coral species oI Iour distinctive coral colonies were identiIied in Nha Trang Bay. OI those,
93 coral species were hard coral order Scleractinia, 26 species belong to soIt coral order
Alcyonacea, 3 species belong to horn coral group, one coral species Telestacea and 2 species
hydrozoa (NTMPA Management Plan, 2005). These are internationally important coral reeIs with

the highest number oI coral species observed in Vietnam. Coral reeIs in Nha Trang Bay MPA are
mainly concentrated around Iour islands: Hon Mun, Hon Vung, Hon Cau and North-East oI Hon
Tre island (NTMPA Management Plan, 2005).

Picture 1. Reef with high coverage dominated bv Acropora Picture 2.Boulder coral

Picture 3. Fungia Picture4. Acropora and Butterflv fishes
Mangroves play an important role in the liIe cycle oI many marine species oI economic importance.
Over the last 10 years, areas oI mangrove have decreased quickly, Irom 500 ha at the end oI 1990 to
20 ha in 1999. Although only small areas oI mangrove remain undestroyed, mangrove Iorests still
play a vital role in bio-diversity and ecology in Nha Trang Bay. Fourteen mangrove species

identiIied within the HMMPA include Aegiceras corniculatum, Avicenia spp., Rhizophora spp.,
Sonneratia spp. etc. The biggest threats to sea grasses within Nha Trang Bay are trawling and
seabed sedimentation (NTMPA Management Plan, 2005).

Seven species oI sea grasses identiIied in the Nha Trang Bay include Enhalus acoroides, Thalassia
hemprichii, Halophila ovalis, Halophila minor, Halodule uninervis, Ruppia maritime, Cymodocea
rotundata. Seagrasses dominate only mall area in Nha Trang Bay (about 20 ha), but they are home
to many marine species. Seagrass habitats are important breeding and nursery areas Ior young
Iishes, including the species oI economic importance. Sea grasses develop Iast on sand-muddy sea
beds around Hon Tre (Dam Tre, Dam Gia, Vung Me) and Hon Mieu (NTMPA Management Plan,
2005).

284 seaweed species belonging to 4 phyla, 49 Iamilies and and 116 genera. OI them, 40 epithytes
seeweed, 4 benthic species, 17 mud-sandy-bottom species, 164 species distributing on rocks and
shells, 20 species distributing in coral reeIs and other diIIerent distributions. Species domininat in
coverage and occurance Irequency are Amphiroa Ioliacea, Dictyota Iriabilis v Polysiphonia sp.
(NTMPA Management Plan, 2005).

180 species oI Phytoplankton belonging to 3 phyla were recorded. OI them, Bacillariophyta is
dominant with 143 species. Pyrrophyta with 31 species. Cyanobacterio with 6 species. Dominant
species include Chaaetoceros with 28 species, Rhizosolenia with 16 species, Ceratium with 15
species and Biddulphia with 9 species (NTMPA Management Plan, 2005). 234 species oI
Zooplankton belonging to 5 phyla and 40 Iamilies were recorded (NTMPA Management Plan,
2005).

The benthic Iauna include Polychaet, Echinordem, Mollusk and Crustacean are also very diverse.
339 species oI Polychaeta divided into two groups, 49 Iamilies takes up to 50 oI these in the sea
in Vietnam. 339 Echinordem species belong to 86 genera and 44 Iamilies taking up to 50 oI those
in the sea oI Vietnam. 490 species oI Mollusk belong to 164 genera, 62 Iamilies and 2 orders oI
Gastropoda and Bivalvia. Dominant species in number are Muricidae, Conidae and Cypraeidae. 355

crustacean species belonging to 137 genera and 92 Iamilies, taking up 22 oI toal species in the list
oI crustacean species in Vietnam (NTMPA Management Plan, 2005).

796 species oI Marine Iishes belonging to 351 genera and 125 Iamilies. OI them, 336 reeI Iish
species belongining to 140 genera and 58 Iamilies. Representative Iish species are Chaetodontidae,
Pomacanthidae, Labridae) and Scaridae. (NTMPA Management Plan, 2005). Sea turtles including
Eretmochelys imbriacata and Chelonia mydas were recorded in Nha Trang Bay (NTMPA
Management Plan, 2005).
4.2.2 Current situation
There are many threats to the marine biodiversity resources oI the MPA caused by human activities.
Both illegal Iishing activities and unsustainable Iishing practices cause the decline oI Iishing
productivity, coral reeIs and reeI associated Iish species in Nha Trang Bay. These are particularly
apparent on the northern shore oI Hon Tre, where almost one-third oI coral reeIs have been aIIected
by dynamite Iishing. There are visible and large craters/holes 1 m deep and 4-6 m wide in the reeIs.
Cyanide Iishing is a common practice Ior dive Iishermen within Nha Trang Bay MPA. Cyanide is
used to catch Iish Ior the aquarium and live Iish trade. Besides, tourist and Iishing boats have
caused signiIicant anchor damage to the coral reeIs within the Nha Trang Bay MPA. Development
oI tourism and construction oI road, port and wharIage. within and around Nha Trang Bay has the
potential to contribute signiIicant quantities oI sediments into the waters. Sediment, especially soil,
washed into the Nha Trang Bay MPA has the potential to smother and kill coral reeIs and aIIects
water quality.
SigniIicant numbers oI Crown oI Thorn Seastars (CoTS) and sea urchins have been identiIied
within the HMMPA during the biodiversity assessment. CoTS are predators oI corals while sae
urchins are believed to graze on young coral. SigniIicant numbers oI CoTS and sea urchins can
have a devastating impact on coral reeI ecosystems. The reasons Ior the increasing numbers oI
CoTS and sea urchins are thought to be link to the removal oI predators and increasing levels oI
nutrients within coastal waters. Higher nutrition levels are ideal Ior the larval stage oI CoTS

liIecycle and may result in higher breeding populations. Strong light Iishing brings out drastically
negative impacts on Iisheries resources in coral reeIs. Chaotic aquaculture with no detailed plans
resulted in insuIIicient water supply; clearing valuable mangrove Iorests; conIlicts among diIIerent
owners and disease spread. Furthermore, threats Irom pollution Irom waste Iood and chemicals in

aquaculture activities are serious. Tourist boats and Iisheries exploiting boats oIten discharged
wastewater Irom engine into sea causing pollution within Nha Trang Bay. Almost untreated daily
wastes are dropped directly into the sea Irom populated areas, restaurants, hotels and boats
(NTMPA Management Plan, 2005).

Picture 5.Blast fishing banned in HMMPA Picture6. Careless anchoring breaks coral

Picture 7. Dead table coral following poison fishing Picture 8. Crown-of-thorn sea stars eat coral


Socio-economics assessment conducted by the project in 2002 showed that there were 990
households with 5,138 household members living in six villages within the MPA. On average,
households are with Iive members each. The population is rather young (one third population is
children under 15). Approximately halI oI the population in Nha Trang Bay MPA lives with

bamboo made house with cottage rooI. The others live in brick or concrete houses. About 14 oI
total households has their own power generators. The local residents relay on rainIalls Ior their daily
activities. ThereIore, Iresh water is a big problem in the dry season and the local residents can not
get Iresh water Irom community wells. Fresh water can be bought Irom mainland at rather high
price. Several households used water tanks supplied by UNICEF and Khanh Hoa Provincial
People`s Committee under the Rural Clean Water Programme. Rubbish and wastes also pose a
problem Ior the residents in all islands as most oI the populations drop wastes and other rubbish into
the sea. Only a Iew households have their own toilet compounds (NTMPA Management Plan,
2005).
Fishing is a major activity in the area. Fishing methods varied Irom traditional methods to
destructive ones such as dynamite and cyanide Iishing. Aquaculture has been increasing rapidly
over the last Iive years in Nha Trang Bay, mainly lobster culture. The islands are home to poor
Iishing Iamilies that work with small boats limited to shallow and sheltered waters. Poverty is the
main and problem as the poor live entirely on exploiting coastal line marine resources and they
cannot aIIord modern technology or high investment in business activities. The poor socioeconomic
conditions oI the island inhabitants are a signiIicant issue and Iocus oI the project (Project
document).
Most oI the adults and working aged persons living within Nha Trang Bay have completed only
primary levels or can only read and write. This has an impact on the young generation on the
islands. A high rate oI children do not go to school and the number oI dropped out is on the
increase. A Iew children attend lower secondary schools. Children attending high secondary school
are less. Isolation and the high rate oI illiteracy stopped them Irom access to inIormation on
sustainable development and environmental protection. Although in recent years, the local material
live on the island within HMMPA have been much improved, only halI oI the population still can


aIIord TVs, radios etc. Lack oI power supply prevents some villages Irom gaining necessary daily
inIormation (NTMPA Management Plan, 2005). The socio-economic assessment identiIied some
gender issue related to illiteracy, lack oI income generation activities, lack oI necessary
employment skills, lack oI decision making, inactive involvement into social aIIairs and lack oI
supports Irom men (NTMPA Management Plan, 2005).
As one oI Vietnam`s most popular coastal tourist destinations, there is considerable potential Ior
tourism to contribute Iinancially to the operations oI the MPA over time. Nha Trang has about 80
hotels with several major hotels under construction, 60 tourism boats and Iive dive operators.
Provincial and municipal government oIIicials and entrepreneurs view tourism as a key economic
development strategy. A Vietnamese government source reveals that, the number oI hotel rooms in
Nha Trang increased Irom 1,543 in 1993 to 3,143 in 1998. The estimated number oI tourists in Nha
Trang Iluctuated between 1993 and 1998, ranging Irom as low as 260,000 in 1994 to as high as
390,000 in 1996. Provincial oIIicials estimate that Ioreign tourists accounted Ior 15 to one-third
oI all tourists annually during the last six-year period. OIIicials hope to attract double the number
oI hotel rooms in Nha Trang by 2020 and to attract between 1.2 million and 1.8 million tourists by
2010 and 2020 respectively, primarily by increasing numbers oI Ioreign tourists. Goals Ior Ioreign
tourists Ior 2010 and 2020 respectively are 660,000 and 1.14 million (Danida Mid term evaluation,
2003).
The HMMPA is also close to the Nha Trang Institute oI Oceanography (NIO), Vietnam`s main
tropical marine research center, the National Fisheries University, and to other training institutions
that can play a vital role in building management capacity (Project document).
4.2.3 Project development objectives

The development objective oI the project is to conserve a representative example oI internationally
signiIicant and threatened marine biodiversity by enabling local island communities to improve
their livelihoods in partnership with other stakeholders. This includes the eIIective protection and
sustainable management oI the marine biodiversity at Hon Mun as a model Ior collaborative MPA
management in Vietnam (Danida Midterm Review Mission, 2003).

4.3 Overview key activities of the project

The HMMPA project is establishing an eIIective provincial-level MPA Authority and a system Ior
co-management with local resource users. Project documents reveal that, the project involves Iour
components:
Participatory planning and management by stakeholders
Development oI alternative income generating (AIG) activities to draw people away Irom
activities associated with excessive marine resource use
Capacity building through training, education and awareness
Monitoring and evaluation
4.4 EE of the Project

HMMPA is the Iirst MPA established in Vietnam and the concept oI MPA is new. ThereIore, the
understanding by the relevant stakeholders is limited. It is vitally important to increase awareness
such that the people understand generally, the beneIits oI MPAs and the relations between MPAs
and speciIic purposes in order to involve their participation. Chu Tien Vinh, National Director oI
the Project expressed in the interview that environmental education and awareness-raising activities
on marine resources conservation is an important aspect oI the project and has been given priority.
EE activities oI the project are aimed at supporting implementation oI management activities Ior the
Marine Protected Area by working with stakeholders to increase positive environmental awareness,
knowledge, attitudes, skills and participation (EESAP, 2002).
4.4.1 Objectives
The main objectives oI the EE activities oI the project include (EESAP, 2002):
Increase and enhance the awareness, and understanding oI stakeholders on the importance oI
the marine protected area and beneIits Irom eIIective management,
Promote the involvement oI all stakeholders in MPA management through interesting,
relevant and enjoyable activities,
Increase the involvement and commitment oI stakeholders by involving them in activities
that reduce human impacts and increase the local beneIits Irom eIIective management,

Improve the technical capacity oI national experts in the diIIerent Iields oI EE and
communication,
Facilitate the sharing oI inIormation that will assists in the implementation oI project and
authority activities

Promote positive change in behaviour through involvement oI stakeholders
Develop link with other national and international originations that promote environmental
and marine education.
4.4.2 Audiences
The primary targets oI the EE Ior the Hon Mun MPA are the people that live and work in and
around the site and or utilize resources Irom the site. These groups are generally termed as
stakeholders, and include relevant government agencies, MPA staII, local communities, school
children and teachers, Iishermen, the general public oI Nha Trang, tourists, tourist operators and
service providers. The EE program seeks to Iind ways to not only inIorm and/or educate the
stakeholders, but to actively involve them in the management oI the Hon Mun Marine Protected
Area. It is obvious that eIIective cooperation amongst the stakeholders is integral to the success oI
the HMMPA and thereIore all stakeholders were invited and encouraged to take action in its
support.
4.5 EE activities of the project
4.5.1 Activities for local communities
Local communities live within the MPA, so they are most directly linked to management oI the
MPA. The project has conducted a variety oI activities to improve local communities` awareness
and understanding oI marine issues, threats to the marine environment, the role oI the MPA and to
promote their involvement in the development oI AIG skills and the implementation oI MPA
management (EESAP- First draIt, 2002).


To promote a positive natural resource message and learn some oI the traditional stories on
knowledge, the Education and Awareness Unit (EAU) conducted story telling as part oI the
Participatory Rapid Appraisal (PRA) being done by the MPA - Community Development Team.
The Iacilitator Iirst talked about a traditional story on natural resource use. Then the group was
divided into three smaller groups to prepare a traditional story, song or poem that relate to the
environment and natural resources Ior IiIteen minutes. Flipchart paper and pens were given and

they were encouraged to draw pictures to go with the story. The activity helped participants
recognize that many traditional stories, songs and poems had talked about the use oI natural
resources and understand that the protection and management oI natural resources has always been
considered important by people. The activity also helped the project identiIy some traditional
stories, songs and poems about natural resources that may be used Ior Iuture environmental
education activities (Traditional Stories Report, 2002).

How to encourage the participation oI local people has always been a concern oI EAU. Village
theatre was one oI the Iorms to attract local people most. This edu-entertainment was conducted in
MPA villages at the early stage oI the project in cooperation with local theatre group and Women
Union in Vinh Nguyen Commune. By using songs, dance, games, lottery, play, music, and humor
in an entertaining way, which was readily understood and accepted, the village theatre attracted
approximately 2,000 local people. The people really enjoyed and supported the shows and were
actively involved in the activities. The community theatre was held around the Iull moon when
Iewer Iishermen go to sea. Television was invited to show a segment oI the village theatre on its
news broadcast, Iurther increasing awareness oI the activity and speciIically the HMMPA.
However, the best way is to use theatre 'by the people themselves, instead oI using it 'Ior the
people. That is why later, the project Iacilitated the youth in MPA villages to design, practice and
perIorm village theatre. This was very interesting and has raised reasonable degree oI awareness
because the local villagers were happy to see members oI their village stage. During these
perIormances, local people themselves sent environmental messages to their own people, which are
one oI the best educational methods (Community Theatre Report, 2002).
EAU also employed media in their education activities. Weekly radio programs on community
activities, issues and MPA events were collaboratively developed and produced on Nha Trang
Radio Station. The contents were recorded and rebroadcast in all MPA villages. News on

environmental issues as well as project activities was oIten broadcasted on provincial television,
sometimes on national television.
The project also created many opportunities Ior the island residents to watch Iilms or videotapes on
marine environment. So Iar, the project has translated and dubbed three videos (namely; Coral
wonderland, Protecting the reeI and SouIriere MPA) and develop two 20-minute documentary Iilms

on MPA and showed them in MPA villages to increase awareness on coral and MPA. Coral
Wonderland and documentary Iilms were shown on local television and one documentary Iilm was
shown on national television.
Besides, the project organized clean-up and crown-oI-thorn seastars collection activities. These are
something everybody could see that something has been done to protect the marine environment
and the reeI. Nevertheless, not so many participants were involved in clean up activities in
comparison with crown-oI-thorn seastars collection activities because oI lack oI incentives.

Picture 9. EE bv storv-telling Picture 10. EE bv showing films



Picture 11. EE bv village theatre Picture 12. EE bv action

EAU uses the bi-monthly meetings between MPA project and MPA Village Committees to
implement some awareness and education activities to local leaders to enhance their capacity in a

Iriendly and Iunny atmosphere. EAU also conducted 'Leadership Training Program Ior local
leaders or anyone in the communities who had communication skills, prestige with local people and
want to take part in EE. Thirty-six participants gathered in these trainings once a month. AIter
providing them with necessary inIormation and knowledge, working with them to develop plan to
implement, the project expected them to come back to share what they had learned at the training
with their own local people.
The project has paid attention to the youth and always tried to Iind ways to involve them in EE
activities. The youth are important Ior most oI them are Iishermen and they will be the very near
Iuture decision-makers. The project gathered the youth through activities they like such as playing,
games, music, camping, and village theatre. Messages on environmental issues and protection were
sent through these activities by project staII or sometimes the youth presented themselves.
To create opportunities Ior women to play their own roles in planning and development oI MPA
and oI the islands, EAU organized meetings to discuss relevant issues with local women, in
coordination with the Women`s Union in Vinh Nguyen Commune. EE messages were sent to them
through these meetings using presentation, discussion, and role-play. However, these meetings have
not attracted many participants because they are loaded with more household responsibilities.


There has been a lack oI toilet Iacilities in the MPA communities. Only halI oI the houses in Tri
Nguyen have toilets. Most oI the rest oI the households Ilow directly into the sea. This situation
combined with a natural environment oI poor soils and limited Iresh water has prompted the use oI
composting toilets. A composting toilet trial has been proposed Ior each oI the communities in the
MPA in cooperation with Nha Trang Pasteur Institute. EAU has organized a site visit to a village on
the mainland with dry compost toilets Ior local people and the idea received strong support Irom the
communities. Training Ior local users and local builders were implemented while leaIlets, toilets
use and maintenance booklets were distributed. Then, prototype composting toilets were
constructed Ior some villages (6 toilets/village) (Waste management background report, 2002 &
Mid term review, 2003).

4.5.2 Activities for school students

Students are the resource users and decision makers oI tomorrow and younger people can also help
inIluence the adults in the community to use environmentally sound resource use practices.
Educational programmes have been implemented to assist the school children in understanding oI
the importance oI conservation in HMMPA through lessons and topics on marine conservation by
teachers (NTMPA Management Plan, 2005) Ior it is the most eIIective way to send a message to
students (School report, 2003).

To initiate this program, a teacher training activity was designed to increase the teacher`s awareness
oI two schools in the Hon Mun MPA while involving them in the development oI lesson plans Ior
the students Irom the school year 2002-2003 Ior elementary students (Iorm 4 & 5), secondary
students (Iorm 6 - 9) at Bach Dang School and student at Iorm 8 Ior Bui Thi Xuan school. There
has been good cooperation with the principals and the teachers at each school. Teachers Irom the
schools were directly involved in the development and implementation oI ten lesson plans. The
lesson topics included the Iollowing themes: The importance oI the ocean, threats to marine
ecosystems, the value oI MPAs, biodiversity, Iood Chains, Hon Mun MPA regulations and actions
to protect sea. Project EAU staII monitored each lesson and conducted evaluations targeting student

knowledge oI lesson content. At the end oI the program, a Iinal lessons evaluation and an attitude-
Iocused questionnaire to assess student learning and meetings with teachers to draw experience
were conducted.

Though the result indicated that almost all oI the students gained awareness, knowledge and interest
in marine environmental issues and the school marine environmental education and awareness
program achieved many oI its objectives and had a school-based model that can be Iurther
developed or adapted to other schools in Vinh Nguyen Commune, or even Ior a wider Nha Trang
City audience (School report, 2003), this program exposed some problems. Firstly, there was only
one program and teaching material Ior all Iorms Irom 3 to 9, which was diIIicult Ior elementary
students to understand. Secondly, there were no materials Ior students. Thirdly, the content oI the
program lacked knowledge on marine habitats, which was important, and it did not include

economic, social or technical issue. These issues contribute to natural science research and
decision-making.

AIter one year, the school program Ior 2003/2004 has been revised by teachers and project staII and
a lot oI changes have been made such as:
- develop two separate programs Ior two levels: Iorm Iour Ior elementary and Iorm 8 Ior
secondary, including both teaching materials Ior teachers and workbooks Ior students.
- choose teaching methods suitable to the psychology oI each level and make the lessons
interested including outdoor activities.
- develop posters, which are colorIul as teaching aid Ior each lesson.
- add three lessons on marine habitat: Mangrove, Seagrass and Coral reeI, one lesson on
social issue (rubbish) and one on economic issue (Fishing & Aquaculture activities in the
HMMPA)


Picture 13. Teachers developing EE lessons plans Picture 14. EE at school

Though Iield trip was not included in the programs, at the end oI each year, the project organized a
trip to the Iield. In the school year 2002/2003, a trip to Hon Mun islands was organised Ior both
students and teachers to view coral using glass-bottom boat. In the school year 2003/2004, school
children were taken to NIO to see exhibition.

Though the project did not organize a drawing contest, hundreds oI pictures Irom students
participating in the school program sent to the project reIlexing real-liIe activities happening around

them such collecting rubbish, crown-oI-thorn seastar collection, releasing sea turtle into the sea,
enIorcement activities, illegal Iishing activities and dream oI a peaceIul marine atmosphere. Many
oI them were printed on 'Green Forest Magazine by Environment Ior Nature, Vietnam (ENV), a
magazine on environmental protection only Ior children. When schools have any music programs
perIormed in MPA villages, many themes on marine environmental protection have been used in
children`s songs, dance and plays, which were very impressive and contributed signiIicantly in
creating awareness Ior local people.

The programs were highly recommended by the World Bank during evaluation and proposed to
implement the programs at all school along Nha trang Bay (Danida Midterm Review Mission
Report, 2003). In 2004-2005, the programs were expanded to two more schools: Phuoc Thinh and
Le Thanh Liem.

4.5.3 Activities for tourists, tourist operators and service providers


Nha Trang is a major centre Ior both national and international tourism in Vietnam. The Nha Trang
beachIront and marine areas encompassed by the MPA are the mainstay oI the tourism industry.
Tourism provides signiIicant employment Ior the city`s population. However, poorly planned and
uncontrolled tourism is considered a threat to the MPA. There is a signiIicant number oI tourist
boats visiting the MPA and dropping anchors on the corals this is having severely detrimental
eIIects on the remaining coral reeIs. As there is no waste management plan, many oI the boats are
also known to drop waste overboard. ThereIore, tourists, tourist boats, tourism operators & service
providers composed one main target group oI the EE activities with the objective to increase their
environmental awareness and skills, promote understanding oI the importance oI MPAs and
encourage their participation in MPA management. Yet, activities Ior tourists and tourist operators
were rather poor. One main activity was the distribution oI brochures to hotels with the intention
that they could reach tourists. EAU staII also came to each tourist boats to distribute brochures to
tourists, divers and Dive Boat Operators and talk to them. However, this activity was not evaluated
properly to assess its eIIectiveness. Some displays at exhibitions have been done with the purpose to
increase awareness to tourists and general public. On the World Environmental Day in 2003, school

students with the participations oI teachers implemented awareness activities at the port with the
display oI pictures.

4.5.4 Activities for general public

Khanh Hoa Province with a population oI approximately 300,000 people constitutes the general
public audience oI the project. However, some activities were conducted to cover national and
international audiences. The common way the project used to increase general public awareness oI
the marine environmental issues and the importance oI marine protected areas to gain support Ior
the HMMPA and pave the way Ior Iuture MPAs in Vietnam is through mass media through TV,
radio and print media.

4.5.5 Activities for relevant governmental and other agencies


This group include The Provincial People`s Committee oI Khanh Hoa, speciIic agencies in the
Province with relevant responsibilities including Department oI Fisheries, Department oI Science,
Technology and Environment, Department oI Tourism, and Department oI Transport, NIO, military
and a range oI Non-Government Organizations interested in the MPA such as the International
Maritime Alliance who was developing another MPA nearby, the World Wide Iund Ior Nature and
Flora & Fauna International who have also conducted environmental education and management
activities Ior protected areas in Vietnam (EESAP- First draIt, 2002). To Iacilitate cooperative
relationships and encourage involvement in MPA management activities, increasing awareness and
understanding oI the MPA to government departments are paramount importance. The project has
organized lots oI meetings/workshops to develop awareness oI and evaluate MPA activities, invited
government staII to join trainings to develop knowledge & skills Ior MPA and involved them in the
development oI education and awareness materials. The project has also worked with NGOs to
learn Irom the experience oI others while sharing their experiences to help make it easier Ior Iuture
MPAs.

4.5.6 EE materials

The project used publicity as part oI inIormal education. Publicity is disseminated through various
media including brochures, newsletters, signboards, posters, pamphlets, school notebooks,
calendars, and clothing to give people inIormation, messages and slogans. Project brochures served
as an important awareness raising and inIormation dissemination tool Ior a relatively wide audience
with the objective to increase awareness, understanding and support Ior the project and MPA
activities. Project brochures looked proIessional and beautiIul, and contain relevant and interesting
inIormation in English and in Vietnamese (Brochure report, 2002). Newsletters were distributed to
all relevant stakeholders to give regular inIormation on the MPA with a Iocus on interesting
activities and inIormation. They were written by staII Irom each department, developed by EAU
and approved by management unit. Though they were published quarterly in both English and
Vietnamese, they can be distributed at any time (Newsletters report, 2002). Two-dimensional

signboards were established in key locations within MPA villages targeting MPA communities and
people visiting these villages. Signboards looked proIessional and beautiIul, containing inIormation
on the MPA, regulations and environmental awareness more in pictures rather than text. They were
also erected at tourist islands such as Hon Mun and Hon Tam and at the port where tour and dive
boats depart to increases awareness, understanding and support Ior MPA activities to general
public, tourist boat operators, tourists and local community (Signboard report, 2002).

Pamphlets were developed and distributed to provide knowledge and increase awareness on MPA
regulation, mangrove and CoTS. School notebooks were developed Ior distribution to all students in
the MPA schools to increase the proIile oI the HMMPA project while providing a practical
notebook Ior the schools within the MPA. The Iront cover shows a picture oI Hon Mun, the MPA
logo, Fisheries, Khanh Hoa & IUCN logos, and a place Ior the student to put their name. The back
oI the notebook is much brighter with many cartoon pictures oI marine liIe and 4 photographs (boat,
cuttleIish, young coal, divers). It also has details about how to contact the MPA. The inside cover
contained a lot oI inIormation and educational messages to schoolchildren. The overall response to
the notebooks was very positive and thus, they were re-printed many times later (Notebook report,
2002).

Two kinds oI calendars were developed: wall calendars and desk calendars. They were distributed
to most Iamilies in the MPA villages and stakeholders with the objective 'to increase the proIile oI
the HMMPA project and promote goodwill between stakeholders and the project. The criteria Ior
the calendars were that, it should be meaningIul Ior the project and MPA, include some
environmental awareness messages and be beautiIul (Calendar Report, 2002). In 2003 and 2004,
pictures Ior calendars, which were speciIically appropriate to the Nha Trang Bay Area, were taken
by the project and by divers.



Picture 15. Signboards at port & MPA villages Picture 16. MPA Brochure

Picture 17. School notebooks Picture 18. Quaterlv-newsletter



In general, the project has made tremendous eIIorts to educate and engage the local communities
within the MPA in understanding the importance oI marine resources, marine environmental issues
and human impacts on the marine environment. EE activities oI the project have contributed to the
Picture 19. Yearlv- calendar

resolution oI environmental issues. As a result oI the EE activities, some changes in people`s
behavior have been noticed. However, some target audiences have not been covered adequately.
Coordination and long term planning Ior all activities were not emphasized properly. To be
eIIicient, environmental education activities have to be supported by adequate participation oI target
groups, scientiIic researches, and equitable enIorcement oI regulations. EE should go together with
laws and regulations, with increasing local livelihood through AIG activities, and with the
identiIication oI a governmental body responsible Ior the planning, implementation and
coordination oI MPA establishment and management. The best way to change people`s behavior is
probably by combining these possibilities.



CHAPTER FIVE
Empirical data

5.1 Interviews

5.1.1 Interview with project staff

Interview with Mr. Chu Tien Vinh (National Project Director)

He started his comments by explaining why the environmental education and awareness creation is
part oI the project. According to him, education and awareness is an important component oI any
environmental project. To ensure the participation oI the people in the implementation oI the project
the people have to know and understand Iirst. In his opinion, the role oI EE and awareness raising in
marine environment management is thus not only ensuring the water and noise quality but also
improving other aspects oI the environment such as social environment and investment. He said
environment is something that must be protected and preserved. The rational Ior the MPA is thus
the conservation oI marine biodiversity and clean water environment Ior the existence and
development oI the marine habitats. EE and awareness raising activities will help to explain how to
protect it to the local people.

With regards to the type oI EE and awareness raising activities implementation he said the
component started with recruitment oI an international expert to design the educational program
with national experts. Besides, relevant stakeholders were identiIied through consultative meetings
with local people. Primary attention was given to the new generation where school programs
targeted students at all ages so that they can share the knowledge with their parents, there by
reaching adults. Education to local people was made through community-based organizations. EE
was also undertaken Ior people living around the MPA. Commenting on the results achieved he said
that some results could be seen such as increased awareness on local people and students and



willingness to participate in protection activities and campaigns even though a comprehensive
evaluation would be required to comment on the results achieved.

In his opinion the activities were eIIective and the explanation Ior that was the allocation oI a
signiIicant amount oI budget, the application oI proper targeting and strategy and a properly
designed program. To make the program more eIIective he said a comprehensive plan would be
required to reach all the stakeholders or audiences. This would help reach more areas and more
schools with the program. Besides, the program should reach all education institutions at all levels,
including tourists Irom abroad as well as local including tourism operators. This would require
more resources and time. He concluded by commenting on whether the project had policy to
encourage the local people to participate and stressed the importance oI participation. He said the
project used core persons selected Irom all stakeholders who aIter being trained themselves educate
their groups and this helped to reach and involve more people.

Interview with Mr. Bernard O`Callaghan (Chief Technical Advisor)
His opinion was that, as the concept oI MPA is new, it is important to increase the awareness oI
people so that they can understand and participate. He said EE and awareness raising activities are
Iundamental to the MPA development. With many people dependant on marine resources, working
with local people and stakeholders is indispensable in Vietnam. This would require awareness rising
on the idea oI MPA and its beneIits, which would ensure participation. The management oI
HMMPA could be improved with awareness rising. With regards to EE activities undertaken he
said brochures and booklets were designed in addition to logo competition. Cleaning activities
where local people participated in planning and implementation were also carried out. Besides
education programs and materials were designed.
Commenting on the results obtained, he said there were some results that could be observed though
a comprehensive evaluation would be necessary to veriIy this.. Awareness oI local people and
students had increased. This could be seen Irom the increased involvement in cleaning campaigns
and their understanding on marine environmental protection.


Concerning eIIectiveness oI EE activities in the project his opinion was that they were eIIective and
his justiIication was that EE is a process and takes time Ior people`s ideas to change and develop.
What was expected Irom the project was to increase awareness to a very high level quickly. Since
the project employed broad approaches it was diIIicult to say which speciIic approach was more
eIIective. Besides, eIIectiveness would need measurement. AIter three years oI implementation
local people saw a range oI beneIits and begun to understand the long term beneIits Irom the MPA.
The eIIectiveness could thus generally be seen Irom the support or resistance oI the people. In
general it could be said that the acceptance oI the MPA idea and the EE activities were prooIs oI the
appropriateness and eIIectiveness oI the program. However evaluation was needed to judge the
eIIectiveness oI each activity. In order to improve the eIIectiveness he thought that it would be
necessary to clearly identiIy the management objectives oI the MPA. Using those management
objectives as a basis Ior developing and targeting EE and awareness raising activities improvement
was possible.

Concerning policies to ensure the participation oI local people within the MPA, he said
participation is an important aspect oI the program and many core persons representing diIIerent
groups have been selected and trained so that they could educate their own people. He said there
were policies to actively involve the people in EE activities. They were highly involved in cleaning
campaigns where up to 80 oI diving Iishermen in HMMPA participated. They actively
participated in awareness raising on the role and responsibilities oI the management in HMMPA
and waste management and other similar activities. In his Iinal remark he said that EE and
awareness raising oIten seem to be not oI high priority. But in the HMMPA they were oI very high
priority and Iundamental Ior the long-term management. With limited resources the program had
been eIIective and in the Iuture he expected that all stakeholders would increase involvement in the
Iuture implementation oI EE and awareness raising activities. The project would continue to
encourage the HMMPA authority to consider EE and awareness raising activities as a high priority.
Interview with Ms. Nguyen Thi Du (Education and awareness officer)
She is in charge oI the school program and has the responsibility oI contacting schools and provides
them with teaching material`s, tools and documents. Concerning the rational Ior EE component in


the project, she believed it helped raise awareness oI local people. Once their awareness was raised
their behaviour would change and they would begin to protect the environment. With regards to
education materials used she said teachers gave lectures using games, outdoor activities, drawing
pictures, sight seeing to coral reeI sights, competition between schools, cleanup campaigns,
showing video tapes and other teaching materials and experience sharing among teachers.
Concerning most liked activities by students she said an organized eIIort to Iacilitate and organize
out door activities was eIIective. Students liked most games, singing songs about the sea, drawing
pictures, quiz and questions on multiple choices on knowledge attitude and behavior.

On the issue oI opportunities and challenges during implementation, she said that there were
constraints to reach scattered islands due to much time required to reach them by boat transport.
Besides teacher`s training did not meet the demand and the teaching tools were not suIIicient. On
the other hand there was a support Irom the project with budget in addition to the continuous
support Irom the education department and the coordination oI school boards as well as teachers. In
her opinion, the EE and awareness raising activities were successIul and the diligence oI project
staII, the close cooperation oI relevant stakeholders and interesting and attractive teaching methods
had contributed to the success. Regarding plans to improve EE activities she said expansion oI
activities to reach more schools and coastal communities with sight seeing and out door activities in
addition to diversiIication oI teaching tools and choosing the relevant and appropriate method was
important. To achieve better results among teachers meetings and experience sharing opportunities
were helpIul. Increasing the enthusiasm and commitment oI staII was also necessary. Above all
adequate and timely budget support would enhance eIIorts.
Interview with Mr. Le Duc Minh Khoa (Education and awareness officer)
He is in charge oI the youth education and his main duty is to guide the youth and help them
understand the regulations and purpose oI the project. He believes his eIIort would have an eIIect
not only on the youth but also on their Iamilies in the eIIort oI protecting the marine resources. With
regards to why the EE is part oI the project he said in any project work it was necessary Ior the
people to understand the intervention so that they could Iollow or participate actively. He added that
the role oI the component in the marine environment protection was to make people understand so


that they could abide by the regulations and contribute to the protection eIIorts. With regards to EE
and awareness raising methods used, village theatre, sports games camping and other activities that
could attract the youth and contribute to raise awareness and marine environmental protection were
the major ones. Each time such activities were organised about 30-40 oI the youth took part.
Concerning the most eIIective methods she said village theatre and games attracted many youth.
This was because oI the relevance and appropriateness oI the tools to their psychology. According
to him there were opportunities such as the youth liking the model and taking part in it, local people
attracted by village theatre perIormed by their children and the enabling environment.

5.1.2 Interview with local authorities
Interview with Ms. Vo Thi Chua (Vice Ppresident of Vinh Nyuyen Commune)
She sees the project as a very good project that comes to protect marine resources. She is
particularly concerned with credit programs oI the project to help women in the Island and create
more jobs Ior them. Working with local people who had the habit oI Iishing near coastal area, she
said at Iirst was diIIicult. But when the project supported local people with credit Iunds and helped
them create alternative income generation, their lives became stable. She conIirmed the Iact that,
environmental education and awareness activities make local people understand more on marine
protection and that now she said 'I do not see any dynamite Iishing, iI any only outsiders use it.
She justiIies the eIIectiveness oI environmental education and awareness activities by saying that,
due to the project, over Iishing has been limited and baby Iish have increased in number. To her,
credit Iund to help local people Iind alternative jobs is still very limited and requires the attention oI
the project.
Interview with Ms. Vo Thi Ngoc Tuyen (President of the Youth`s Union of Vinh
Nguyen Commune)
According to her, because the marine environment and habitats are polluted very much, the project
comes into being to protect the marine environment. Though the project is still new, it brings lots oI
beneIit such as credit programs to enhance the liIe oI local people and Iuture generation. She
particularly participates in rubbish collection and raising awareness on marine habitat conservation.


She conIirms the important role oI environmental education and awareness activities, to educate the
young generation to understand the damage oI dynamite Iishing. According to her there is some
eIIectiveness in the activities though not high. The activities attract many people because they are
oIten organised village theatres. But then the content is still repeated; no new models- limited
creativities Irom the education and awareness team. She believes in 5 to 10 years, there will be no
more dynamite Iishing by local people.
Interview with Ms Nguyen Thi Lam (President of Women`s Union of Vinh Nguyen
Commune)
She participated in gender activities and raising gender awareness through which she gained
awareness on marine conservation. She understands the aim oI the project is to increase awareness
oI local people on marine conservation, improve their liIe and protect the marine environment and
habitats so that their Iuture is better. To her the project is important to support local people
multiIariously though not much such as to build some inIrastructure to improve the quality oI liIe
Ior local people. It pays attention to local people`s liIe by creating conditions Ior local people to
change their job though not so successIully and increase awareness to local people not to use
destructive Iishing methods.

She admitted that, there were some diIIiculties Ior local people did not consent initially, because
Iishing is their main source oI livelihood, so they opposed. But gradually, local people were aware
the project has taken part in the protection oI marine resources because only through some years,
Iish source has started recovering. At Iirst, local people practiced dynamite Iishing, but it is not
anymore because they are aIraid oI being Iined by the enIorcement. She thinks there will be no
more dynamite Iishing in Iive years time. In her view EE and awareness activities play a very
important role. Environmental education and awareness activities must be regular and Ior long time.
With regards to it eIIectiveness, she said as compared to the past, it is eIIective

She commends the activities oI environmental education and awareness activities and advised that it
should be maintained. Thanks to Government`s policies, the attention oI the Communist Party, the
support and Iavorable conditions oI local government and agencies, environmental education and
awareness activities are good and attract many local people. In order to be more eIIective, she said


education level should be increased and they should be taught in English, and introduced jobs to
improve their liIe. Then, the development may be sustainable. Activities oI the project are
becoming Iavorable because local people have changed their thinking, awareness, behavior and Iish
oII-coastal areas. Local government plays a very important role and local people trust local
government. II there is no cooperation with local government, it may not lead to a success. Budget
should be concentrated more to local people`s liIe and to their activities

5.2 Survey data
5.2.1 Survey report for local people
A survey was conducted in the MPA area to assess the eIIect oI the EE activities on the local
people. On the issue oI the importance oI the sea to the local people, it was Iound out that 91 oI
them strongly agree on its importance, which shows that they are well aware. As concerns
environmental threats Iacing the marine environment in this area, it was also Iound out that, the
people were aware oI the impacts oI these threats on the marine environment. About 76 oI the
people were oI the opinion that, destructive Iishing methods (e.g. the use oI dynamites) is one oI the
main threats while 28 and 25 respectively hold that anchorage and pollution are also major
threats. The survey reveals that, the local people are aware oI the Iact that, their lives are aIIected
negatively when marine habitats are destroyed. For instance, 71 oI the people strongly agreed on
this issue.
Considering that most oI these local people are not well educated, it was interesting to know that
more than 60 oI them are aware oI the regulation governing the MPA while 17 are not aware oI
any regulation at all. As to whether the MPA project brings any beneIits to the local people, 87 oI
them were oI the opinion that it does bring beneIits. The people are also aware oI the Iact that, they
are exhausting the marine resources as 89 oI them hold that, as the population grows, the marine
resources are becoming limited. On an overall note, the survey reveals that the local people in the
MPA community have awareness oI the situation surrounding them.



The sea is important to the lives of fishermen
1,3%
1,3%
6,7%
90,7%
Strongly disagree
Slightly disagree
Slightly agree
Strongly agree

Know regulation?
17,3%
6,7%
10,7%
28,0%
37,3%
Not at all
Not clearly
Medium
A little
Clearly

Figure 2. Awareness on the importance of the sea Figure 3. Awareness on the MPA regulation
It was also important to assess the knowledge that these people have as concerns the habitats and
resources Iound in the MPA. Most oI the local people have the right knowledge oI the diIIerent
types oI habitats that exist in the area because 64 oI them knew all the habitats while 11 knew
only two oI the habitats. However, 9 oI the people did not know any. Knowledge oI the people on
the use oI marine resources under the MPA was also assessed and 68 oI the people agreed that,
there is improvement on the use oI these resources while 20 hold a contrary view.
Marine habitats
4,0%
10,7%
9,3%
64,0%
1,3%
10,7%
Coral and mangrove
Coral and sea grass
Don't know
Three of them
Mangrove habitat
Coral Habitat

Figure 4. Knowledge on marine habitats



The participation oI the local people in diIIerent MPA activities was another aspect that was
assessed. The result showed that this happened to be one oI the activities with a lot oI irregularities
because diIIerent people either participated in one activity and not the other or not at all. For
instance, 76 oI the people said that they have in one way or the other participated in the collection
oI rubbish while 24 agreed they have never done so. On the issue oI training during any MPA
program, 63 said they have never participated in any training while 37 agreed they have
participated in some Iorm oI training under the MPA program. Similarly, 75 oI the people said,
they have never participated in and study tour organized by the MPA project while 25 agreed they
have participated. The participation oI the local people in meeting organized by the EE and
awareness raising unit oI the project was also assessed. The result reveals that, only 13 oI the
people have attended more than 15 meetings while 39 have attended 1-3 meeting. It was however,
revealed that up to 25 oI the local people in this area have never attended any such meeting at all.
Participate in EE activities
13,3%
4,0%
5,3%
13,3%
38,7%
25,3%
More than 15 times
11-15 times
7-10 times
4-6 times
1-3 times
No time

Figure 5. Participation in EE activities
In this survey, the behavior oI the local people towards the MPA was also assessed. Their general
reaction to the MPA environment is good. For instance, their behavior towards those who use
destructive Iishing methods and anchorage on coral revealed that, 57 oI the people will report
such persons to the MPA authority while 39 said they will simply talk to such people and advice
them not to do so again. However, 4 oI the people said they will not do any thing. The action oI
the people towards coral is very positive as nearly all the local people now know the importance oI


these coral because 99 oI the people will not cut coral and sell Ior money despite their low
standard oI living and the high demand Ior coral by tourists. On the issue oI the personal eIIorts oI
the local people to protect the marine environment, 76 oI the people are prepared to put in much
eIIort towards this. Thus, the survey reveals that, the overall behavior oI the local people towards
the marine environment is increasingly becoming Iriendly.
Seeing dynamite fishing?
4,0%
38,7%
57,3%
Do nothing
Explain
nform

Behaviour
1,3%
98,7%
Once a month
Never

Figure 6. Actions towards dvnamite fishing Figure 7. Behavior in selling coral
The approach used by the EE and Awareness unit oI the MPA project so Iar is on a good Iooting as
revealed by the survey. For instance, 71 oI the local people agreed that, the approach is easy to
understand and 47 said that the approach is attractive while 49 agreed it is not boring. With
regards to whether the method is enjoyable or not, 24 oI the people said they have no idea, while
48 do enjoy it. Concerning the means oI communication oI inIormation on MPA activities to the
local people, there are some irregularities on the method through which they get inIormation
because 48 oI the people said they get inIormation through television while 37 said they do so
through radio. As to those who get inIormation through newspaper, 51 oI the people said they do
not get any inIormation through newspaper at all while 20 said they do get some inIormation
through newspaper. This is probably because most oI the local people in this area are not educated
and thus cannot read.



The attitude oI the local people towards the MPA is positive as time goes on because most oI the
local people do behave in an environmentally Iriendly manner towards the marine environment. For
instance, 91 oI the people agreed that they do care and are worried when they see marine
resources being destroyed while only 3 said they do not care whether these resources are
destroyed or not. The survey shows that, the local people are beginning to obey the regulations oI
the MPA project even though most oI them admitted that, at the beginning it was so diIIicult. This
is revealed by the Iact that, 78 oI the local people said they do abide and respect the MPA
regulations while only 3 said they do not care about it.
Level of abiding regulation
2,7%
4,0%
16,0%
18,7%
58,7%
Entirely not abide
Slightly not abide
Medium abide
Slightly abide
Strongly abide

Figure 8. The level of abiding MPA regulation

5.2.2 Survey report for teachers and head teachers

The Iirst issue to be assessed was their awareness and the survey shows that all oI the teachers were
aware oI the importance oI the sea to the lives oI the people in the MPA. However, when it comes
to the location oI the mangroves in the MPA, only 23 were able to indicate the exact location and
many oI them were unable to tell where the mangrove was located in the MPA

Their knowledge on the marine environment was also assessed. When asked to identiIy the habitats
oI the MPA, all oI them correctly identiIied the locations. With regards to the importance oI coral
reeI, 100 said that it is the residing place and more than 60 said that it should not be sold to
tourists Ior money. The survey reveals that, all the teachers know why the MPA was established.


About 85 oI them strongly agreed that the sea grass supply Iood to many Iorms oI lives;
mangrove protects coastal villages and when marine habitats are destroyed, marine resources would
be exhausted. When asked to compare the status oI marine resources with the situation Iour years
ago, 69 said it was better. Only 23 said it was worse while 8 said there was no change. When
it comes to their opinion on the destruction oI marine resources, all most all oI them said they pay
attention.

The survey data shows that all oI the teachers who were included in the survey have knowledge
about the habitats oI the MPA. They recognised the importance oI coral reeI as growth & residing
place oI marine resources. All oI them indicated that they know the purpose oI the MPA. The
majority oI them also indicated that they understood sea grass supplies Iood to many marine lives
and mangrove protects coastal villages. All oI them have knowledge regarding the Iact that marine
resources would be exhausted when marine habitats are destroyed. With regards to their evaluation
oI the status oI the marine resources aIter Iour years, the majority oI them believed there was
improvement aIter the establishment oI the MPA and the start oI the EE activities.

The other area oI assessment in the survey was their attitude towards nature and the environment.
Almost all oI them indicated that they like to walk (outdoor) in the countryside. About 77 oI them
oIten read news articles concerning the environment. However, only 39 indicated that they oIten
read natural and or environment science magazines. On the other hand the majority oI them said
that they regularly watch or listen to national radio and TV. When it comes to attending conIerences
about 61 said they attend to a varied degree. With regards to their concern about the environment,
76 said that they talk to other people about how they can contribute to a cleaner environment.
Besides, 92 oI them try to convince other people to behave in a way that is good Ior the
environment. Moreover about 77 revealed that they determined to advise when they see people
behave in an environmentally unIriendly way.

The survey showed that more than 60 oI the respondents have developed attitudes that can lead to
positive behavior towards the environment such as out door activities, reading articles and
magazines about the environment and natural science, watching TV and listening to radio programs
on the environment. However, more than halI oI them indicated that they do not attend conIerences.


The survey data also showed that the respondents have a positive attitude to wards marine resources
and about 62 indicated that they pay much attention to these resources .The majority oI them have
the courage to talk to other people on what they can contribute to wards clean environment & try to
convince others to behave in an environmentally Iriendly way in addition to criticizing people when
they behave in an environmentally unIriendly way.

The other aspect assessed was the content oI EE. When asked whether issues such as importance oI
the sea, biodiversity, marine habitats, environmental pollution, Iood chain, regulation oI MPA,
threats and beneIits oI MPA are included in the school awareness-raising program, all oI them
responded positively. In addition all oI them did not have any suggestion Ior additional content. In
addition, about 84 said that the EE materials were not boring. InIact, more than 92 oI them
believed that they were not diIIicult and were enjoyable. The survey thus shows that important
environmental issues were included in the content oI the EE program given in the schools and they
had no suggestion in mind Ior additional content. More than halI oI them indicated that they are
easy to teach, while the majority oI them said they were enjoyable and diversiIied

With regards to what extent they use the various methods, 62 said they do not use out door
activities while 39 use them to a small extent. More than halI oI them said that they usually use
games while 77 said they show video to a small extent. When it comes to Iieldwork, 69 oI them
said students plant trees & collect rubbish to some extent. Moreover 92 use group discussions to a
large extent, 85 use drawings & story telling to some extent, 69 organize village theatre to a
small extent and 62 used role play to a small extent. However 62 said they do not organize
clubs while 39 use them to a small extent. With regards to Iieldwork 77 oI them use it to a small
extent, while 15 do not use them at all. When asked what they think about equipment Ior
environmental education, more than 77 said teaching materials were enough and 69.2 said
workbooks were also enough. In addition, 54 said equipment was enough even though only 31
indicated equipment Ior rubbish collection was enough. The survey showed that the majority oI the
teachers use many oI the methods to some degree, in their teaching activities. More than 61 oI
them however, do not organize clubs. The majority oI them said the teaching material and
equipment were enough except Ior audiovisual and rubbish collection equipment.



5.2.3 Survey report for students

Secondary students
In total, 389 students were involved in this survey. On the issue oI the importance oI the sea to the
Iishermen, it was Iound out that over 90 oI students were aware that the sea is important to coastal
Iishermen and that human lives will be aIIected a lot when marine habitats are destroyed. They also
showed a high degree oI awareness on the MPA project and protection oI the environment. We also
Iound out that many students were aware oI the importance oI the MPA project in marine
environmental protection. 76 think that the MPA was established to protect marine animals, 90
think it was to protect Iish and coral, and 98 think it was because the HMMPA is very rich in
biodiversity. More so the survey shows that many students are aware oI the threats the Marine
environment Iaces. The Iirst threats they listed were dynamite and cyanide Iishing 74, over-
exploitation 57, pollution 41, and chat thai thrown into the sea 26. It was also Iound out that,
most oI students were aware oI the Iact that rubbish aIIects human health. 83 think rubbish causes
disease, 27 think rubbish pollute water source and cause bad hygiene.

The knowledge that these students have as concerns the habitats and resources Iound in the MPA
was also assessed. Most oI the students have the basic knowledge oI diIIerent types oI habitats that
exist in the area because. 73 oI the students think that coral should be protected because coral is a
living place oI marine animals, 19 oI the students think that it is because coral is a precious while
the rest them think that coral cleans water. Regarding mangrove, 75 think that when mangrove is
no more in the HMMPA, marine animals will loose the living and breeding place, 28 think the sea
will lose one marine habitat, beautiIul view and the variety oI marine animals and 11 said that
there will be erosion leading to Ilood. They were also aware oI the importance oI sea grass to
marine animals. 58 think that sea grass is Iood to marine animals, 41 think sea grass cleans the
marine environment and the remaining 38 think that sea grass is the living and breeding place.
We discovered Irom the survey conducted that, in relation to the overall high level oI awareness oI
students with regards the marine environment, their attitude appeared to be negative when it comes
to solid waste Ior over 67 oI students said that they still throw rubbish into the sea. However their
attitude is good with regards to catching a turtle. 69 choose to bring the turtle to the HMMPA
Institution oI Oceanography or the HMMPA, 28 choose to bring it home to give it care and then


release it when it recovers, 1 said that they will sell it Ior money while only 2 said they will eat
the turtle.

Their participation was also assessed in relation to what extent they understood environmental
lessons. Over 90 oI students Ieel the lessons were very easy to understand and interesting because
the lessons contain useIul and practical inIormation, many pictures and posters and many games.
More over students are to take part in discussion and teachers are very enthusiastic and exciting.

Elementary students

A total oI 150 students oI the elementary level were also involved in the survey. From the survey it
is realized that, a signiIicant number oI students at this level are aware oI the importance oI their
natural environment, the impact oI human activities to the marine and the importance oI the
activities in the HMMPA. It was Iound out that 91 students were aware oI the Iact the sea is very
much oI importance to the lives Iishermen. A majority agreed they have the inIormation that boats
are not allowed to Iish in core zone 84 and buIIer zone 52. They are as well aware oI activities
that harm the marine environment. These harmIul activities include: Dynamite Iishing 87,
throwing rubbish or oil into the sea 83, using strong light to Iish 75, exploit trade coral and
other rare marine animals 77, Iish rare marine lives 81. However about 13 oI the student
believe research, education and training activities also harm the marine environment. Based on
these, we can say that there is high level oI awareness amongst the students.
We also learned Irom the survey that, about 85 students have knowledge on the variety oI marine
biodiversity oI the MPA. Most oI them 68 generally understand the Iact that when the marine
environment is harmed, the lives oI Iishers are aIIected negatively. However about 13 0I them
think it will aIIect their lives averagely, while 11 believe it will not aIIect their lives at all. As
concerns to knowledge on mangrove and sea grass to marine habitats, 85 oI them think iI there
are no mangrove and sea grass, many marine animal will have no place to live, 64 think the
climate will be less healthy while 60 oI them think the sea will be very dirty. When asked about
the government`s reasons Ior establishing the HMMPA, 99 students responded it is to protect the
Iish source, 96 said it is to protect breeding place oI marine animals such as coral, sea grass


habitats while 96 said it is to protect marine biodiversity and 69 said it is to create a stable and
long-term job Ior coastal Iishers. This reveals that the students have a considerable knowledge
about marine habitats and the importance oI the HMMPA.
From this survey we realized that contrary to the high level oI awareness and knowledge in relation
to marine environment a considerable number oI these students do respond negatively in terms oI
their attitude towards the marine environment when it comes to throwing rubbish, 29 said they
sometimes or usually throw rubbish into the sea and 57 oI them acknowledged the Iact that they
never throw rubbish in to the sea. We can say Irom the survey that more than halI oI them have a
positive attitude to wards the environment. However this does not reIlect their knowledge and level
oI awareness as revealed by the survey.



CHAPTER SIX
Analysis

This section aims at analysing the problem in hand using selected theories, concepts and the data
Irom the case study. We treat it by dividing into two major discussions namely: the use oI theories
and concepts, and empirical analysis.
6.1 Use of theories and concepts
In the previous chapters we discussed theories and concepts, which are relevant to our study. We
started our discussion oI theories with the theory oI ecological modernization, which identiIies
modern science and technology as the central institutions Ior ecological reIorm where economics
and market dynamics play an important role. The argument made here is that the process oI
industrial innovation encouraged by market economy, which is Iacilitated by an enabling state, will
ensure environmental conservation through the creation oI an environmentally conscious and
Iriendly society. EE and awareness creation is an integral part in the building oI such a society
where all citizens whether politicians, producers or consumers are environmentally aware and
skilled.
We also studied involvement theory, which states that as an issue becomes increasingly relevant Ior
a group, that group is more likely to try to push that issue onto the agenda. Publics and
organizations are most likely to be active and knowledgeable on issues oI importance or relevance
to them. Besides, attitudes based on a social and personal value system are assumed to be enduring
and more salient since they become part oI the selI-concept or image, where as impression-relevant
involvement is driven more by utilitarian motives. High-involved publics are more concerned with
the consequences oI their responses and are more attentive to the instrumental meaning oI their


attitudes. In addition, adopting a position that maximizes immediate situational rewards is more
important than the issue itselI Ior an individual. Cultivating a culture where politicians, decision
makers, local administrators, cultural leaders have the awareness that creating the impression within
their locality that they are guardians oI the environment brings them Iavour and respect is an
important aspect that EE can capitalise in local problems such as ours.
From this theory we recognise that, the way EE is communicated to all stakeholders is an important
Iactor. Its content or message has to be made oI importance or relevance to the audience or group
being targeted. It is important that EE must build on indigenous knowledge, taking in to account
social and cultural value systems at all levels. There is also aid in this theory to those who do the
actual work oI EE as an important aid in understanding how an organization might communicate
issues such as environmental management or sustainability to the public or community. Because,
Ior the communities to make the environmental issue a priority, and behave in an environmentally
Iriendly manner, they have to clearly see and understand the value oI the resources at stake. EE has
to help them in clear terms understand the beneIit they can get Irom the resources or a clean
environment or what they can loose as a result oI not protecting the resource or destroying them.
Environmental problems whether are global, national or local can be better tackled in a coordinated
and collaborative eIIort where all stakeholders are involved actively. When it comes to local
environmental problem like the one we are analyzing, the active participation oI the local
community is an indispensable Iactor. To realize this potential, it is very important to mobilize and
empower local communities through continuous environmental education and awareness raising
activities. Ensuring that all local stakeholders or audiences are reached with EE will increase the
participation oI stakeholders in the process and the eIIiciency and sustainability oI the activities. It
this way, EE can play its role in bringing attitudinal and behavioral change in the community, which
can bring sustainable marine environmental management.
In our discussion oI learning theories we considered a number oI Iamilies oI theories that are still
commonly discussed in the literature. We preIerred to Iocus on the constructivist approach to
learning. This is because we believed that it is an approach, which Iocuses on construction oI
knowledge, reIlection, changes in attitude and values. It is a tool that can help us analyse our
problem better. We learned Irom this theory that, creation oI knowledge in the mind is a Iorm oI


construction, which involves reIlection. By reIlection we mean to become aware oI connections,
which are possible to make through the operations that occur in the human mind. Most oI these co-
ordinations are quickly changed into habits, which are perIormed without conscious awareness. We
realised that, critical reIlection is an important Iactor to bring a signiIicant change in understanding.
ReIlecting on one`s experiences and other`s experiences, new knowledge can be created through the
process. We also understand that, people learn diIIerently depending on their diIIerent backgrounds.
Understanding this creates the opportunity Ior employing diIIerent EE approaches towards diIIerent
stakeholders. Besides, EE can result in a meaningIul knowledge that can contribute to a change in
attitude and behaviour towards the marine environment iI implemented using this approach as a
basis.
In the discussion oI concepts, we dealt with EE as a concept, which has been developing since the
last Iew decades. The latest Iorm oI EE goes in line with current line oI thought on education Ior
sustainable development, which evolves Irom the current thought oI sustainable development. We
also realised the relationship that exists between EE and environmental management.
Environmental education can help to build the necessary support and capability and Iailure to
incorporate environmental issues into Iormal and inIormal education can thereIore be an obstacle
to eIIective marine environmental management. We noticed that, an integrated and holistic
approach to EE, that is, educating people about the environment, in or Irom the environment, and
Ior the environment is a better approach. Approaching EE this way will help to create a society
that not only is knowledgeable but also has a positive attitude in taking action to conserve the
marine environment.
6.2 Empirical analysis
6.2.1 Analysis of interviews

Interview with project staff

All oI the interviewees witnessed that the EE activities carried out by the project had an all round
support by the government and have contributed to the enhancement oI knowledge and awareness
in the MPA. Beside awareness, willingness to participate in many EE activities has also increased
especially in schools and local communities as a result oI these activities. The EE activities are


eIIective and visible results have been achieved. One major result is the Iast increase in knowledge
and awareness among students and local people and the visible change oI behavior among the youth
towards the marine environment.

There were challenges such as resistance oI Iishermen at the initial stages, limitation oI capacity to
reach and get the participation oI all the local people in the MPA and the timing oI the EE activities
during the Iishing season. However the EE program has been successIul in addressing these
challenges. This is attributed mainly to the participatory nature oI the program where stakeholders
were involved right Irom the beginning. The methods used were also diverse and more emphasis
was given to schools and the youth. We have however learned that it is diIIicult to tell which
method has been the most eIIective at this stage, as this requires a detailed evaluation which has not
been conducted.

We have also seen that the suggestions given by the interviewees are very important Ior the
improvement oI the EE activities to enhance achievements in the Iuture. Not only all stakeholders
need to be reached but also MPA development objectives have to be clearly identiIied. There is also
room Ior the diversiIication oI teaching methods to include activities such as experience sharing
opportunities Ior teachers. Moreover, attention should be given to job creation Ior the youth and the
consideration oI the cultural and spiritual liIe oI the local people.

Interview with local authorities

All the interviewees oI the Nguyen Commune were aware oI the project and its objectives. To them
the project was a very good project that aims at protecting marine resources. The EE and awareness
activities carried out by the project in general were eIIective and positive results were achieved. A
major achievement was seen in that there have been increasing in knowledge and awareness among
local people and a change Irom destructive behavior towards the environment.

Besides the achievements oI the project, it Iaced lots oI challenges at the initial stage because it was
quite diIIicult to work with local people whose main activity was Iishing. However with time and


the support oI local people with Iunds that could create alternative generation oI income, local
people became more active and participated in many EE activities. More so, since the project is
new, its eIIectiveness is not so high. Most particularly, its activities are oIten repeated with no new
models that could attract people.

The suggestions given by the interviewees are very important Ior the improvement oI the EE
activities that would enhance its achievements in the Iuture. There is the need Ior new models Irom
the education and awareness team that will motivate and attract more people to participate in EE
activities. Also it is necessary to increase the educational level oI the people, create alternative jobs
and increase credit Iunds that will improve the lives oI the people.

6.2.2 Analysis of surveys
The survey results reveals that, the approach used by the EAU so Iar is on a good Iooting. Local
people are aware oI the environmental threats Iacing the marine environment, the importance oI the
sea, the beneIits oI MPA project and the Iact that, marine resources are getting exhausted. On an
overall note thereIore, the people in the MPA community have awareness oI the situation
surrounding them. The attitude oI the local people towards the MPA is positive as time goes on,
because most oI the people do behave in an environmentally Iriendly manner towards the marine
environment. The people are beginning to obey the regulations oI the MPA project even though
most oI them admitted that, at the beginning it was so diIIicult. This is partly due to the contribution
oI other components oI the project.
The majority oI the teachers understand the importance oI marine resources to the lives oI the
residents oI this area. Their assessment oI the status oI the marine resources today as compared to
Iour years ago is that, there is improvement. Most oI them have developed positive attitudes
towards the marine environment. Important environmental issues are included in the content oI the
EE programs taught in schools. The majority oI the teachers use many diversiIied methods. School
management boards support the EE programs in schools.



Most oI the students have knowledge and are aware oI the importance oI the sea to coastal
residents, the threats the marine environment Iaces, the importance oI the MPA and that human liIe
will be aIIected negatively iI marine habitats are destroyed. Most oI them have knowledge on the
variety oI marine biodiversity oI the MPA. They hold that, the EE lessons are easy to understand
and interesting. This reveals they are reasonably inIormed oI the marine habitats and the importance
oI the HMMPA project. Their attitude with regards to other marine environmental issues is Iriendly.
However, the attitude oI the students does not reIlect their knowledge and level oI awareness as
revealed by the survey.

6.2.3 Analysis of EE activities of the case study
The case study reveals that, EAU use both Iormal and non-Iormal educations, which are
indispensable to changing people's attitudes. In Iormal education at school, school environmental
education programs among schoolchildren have been developed and disseminated to schools within
HMMPA as a separate subject. ThereIore, school children have had an opportunity to study the
subject in depth. The school programs have provided a good model on learning about, in and Ior the
environment with inIormation and knowledge on marine ecosystem, environmental issues,
regulations oI HMMPA, beneIits oI the MPA. This raises awareness about biodiversity and marine
ecosystems.

The lessons were interesting, inIormative and engaging because they Iocused on the teachers` and
students` immediate environment - the marine environment. They also employed various teaching
methods suitable to students` educational level. Visuals aids in teaching have made a signiIicant
impact on students` understanding. The programs were designed with interesting pictures
illustrating the content oI the lessons. Besides, they were successIul in involving students actively
by integrating diIIerent methods such as games, discussion, presentation, video to Iacilitate the
learning process.

The evaluation aIter each lesson, the Iinal lesson evaluation and an attitude Iocused questionnaire
show that, students` attitudes towards protecting their marine environment were generally positive.


Yet, a signiIicant number oI students indicated that they still throw trash into the sea. A justiIication
Ior this may be the lack oI rubbish collection systems in MPA villages. This shows that EE in
schools alone may not change attitudes and behaviours. General, school programs were successIul
in enhancing knowledge, raising awareness and inIluencing children`s behaviour. However, they
did not Iocus on the issue oI human produced trash and were unable to develop skills that can help
students to take positive actions towards the marine environment. Though the school programs
were successIul in involving teachers in planning and implementation stages, teachers were not
involved in evaluation. We think evaluating the programs cooperatively with the teachers would
bring beneIits to teachers in improving their teaching.

As concerns capacity building, teachers training have not met the required demand. There was also
no evaluation Ior teacher training activities. ThereIore, the project has not realised the need oI
teachers in order to improve their skills in designing and implementing EE activities at school.
Further more, people Iishing in the MPA areas are not only local Iishermen. They also come Irom
many parts oI the city. Though the programs have been expanded to two more schools outside the
MPA, many students living along the coastal area oI the city have not had a chance to access the
inIormation and knowledge on marine environment and marine environmental protection.

For non-Iormal education, local communities within HMMPA were a Iocus oI education and
awareness. EAU used the model oI learning about, in/Irom and Ior the environment through the
combination oI various media. They were successIul in involving local associations such as Women
Union, Youth Union and media with many activities. Most oI their activities have attracted the
participations oI local people, especially the youth, who constitute Iuture decision-makers oI local
community. EE activities have brought some visible results. Dynamite Iishing one oI the most
destructive Iishing a method has reduced signiIicantly. The local authorities, local people, diving
clubs and divers witnessed this as they acknowledge an improvement in the Iish stock especially in
the core zone.

However, EE activities oI the project had a number oI limitations. They could not attract the active
involvement oI women. Also, the leadership-training program did not succeed. The reason Ior these


limitations was that, they did not conduct evaluation beIore and aIter each activity in order to assess
its eIIectiveness. Moreover, they lacked adequate capacity that is not enough qualiIied staII. In
addition, they did not involve Farmers` Union in their activities. The Farmers` Union consists oI
most oI the local Iishermen who constitute an important target group oI the EE activities.

Finally, some educational materials and activities Ior local people have not had appropriate
approaches, methods, and techniques oI procedures to ensure that, speciIic learning objectives are
met. Some publicity materials oI EAU do not ensure intentional education or learning. Newsletters
were not written by and Ior the community. Moreover, they did not have speciIic educational
purposes. They had a technical Iocus and seemed to target donors, institutions, international
organizations and others who live outside oI the HMMPA. EAU did not also succeed in engaging
and involving, tour operators, tour agents and tourists in the EE activities oI the project. Besides
brochures, they have not had any materials suitable to inIorm tourists about the MPA and their
impacts. Concept oI InIormation Centre Ior marine conservation interpretation targeting tourists
was discussed at the early stage oI the project but it has not yet been established (HMMPA
InIormation Centres Concept Report, 2002).



CHAPTER SEVEN
Conclusion and Recommendations

7.1 Conclusion
In this project, we set out to investigate how environmental education can enhance knowledge and
inIluence behaviour oI people in MPAs (Vietnam) in order to ensure marine environmental
protection. We looked at some theories, concepts and empirical data that helped us to answer the
research questions.
With regards to ecological modernisation theory, we considered EE as an integral part in the
achievement oI ecological reIlexivity. Here, institutions that reIlect on environmental goals are
required to be knowledgeable and aware oI environmental problems and challenges so as to reIlect
on how to address them. In the course oI reIlecting, they will be able to make inIormed decisions
and responsible actions together with technology to achieve an ecologically modern society.
As per the involvement theory, we realised there is the need Ior EE to be communicated to target
stakeholders. Its content or message has to be made oI relevance to them. This will make
environmental issue a priority goal and will thereIore ensure environmental sustainability. Also,
we Iound out that the more stakeholders are reached with EE, the more they will participation or
get involved in the process. This contributes signiIicantly to its eIIiciency and sustainability.
In our discussion oI learning theories we gave more emphasis to the theory oI constructivism that
views learning as the construction oI knowledge in the brain, which involves reIlection. Here we
learnt that there is no uniIorm method Ior EE since learners have diIIerent backgrounds. Also we
realised that Ior EE to be properly understood, learners must be active in the learning process. We
as well Iound out that EE is a liIe long process that creates knowledge, which should be reIlected
such that, it leads to attitudinal and behavioural changes.


We looked into EE approaches and activities employed by HMMPA pilot project Ior the realisation
oI marine environmental protection. In the case study, the interview and surveys revealed that, there
has been an increase in knowledge and awareness as a result oI the EE activities. Although there is
some change in attitude and behaviour among the stakeholders oI the MPA, the change that is
observed does not reIlect the level oI knowledge and awareness as revealed by the interviews and
surveys. This shows that acquiring environmental knowledge and awareness may not automatically
result in a change in attitude or behaviour. One explanation Ior this is that, the interest oI the
stakeholders may also inIluence their attitude and behaviour. The Iact that, EE is a liIe long process
that requires time to produce the desired level oI attitudinal and behavioural change, and that EE
activities oI the project are new explains this situation.
From the result oI the surveys and interviews, we obtained relatively higher levels oI attitudinal and
behavioural changes when compared to the actual situation as revealed by documents Irom the
project. This shows that our data did not give us a clear picture oI the situation. This may be
because the answers to our questions in the surveys and interviews may have been biased Ior
political, cultural and other reasons. Involving stakeholders was diIIicult in the initial stage, but it
gradually improved. A careIul assessment oI the EAU activities reveals that, a participatory
approach and diversiIied methods were employed to reach the stakeholders. In some cases however,
the methods and contents were repeated. Also, not all stakeholders were adequately reached due to
limitations such as lack oI capacity, which resulted in lack oI alternative EE methods and creativity
in the implementation oI EE activities. We also identiIied some limitations in the implementation oI
EE activities. Credit Iunds were limited to help local people engage in alternative income
generation activities to minimise Iishing pressure.
Despite these limitations, our Iindings have generally revealed that, EE is a means to enhance
knowledge and inIluence behavior oI people in MPAs. EE is a long process that requires time and
eIIort in order to result in change oI attitude and behavior. This is a justiIication Ior EE as a
sustainable approach towards marine environmental protection. However, EE alone may not yield
the required result because human attitude and behavior is inIluenced by socioeconomic, political
and other Iactors. We are oI the opinion that, EE can integrate these Iactors to produce the required



result oI attitudinal and behavioral change. In conclusion, EE is essential Ior sustainable marine
environmental management.
7.2 Recommendations
Since marine resources continue to be the source oI subsistence Ior the island communities within
the HMMPA, decisions in relations to the management and use oI the MPA will have an impact on
these people`s lives. It is thereIore recommended that these people especially women be encouraged
to participate in the management process oI the MPA project. This may make them Ieel that, they
are part oI the project and not observers to the project.

So Iar, much attention has been paid in the introduction oI EE activities into school programs as the
survey and interviews reveals. It is recommended that these activities are intensiIied both in Iormal
(schools) and the inIormal (local community including women, youth and men). This will increase
the involvement and participation oI the local people, and will enhance their knowledge and
awareness, which may inturn lead to change in attitude and behavior towards the marine
environment.

Documents Irom the project also reveal that, some people still violet the MPA regulations and go
without sanctions. To make EE more eIIective, a comprehensive approach oI enIorcement oI the
MPA regulations, which involves all stakeholders, is recommended.

In order Ior EE to produce the desired result, it should be a long-term process. ThereIore, it is also
recommended that, the major actors should ensure the sustainability oI the activities through
capacity building and creation oI sustainable Iunding mechanisms.

We suggest that school programs should be encouraged as much as possible. The school program
can be developed Iurther and expanded to other schools in Vinh Nguyen Commune and outside the
MPA. It is a chance to inIluence Iuture decision makers, and children are a good way oI transIerring
educational messages to their parents. To achieve this, the project should collaborate with
Provincial Education Department and City Education Service to develop sustainable education
programs that are based on the local context. Besides, comprehensive teachers training Ior target


grade levels should be conducted. Teachers should be supported with timely inIormation and
materials as needed.

The EAU should involve and cooperate with Farmers Union in their activities targeted to local
Iishermen. Activities Ior women should be combine with gender issues, which are related to women
and thus, interest them. Conservation clubs should be organized in the MPA villages and activities
should be diversiIied

Training oI Trainers is important in the achievements oI EE objectives. Training programs to local
leaders should include not only inIormation and knowledge. EE should cooperate with other project
teams in accessing and discussing with local people. EE materials should have clearly educational
purposes and ensure input Irom the community. BeIore implementation, planning should Iocused
more on program message and medium selection. More attention should be given to the evaluation
oI EE activities because it gives room Ior improvement.
To improve tourist awareness, collaboration with Tourism Department, tourist operators and
agencies to encourage environmentally Iriendly tour programs in the MPA should be encouraged.
Tourists will understand more about HMMPA through tourist guides and diving trainers. Training
courses Ior tourist guides and diving trainers should be planned and implemented Iocusing on the
importance oI natural resources and marine environment.
To reach targeted stakeholders, there is a need to increase capacity. The project should enhance
staII capacity and choose suitable staII so as to design and implement diversiIied EE methods.



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Appendix 1

Map 1: Map oI Vietnam


Appendix 2

Map 2: Map oI Hon Mun Marine Protected Area



Appendix 3

SURVEY QUESTIONAIRE FOR LOCAL PEOPLE

Full name: ......................... Village:
............
Occupation: ............ Male Female
Age: ............... Single Married
Date: ..............

1. Indicate how Iar you agree with the Iollowing statement: 'The sea is important to the lives
of fishermen at coastal area.

Strongly agree Slightly agree Slightly
disagree
Strongly
disagree
No idea

2. Choose three threats you thinks most serious to marine resources and ranking Irom 1 - 3:

Anchor on coral
Pollution
Fish too much
Fish in sponging season
Port development
Exploit marine resources using destructive Iishing methods such as
dynamite, cyanide, electricity
Throw rubbish into the sea
Coastal development
Un-plan aquaculture

3. Circle habitats which Nhatrang Bay Marine Protected Area has?
a. Coral reeI d. Three oI them
b. Seagrass e. Don`t know
c. Mangrove

4. When the marine habitats are destroyed, how are Iishermen`s lives aIIected?

Very much Much Medium Little Not at all



5. Indicate how Iar you agree with the Iollowing statement:

Strongly
agree
Slightly
agree
Slightly
disagree
Strongly
disagree
No
idea
Coral is the residing and growth
place oI many marine resources.

Coral is used to sell to tourists
Ior money.

A Marine Protected Area is
established to protect marine
biodiversity, resources and
environment; and to limit

Sea grass supplies Iood to many
marine lives.

Mangrove protects coastal
villages Irom erosion, raise the
level oI deposits oI silt and
make the climate equable.

When marine habitats are
destroyed, marine resources will
be exhausted.

6. II there are one more thousand people coming to live in your village, do you think that land
and marine resources near your villages will be enough Ior them?
a. Yes
b. No

7. Where is there mangrove in the Nhatrang Bay Marine Protected Area?

Much Medium Little Not at all Don`t know
Bich Dam
Dam Bay
Dam Gia
Tri Nguyen
Vung Ngan
Vung Me
Hon Mot

8. Sometimes you catch small Iish and know that they have not reproduced yet, what do you
do?



9. Mr. Hung is a Iisherman living in the Nhatrang Bay Marine Protected Area. Everyday, when
Iishing, he usually sea outsiders using dynamite Iishing. Sometimes, they anchor on coral
reeI. II you were Mr. Hung, choose what you would do and explain why?
a. InIorm Nha Trang Bay Marine Protected Area Authority or local government
b. Explain to them about the damage oI dynamite Iishing and coral anchor
c. Do not do anything
d. Imitate them to use dynamite Iishing and coral anchor
e. Other (and explain)

10. II you catch a sea turtle which is severely hurt, what would you do?
a. Sell Ior money
b. Bring to Nha Trang Bay Marine Protected Area Authority or local government
c. Bring home to eat because its meat is delicious and good Ior the heath
d. Do not do anything
e. Bring it home, take care oI it, then release it back to the sea
I. Others (and explain)

11. How do you pay attention to marine resources being destroyed?


12. What do you think about present marine resources in comparison with Iour years ago?

Much better Better No change Worse No idea

13. Have you seen people using dynamite Iishing? And what is the level oI dynamite Iishing?

Very much Much Little Not at all No ideas
10 years ago
5 years ago
Now
5 years more
10 years more

14. What is the extent you know the regulation oI the Marine Protected Area?

Clearly A little Medium Not clearly Not at all



15. What is the extent you abide by the regulation oI the Marine Protected Area?

Entirely abide Slightly abide Medium Abide Slightly not
abide
Entirely not
abide

16. Do you pay attention whether others in your community think badly oI you iI you have any
behavior to destroy marine resources?

To a large
extent
To a reasonable
extent
Medium To a small
extent
Not at all

17. Nhatrang Bay Marine Protected Area has very beautiIul coral and many tourists like it very
much. Do you cut coral to sell to them?

Never Once a year Once a month Once a week Everyday

18. To what extent you are ready to do something to protect marine resources?

Very much A little bit Medium Not very much Not at all

What will you do?

19. Which activities have you participated in Nha Trang Bay Marine Protected Area?

Yes No How many times
Collect rubbish
Destroy crown-oI-thorn seastars
Training
Study tour
Credit
Cooking course
Others
Not at all

II others, which activity?

20. How many times do you attend meetings on environmental education and awareness
raising?
a. 0 d. 8 10 times

b. 1 3 times e. 11 15 times
c. 4 7 times I. More than 15 times

21. What do you think about the content and Iorm oI environmental education and awareness
raising activities oI the marine protected area?

Strongly
agree
Slightly
agree
Slightly
disagree
Strongly
disagree
No idea
Easy to understand
DiIIicult to
understand

Attractive
Enjoyable
Boring

22. Comments oI length oI activities oI the marine protected area?

Too
long
Long Medium Short Too
short
No
idea
Village theatre
Meetings with EAU
Meetings with CDT
Meetings about credit
Meeting with PMU
Remove Crown-oI-thorn
seastars

Study tour
Rubbish collection

23. How oIten are environmental education and awareness raising activities organized in your
village?

Two-three
times a
year
Once a
year
Two-three
times a
month
Once a
month
Once a
week
Don`t
know
Activities Ior
women

Activities Ior the
youth

Activities Ior
children

Activities Ior adult

Activities Ior

everybody

24. How much inIormation on the Marine Protected Area do you obtain Irom Iollowing Iorms?

Television
Radio
Newspaper
Newsletter
Loud speaker
Signboard
Village theatre
Calendar
Brochure
Video show
Open meetings
with MPA staII

Others

II others, what are they?

Which Iorms do you like best? Why?



Appendix 4

SURVEY QUESTIONAIRE FOR TEACHERS

Full name: ......................... School:
............ Male Female
Date: ..............


disagree
Strongly
disagree
No idea

2. Circle habitats which Nhatrang Bay Marine Protected Area has?
a. Coral reeI d. Three oI them
b. Seagrass e. Don`t know
c. Mangrove

3. Indicate how Iar you agree with the Iollowing statement about the importance oI coral reeI

Strongly
agree
Slightly
agree
Slightly
disagree
Strongly
disagree
No
idea
Coral is the residing and growth
place oI many marine resources.

Coral is used to sell to tourists
Ior money.

A Marine Protected Area is
established to protect marine
biodiversity, resources and
environment; and to limit

Sea grass supplies Iood to many
marine lives.

Mangrove protects coastal
villages Irom erosion, raise the
level oI deposits oI silt and
make the climate equable.

When marine habitats are
destroyed, marine resources will
be exhausted.


4. Where is there mangrove in the Nhatrang Bay Marine Protected Area?

Much Medium Little Not at all Don`t
know
Bich Dam
Dam Bay
Dam Gia
Tri Nguyen
Vung Ngan
Vung Me
Hon Mot


Much better Better No change Worse Much worse



7. To what extent do you agree with the statements below in term oI your own behavior or
attitude in relation to the nature and environment?

Complet
ely
agree
Slightly
agree
Not
sure
Slightly
disagree
Entirely
disagree
I think nature is wonderIul; I
like to go walking in the
outdoor in the country.

I oIten read newspaper articles
concerning nature and the
environment.

I oIten read natural science
and/or environmental
magazines.

I regularly watch/listen to
nature and environment
programmes on TV and radio.

I oIten attend conIerences on
environmental protection


I talk to other people about how
they can contribute to a cleaner
environment.

I try to convince other people to
behave in a way that is better
Ior nature and the environment.

I comment iI other people
behave in a way that is
environmentally unIriendly.

I regularly go out to watch
wildliIe.

On walks, I collect stones,
Ieathers, shells, seeds or Iruits.

8. Are there Iollowing contents in the school awareness raising and environmental education
programs?

Yes No
The importance oI the sea
Biodiversity
Marine habitats:
Coral reeI
Sea grass
Mangrove
Environmental pollution
Food chain
Regulation oI the MPA
Threats
BeneIits oI the MPA

9. According to you, what more contents should be put into the environmental education
program? Why?

10. To what extent do you use the Iollowing methods in environmental education?

Not at
all
To a
small
extent
To a
reasona
ble
extent
To a
large
extent
Usually
Getting pupils to outdoor activities
Lecture
Getting pupils to games

Showing video on nature and the
environment

Getting pupils to make observations
oI nature and the environment.

Getting pupils to plant trees and
collect rubbish

Getting pupils to group discussions
Organizing drawing and telling
story competitions, writing articles
on the environment.

Organize village theatre
Getting pupils to role play
Organize clubs on the environment
Getting pupils to do Iieldwork on
environmental protection and
Iollow up the environment in the
vicinity

11. According to you, which methods are most eIIective? Why?

12. What do you think about content and Iorm oI the school awareness raising and
environmental education programs oI the Nha Trang Bay Marine Protected Area?

Strongly
agree
Slightly
agree
Slightly
disagree
Strongly
disagree
No idea
Easy to teach
DiIIicult to teach
Attractive
Various
Enjoyable
Boring

13. What do you think about equipment Ior environmental education?

Completely
enough
Fairly
enough
Enough Fairly not
enough
Completely
not enough
Teaching material
Workbook
Posters, pictures

Equipment Ior
collecting rubbish

Audio-visual
equipment

14. What is your general impression oI the extent to which the objectives below were achieved
by the study year?

Not at
all
To a
small
extent
Medium To a
reasonable
extent
To a
large
extent
Pupils get to know each other
better.

The mutual bonds between
pupils are reinIorced.

We have enjoyable time
together.

Pupils learn to work together
better.

Pupils experience the pleasure
oI the natural world.

Pupils learn to help each other.
Pupils learn about nature in a
diIIerent way.

Pupils learn diIIerent things to
what they learn at school.

Pupils learn more about nature.
Pupils gain better insight into
the natural world.

Pupils change their attitude to
nature.

Pupils change their behavior in
relation to the natural world.

Pupils have positive experiences

Pupils begin to appreciate nature
better.

Pupils learn research skills.

15. On which objectives would you place the emphasis the next year?

Not at
all
Low
priority
Medium High
priority
Very
high
Pupils get to know each other
better.


The mutual bonds between pupils
are reinIorced.

We have enjoyable time together.
Pupils learn to work together
better.

Pupils experience the pleasure oI
the natural world.

Pupils learn to help each other.
Pupils learn about nature in a
diIIerent way.

Pupils learn diIIerent things to
what they learn at school.

Pupils learn more about nature.
Pupils gain better insight into the
natural world.

Pupils change their attitude to
nature.

Pupils change their behavior in
relation to the natural world.

Pupils have positive experiences

Pupils begin to appreciate nature
better.




Appendix 5
SURVEY QUESTIONAIRE FOR HEAD TEACHERS

Full name: ......................... School:
............ Male Female
Date: ..............


disagree
Strongly
disagree
No idea


Much better Better No change Worse No idea



4. To what extent do you agree with the statements below in term oI your own behaviour or
attitude in relation to the nature and environment?

Completely
agree
Slightly
agree
Not
sure
Slightly
disagree
Entirely
disagree
I think nature is wonderIul; I
like to go walking in the
outdoor in the country.

I oIten read newspaper
articles concerning nature and
the environment.

I oIten read natural science
and/or environmental
magazines.

I regularly watch/listen to
nature and environment
programs on TV and radio.


I oIten attend conIerences on
environmental protection

I talk to other people about
how they can contribute to a
cleaner environment.

I try to convince other people
to behave in a way that is
better Ior nature and the
environment.

I comment iI other people
behave in a way that is
environmentally unIriendly.

I regularly go out to watch
wildliIe.

On walks, I collect stones,
Ieathers, shells, seeds or
Iruits.

5. Are there Iollowing contents in the school awareness raising and environmental education
programs?

Yes No
1 The importance oI the sea
2 Biodiversity
3 Marine habitats:
Coral reeI
Sea grass
Mangrove
4 Environmental pollution
5 Food chain
6 Regulation oI the MPA
7 Threats
8 BeneIits oI the MPA

6. According to you, what more contents should be put into the environmental education
program? Why?

7. To what extent do you use the Iollowing methods in environmental education?


Not at
all
To a
small
extent
To a
reasonable
extent
To a
large
extent
Usually
Getting pupils to outdoor
activities

Lecture
Getting pupils to games
Showing video on nature and
the environment

Getting pupils to make
observations oI nature and the
environment.

Getting pupils to plant trees and
collect rubbish

Getting pupils to group
discussions

Organizing drawing and telling
story competitions, writing
articles on the environment.

Organize village theatre
Getting pupils to role play
Organize clubs on the
environment

Getting pupils to do Iieldwork
on environmental protection
and Iollow up the environment
in the vicinity

8. According to you, which methods are most eIIective? Why?

9. What do you think about content and Iorm oI the school awareness raising and
environmental education programs oI the Nha Trang Bay Marine Protected Area?

Strongly
agree
Slightly
agree
Slightly
disagree
Strongly
disagree
No idea
Easy to teach
DiIIicult to teach
Attractive
Various

Enjoyable
Boring

10. What do you think about equipment Ior environmental education?

Completely
enough
Fairly
enough
Enough Fairly not
enough
Completely
not enough
Teaching material
Workbook
Posters, pictures
Equipment Ior
collecting rubbish

Audio-visual
equipment

11. To what extent do the motives and objectives below play a role in the participation oI your
school in this study year?

Not at
all
To a
small
extent
To a
reasonable
extent
To a
large
extent
Usually
Pupils get to know each
other better.

The mutual bonds between
pupils are reinIorced.

We have enjoyable time
together.

Pupils learn to work
together better.

Pupils experience the
pleasure oI the natural
world.

Pupils learn to help each
other.

Pupils learn about nature in
a diIIerent way.

Pupils learn diIIerent things
to what they learn at school.

Pupils learn more about
nature.

Pupils gain better insight
into the natural world.

Pupils change their attitude
to nature.


Pupils change their behavior
in relation to the natural
world.

Pupils have positive
experiences oI the natural
world.

Pupils begin to appreciate
nature better.


12. To what extent do you develop the Iollowing activities/Iorms oI support Ior Iurther
development oI nature and environmental education in your school?

Not at
all
To a
small
extent
To a
reasonable
extent
To a
large
extent
Usually
I urge teachers to pay attention
to nature and environment
education.

I see to it that every teacher
gains experience in nature and
environmental education.

I try to ensure that as many
teachers as possible to involve
in the introduction oI nature
and environmental education
at school level.

I allocate tasks to diIIerent
teachers when a new nature
activities starts up.

I stimulate initiatives by
teachers to make contacts in
the area oI nature and
environmental education with
other schools or nature and
environmental organizations.

I read incoming inIormation
about nature and
environmental education
myselI and select what to
distribute to the interested
parties.

I pass on inIormation about
nature and environmental
education to teachers to
teachers to beneIit teaching.


I respond enthusiastically to
initiatives by teachers in the
area oI nature and

I provide support Ior nature
initiatives, including Iinancial
support.

I try to organize the timetable
to accommodate nature and



Appendix 6
QUESTIONNAIRE FOR SECONDARY STUDENTS

Answer these questions:

1. How understandable are environmental lessons, according to you?

Very easy Easy Medium DiIIicult

Why?

2. How important the sea is to Iishers` lives?

Very much Medium A little Not at all

3. When the marine environment is harmed severely, how is Iishers` lives aIIected?


Why?

4. What do you think iI there is no more mangrove Iorest in the Hon Mun Marine Protected
Area and in Viet Nam?

5. Why is sea grass and mangrove important to human`s marine lives?



6. Why the Government oI Viet Nam established the Hon Mun Marine Protected Area?

7. How much Iish and coral does the Hon Mun Marine Protected Area protect, according to
you?


8. Name three rare species in the Hon Mun Marine Protected Area.

9. How is the marine biodiversity oI the Hon Mun Marine Protected Area?


10. What do you think iI there is rubbish all around us?

11. How is rubbish aIIected to our health?

12. How oIten do you throw rubbish into the sea?

Never Rarely Sometimes Usually

13. Your teacher holds a camping trip at a park. You bring a lot oI Iood with you when joining
the trip. AIter eating, what will you do with the rubbish?



14. Why are people around the world and Vietnamese people protecting coral?

15. There are many threats to the Hon Mun Marine Protected Area. List Iour oI them.

16. II you catch a sea turtle that is severely hurt while you are on the beach, what would you do?
a. Bring home to eat Ior its meat is delicious.
b. Sell Ior money.
c. Bring home to take care, then release it when it is recovered.
d. Hand over to the Nha Trang Institution oI Oceanography or the Hon Mun Marine Protected
Area

17. Mr. Nam`s Iamily lives at a coastal area. Each year, at the Iishing season, he goes Iishing.
Fish price in the market is more and more and he can sell his Iish with high price. II he
pushes up the Iishing level, his Iamily`s income will increase quickly in the next year and oI
course, the Iish amount in the sea will decrease quickly in consequence years. II you are a
member in Mr. Nam`s Iamily, what you and Iamily will do? Circle what you choose.
a. increasing the Iishing level
b. keep the same as other years
c. other ideas explain

18. II there is a day everything around you suddenly disappearing and you can have Iive among
Iollowing wishes. What would you choose?
d. A lot oI beautiIul coral in the sea
e. A lot oI Iish in the sea
I. One very big Iish
g. A very green Iorest
h. A motorcycle
i. A lot oI rice

j. A clean sea without wave
k. A radio cassette player
l. A big pig

Appendix 7
QUESTIONNAIRE FOR ELEMENTARY STUDENTS

Tick what you choose:
1. How important the sea is to Iishers` lives?


2. How many islands does the Hon Mun Marine Protected Area have?
a. 6 islands
b. 8 islands
c. 9 islands
d. 10 islands

3. All boats are not allowed to Iish in the
a. Core zone
b. BuIIer zone
c. Transition zone

4. The Hon Mun Marine Protected Area is established to:
a. To exploit coral and rare animals
b. To increase income Ior local people
c. To decrease the Iish stock caught
d. To protect the marine environment
e. To attract many tourists to Nha Trang
I. To supply various Iood
g. To make coral more and more ugly
h. To supply breeding and living place Ior marine lives
i. To increase marine biodiversity
j. To develop research, education and training

5. How is the marine biodiversity in the Hon Mun Marine Protected Area?


6. How is rubbish aIIected to our health?



7. How oIten do you throw rubbish into the sea?

Never Rarely Sometimes Usually

8. Which oI the Iollowing activities harm the marine environment?
a. Dynamite Iishing
b. Throw rubbish, oil into the sea
c. Research, education & training activities
d. Anchor mooring buoys
e. Fish rare marine lives
I. Anchor on coral
g. Develop tourism too much
h. Under-water photography
i. Develop port
j. Enjoy the marine beauty
k. Tremble on coral
l. Swim, snorkker & scuba diving
m. Exploit, trade coral and other rare marine animals
n. Using strong-light to Iish

9. When the marine environment is harmed severely, how is Iishers` lives aIIected?


10. II you catch a sea turtle which is severely hurt while you are on the beach, what would you
do?
e. Bring home to eat Ior its meat is delicious.
I. Sell Ior money.
g. Bring home to take care, then release it when it is recovered.
h. Hand over to Nha Trang Institution oI Oceanography or the Hon Mun Marine Protected
Area Authority

11. II there are no more mangrove and sea grass habitats,
a. many marine animals will have no house to live.
b. the sea will have less salt.
c. there will be more Ilood.
d. The climate will be less healthy.
e. The sea will be very dirty.

12. What activities are not allowed in the Hon Mun Marine Protected Area?
m. Dynamite and cyanide Iishing
n. Crown-oI-thorn seastar collection
o. Anchor on coral

p. Destroy mangrove and sea grass
q. Release rare marine animals such as seahorses, sea turtles iI you see them

13. The Government oI Vietnam established the Hon Mun Marine Protected Area to:
a. protect the Iish source
b. protect breeding place oI marine animals such as coral, sea grass habitats
c. protect marine biodiversity
d. create a stable and long-term job Ior coastal Iishers

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