• BGCI Home
• Welcome to Education
  • Introduction to Education
• News
• GSPC and Education
• Roots
  • Latest Issue
  • Roots Archive
  • Roots Back Issue PDFs
  • Resources from Roots
  • Subscribe to Roots
• Education E-Update
• Case Studies
  • Formal Education
  • Public Education
  • Interpretation
  • Evaluation
  • Community Engagement
  • Working with Volunteers
  • Teacher Training
  • Resource Development
  • Administration
  • Funding
• Key Reading
  • ESD Guidelines
  • EE Guidelines
  • Interpretation Guidelines
  • Background Reading
  • BGCI Publications List
• Resources
  • Worth a Look - the Noticeboard
  • Website Links
  • How-to Guides
  • Resource Reviews
  • Communicating Climate Change
• Congresses
  • Proceedings
  • The Nature of Success: Success for Nature

What are other educators doing to support the GSPC? - Target 7

Target 7: 60% of the world’s threatened species conserved in situ.

Is there a connection between the education department and public awareness campaigns in house to raise money for in situ provision? Do you work with conservation areas within your site, for example by having guided walks or trails through nature areas or interpreting conservation zones? Are there discussion exercises about the importance of maintaining habitat and its value with college groups?

Examples

Set up education programme for disaffected children in summer holidays which included identification of native species and looking at sustainability.
Kim Pierpoint, Thrive

Education programmes with 2ndry and 3ery education
Liz Marrs, Chester Zoo

Assist with international links and encouraging teachers to set up school grounds gardens
School visits regarding habitats.
Royal Horticultural Society

Annual participation in schools, colleges and university courses
Louise Bustard, Glasgow Botanic Gardens

The woodland and meadow habitats are both homes to native endangered species
Louise Allen, University of Oxford Botanic Garden

Our 400 acre conservation farmland is home to endangered species such as whorled caraway and wax cap fungi. We host field rips for university of Wales undergrads to promote this work.
Trevor Roach, National Botanic Gardens, Wales

Arable weeds display, native flora areas such as fen display, brecklands, and limestone mound areas used with school groups and adult learners. Interpretation of special habitats such as seasonal tropical forest in Belize House
Christine Preston, University of Cambridge Botanic Gardens

New fen display with interpretation boards. Tours and courses make use of our ecological mound, breckland habitats, chalk grassland, arable weeds display etc. This all raises awareness. Help with hazel coppicing at other site.
Karen Van Oostrum, University of Cambridge Botanic Gardens

Work with Argentina to develop 4 biodiversity interpretation centres to promote in situ local/regional vegetation uses. Part of discussion in international diploma course. A-level groups from schools
Gail Bromley, Royal Botanic Gardens, Kew