DRAFT Tuart Conservation and Management Strategy

OUTCOME 3: COMMUNITY AWARENESS
The community will increase its awareness of tuart and its
ecosystems, and their benefits to humankind. This awareness
will be shared between different community groups
AIM: Educate, provide information, share ideas and promote
community participation in and desire for conserving tuart woodlands
Targets
Strategies
19. By Q1 2007 a network of
community information and education
resources are available
• Educate, provide information and share ideas on tuart
woodlands and their values with landowners.
• Develop mechanisms that ensure that investigations of
tuart biology translate to community awareness of the
value of tuart trees and ecosystems.
• Provide scientific and technical information to landowners
and the community on tuart regeneration.
• Improve linkages and coordination for tuart conservation
and management with existing community groups such as
the Tuart Response Group, Natural Resource
Management groups, land conservation district
committees and ‘friends’.
• Introduce community education programs through local
authorities and TAFE to increase understanding of the
social, economic and environmental roles of tuart
woodlands.
• Target financial institutions and land valuers to ensure
they are informed about the significance of native
vegetation.
• Promote commercial tours based on tuart’s conservation
values.
• Translate new information and adapted protection
management methods into accessible forms for targeted
community audiences.
• Provide for a Government-employed tuart information and
extensions officer.
• Develop strategic information centres north and south of
the Swan River.
20. By Q4 2011 primary school
children within the tuart belt will be
readily able to recognize a tuart tree.
• Consider other site based tuart information and
awareness tools (eg. Kings Park, Lake Clifton static
display, Old Coast Road stopping points).
• Instruct teachers and promote excursions to places
where tuart trees occur in school grounds or in parks.
• Seek to amend school projects to incorporate learning to
recognize local species of tree and shrub as an essential
part of student education.
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