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SPIEEP: End of Project Report3. Short environmental awareness training sessions for teachers.Two visits were made by the Frontier Staff and the DET to the primary schools and subschoolsin the Reserve. During these visits teaching methods taught at the workshop werepracticed, discussed and evaluated. New games were also introduced. It was during thesetraining visits that a high degree of enthusiasm was apparent from both the teachers andstudents. Requests were made by the teachers for future return visits.4. Environmental awareness poster campaign.School children were invited to join a poster competition open to all primary schools inthe Nature Reserve. The theme for the competition centred around conservation and thelocal environment.The environmental awareness poster campaign was highly successful, attracting entrantsfrom all the main schools in the Reserve. The competition was judged by the Sa Pa DET,representatives from the four main Commune schools and Frontier-Vietnam staff.Competition judging and prize presentation were held in the Victoria Hotel, who alsoprovided lunch for everyone after the presentation. The three winning entries were madeinto posters (500 copies of each) that were then distributed via the Sa Pa District People’sCommittee to the Sa Pa DET, all schools in the Nature Reserve, the Commune People’sCommittees, and village leaders.The posters focused on the visual effect (i.e. the picture) with a little Vietnameselanguage only. The three winning posters were:i) Löa GiÕt ChÕt Rõng – H·y dËp t¾t löa tr-íc khi ®i. (Fire killsthe forest – Please extinguish the fire before leaving.)ii) Löa Nguy HiÓm – ChÆn löa kh«ng cho ch¸y rõng. (Fire is dangerous– Stop it burning the forest.)iii) Bo vÖ rõng lµ bo vÖ cuéc sèng cña chÝnh b¹n – ChØ nªnlÊy cµnh kh« lµm cñi. (Protecting the forest is protecting our lives - Onlycollect dead wood to make firewood.)Due to the fact that H’mong and Dao are not widely written it was not consideredappropriate to also produce the posters using these languages.5. Production of tourist information leafletsInformation included a code of practice for culturally sensitive tourism andenvironmental information on areas of natural and cultural interest in the environs of SaPa Town. Leaflets were produced in both Vietnamese and English (6000 each language).Once endorsed by the district Department of Culture and Information, these leaflets werethen given to the Sa Pa People’s Committee for further distribution to hotels, restaurants,etc.6. Nature trail feasibility study.A six-month feasibility study was conducted on the implementation of a pilot nature trail,visitor’s centre and information board for the Reserve entrance (Grindley 1998). Thecentral idea to the study was the assertion that ‘tourism in Sa Pa has potential to assist inFrontier Vietnam Environment Research Report 23 33
SPIEEP: End of Project Reportthe conservation effort, and that this could have benefits for sustainability.’ The studyproduced comprehensive research findings, including market analysis, assessment ofpotential local participation, current situation of tourism in Sa Pa and recentdevelopments; proposal outlines for the reception centre and nature trail; and generalrecommendations for the development of eco-tourism in Sa Pa.Following the feasibility study (which as a mechanism for research was successful) it wasfound by the Frontier staff that the idea for a nature trail and visitors centre was verygood but that it would require a very large amount of funding in order to implement.Neither the centre nor the nature trail were further developed by the authorities. IUCNhave subsequently used this feasibility study in their planning for the development of avisitors centre in Sa Pa town (Toot Oostveen, pers. com.).The information board was not implemented due to a change of opinion as to itsappropriateness on behalf of the Nature Reserve.7. Extra activities.At the request of the Sa Pa DET, 8 small hydro-electric generators were purchased forschools in the Nature Reserve. These were:i) Lao Chai commune: main school x1; Lao Chai San school x1ii) San Sa Ho commune: Y Linh Ho school x2; Sin Chai school x1iii) Ta Van commune: main school x1iv) Ban Ho commune: main school x 1; Seo Trung Ho school x1These enable the schools to power light bulbs and therefore hold classes after dark. Thisis particularly important as the school day is usually very short due to the fact thatstudents (both adults and children) work on their land during the day.Frontier Vietnam Environment Research Report 23 34
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