Integration of nonformal and formal education into conservation programs : a case study of Taronga zoo's in-situ youth programs

Abstract

The World Association of Zoos and Aquariums (WAZA) encourages its global member institutions to promote wildlife conservation and positive, environmentally aware behaviour changes to their audiences and communities. As education and conservation influence attitudes and behaviours related to wildlife and the environment, both are central focal points for organisations to be catalysts of change. While studies have shown conservation education leads to increased environmental knowledge and positive attitudes, impacts on behaviour change are rarely examined. To better engage citizens in becoming part of environmental solutions, the Taronga Zoo in Sydney, Australia, collaborates with schools and organisations to implement "in-situ" projects in communities across New South Wales. Using formal and nonformal educational approaches- including conservation education, place-based education, traditional ecological knowledge (TEK), project-based education (PBL), and service education-these partnerships aim to facilitate positive conservation actions through community awareness campaigns about a local wildlife species. This case study sought to determine how Taronga Zoo's in-situ programs created community conservation opportunities through both formal and nonformal educational approaches. Working within this overarching lens, four subquestions examined the programs' core elements of design and implementation, community partners, near-peer mentoring, and conservation aims. The study was developed from a constructionist epistemology and utilised process evaluation to examine the resources, activities, and outputs of five separate in-situ projects over a 12-month period. In total, 23 community organisations partnered with the zoo to contribute to the learning of 1,512 students. Data collection consisted of 29 individual and group interviews with stakeholders involved in program planning and management, over 300 hours of observations of the programs' activities, and a document review of all program materials. Overall findings revealed that the programs' place-based connections, community service, and campaign projects were particularly effective in promoting community conservation. Recommendations to strengthen future programs concern the selection of the principal species and the related conservation action(s), training of, and collaboration with community partners, and the implementation of evaluations and assessments for both students and community members. Ultimately, this research aims to leverage these conclusions to inform best practices in conservation education programming to further contribute to longitudinal research examining behaviour change and conservation impact.

Date of Award	2020
Original language	English