Promoting Biodiversity Education Based on case study entitled : “The Status Quo of Education for Biodiversity in Beijing Normal University : Case Study in School of Geography” Authored by : He Yaqiong and Wang Min, both from RCE Beijing-Beijing Normal University, China Presented by : He Yaqiong, at Asia Regional Forum on Biodiversity, Cha-am, Thailand, November 2011 I n 1992, the United Nations Conference on Environment and Development (UNCED) recognized the crucial role of education and public awareness in the quest to achieve sustainable development. The Parties to the Convention on Biological Diversity (CBD), which includes China, reinforced the importance of public education and awareness by working to integrate biodiversity into education systems in their countries. In China, Beijing Normal University (BNU) is at the forefront of promoting biodiversity education among students in higher learning institutions. An educational institution under the guidance of China’s Ministry of Education, BNU is known for emphasizing teacher education and basic learning in both the arts and the sciences. The university’s predecessor, the Normal College of the Imperial University of Peking, was founded in 1902. With a history spanning 110 years, it is one of the oldest universities in China. The university’s School of Geography was founded when BNU was established. Through the years, it has made significant contributions to the development of national geography research and education. In the process of training young geography teachers, the School of Geography attaches great importance to teaching students basic geo-related subjects, including biodiversity. As the material basis for the survival and development of human society, biodiversity is an important factor for maintaining the balance of ecosystems (He Maoheng, 2010), and it has become one of the most valuable physical resources, and formed a support system for sustainable 106 THE ASIA REGIONAL FORUM ON BIODIVERSITY development all over the world (Feng Weibo, 1994). Biodiversity education has been one of the most important topics in environmental education (He Maoheng, 2010; Zhu Miaoyuan, 2009). Actions in Support of Biodiversity Education While the School of Geography is not a professional institute established for biodiversity research, it implements a number of actions in support of biodiversity education. These actions are integrated in school curriculums and field courses. Through the school curriculums, students are able to acquire new knowledge on biodiversity and its conservation. The more important component is the field course which ensures that knowledge gained in the classroom is understood and implemented. Students are also encouraged to apply for financial assistance from the school for innovative projects. These projects are expected to enhance their biodiversity-related awareness and capacities. The School of Geography places emphasis not only on the mastery of knowledge, but also on students’ involvement and innovation. It also ensures that students are happy as they learn. Figure 1. The main component of the education actions on biodiversity and its conservation.
In Celebration of His Majesty the King of Thailand’s 84th Birthday Anniversary
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