Public Education in Heritage Conservation for Geopark Community

Azman, Norzaini; Halim, Sharina Abdul; Liu, Ong Puay; Saidin, Salsela; Komoo, Ibrahim

doi:10.1016/j.sbspro.2010.10.068

Cited by 88 publications

(61 citation statements)

References 3 publications

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“…Contact with the environment helps to raise eco-awareness among the population [65], helping to instil values such as respect and favour a significant learning process [66][67][68][69][70]. These aspects are confirmed by the study conducted by Azman et al [42] in which these authors highlight how instruction in environmental issues within the context of the geopark makes a positive contribution to young people's awareness. In turn, they report that local people with an understanding of the geopark and its resources become guardians of their natural and cultural heritage [42,71,72].…”

Section: Discussionmentioning

confidence: 90%

“…This status reflects certain geological and environmental characteristics that render them unique and make them a focus of attraction for "education-seeking" tourists [28]. This involves a transfer of knowledge that leads to an increase both in environmental awareness [34,[41][42][43][44][45][46] and in the instruction of the community living within the geoparks' sphere of influence [23] to enable people to understand what they need to do for their conservation and protection [47]. Geo-education may be seen as the instructive action that contains learning and knowledge transfer within the context of a geopark.…”

Section: Unesco Global Geoparks and Education: Geo-educationmentioning

confidence: 99%

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Geoparks and Education: UNESCO Global Geopark Villuercas-Ibores-Jara as a Case Study in Spain

Álvarez

2020

Geosciences

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The UNESCO Global Geoparks is a good didactic instrument that allows teaching territorial elements in transversal way. The geopark provides a means to address the teaching-learning process of both cultural values and natural values, including geology. This paper aims to highlight the educational activities that have emerged from the Villuercas UNESCO Global Geopark. For this purpose, a qualitative methodology based on document analysis and fieldwork has been used. Through a system of categories, we have analyzed the existing materials on the geopark’s website, its activity book and the schools that have been part of its educational project. The geopark and educational centers collaboration has 76 educational proposals that are developed in the territory of the geopark. Since 2011, all schools in its area of action participate in its educational project with a total of 2500 students per year. The Villuercas geopark involves all students in its territory and encourages learning of a significant, transversal and collaborative type. In the same way, it has a positive impact on environmental awareness and respect for the environment and cultural resources.

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Section: Discussionmentioning

confidence: 90%

Section: Unesco Global Geoparks and Education: Geo-educationmentioning

confidence: 99%

Geoparks and Education: UNESCO Global Geopark Villuercas-Ibores-Jara as a Case Study in Spain

Álvarez

2020

Geosciences

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“…The main purpose of declaring the island as a geopark destination is to ensure the conservation of Langkawi's natural resources, as well enhancement of local community livelihoods, in the midst of a period of rapid tourism development [23]. Langkawi Geopark is not only a brand but a development tool that promotes conservation and sustainable economic development [24]. In year 2012, there was another campaign launched by the Island through Langkawi Development Authority (LADA) with the slogan 'Naturally Langkawi'.…”

Section: Langkawi Islands As a Study Casementioning

confidence: 99%

A Critical Analysis on Evolution of Branding Destination in Langkawi Island

Yusof

Ismail

Omar

2014

SHS Web of Conferences

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Abstract. The purpose of this paper is to highlight the branding efforts by Langkawi Island based on various slogans and taglines used from 1974 until present. Secondary sources such as government reports, destination marketing organization websites, brochures and previous studies were referred to identify those slogans. This paper argues that destination branding process is not as easy as most destination marketing thought. The process is complex and it may need involvement from various stakeholders such as local population and tourism operators. Based on the various slogans identified, this paper argues that too many slogans and taglines are used and thus they may create confusion among host population, tourism operators as well as the tourists in terms of what are the actual core values of the island. The paper concludes with a suggestion that an empirical research is needed to confirm whether all these slogans or brands used are endorsed and supported by the internal stakeholders (e.g. host community, tourism operators) as well as in agreement with what as being perceived by the tourists.

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“…photos of recent volcanic eruptions that formed volcanic landforms similar to those abundant in the AMVF). A visitor center could in this way also function as a significant educational center where basic volcanic knowledge could be transferred to the general public, as well as to be a hub to offer recreational programs to visitors [48]. A visitor center could function in multiple languages, attracting all visitors to the region, from religious pilgrims to casual visitors.…”

Section: The Role Of An Establishment Of a Visitor Centermentioning

confidence: 99%

Scientific Basis of the Geoheritage and Geotouristic Values of the 641 AD Al Madinah Eruption Site in the Al Madinah Volcanic Field, Kingdom of Saudi Arabia

Moufti¹

2013

TOGEOJ

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Recent volcanological and volcanic hazard studies on the youngest volcanic fields in the western Arabian Peninsula, such as the Al Madinah Volcanic Field (AMVF) in the Kingdom of Saudi Arabia, resulted in the systematic evaluation, characterization and recording of their volcanic geoheritage. The two youngest volcanic eruptions of the AMVF were in 641 AD and 1256 AD, as documented in historic records. Both eruption sites are located nearby the holy city of Al Madinah and therefore offer a unique opportunity to develop geoheritage, geoconservation and geotourism projects. Here we present geological evidence to justify the location of a visitor and education center at the 641 AD eruption site, a future gateway to the proposed Al Madinah Volcanic Geopark. The inferred location of the 641 AD eruption consists of four cones that are located in a suburban area of Al Madinah city, outside of its "haram" area (an area restricted for Muslims only). The four cones formed through a broad array of volcanic processes that represent a complete spectrum of the volcanic processes recorded in the whole AMVF. Here we provide a detailed description of the volcanic features of these four cones and contrast these features with the broader volcanic heritage of the AMVF to provide a strong scientific basis to the establishment of a visitor and geoeducation center in the vicinity of these four cones. We also provide some basic data on the potential benefit and touristic value of such a project as a potential gateway to the newly proposed Harrat Al Madinah Volcanic Geopark.

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Public Education in Heritage Conservation for Geopark Community

Cited by 88 publications

References 3 publications

Geoparks and Education: UNESCO Global Geopark Villuercas-Ibores-Jara as a Case Study in Spain

Geoparks and Education: UNESCO Global Geopark Villuercas-Ibores-Jara as a Case Study in Spain

A Critical Analysis on Evolution of Branding Destination in Langkawi Island

Scientific Basis of the Geoheritage and Geotouristic Values of the 641 AD Al Madinah Eruption Site in the Al Madinah Volcanic Field, Kingdom of Saudi Arabia

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