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Students:Group Five: Filip, Lucie H, Karolina, Ivona: Difference between revisions
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The last day of our field trip we visited Geasause National Park, which is near Eisenerz, the town we spent our time in the day before. It’s obvious that the weather in the mountains changes very often and it‘s raining a lot. Sadly, that day wasn’t an exception. Our guide in the national park was a very friendly woman from the department of environmental education. She showed us a presentation about the park, the preservation of nature, special projects and cooperation with partners. Her English was easy to understand. | The last day of our field trip we visited Geasause National Park, which is near Eisenerz, the town we spent our time in the day before. It’s obvious that the weather in the mountains changes very often and it‘s raining a lot. Sadly, that day wasn’t an exception. Our guide in the national park was a very friendly woman from the department of environmental education. She showed us a presentation about the park, the preservation of nature, special projects and cooperation with partners. Her English was easy to understand. | ||
== | == Day Five: Visit to Gesäuse National Park == | ||
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[[File:HochtorOedsteinGroup FromS HoherZinken.jpg|200px|thumb|right|Hochtor, the highest peak of National park Gesäuse (2369 m n. m.), source: http://cs.wikipedia.org]] | [[File:HochtorOedsteinGroup FromS HoherZinken.jpg|200px|thumb|right|Hochtor, the highest peak of National park Gesäuse (2369 m n. m.), source: http://cs.wikipedia.org]] | ||
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The organisational structure of the park consists of 4 departments, of which the department for environmental education was emphasized the most. It’s because education is a crucial step toward making the issue of nature conservation more familiar to visitors, students and children. There are many target programs for the public as well as for schools. The park employs about 30 national park rangers who work in the field and organise excursions for the public and ranger training courses for children (junior ranger project) and adults, too. Other programs are targeted at the local population (botanical and wildlife excursions) and schools (partner schools are going to take lessons about the NP - 2 hours a week). Besides education, communication and cooperation with representatives from the departments of environmental education of other Austrian national parks is important; they meet 3 times a year. | The organisational structure of the park consists of 4 departments, of which the department for environmental education was emphasized the most. It’s because education is a crucial step toward making the issue of nature conservation more familiar to visitors, students and children. There are many target programs for the public as well as for schools. The park employs about 30 national park rangers who work in the field and organise excursions for the public and ranger training courses for children (junior ranger project) and adults, too. Other programs are targeted at the local population (botanical and wildlife excursions) and schools (partner schools are going to take lessons about the NP - 2 hours a week). Besides education, communication and cooperation with representatives from the departments of environmental education of other Austrian national parks is important; they meet 3 times a year. | ||
What we really liked is the way that employees of the national park educate children, schools and the public. They do it in a very attractive and interactive way; it’s something very different from boring informational tables full of text that are read only by really interested people. Sadly, this system still mainly the case in the national parks of the Czech republic. We should be inspired by NP Gesause where classes and families are attracted by observing small insects under the microscope, walking in | What we really liked is the way that employees of the national park educate children, schools and the public. They do it in a very attractive and interactive way; it’s something very different from boring informational tables full of text that are read only by really interested people. Sadly, this system is still mainly the case in the national parks of the Czech republic. We should be inspired by NP Gesause where classes and families are attracted by observing small insects under the microscope, walking in a labyrinth of an ecological footprint, listening to the story of a tree or river, watching 3D movies or using an application for smart phones - Gesäuse App - which is not finished yet but is going to contain information about the NP related to geography. There are also 2 trails that are open from the beginning of May to the end of October, and a pavillon with a geological museum and a restaurant. | ||
=== The national park and sustainability === | === The national park and sustainability === | ||
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=== Introduction === | === Introduction === | ||
We would like to compare the youngest park in Austria National | We would like to compare the youngest park in Austria, the Gesäuse National Park, which was founded in 2002, and the youngest national park in the Czech Republic, České Švýcarsko [English: Czech Switzerland], which was founded in 2000. | ||
Both of them | Both of them focus their activities on education. | ||
=== České Švýcarsko National Park === | |||
České Švýcarsko National Park is devoted to ecological education. For children, youth and adult organisations it stages a lot of interesting activities with ecological themes. Teachers can make organized field trips and school trips to the national park. It is suitable for all types of ages of children from preschool children to youth. All field trips are free for schools. Children work on paper, but there are practical activities too - like types of pH, climatic temperatures, etc. You can choose from seven types of field trip, for example: A Forgotten Region of Rock Pinnacles and Ravines, The Picturesque Pavlina Valley, A Bird's Eyeview over the Jetřichovický Observatory, From a Salmon to a Water Mill Full of Fairytales, In the Footsteps of Extinct Species of the Czech Switzerland, The Medieval Castles of the Kyjovsky Valley, and Excursions and Trips To Order (according to the wishes of the customer). | |||
National | The park publishes a magazine about ecological education in the national park. The magazine´s name is Výří zprávy which is dedicated to ecological education in the national park. The magazine is published once a one month. This magazine information is for teachers and people involved in environmental education, training and awareness (EETA) and people interested in ecological education about news relating to EETA in the national park. The magazine contains eco activities which teachers can use in their lessons and informs them about activities in the park. | ||
The park | |||
Children can spend their free time in the ranger unit. The ranger unit was renamed in 2010 and cooperates with the international project Junior Ranger Project. The main activities of this unit are the nature of the national Park, conservation and landscape, games, camping, health science, etc. Lectures are held and interactive programs for children and youth offered in the park. You can also get a part time job in looking after the park's nature. | |||
=== Gesäuse National Park === | === Gesäuse National Park === | ||
The Gesäuse National Park is divided | The Gesäuse National Park is divided into four parts - the Department of Nature Conservation and Research, the Department for Forestry and Management, the Department for Communication, and the Department for Environmental Education. We will concentrate on the last one. In the park, one can choose from many educational programs, for example, the Lettmair Au path, the Rauchbodenweg themed path and the Sagenweg themed path. There are many targeted programs for the public, as well as for schools. The park employs about 30 national park rangers who work in the field and organise excursions for the public, and ranger training courses for children (junior ranger project) and adults, too. Other programs are targeted at the local population (botanical and wildlife excursions) and at schools (partner schools are going to take lessons about the NP - 2 hours a week). Besides the education, communication and cooperation with representatives from the departments of environmental education of other Austrian national parks is important; they meet 3 times a year. | ||
The park employees concentrate activities | The park employees concentrate their activities on working with universities and other research workplaces. There is a research workplace situated in the Weidendom, and through the "Journey to Microcosm Nature" children can see nature much more extensively. | ||
Visitors can get Gesause app from | Visitors can get the Gesause smart phone app from Apple, which we haven’t seen in Czech Republic yet. The employees of the Austrian park offer relaxation programs, for example, by building a porch from willows when people can relax and enjoy it. They have Christmas markets there in December where people can buy products from 15 stalls. | ||
The national park has a special building which is inspired by the example of nature, which is called Pavillon Gstatterboden where there is geological exhibition. The exhibition is not boring because it is interactive and visitors can try everything like climbing an artificial wall, etc. In this building, people can spend time relaxing in the restaurant or buying some presents. | |||
=== Summary === | === Summary === | ||
Goals both of | Goals both of the parks provide education for children, youth and adults, and protect the parks' natural environment. The park employees offer many educational programs for school and provide the public, for example, with field trips, lectures, etc. We consider the Gesäuse National Park to be a little bit more modern for the public than in the Czech Republic. | ||
Although | Although conservation and education in the Czech republic for all students at school level and the general public is now greatly expanded in national parks, we need to learn a lot from Austria. | ||
(Completed the rest of the group - Ivona Janecká, Karolína Vlčková and Filip Pokorný). | (Completed the rest of the group - Ivona Janecká, Karolína Vlčková and Filip Pokorný). | ||