An On Line International Resource for Learning About the Principles and Practice of Managing Habitats and Species in Perpetuity

This wiki is also associated with another set of wikipages on practical conservation management.
And a mindmap



The project is a development of
__cultural ecology__

a knowledge framework

for __living sustainably__

funded by the Education DG of the European Union.

Promoted by

__International Classrooms on LIne__

There runs through all conservation literature the notion of a common, or public, community good that differs from the self-interest, the “selfishness,” of private operators, especially those with great financial power. To define and enforce this common good, governmental action and public education are needed.
This site is maintained by Resilience-UK


A __WebQuest__ is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites. WebQuests are designed to use learners' time well, to focus on using information rather than on looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation. WebQuests promote high-level thinking, develop problem-solving skills, and provide an avenue for seamlessly integrating technology into the curriculum.

The six building blocks of a WebQuest are:
  • The Introduction orients students and captures their interest.
  • The Task describes the activity's end product.
  • The Process explains strategies students should use to complete the task.
  • The Resources are the Web sites students will use to complete the task.
  • The Evaluation measures the results of the activity.
  • The Conclusion sums up the activity and encourages students to reflect on its process and results.

Quest 1

Caring for Wildlife in Communities (CWICNET)
CWICNET is an education campaign to promote awareness about the loss of wildlife around the world and what we can do about it.

Quest 2

Protecting Nature by Making Conservation Management Plans
For most people, the phrase 'Caring for the World' means doing their best as a member of a community, a neighbourhood and a family to make Earth a better place to live for everybody, particularly future generations who will be part of a global 'conservation culture'. Nowadays we can no longer avoid the fact that the way we live our lives is affecting the planet. To be effective, even in small ways, means behaving according to a plan. The planning process for an individual could be as simple as pinning 'to do' notes on the fridge door as reminders to use less materials and energy. For a neighbourhood group concerned about crime, litter, or trees in the street, it could be organised in a diary or a PC spreadsheet. For those wishing to act on their concerns about climate change, they may want to plan to reduce their carbon footprint or encourage their neighbours to do so. This quest has been produced to demonstrate how to make plans for environmental improvements, which span home-based energy saving to running a local nature reserve. All plans follow the same simple logic of setting a target and saying how and when it will be reached by monitoring progress to a measurable objective.Most of the examples deal with improving local biodiversity, but the planning method could be applied to manage any community issue.

Quest 3

Rescue Mission Planet Earth
Students will explore the impact of humankind on Earth's natural resources. They will place themselves in the bigger planetary picture. They will integrate skills in language, arts, social studies and science while working through this quest to build their own personal body of knowledge to help improve their local environment and also make a practical contribution to the well-being of future generations. This body of knowledge with its ideas and achievements will be reported using web-based presentation media to promote global citizenship education and help establish a global democracy of young people.

Quest 4

Envisage the future and communicate it in art and poetry
The aim of this webquest is to activate creative processes for students to help make the world a better place. Images are to be created of an instructive past, an unwanted present and a desired future in pictures and words and used to envisage a better future and act as motivators for present action to attain that future. Essentially, the educational experience is about young people sharing their thoughts, ideas, and feelings about the future with others and learn to interpret what others are sharing with them.

Quest 5

Equal Rights
The international community has increasingly expressed consensus on the importance of human rights education to the realization of equal rights. Human rights education aims at developing an understanding of our common responsibility to make human rights a reality in every community and in society at large. In this sense, it contributes to the long-term prevention of human rights abuses and violent conflicts, the promotion of equality and sustainable development and the enhancement of people’s participation in decision-making processes within a democratic system (Commission on Human Rights resolution 2004/7). This WebQuest is based on international templates for human rights education.

Conservation Plans:
<Biodiversity>< People


Oostvaardersplassen: wild geese and feral horses

The resources to meet the objectives of the WebQuests are presented of interlinked mind maps to allow learners to make comparisons of conservation management plans in eleven habitat categories by Government/Non Government Agencies, Communities and private individuals to maintain a balance between biodiversity and people

Seminatural Parklands:: Mocca Park: (England), Dinefor Park (Wales)

Ornamental Parklands: Grainsby Park (England): Portmeirion, Cardiff (Wales)

Dunes and saltmarsh: Gibraltar Point (England)

Dry coppiced woodlands: Suffolk & Cambridgeshire (England)

Lime Woods: Lincolnshire (England)

Community Woodland: Rigsby (England), Penmoelallt (Wales)wn

Temperate Rainforest: Woodlands (Wales)

Wetland habitat creation: Oostvaardersplassen (Netherlands)

African savannah: Kidepo NP (Uganda)

Montane Rift Valley: Mount Elgon NP (Uganda/Kenya)

Heritage Landscapes: The South Wales Coalfield (Wales)

Pastoral Livestock Production: Parsonage Down (England)

Education for Conservation

A mind map of heritage management

Community Conservation

Community conservation is a term of questionable definitional rigour or analytic utility. Community is a noun that has consistently defied precise definition. Conservation is a word frequently given meaning at odds with the cultural perspectives of “communities” that are expected to practise it. In spite of this ambiguity the term has gained a prominent place in the international lexicon of environmental policy and practise embracing a broad spectrum of approaches and programmes, often with their corresponding acronyms.

These approaches exhibit differences of intent, emphasis and substance. Equally there is a broad focus which places them under the rubric of community conservation. In its most generic and embracing sense the term represents a broad spectrum of new management arrangements and benefit sharing partnerships. In prarticular, there is an important need for involvement in natural resource management by people who are not agents of the state, but who, by virtue of their collective location and activities are critically placed to enhance the present and future status of natural resources, to ensure their own well being.