Download - Zoo Negara

Content 

ALL MALAYSIAN ZOO EDUCATORS’ 

CONFERENCE 

2011 

“Planting the Seeds of Conservation” 

30 th SEPTEMBER – 2 nd OCTOBER 2011 

ZOO NEGARA MALAYSIA 

1. Zoo Education: A Comparative International Study 

of Zoo Intentions and the Visitor Experience 

KATIE ROE 

International Consultant 

Zoo Education Specialist 

Program Development and Evaluation 

Education Research and Analysis...........................Page 6 

2. Zoological Gardens and Urban Parks: Working 

Together for Effective Conservation Education 

DR NOR AZLIN YAHYA 

Head, Ecotourism and Urban Forestry Programme, 

Forest and Environment Division, 

Forest Research Institute Malaysia (FRIM)……….. Page 7 

3. The National Curriculum: Role in the Environmental 

Education 

KASHRY AB RANI 

Head of Geography Unit, 

Curriculum Development Division 

Ministry of Education...........................................Page 9 

4. Sekolah Lestari – Anugerah Alam Sekitar: Komponen 

Kurikulum 

HAIRUNNISA ZAHIRAH 

Programme Officer 

WWF-Malaysia....................................................Page 10 

2 nd All Malaysian Zoo Educators’ Conference 

AMAZed 2011 

Zoo Negara Malaysia 

Page 2 of 30

5. Sabah Environmental Education Network (SEEN): 

Our Story 

NURFAEZIANE NORDIN 

Environment Control Officer 

Environment Protection Department 

Sabah Environmental Education Network 

(SEEN)...................................................................Page 11 

6. Education Development in Gombak and Nurturing 

Conservation Through Education 

SAIFUL AZLAN OTHMAN 

Assistant Officer 

(English Secondary) 

Pejabat Pelajaran Daerah Gombak......................Page 12 

7. AMAZed for Training the Trainers in Zoo Education 

JUNAIDI OMAR 

Education Department 

Zoo Negara Malaysia.........................................Page 13 

10. Wildlife signage: It’s time for better approach 

NORZAINAH OMAR 

Educator 

Aquaria KLCC......................................................Page 17 

11. The Wildlife Conservation Act 2010: A Brief 

Introduction to Zoo Compliances 

SHAMSUDDIN OSMAN 

Principal Assistant Director 

Law & Enforcement Division 

Department of Wildlife and National Parks (PERHILITAN) 

Ministry of Natural Resources and 

Environment.........................................................Page 18 

12. The Illegal Wildlife Trade – How Zoo Educators can 

make a real difference 

CLAIRE BEASTALL Co-author : RENEE YEE 

Training & Capacity Building 

TRAFFIC Southeast Asia........................................Page 19 

8. Zoo Discovery: Malaysian Endangered Journey 

EDWINA LIM TEEN 

Education Executive 


Zoo Negara Malaysia..........................................Page 15 

13. Bats and Us: Are we so different 

DR CHRISTINE FLETCHER 

Research Officer 

Head of Forest Ecology Branch 

Forest Research Institute Malaysia (FRIM)..........Page 21 

9. Program Pendidikan di Zoo Melaka 

CHE NURUL ASIKIN CHE NOR 

Assistant Wildlife Officer 

Zoo Melaka.........................................................Page 16 


AMAZed 2011 


Page 3 of 30 


AMAZed 2011 


Page 4 of 30

14. The Role of Volunteers in Facilitating and 

Promoting Zoo Education 

MAZRUL MAHADZIR 

Programme Coordinator 

Way Out Experiences Sdn Bhd..............................Page 22 

15. Enrichment as an Educational Tool 

KATIE McDONALD 

Educator 

Way Out Experiences Sdn Bhd.............................Page 23 

Zoo Education: A Comparative 

International Study of Zoo Intentions 

and the Visitor Experience 

KATIE ROE 

International Consultant 

Zoo Education Specialist 

Program Development and Evaluation 

Education Research and Analysis 

Research has shown that zoos are in a strong position to 

educate the general community about conservation and 

wildlife issues. However, few studies have been conducted to 

determine the level of conservation communication between 

the zoo and its visitors. 

The aim of this research is to explore zoo education to 

understand the relationships between the description of 

education missions, the implementation of education 

programs, or mediums, and the influence of these for zoo 

visitors. 


AMAZed 2011 


Page 5 of 30 


AMAZed 2011 


Page 6 of 30

Zoological Gardens and Urban Parks: 

Working Together for Effective 

Conservation Education 

DR NOR AZLIN YAHYA 

Head, Ecotourism and Urban Forestry Programme, 

Forest and Environment Division, 

Forest Research Institute Malaysia (FRIM) 

Urban parks, zoological and botanical gardens are major 

contributors to the physical and aesthetic quality of urban 

neighbourhoods. These areas provide excellent opportunities 

for conservation education due to the natural resources 

available at the sites and their accessibility to the major 

populations. As places of recreation and visual assets to 

communities, urban parks, zoological and botanical gardens 

can serve as excellent centres for promoting environmental 

messages and conservation knowledge. Conservation 

education is important to increase awareness and develop 

responsibility for sustainable management of natural 

resources. With the right communication method people can 

be made aware of the importance of the environment and 

their own relationship with the environment. Effective 

communications will change peoples’ attitude and behaviour 

towards the aspect of the environment that is important to 

them. Environmental interpretation which is about the needs 

to communicate technical information to non-technical 

audiences, are often used for effective communications in 

nature based recreation areas. Interpretation involves 

translating the technical language of a natural science field 

into terms and ideas that non-scientists can readily 

understand, and it involves doing it in a way that is 

entertaining and interesting to the audience. Interpretation is 

an educational activity, which aims to reveal meanings and 

relationship through the use of original objects, by firsthand 

experience and by illustrative media. Zoological gardens and 

botanical parks have abundant wealth of natural resources 

that should be utilized to emphasis the importance of 

sustainable resource management and the relationship of 

plants, animals and human. This paper describes the 

importance of practicing effective interpretation methods to 

enhance visitors’ awareness and to encourage positive 

behavioural changes towards conservation of biodiversity 

resources. 


AMAZed 2011 


Page 7 of 30 


AMAZed 2011 


Page 8 of 30

The National Curriculum: 

Role in the Environmental Education 

KASHRY AB RANI 

Head of Geography Unit 

Curriculum Development Division 

Ministry of Education 

Sekolah Lestari – Anugerah Alam 

Sekitar: Komponen Kurikulum 

HAIRUNNISA ZAHIRAH 

Programme Officer 

WWF-Malaysia 

The Environmental Education Programme in the Malaysian 

Curriculum was introduced in 1992 with aims to improve the quality 

of both the life of the people and the environment as well as 

emphasize on sustainable development through understanding and 

wise management of all the natural resources. This programme 

spans from the pre-school level up to the secondary school level. It 

uses the approach of integrated learning where lessons are designed 

to incorporate knowledge, skills and values to give students a more 

relevant and meaningful learning explore in planning their lessons. 

Elements of Environmental Education are taught across the 

curriculum as well as being discussed specifically in subjects like 

Geography and Science. To aid the teachers, the Curriculum 

Development Division has come up with guidebooks with sample 

lesson plans and guidelines on how to infuse elements of 

Environmental Education in their classes. The Ministry of Education 

encourages collaboration and smart partnerships with various 

government bodies as well as NGO’s for curriculum and cocurriculum 

activities involving students and teachers. However, this 

programme has its share of obstacles namely in the form of 

perception and attitude of the school administrations and teachers, 

financial constraints, non extensive monitoring of the 

implementation and the lack of exposure to the concept of 

Environmental Education. It is hoped through education and 

policies, positive changes regarding the environment could be made 

every day. 

The Sekolah Lestari-Anugerah Alam Sekitar: Komponen 

Kurikulum project as is it officially known by its partner, the 

Curriculum Development Department (CDD) of Ministry of 

Education (MOE) was developed to produce a comprehensive 

Environmental Education (EE) Model, curriculum component 

that can be replicated throughout secondary schools in 

Malaysia by 2014. This project also has links with other 

important stakeholders such as the departments under MOE, 

Ministry of Natural Resources and Environment (NRE), 

academic institutions, nature education centres and 

environmental Non-governmental Organisations (NGOs). The 

objectives of this EE model which is to develop EE teaching 

aids and resource materials for schools, to facilitate teachers 

and education officers in carrying out EE programmes and 

ultimately to see behavioural change in students. 


AMAZed 2011 


Page 9 of 30 


AMAZed 2011 


Page 10 of 30

Sabah Environmental Education 

Network (SEEN): Our Story 

NURFAEZIANE NORDIN 

Environment Control Officer 

Environment Protection Department 

Sabah Environmental Education Network (SEEN) 

Education Development in Gombak 

and Nurturing Conservation Through 

Education 

SAIFUL AZLAN OTHMAN 

Assistant Officer 

(English Secondary) 

Pejabat Pelajaran Daerah Gombak 

This paper presents the background of Sabah Environmental 

Education Network (SEEN), successful programmes through 

networking and lessons learned in enhancing environmental 

education in Sabah. SEEN was launched on 17 March 2005 

with the aim to enhance environmental education, 

communication and awareness efforts in Sabah through 

networking, cooperation and coordination among all 

members. Currently, SEEN has 35 members from the 

government sector, educational institutions, nongovernmental 

organisations and private sector. Since its 

establishment, SEEN members have carried out various 

environmental education programmes such as EE Races, 

radio talks and trainings through sharing of resources such as 

funding, expertise and logistics. Members of SEEN were 

directly involved in the formulation of the Sabah 

Environmental Education Policy which was launched in 

November 2009. The policy provides guidance to all sectors in 

implementing environmental education programmes in 

Sabah. 

The presentation will be about how Gombak is progressing in 

terms of education. There will be brief explanation on what 

the district has achieved in education for the past 2 years. 

The explanation will be based on the district performance in 

public examinations as well as on how Gombak is 

implementing the Government Transformation Programme 

especially in fulfilling the key performance indicators as 

transpired in NKRA. 

In line with the theme of the conference, there will be a 

thought sharing on how education generally and the schools 

and the district education office especially have helped to 

actually educating and nurturing conservation among school 

children in our own ways. 


AMAZed 2011 


Page 11 of 30 


AMAZed 2011 


Page 12 of 30

AMAZed for Training the Trainers in 

Zoo Education 

JUNAIDI OMAR 



One of the missions of Zoo Education is to be the most 

important resource for Zoo Educators in Malaysia among 

learners, school teachers, volunteers and general public. 

AMAZed or ‘All Malaysian Zoo Educators’ was selected as a 

new title for MAZPA-education team. It began when Zoo 

Negara’s Education Department started to host the First 

MAZPA-EDU Conference. AMAZed was then introduced in 

2010 with aims to allow networking and business 

opportunities, organizing future events with various 

Malaysian educators and to act as a platform for knowledgesharing 

on conservation education and environmental issues. 

This platform also a tool for generate more guidance to 

provide a beginning training ground for Malaysian zoo 

educators as well as sparking their interest in initiating and 

improving the environmental education programmes. 

this actually fits in their needs. By working constantly and 

trying to persuade the teachers to see the learning design 

layout based on further discussion prior to the visit allow this 

situation to encourage a team work and long term symbiotic 

relationship. Both parties striving to achieve the same goal at 

the end of the day as the zoo will be providing the activity, 

space and animals whereby the schools provide the audience. 

For the purpose of this presentation, it is hoped that we can 

put very much effort together in providing a series of 

comprehensive trainings for trainers in wildlife awareness 

and its ecosystem through interactive approach within the 

zoo ground to achieve an ultimate goal. 

Through organizing the environmental education programme, 

it will assist the educators especially teachers to instil 

knowledge among their students. The programme must be 

relevant to the latest curriculum syllabus and the aims of the 

schools related to meet their current topic requirement. The 

Zoo Educators can offer a learning experience with wildlife 

ecosystem background which meet the schools require, but 


AMAZed 2011 


Page 13 of 30 


AMAZed 2011 


Page 14 of 30

Zoo Discovery : 

Malaysian Endangered Journey 

EDWINA LIM TEEN 

Education Executive 



Situated near the equator belt, Malaysia is known for its hot 

and wet climate. The country receives plenty of sun and rain 

all year round which supports one of the richest plant and 

animal habitats in the world- the tropical rainforest. 

According to WWF Malaysia, the rainforests of Southeast Asia 

are believed to be the oldest and among the most biologically 

diverse in the world. 

The tropical rainforest in Malaysia is well-known for its 

unique flora and fauna. It is the home for both the wildlife 

and the indigenous people (Orang Asli, Penan, Iban, Orang 

Ulu). For those who live in the urban city, we depend on the 

forest for water, timber and fruits. 

The existence of wildlife is often linked with the rainforest 

ecosystem but we forget that as human, we are also part of 

the ecosystem. The importance and existence of the 

Malaysian endangered animals and how the educators in the 

zoo approached the future generation will be discussed in 

this conference. 

Program Pendidikan Zoo Melaka 

CHE NURUL ASIKIN CHE NOR 

Assistant Wildlife Officer 

Zoo Melaka 

Pembentangan kertas kerja Program Pendidikan Zoo Melaka adalah 

berkaitan latarbelakang bahagian pendidikan dan halatuju yang ingin 

dicapai oleh Zoo Melaka khususnya. Pembentangan ini membawa 

audien untuk lebih memahami peranan, fungsi dan pengisian 

program pendidikan yang telah dijalankan pada tahun 2011 di Zoo 

Melaka. Bahagian Pendidikan dan Pengembangan Zoo Melaka terdiri 

daripada 3 unit kecil iaitu Pendidikan, Papan Tanda, Taksidermi dan 

Promosi. Jumlah ahli pasukan adalah seramai 10 orang staft. Unit ini 

telah bermula dari sebuah unit kecil pada tahun 90an. Pada waktu 

itu, program yang diadakan hanyalah pameran dan road tour sahaja. 

Zoo Melaka sentiasa peka dan bermotivasi untuk menyahut saranan 

konservasi biodiversiti dalam usaha menyampaikan mesej kepada 

orang awam tentang kepentingan elemen biodiversiti dan 

penggunaan sumber secara mampan. Antara aktiviti Zoo Melaka 

yang dijalankan ouside/luaran dan inside/dalaman. Bagi aktiviti 

ousite/luaran adalah Road Tour Zoo Melaka ke Sekolah-sekolah iaitu 

dengan memberi ceramah mengenai pendidikan konservasi 

biodiversiti dan peranan Zoo Melaka sebagai pusat konservasi 

hidupan liar, mengadakan pameran, kuiz hidupan liar dan tayangan 

video mengenai konservasi hidupan liar. Manakala, bagi 

inside/dalaman aktiviti iaitu lawatan dari Tadika, Sekolah Rendah 

dan Menengah / IPTA / IPTS / Persatuan/Agensi2 ke Zoo melaka 

dengan menjalankan aktiviti Green Heart (Gotong-royong), 

Explorace Zoo Melaka, Enrichment Program, ceramah, Wildlife Talk 

oleh Keeper serta kuiz & Mari Berwarna. Zoo Melaka mensasarkan 

penglibatan menyeluruh oleh sekolah-sekolah, IPTA/IPTS/Agensi2 

yang terlibat & orang awam untuk lebih peka dan menyayangi 

hidupan liar. Zoo Melaka memfocuskan tanggungjawab sosial 

masyarakat terhadap konservasi hidupan liar. 


AMAZed 2011 


Page 15 of 30 


AMAZed 2011 


Page 16 of 30

Wildlife signage: It’s time for better 

approach 

NORZAINAH OMAR 

Educator 

Aquaria KLCC 

The Wildlife Conservation Act 2010: 

A Brief Introduction to Zoo 

Compliances 

SHAMSUDDIN OSMAN 

Principal Assistant Director 

Law & Enforcement Division 

Department of Wildlife and National Parks (PERHILITAN) 

Ministry of Natural Resources and Environment 

Have you ever wondered why often people do not read signs 

in Zoo/Aquarium Are we all assuming that people in general 

are lazy, illiterate or not interested in learning It’s time to 

put a stop to blame the visitors for not reading our signage! 

It’s time for all educators to come into realization the “wow” 

factors and wiped out the absence in producing an interactive 

signage! Let’s discover the criteria in producing new age 

signage thru this presentation. Wildlife Signage: It’s time for 

better approach to exhibit interpretation. 

The Wildlife Conservation Act 2010 [Act 716] has come into 

force on 28 December 2010. It is a new legislation that 

replacing the Protection of Wild Life Act 1972 [Act 76] which 

then is repeal. This new law has been formulated to cater the 

current needs of wildlife conservation. A wider scope of 

wildlife protection and enforcement have been abode as to 

ensure the country fauna heritage if protected and 

conserved. Activities involving wildlife which are listed under 

the Schedule requires licence, permit or special permit. This 

tool of conservation approach is important in ensuring that 

every wildlife that is keep, hunt or breed is recorded. One 

aspect of conservation that required permit is the operation 

of zoo. The general public know zoo is a place that wildlife are 

place for viewing and at the same time promote education on 

wildlife behaviours, habitats and conservation. In order to 

make sure the welfare of all animals kept in zoo a at its 

highest level, all zoo operators need to comply to 

requirement of the rules and regulation under the Wildlife 

Conservation Act. 


AMAZed 2011 


Page 17 of 30 


AMAZed 2011 


Page 18 of 30

The Illegal Wildlife Trade – How Zoo 

Educators can make a real difference 

CLAIRE BEASTALL Co-author : RENEE YEE 

Training & Capacity Building 

TRAFFIC Southeast Asia 

Illegal trade is recognised as one of the major threats to 

wildlife in Southeast Asia. Wildlife is traded for a variety of 

purposes throughout the world. Some of this is legal and 

sustainable, but a worrying proportion is not. 

Zoo educators are in a unique position to publicise the 

impacts of the illegal trade in wildlife. This information will 

help zoo visitors and the general public make decisions that 

protect what we still have. Examples will be provided on the 

estimated extent of this trade and why we should care about 

it. 

many traditional medicine practitioners. Taking endangered 

species as medicine is a choice. 

Lastly we come to pets. Many of the species available in the 

past in Malaysian pet shops have been illegally collected from 

the wild and imported and sold illegally. The choice of a pet 

animal is one which zoo educators are perhaps best placed to 

change. The Malaysian authorities have made some huge 

seizures of live animals destined for the country’s pet trade 

over the past couple of years. 

Good zoos and good zoo educators can play a vital role in 

increasing awareness and influencing the opinions and 

behaviour of the public. Maximising this influence will surely 

help to better reach your conservation and education goals. 

In Southeast Asia, wild animals are used for food, traditional 

medicine and increasingly as pets. It should also be noted 

that a number of irresponsible zoos have been implicated in 

the illegal wildlife trade. 

What was once seen as attainable for very few rich and 

powerful individuals is, as incomes rise, increasingly within 

the reach of more and more people. The use of wildlife as 

food can have implications beyond the species on the plate. 

The more wild boar and wild deer that we eat, the fewer 

remain in the forest for predators such as tigers. 

The trade in wildlife for traditional medicine involves some of 

the rarest species on earth. Whilst beliefs may be long held, 

there are substitutes available for these which are offered by 


AMAZed 2011 


Page 19 of 30 


AMAZed 2011 


Page 20 of 30

Bats and Us: Are we so different 

DR CHRISTINE FLETCHER 

Research Officer 

Head of Forest Ecology Branch 

Forest Research Institute Malaysia (FRIM) 

The Role of Volunteers in Facilitating 

and Promoting Zoo Education 

MAZRUL MAHADZIR 

Programme Coordinator 

Way Out Experiences Sdn Bhd 

Harbouring 10% of all bat species, Malaysia is a hotspot for 

bat diversity. Yet they are often falsely persecuted, mainly 

due to mis-information and awareness of their importance in 

the balance of nature. While bats are unique in many ways, 

they are also very similar to humans, physically and 

behaviour. They are warm-blooded mammals that gives birth 

their young. Some live in close-knit families or friends while 

some like the solitary life – a behavior we can easily relate to. 

Their skeletal structure can be strikingly familiar to the 

human bones. Extensive research in understanding their 

ecological needs would not be effective without effective 

conservation efforts. Education and awareness is an 

important tool to change the public’s perception and assist in 

conservation efforts of bats and their habitat. This paper 

highlights the ecology of bats, its conservation and shares 

insights on education approaches. 

The presentation will discuss about role that can be play by 

volunteers in zoo education. It will look at Zoo Negara as an 

example as Zoo Negara received lots of volunteers from 

various organizations like schools, universities, corporate 

companies and also individuals. 

We will look at different groups of volunteers that come from 

various backgrounds and nationality with different set of skills 

and knowledge. The zoo can use their skills in promoting zoo 

education by disseminating info to the visitors, help with 

ideas on education materials like signage and leaflet and 

engage with enrichment. 


AMAZed 2011 


Page 21 of 30 


AMAZed 2011 


Page 22 of 30

Enrichment as an Educational Tool 

KATIE McDONALD 

Programme Facilitator 

Way Out Experiences Sdn Bhd 

Climbing, scratching, digging, foraging, rubbing, chewing, 

stalking, scent marking and problem solving are just a few of 

the many natural behaviours animals show when living in the 

complex and stimulating environment of their natural 

habitat. But what happens when these animals live in zoos 

How do the people responsible for the animals’ welfare 

recreate situations that will encourage natural behaviours 

particular animal species, before encouraging them to apply 

what they have learn by designing and making enrichment. 

Students then get an opportunity to observe their enrichment 

given to the animals and we are able to facilitate higher level 

thinking as we get them to evaluate the success of their 

design and discuss re-design for the next time. 

By using enrichment as an educational tool, we are thus able 

to combine world-class teaching methods with up-to date 

enrichment protocol. The result is cutting edge zoo education 

which helps improve captive animal welfare at the same time 

as providing and fun-filled and hands on experiences for zoo 

visitors. 

For the zoological community at large, enrichment is the 

word that describes the approaches and principals adopted 

to improve the wellbeing of animals in our care, whether they 

are furry, feathery or scaly. In good zoos, enrichment is part 

of everyday animal care and is as important as husbandry and 

veterinary practice. There are only two prerequisites to it 

being successful - the first is a knowledge of a particular 

species natural history and wild ecology; the second a desire 

to make enrichment happen. 

For many zoo educators, enrichment represents an exciting 

but often under-utilised tool, which can serve the needs of 

many groups of zoo visitors. The average tourist gains an 

exposure to daily enrichment activities by watching keepers 

both making and implementing enrichment. This can be 

taken to the next level by inviting zoo visitors themselves to 

take part in enrichment; an education technique which is 

especially valuable when applied to school groups. 

By teaching the techniques of animal observation we allow 

students to first gain knowledge and understanding of the 


AMAZed 2011 


Page 23 of 30 


AMAZed 2011 


Page 24 of 30

Itinerary 

Day 1, Friday 

30 Sep 2011 

MORNING SESSION 

8.00 am Arrival & Registration 

8.30 am Teacher Workshop 

9.30 am Group Assignment 

10.30 am Coffee Break 

11.00 am Group Presentation 

12.00 pm Discussion & Feedback 

12.30 pm Lunch & Break 

Adjourn 

AFTERNOON SESSION 

3.00 pm Arrival & Registration 

3.30 pm Welcoming Address 

Opening Remarks 

by Chairman of MAZPA 

4.00 pm Key Note Speaker I Presentation 

Theme Overview 

Zoo Education: A Comparative 

International Study of Zoo Intentions 

and the Visitor Experience 

BY KATIE ROE 

4.30 pm Key Note Speaker II Presentation 

Zoological Gardens and Urban Parks: 

Working Together for Effective 

Conservation Education 

BY DR NOR AZLIN YAHYA 

5.00 pm Press Conference & Coffee Break 

6.00 pm Ice Breaking Session 

Conference Overview 

6.30 pm Opening Dinner & Adjourn 

Day 2, Saturday 

1 Oct 2011 


8.00 am Arrival & Registration 

8.30 am Paper Presentation 1 

The National Curriculum: Role 

in the Environmental 

Education 

BY KASHRY AB RANI 


Sekolah Lestari – Anugerah 

Alam Sekitar: Komponen 

Kurikulum 

BY HAIRUNNISA ZAHIRAH 


AMAZed 2011 


Page 25 of 30 


AMAZed 2011 


Page 26 of 30


Sabah Environmental 

Education Network (SEEN): Our 

Story. BY NURFAEZIANE 

NORDIN 


Education Development in 

Gombak and Nurturing 

Conservation Through 

Education 

BY SAIFUL AZLAN OTHMAN 

10.30 am Q & A Session 

10.45 am Coffee Break 


AMAZed for Training the 

Trainers in Zoo Education 

BY JUNAIDI OMAR 


Zoo Discovery: Malaysian 

Endangered Journey 

BY EDWINA LIM TEEN 

1.00 pm Lunch & Break 

AFTERNOON SESSION 

2.00 pm Paper Presentation 8 

Wildlife signage: It’s time for 

better approach 

BY NORZAINAH OMAR 


The Wildlife Conservation Act 

2010: A Brief Introduction to 

Zoo Compliances 

BY SHAMSUDDIN OSMAN 


The Illegal Wildlife Trade – 

How Zoo Educators can make a 

real difference 

CLAIRE BEASTALL Co-author : 

BY RENEE YEE 


Bats and Us: Are we so 

different 

BY DR CHRISTINE FLETCHER 


Program Pendidikan di Zoo 

Melaka 

BY CHE NURUL ASIKIN CHE 

NOR 

12.45 pm Q & A Session 


AMAZed 2011 


Page 27 of 30 


AMAZed 2011 


Page 28 of 30


The Role of Volunteers in 

Facilitating and Promoting Zoo 

Education 

BY MAZRUL MAHADZIR 

Autograph 

4.30 pm Q & A Session 

4.45 pm Coffee Break 

Enrichment as an Educational 

Tool 

BY KATIE McDONALD 

5.00 pm Feedback & Discussion 

6.00 pm Closing Ceremony 

6.30 pm Farewell Dinner at Maluri Hotel 

Day 3, Sunday 

2 Oct 2011 


9.00 am Post Tour to Paya Indah 

Wetland, Putrajaya 


AMAZed 2011 


Page 29 of 30 


AMAZed 2011 


Page 30 of 30

Download - Zoo Negara

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?