sol & van pda: education for sustainable river and water conservation (annual report 2005)

8/9/2019 SOL & VAN PDA: Education for Sustainable River and Water Conservation (Annual Report 2005)

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Live & Learn

A N N U A L R E P O R T 2 0 0 5

Environmental & Development Education



1 LIVE& LEARN

C O N T E N T S

1. PURPOSES, AIMS ANDGUIDING PRINCIPLES

2. REGIONAL

ORGANISATIONALSTRUCTURE

3. REGIONAL DIRECTOR’SREPORT

4. PROGRAMMEMANAGER’S REPORT

5. FIJI - ACTIVITIES ANDPROGRESS

7. SOLOMON ISLANDS -ACTIVITIES ANDPROGRESS

8. VANUATU - ACTIVITIES

AND PROGRESS

9. PAPUA NEW GUINEA -ACTIVITIES AND

PROGRESS

10. COOK ISLANDS -ACTIVITIES ANDPROGRESS

11. CAMBODIA - ACTIVITIESAND PROGRESS

13. FINANCIAL REPORT

15. PARTNERS

16. THE YEAR AHEAD

17. BOARD OF TRUSTEES

18. COUNTRY CONTACTS

Live & Learn Environmental Education is a non-profit, non-government

organisation which promotes greater understanding and action toward human

and environmental sustainability through education and dialogue building.

Our Purpose and Aims

Guiding Principles

• Develop and implement projects and programs for teachers,

schools, communities and other target groups in the field of

environmental and development education;

• Encourage individual and community attitudes, values and actions

that are ethical and environmentally sustainable;

• Share knowledge, skills, learning experiences and resources with

others for the benefit of the physical and human environment;

• Promote the integration of environmental, human, cultural and

peace concepts in all education projects and programs.

We believe that local knowledge and global understanding are the

starting points in developing an ethic in environmental and

development education. Local ownership of environmental and

development education programs, open participation and equalityremain the foundation of our organisation. We aim to strengthen this

foundation through the following guiding principles:

• Live & Learn Environmental Education seeks to establish action-

based, effective and creative learning models and teaching

methodologies of environmental and development issues in the

developed and developing world;

• Live & Learn Environmental Education emphasises the importance

of linking schools, school managers and teachers with the

community, chiefs, elders, parents and NGOs so that communities

in their entirety are involved with environmental and development

education;

• Live & Learn Environmental Education strives to work in

appropriate partnerships with local teachers, communities, NGOs,

and government agencies, respecting their position and addressing

their needs;

• Live & Learn Environmental Education shares knowledge,

information and lessons learnt with national partners and

colleagues along with the wider regional and international

community;

• Live & Learn Environmental Education does not discriminate

between gender, race, political opinions, age, sexual preferences or

religion and does at all times promote equality and fairness amongstaff, beneficiaries and partners.FRONT COVER PHOTO: P. METOIS

PORT VILA, VANUATU



ANNUAL REPORT 2005 LIVE& LEARN 4

After many years of working with the Ministry

of Education, we finally formalised our working

partnership by signing a Memorandum of

Understanding (MoU). The MoU signifies a

collaborative effort between Live & Learn and the

Ministry of Education to strengthen and improve

on environmental education and environmental

best practices in our schools.

With support from the British High Commission,

we were able to establish a rich and extensive

Resources Library at our Head Office in Suva.The resources provided takes environmental

education into a higher level of critical thinking,

participation, awareness and action for

sustainability.

We developed and trialed a Governing Water

Toolkit with over 40 communities as part of our

EU funded Governing Water programme. We also

developed and trialed a community-based

monitoring toolkit using the H2S test for the

WHO Suva Office. We are currently still

developing and trialing activities for a manual

for primary school teachers on education for

sustainable development, supported by the

Australian and British High Commissions.

Student leadership workshops for youth were

held for over 100 primary school students in

Suva and Lautoka as part of the Vodafone ATH

funded Green Schools Helping Our Planet Earth

Project. This marks a new beginning for Live &

Learn to further develop, and extend student

workshops and increase student initiatives in

Helping Our Planet Earth.

This year at the launch of the Water for Life

Decade of Action on World Water Day, youth

from Labasa, Lautoka, Nadi, Suva and Nausori

gathered to exchange ideas for youth

participation and action at a Water & Youth

forum. We have recently commenced, in partnership with UNICEF a youth life skills

project on "Water for Life".

We sincerely thank our many friends and

partner organisations, former staff of Live &

Learn, volunteers and working groups who gave

their time, skills, knowledge and experiences to

support environmental education.

I thank especially the staff of Live & Learn for

your hard work, commitment and dedication.

Marie Fatiaki, Programme Manager.

Programme Manager’s ReportA YEAR OF COMMUNITY ACTION

PNG Manager, Elyne Jonda on World Water Day Live & Learn Education Officer Amos Karlo in action during RiverCare training at Mele River



ANNUAL REPORT 2005 5 LIVE& LEARN

The demand for environmental education in

schools and communities has increased

significantly and our education staff spent more

than 80% of their time in the field. The need for

the Millennium Development Goals (MDGs) on

water to be brought into the community

paradigm has never been greater. The MDGs are

often referred to as a beacon of light by the

international community, but there is very little

understanding of them at a community level,

especially regarding the responsibility the

community has in achieving the goals.Supporting community efforts in reaching these

goals was a key priority this year and will

continue to be in years to come. During

2004/2005 this was done through promoting

changes in community practices in safeguarding

drinking water and accessing safe sanitation. A

comprehensive resource document was developed

and tested for the Governing Water project. This

will assist the 60 Governing Water trainers that

are based in key communities across 8 provinces

on Viti Levu and Vanua Levu to bring good, fair

and sustainable water governance to the

forefront of community development. The

Governing Water project is set to reach more

than 25,000 people by completion and provide

great opportunities for replication across the

South Pacific region, particularly in Melanesia.

RiverCare teacher training workshops, with the

Ministry of Education, were conducted this year

under the banner of Education for Sustainable

Development. Areas of concern of ESD, including

food and water security, poverty, governance and

other environmental and development issues

were addressed. There was also input from the

Wildlife Conservation Society, Department of

Environment, Ramsar Wetlands Project (Fiji),

Foundation of the People of the South Pacific

International and Fiji Media personnel. RiverCare

monitoring kits have proved very popular with

communities as tools to motivate behavioural

change and attitudes towards water resource use

and management.

Live & Learn is the focal point for Project WET

(Water Education for Teachers) Fiji. Project WET

Fiji is affiliated to Project WET International- a

non-profit organisation based in Montana, USA,

which aims to promote good stewardship towards

water resources through water education and

awareness. As part of Project WET, learning

resources are produced and teacher training

forums undertaken. Live & Learn has used

Project WET resources to develop educational

materials for all Live & Learn projects.

Live & Learn with the World Health Organization

(WHO) Suva office developed a Community Water

Monitoring Toolkit aimed to increase awareness

and action in communities towards developing

the important relationship between "healthy

water and healthy people". The kit makes use of

the hydrogen sulphide (H2S) paper strip test, a

simple and inexpensive method for checking the

Action against waste at Suva Point

Fiji IslandsTHE FOCUS ON WATER EDUCATION REMAINED STRONG DURING 2005. THIS THEMATIC APPROACH HAS

ENHANCED COMMUNITY INTEREST AND MADE OUR DELIVERY MORE PRACTICAL AND SPECIFIC.

Water testing in a river near Suva




presence or absence of potentially harmful

bacteria. The Toolkit has been trialed in

communities in Fiji with excellent results and

has been incorporated into the Governing Water

and RiverCare Projects. The Toolkit activities

combined with the use of the H2S paper strip test

as a visual demonstration of contamination have

effectively motivated action in communities to

protect and maintain their water supplies.

The Pacific ‘Water for Life’ Decade of Action was

launched this year. The Pacific theme for the

Decade- "Plan for Water - Plan for Life - Water for

Life" was developed by Live & Learn and SOPAC.

Resource materials and awareness programmes

were developed on the theme."Water for Life-

skills" The Water for Life skills project aims toempower young people to participate in creating

sustainable lifestyles and communities. It

promotes awareness, appreciation, knowledge

and stewardship of natural resources and builds

on the skills and vision of young people to

become active and engaged community members.

Using water as a vehicle, young people make

links to factors such as equality of access; rights

and responsibilities; collaboration and

cooperation; identifying values and attitudes;

thinking critically and creatively; decision

making and problem solving.

Green Schools HOPE works with teachers to

examine means of developing student "life skills"

and shaping student attitudes and values

towards living sustainably in our environment.

The project is about thinking critically, building

capacity, sharing experiences and techniques in

participatory, child-centered, innovative

approaches to education for sustainable

development.

As part of the project, the student HOPE

Initiative is run in the third term of each

school year. The aim is to raise student

awareness and sensitivity about environmental

issues with a practical hands-on approach to

helping their part of the planet. Students are

empowered to think logically & creatively to

make positive change in the school

community. Live & Learn has been trialing

activities supporting environmental and

developmental themes in the existingcurricular. The HOPE ESD activities have been

trialed by primary school teachers in Fiji and

teacher training colleges. These will be

produced into a manual sponsored by the

Australian and British High Commissions,

which will provide teachers and educators

with ways and activities to facilitate education

for sustainable development. The manual

complements the goal and objectives of Green

Schools HOPE.

The Live & Learn Resource Centre is funded

by the British High Commission and

supported by the Ministry of Education. It wasopened in August 2005 and provides educators

and interested persons with resources that

critically examine environmental and

development issues. It also provides interactive

and participatory strategies for teaching

primary areas of concern on education for

sustainable development. A data base of

resources available has been completed and

will soon go on-line on our website.

For the past two years, Live & Learn has been

featuring weekly on the "The World Around

Us". This is a programme run weekly through

the school year, by the School Broadcast Unit-a radio media unit of the Ministry of

Education targeting all primary schools

throughout Fiji. This year Live & Learn

developed a two week programme for the

World Water Day Campaign for the children’s

Get Set Programme on Fiji TV One. TV

advertisements, radio quizzes and programmes

were also developed. Plans to effectively utilize

the media have been put in place as we

recognize the media as a major stakeholder in

marketing environmental concerns, issues and

messages.

Working with women on water governance



During 2005, our team in Honiara has been

working with communities on Malaita,

Guadalcanal, Renbel and in the Western

Province. The thematic focus of our community-

based work has been on forests and how to

improve community governance of native forests,

especially concerning decision-making and

sustainable use. A Learning Circle guide on

forest and sustainability issues was developed

and pre-tested and is now being used across our

program in the Solomon Islands. The future of

forests in the Solomon Islands is looking grimunless action is taken urgently. Good legislation

is important, but responsible practice from

within the community holds the key to the

protection of Solomon Islands forests. Education

is a key tool to bring sustainable practices to the

forefront. This year the Learning Circle training

reached more than 600 youth in Sausama, Ama

Talavisu, Totongo, Vatuvulu, Gelalee, Honiara,

White River and Naha.

On World Water Day, 22nd March, more than

2000 youth walked from Mataniko river to the

Art Gallery in a massive display advocating ‘safe

water for all’. Honiara is stricken by poor waterquality and lack of access to safe drinking water.

With support from the Live & Learn team in

Honiara, UNICEF developed a series of Peace

Education Modules tailored for primary and

secondary schools. We facilitated the pre-testing

in collaboration with the Curriculum

Development Centre and, in the coming year, we

look forward to continuing our partnership with

UNICEF in delivering the modules to targeted

schools on Malaita and Guadalcanal.

Logging is devastating the

Solomon Islands, economically,

culturally and environmentally.

The country’s logging industry is projected to

harvest a total of 900,000 cubic metres of timber

this year, outweighing the sustainable yield of 250,000 cubic metres approved by the

government for each year by an amazing 3.5

times. If this rate continues to increase, the

country’s natural reserves for commercial

logging would be gone in the next 15 years.

According to Dan Raymond from the Solomon

Islands Forestry Management Project: "This

would result in the loss of about 2,400 jobs for

locals and as well as revenue for both

government and landowners." It is projected, he

said, that in 2019 all commercial forests will be

gone and Solomon Islands will have to wait until

2064 before it can revive its logging industry.

Ending illegal and unsustainable logging

practices is no doubt one of the most important

environmental, social and economic challenges

facing the Solomon Islands and it requires an

urgent shift in thinking and action among

politicians and Chiefs.

ANNUAL REPORT 20057 LIVE& LEARN

Natural Forests - Continue cutting at 645,000m3/yr scenario

2 0 0 3

200,000

400,000

600,000

800,000

0

2 0 0 8

2 0 1 3

2 0 1 8

2 0 2 3

2 0 2 8

2 0 3 3

2 0 3 8

2 0 4 3

2 0 4 8

V o l u m e ( m

)

Unlogged natural forest Logged-over natural forest

3 All unlogged Natural Forest Logged

All natural forests will be logged out in the next 10-15 years if no action is taken

Source: Solomon Islands Forestry Management Project

mpacts from logging

Solomon IslandsLINKING PEACE-BUILDING EDUCATION TO ENVIRONMENTAL EDUCATION



In Vanuatu, we acknowledge our close friendship

with Wan Smolbag Theatre, with whom we have

worked with closely for years. A key achievement

over the past year has been the development of

curriculum-based resources for river and water

education. These resources will pave the way for

water education to be integrated into the formal

curriculum. The curriculum resources are

developed by working-groups, consisting of

teachers and curriculum developers. This

participatory process has created a lot of

ownership and enthusiasm. The curriculummaterials will be launched at the end of 2005 and

will be followed up with extensive community

training next year.

In recognition of the importance of the chiefly

system in Vanuatu, we signed a Memorandum

of Understanding with the Vanuatu National

Council of Chiefs.

In doing so, Live & Learn is preparing to pilot an

environmental awareness and advocacy program

for Chiefs relating to protection of forests and

bio-diversity in Vanuatu.

In Vanuatu, World Water Day was launched in

Tafea province in the southern part of the

country. Tafea is Vanuatu’s most populated

province and water has become a key

environmental issue. More than 1,000 students,

government officials, parents and educators

attended the World Water Day event that

highlighted the need for communities to

safeguard drinking water.

Through our participation on the Tagabe River

Management Committee we have deliveredenvironmental education and awareness to

hundreds of youth, teachers and communities

throughout the year. The education programs

provided through this committee contribute to

the broader management of the Tagabe area,

which is a collaborative effort by many

community groups and government departments.


VanuatuCHIEFS PLAY A KEY ROLE IN ACHIEVING SUSTAINABLE PRACTICE AT COMMUNITY LEVEL

Community based water management Learning circle training



to grade 12 students on environmental issues, in

particular, those facing PNG. This was held in

partnership with various sister NGOs, namely

The Nature Conservancy, Mahonia Na Dari (a

marine conservation and research centre) and

ForCert (a sustainable logging certification

NGO). The students were made aware of

environmental issues relating to water and to

local, regional and global threats they are facing.

Live & Learn again celebrated World

Environmental Day in June together with otherNGOs and Government Departments. The main

theme for the day was Green Cities. There was a

general clean up of the Kimbe Town by the public

and schools. This also prompted the town council

to adopt 18 laws to govern littering, which are

now in place and have made a difference in the

cleanliness of the town area.

Also on World Environment Day, Live & Learn

organised for the women and children in a

section of Kimbe to clean up the Leki Creek, dig

rubbish pits, lop tree branches near power lines

and do a general litter collection and disposal at

the rubbish dump. The women have since takenresponsibility for Leki Creek and ensure that no

one dumps litter into the creek. This creek is the

only one in town that is relatively free from litter

now. As a token of appreciation to the amount of

work done, the town council has contributed

some money to the groups who were involved,

mainly to help pay for their sports uniforms.


Participant on environmental sustainability training in Kimbe Bay - Papua New Guinea

Over the past 12 months, the PNG program has

gone from strength to strength. The new office

for Live & Learn in Kimbe was set up in town at

the Talasea local government offices. Not only

has this allowed for more space in the workplace

but it is generating much interest from

community members and teachers.

Over the last six months, there have been many

positive achievements. In February, a meeting

with the Curriculum Development Officers was

conducted and saw considerable support from theofficers with the River Care project as it was in

line with the national curriculum. In the past few

months, workshops have been held with the local

teachers to develop stronger involvement in the

production of the RiverCare resource. It has had

a lot of interest from the teachers who have

helped identify areas for students to cover in the

modules, with four areas being identified and

sent to the Curriculum Development Division for

endorsement. In addition, an Advisory Group

was formed in May that continues to strengthen

links with teachers and other stakeholders who

wish to attend. Live & Learn also delivered

environmental education for teachers duringtheir in-service training week and the demand

for training remains high both at a national and

local level.

A very successful World Water Day was held in

Hoskins, West New Britain Province on 22 March

2005. Live & Learn was invited by the English

department of Hoskins Secondary School to talk

Papua New GuineaMOBILISING TEACHERS THROUGH THE CURRICULUM



The PNG office would also like to say a big

farewell to Margit Luscombe, who ended her time

with the organisation at the end of March.

Margit had been with this office since 2003 and

we extend our sincerest thanks for her

contribution and wish her all the best in her

future endeavours. On a similar note, we extend

a big welcome to Ben Ngava, who was appointed

as Project Officer to the office early this year.

Ben is a trained secondary school social science

teacher and has taught in various schools for the

past 16 years. His experience will definitely bevaluable, especially with the production of the

RiverCare Modules. In April, further welcomes

were accorded to Robbie and Emily, who came

from the Fiji Office and helped considerably with

the production of RiverCare modules and

transferred skills in project management.

Additionally, a big welcome to Sophie Golding

from Australian Volunteers International, who

joined the office in July 2005 as Environmental

Education Advisor and will be here for 2 years.

In the Cook Islands, Live & Learn’s partner is the

World Wide Fund for Nature (WWF). During

2001 we were consulted to develop WWF’s

environmental education strategy for the Cook

Islands - "Te kaveinga ora no te aorangi" (Living

direction for the environment). This involved

integration of environmental education in the

newly developed curriculum framework. This

strategy is now being implemented and we will

continue to provide input to the strategy

including RiverCare resources.

Live & Learn provided guidance and assistance to

WWF in developing a new Environmental

Education Manual for teachers. This manual will

see an increased environmental education profile

in the curriculum.


Cook IslandsBUILDING PARTNERSHIPS FOR ACTION & CHANGE

Raising public awareness on water issues Introducing teachers to new resources



The Tonle Sap forms a natural floodplain reservoir in the

depression of the Cambodian plain. It is fed by three mainperennial and numerous erratic tributaries and is drained by the Tonle Sap River into the Mekong River near Phnom Penh.

When the level of the Mekong River is high the flow of theTonle Sap River reverses: water is pushed into the lake,raising its level by up to 10 meters and increasing its areafrom 2,500–3,000 square kilometers to 10,000–16,000 square

kilometers. This unique hydrological cycle and the vast areasof seasonally flooded low forest and shrubs that it createsresult in a very high biodiversity of fish, reptiles, birds, and

mammals, and engenders exceptionally productive fisheries.The lake’s fisheries directly support more than a millionpeople and provide the single largest source of protein forCambodia’s young and increasing population. The flooded

areas provide the breeding grounds and refuges for fish thatsubsequently migrate to the Mekong River, thus providing aregionally vital resource. The lake was nominated as abiosphere reserve in October 1997 under the Man and the

Biosphere Program of the United Nations Educational,Scientific, and Cultural Organization. Its catchments includelarge areas that have also been designated as being of

globally important biodiversity, as well as offering potentialfor the storage of water for irrigation, domestic consumption,and hydropower.

Due to greatly increased consumption of its food resources, the Tonle Sap basin is under intense pressure. Never has theTonle Sap been called upon to supply so much to so many,yet threats to the lake's ecosystem are manifold, including

over-exploitation of fisheries and wildlife resources and dryseason encroachment, and land clearance of the floodedforest. Degradation of the natural vegetation of the

watersheds is destroying natural habitats and also results in

a deterioration of water and soil quality and increasedsiltation rates. This means that, despite the inherent richnessof the lake, most indicators of poverty in the basin are worse

than those of the entire national population or other ruralareas of Cambodia. Between 40–60% of households in theprovinces adjoining the lake are below the official povertyline, with a peak of 80% in some areas. Many households are

entirely dependent on fishing and foraging, with access tocommon property areas often under dispute. Because of thelarge number of male fatalities during the 1970s and 1980s,

there is also a disproportionately high level of female-headedhouseholds, which are particularly disadvantaged. The lake-dwelling communities also include a significant population ofethnic minorities who, being more-or-less excluded from

decision-making, have less ability to improve theirlivelihoods. The destruction of the natural resources of thebasin is an issue not only of national importance but also hasserious transboundary environmental implications. Hence the

challenge is to achieve the right balance between productionand preservation.

Source: Asian Development Bank; The Tonle Sap BasinStrategy


The Tonle Sap in CambodiaTHE DESTRUCTION OF NATURAL RESOURCES ON THE TONLE SAP HAS SERIOUS INTERNATIONAL IMPLICATIONS

Student near Siem Reap Social research in floating village on the Tonle Sap




Financial ReportStatement of Financial Positionas at 30th June 2005

2005 2004

ASSETS $ $

Current Assets

Cash at Bank 112,783 348,378

Other Receiveables 243,505 1,126

Investments - -

Non - Current AssetsProperty, plant and equipment 39,913 47,125

Total assets 396,201 396,629

LIABILITIESCurrent LiabilitiesCreditors and borrowings 13,751 5,810

Provisions 23,775 -

Total Liabilities 37,526 5,810

Net Assets 358,675 390,819

EQUITYReserves 39,913 47,125

Funds available for future use 318,762 343,694

TOTAL EQUITY 358,675 390,819

Note: Audited full financial statements available,please send a request to l [email protected]

Public Fund 12,939 - 12,193 746

Green Schools Project 25,496 - 25,496 -

Linking Knowledge to Change 21,953 - 21,953 -

River Care Projects 20,075 - 20,075 -Theatre & Drama Projects 12,802 - 12,802 -

Other Purposes 18,282 142,967 136,319 24,930

Education for Substanability 24,808 40,062 64,870 -

Governing Water 147,084 66,975 212,442 1,617

Aust AID Solomon Is. 2,406 - 2,406 -

Cambodia 24,624 33,371 68,859 10,864

Library Project 23,107 - 23,107 -

Pilot and Demonstration Activities 14,803 12062 26,865 -

SICCDS - 113,668 63,686 49,982

Fiji EE Projects - 332,143 291,082 41,061

South Pacific RiverCare Programme - 98,941 93,630 5,311

TOTAL 348,379 840,189 1,075,785 112783

Cash disbursedduring year

Table of Cash Movements

for Designated Purposes

Cash available at endof year 30 June 05

Cash available at beginningof year 1 July 04

Cash raisedduring year

Statement of Financial Performancefor the year ended 30th June 2005

2005 2004

REVENUE $ $

Donations & gifts - monetary & non-monetary - 3,758

Legacies and bequests - -

GrantsAusAID - 20,411

Other Australian - 39,910Other Overseas 1,001,549 533,852

Investment Income - -

Other Income 6,039 1,683

Total revenue 1,007,588 599,614

DISBURSEMENTSFunds to Overseas Projects 808,420 367,584Other Project Costs - -Public - -

Government, Multilateral & Private - -

Administration 30,241 13,851

Field Operation 201,071 -

Total Disbursements 1,039,732 381,435

Excess of revenue over disbursements

(shortfall) before extraordinary items -32,144 218,179

Extraordinary items - -

Excess of revenue over disbursement

(shortfall) after extraordinary items -32,144 218,179

Funds available for future use at thebeginning of the financial year 343,694 155,081

Amount transferred to reserves 7,212 -29,566

FUNDS AVAILABLE FOR FUTURE USE ATTHE END OF THE FINANCIAL YEAR 318,762 343,694




Financial ReportINDEPENDENT AUDIT REPORT TO THE MEMBERS OF LIVE & LEARN ENVIRONMENTAL EDUCATION INC.

ScopeWe have audited the financial report, being a

special purpose financial report, of Live & Learn

Environmental Education Inc. for the year ended

30 June 2005 as set out on pages 1 to 10. The

Committee is responsible for the financial report

and has determined that the accounting policies

used and described in Note 1 to the financial

statements which form part of the financial

report are appropriate to meet the requirements

of the Associations Incorporation Act VIC and

are appropriate to meet the needs of themembers. We have conducted an independent

audit of this financial report in order to express

an opinion on it to the members of Live & Learn

Environmental Education Inc. No opinion is

expressed as to whether the accounting policies

used are appropriate to the needs of the

members.

The financial report has been prepared for the

purpose of fulfilling the requirements of the

Associations Incorporation Act VIC. We disclaim

any assumption of responsibility for any reliance

on this report or on the financial report to which

it relates to any person other than the members,or for any purpose other than that for which it

was prepared.

Our audit has been conducted in accordance with

Australian Auditing Standards. Our procedures

included examination, on a test basis, of evidence

supporting the amounts and other disclosures in

the financial report and the evaluation of

significant accounting estimates. These

procedures have been undertaken to form an

opinion whether, in all material respects, the

financial report is presented fairly in accordance

with the accounting policies described in Note 1

so as to present a view which is consistent with

our understanding of the Association’s financial

position, and performance as represented by the

results of its operations and its cash flows. These

policies do not require the application of all

Accounting Standards and other mandatory

professional reporting requirements in

Australia.

The audit opinion expressed in this report has

been formed on the above basis.

Audit OpinionIn our opinion, the financial report of Live &

Learn Environmental Education Inc. presents a

true and fair view of the financial position of

Live & Learn Environmental Education Inc. as at

30 June 2005 and the results of its operations

and its cash flows for the year then ended in

accordance with the accounting policies

described in Note 1 to the financial statements.

Geoff Parker

Partner

INPACT McDonald Carter

Chartered Accountants

16.1.2006Level 6, 31 Queen Street, Melbourne



International and National Conferences and Forums Attended during 2005

Economic Development and Environment Conference 1st – 4th February 2005Honiara, Solomon Islands

WHO Workshop on Drinking Water Quality Standards and Monitoring inPacific Island Countries 7th –10th February 2005Nadi, Fiji

Disaster Management Conference 2nd – 4th May 2005

Honiara, Solomon Islands

Governance for Non Government Organisations 23rd – 27th May 2005Port Vila, Vanuatu

JICA Youth Initiative Program 2005 16th – 19th June 2005Kushiro, Japan

PEIN Workshop (PacificEnvironmental & Information Network) 5th - 8th July 2005

Port Vila, Vanuatu

European Union Non StateActors Forum 20th - 22nd July 2005Port Vila, Vanuatu

ADB Water PolicyImplementation Review 9th August 2005

Suva, Fiji

Conflict Resolution &

Management Training16th -18th August 2005Port Vila, Vanuatu

National Capacity Self-Assessment 3rd – 4th September 2005Honiara, Solomon Islands

Science Technology AppliedResearch Conference 24th - 30th September 2005Apia, Samoa

Working Group on the Pacific Plan

Meetings throughout the year Suva, Fiji

The European Union • Asian Development Bank • New Zealand Agency for International

Development • Australian Agency for International Development • the British High

Commission in Fiji • the Australian High Commission in Fiji • the MacArthur

Foundation • the Marisla Foundation • World Health Organisation • Foundation of

the People of the South Pacific • South Pacific Applied Geoscience Commission •

United Nations Scientific and Cultural Organisation • United Nations Children’s Fund

• the Global Environment Facility • the Myers Foundation • the Ian Potter Foundation •

Wan Smolbag Theatre • National Council of Chiefs in Vanuatu • the Ministry of

Education in Fiji • the Ministry of Education in Vanuatu • the Ministry of Education

in the Solomon Islands • World Wide Fund for Nature South Pacific Program •

International Women’s Development Agency • Solomon Islands Rural Training Centres• Australian Union Aid Abroad • Ceres Environment Park • Mlup Baitong • Regional

Rights Resources Team in Fiji • South Pacific Regional Environment Program •

Council of Pacific Education • Partners in Community Development Fiji • Ministry of

the Environment in Vanuatu • Ministry of the Environment in Fiji • Solomon Islands

Christian Association – Federation of Women • Australian Volunteers International •

Solomon Islands Association of Rural Training Centres • Australian Youth Ambassadors

• University of the South Pacific • Royal Government of Cambodia • Tonle Sap Biosphere

Reserve Secretariat • Cambodian National Mekong Committee • Save Cambodia's Wildlife

• Royal University of Phnom Penh • United Nations Development Program • Food

and Agriculture Organisation of the United Nations • World Conservation Society in

Cambodia • Culture • Environment Protection Association • Buddhism for

Development Kampong • School Broadcast Unit • Ministry of Health Fiji • Water and

Sewerage Department • Suva-Nausori-Navua School Principals • Staff and Students of

International Secondary School • Secretariat of the Pacific Community Media Centre •

Get Set Fiji • Bula 100FM • Bula 102FM and Radio Fiji 1 • Sun Fiji • Fiji Times and Post

Fiji • Community representatives from Tailevu • Naitasiri Provinces • Suva City

Council • Youth Representatives to the Youth Forum • Provincial Councils in Fiji •

Australian High Commission (DAP) • Vodafone ATH Foundation • Green school •

Hope & RiverCare Action Groups • Governing Water Community Groups • Partners

in Community Development • National Trust of Fiji • Pacific Water Association •

Water & Sewerage Department • National Water Stakeholders Group Fiji.


PartnersWith great appreciation The Board of Trustees and the staff of Live & Learn Environmental Education wish to acknowledge the support from following agencies and organizations:

Fisherman on the Tonle Sap




MaldivesThe Asian tsunami of 26 December 2004 had a

devastating impact across the Indian Ocean,

causing severe economic, human and

environmental damage to those countries in its

path. The Maldives, an archipelago of some 200

inhabited atoll islands, with a maximum land

height of just 4m, whilst suffering relatively

small human losses, has suffered the largest

amount of economic damage, per capita, of any

country, with more than 70 islands directly

affected by consequential destruction of basic

infrastructure services. The international

community has provided immediate and sustained

support to the Government of the Maldivesthroughout 2005, with a strong focus on public

health related priorities, including the need for

adequate water supply and sanitation, especially

through the dry season of early 2005.

In the year ahead, we will be working with the

Government of the Maldives and the Asian

Development Bank in promoting sound

environmental management in the aftermath of

the tsunami disaster. This will be done through

environmental education and awareness, capacity

building in devolving water management to

island communities.

The goal of the project is to improve

environmental sustainability in the Maldives,

helping achieve the desired Millennium

Development Goals (MDG) targets. Its immediate

outcome is to develop and test an environmental

management program in tsunami-affected islands,

which focuses predominantly, but not solely, on

environmental health and risk awareness.

Advocacy and Mainstreaming of

Education for Sustainable

DevelopmentBuilding a Sustainable Future is a dual approach

to Environmental Education/Education for

Sustainable Development and will target

community learning centers and formal education

systems in Fiji, Papua New Guinea, Vanuatu and

the Solomon Islands. The project will be delivered

through two strands that will be implemented

simultaneously over a period of 36 months.

The first strand will focus on Advocacy of ESD at

a community level. This strand will see theestablishment of eight community-based pilot

activities that will explore and develop high

impact and practical environmental education

approaches. These approaches will reflect ‘best

practice’ and the values of sustainable

development. They will be tailored for easy

replication and will be managed by Live & Learn

Environmental Education in Fiji, Vanuatu, Papua

New Guinea and Solomon Islands. The second

strand will capture the successes and inspiration

from the pilot activities and mainstream, and

replicate them through formal and non-formal

education systems through our existing network

in the South Pacific region. This mainstreamingwill based on measurable outcomes and involves

(i) resources development and (ii) support to

curriculum development.

Integrating Biodiversity into the

CurriculumThis project is funded by the European Union

and aims to strengthen the capacity of formal

and non-formal education systems to support the

implementation of National Biodiversity Strategy

Project Plans (NBSAP) in the South Pacific. The

project is built on the recognition that education

is an indispensable asset in the successfulimplementation of significant environmental

strategies in the South Pacific. The project

targets (i) teachers and educators, (ii) young

people and (iii) government officers in education

and environmental units. The project will deliver

specific outputs through (i) curriculum

development, (ii) development of high quality

education resources on sustainable biodiversity

management and (iii) professional development of

teachers, educators and government officers. The

project will be implemented regionally across the

South Pacific rim.

The Year Ahead

Biodiversity rich hills in Fiji




Christian Nielsen

(Trustee Australia and Regional Director)

Christian has an extensive background in

educational management and research in

developing countries with both government and

non-government organisations. Christian has a

practical background in learning methodologies

and has applied these skills in the NGO

environment across the South Pacific and in

Australia.

Nikki Parker (Trustee Australia)

Nikki has worked extensively for Live & Learn

Environmental Education in the field of

community liaison and non-formal educationalresearch. Before this she was working for the

Solomon Islands Ministry for the Environment

and Conservation as a research coordinator.

Jai Prakash Narayan (Trustee Fiji)

Jai is an active member of the Labasa community

as a teacher and a Vice Chairman of the Fiji

Teachers Union Labasa Branch. Jai brings a

wealth of grass-roots knowledge about the

teaching culture in Melanesia.

Franco Rodi (Trustee Solomon Islands)

Rodi is from Vella lavella in the Western Province

of the Solomon Islands. He is currently theDirector of the Curriculum Development Centre

in Honiara where he oversees the management

and development of the Solomon Islands

curriculum. Rodi holds a Masters Degree in

Science and has more than 10 years experience

in curriculum development in the Solomon

Islands. He is a strong advocate for

environmental education locally and regionally.

Edward N. Molou (Trustee Vanuatu)

Edward has worked in the Supreme Court in

Vanuatu in civil and criminal law. He has also

been providing legal advice to landowners

regarding logging agreements.

Morgan Wairiu (Trustee Solomon Islands)

Morgan joined our Board of Trustees this year

taking over from Mark Marlin. He studied at the

Ohio State University and earned a Ph.D in Soil

Science and his research focused on soil and

water quality in the Solomon Islands. He works

as an independent environmental consultant and

is a founding member of the Solomon Islands

community-based organization ECANSI. He wasadvising Marau leaders in the implementation of

the Marau Peace Plan which involved drawing up

reconciliation plans for the Marau Sound on

Guadalcanal. Morgan lives in Honiara with his

wife and 3 children.

Board of Trustees

Environmental education through the media in the Solomon Islands Students in Kimbe Bay - Papua New Guinea



LIVE& LEARN 18

FIJI ISLANDS (HEAD OFFICE)Live & Learn EnvironmentalEducationManager: Marie Fatiaki

87 Gordon StreetPrivate Mail Bag

Suva – FijiP: +679 3315 868F: +679 3305 868

E: [email protected]: http://liveandlearn.idea.org.au

SOLOMON ISLANDSLive & Learn EnvironmentalEducationManager: Naelyn JohnsDSE Building – China Town

PO Box 1454Honiara – Solomon IslandsP: +677 24453

E: [email protected]

VANUATULive & Learn EnvironmentalEducationManager: Annie ShemPO Box 1024

Port Vila - VanuatuP: +678 27448F: +678 25308E: [email protected]

PAPUA NEW GUINEALive & Learn EnvironmentalEducationManager: Elyne JondaPO Box 844Kimbe, West New Britain Province

Papua New GuineaP: +675 9834237E: [email protected]

CAMBODIALive & Learn EnvironmentalEducation

Manager: Somonn ChumGPO Box 91 #364 M.V. Preach MonivongSangkat Phsar Doerm Thkov, Khan

Chamkar MonPhnom Penh, CambodiaP: +855 23 224053E: [email protected]

AUSTRALIA(NETWORKING OFFICE)Live & Learn EnvironmentalEducationRoss House - 4th Floor

247-251 Flinders LaneMelbourne 3000 Vic, AustraliaP: +61 3 96501291F: +61 3 96501391E: [email protected]

“”

PAULO FREIRE, 1921-1997

Paulo Freire was one of the most inspirational thinkers on

education and community mobilisation in the twentieth century.

As the Education Minister of Brazil he fiercely promoted the right

and responsibility of all education to be rooted in environmental,

cultural, social, economic and political realities whilst at the same

time being educational and free of political agendas.

Paulo Freire's insistence on situating educational activity in the

lived experience of participants has opened up a series of

possibilities for the way informal (and formal) educators can

approach practice. Freire’s emphasis on dialogue as struck a very

strong chord with those concerned with informal education.

Informal education is dialogical rather than curricular and PauloFreire insisted that dialogue must involve respect. It should not

involve one person acting on another, but rather people working

with each other. Dialogue is not just about deepening

understanding - but is part of making a difference in the world. In

this context dialogue in itself is an action-based, co-operative

activity. The process is important and can be seen as enhancing

community and building social capital and to leading us to act in

ways that make for justice and human flourishing.

Some important thoughts from Freire that inspired educators and

community developers across the world:

‘critical reflection of practice is a requirement of the relationshipbetween theory and practice, otherwise theory becomes empty

talk and practice pure activism’

‘if we have any serious regard for what it means to be human, the teaching of contents cannot be separated from the moral formationof the learners….that to know how to teach is to createpossibilities for the construction and production of knowledgerather than to be engaged simply in a game of transferringknowledge.’

‘insofar as I am a conscious presence in the world, I cannot hope to escape my ethical responsibility for my action in the world’

"No one can be in the world, with the world, and with others andmaintain a posture of neutrality. I cannot be a teacher and be infavour of everyone and everything….being a teachers requiresfrom me a definition on where I stand"

Inspiration



‘insofar as I am a conscious

presence in the world,

I cannot hope to escape my

ethical responsibility formy action in the world’

PAULO FREIRE, 1921-1997

sol & van pda: education for sustainable river and water conservation (annual report 2005)

Documents