characteristics of thinking. The twin benefits of this “consciousness raising” are: a) it transfers responsibility for monitoring learning from teachers to students themselves and b) it promotes positive self-perception effects and motivation among students (Scott G. Paris and Peter Winograd). The inquisitive learning among children about sacred groves has further increased and they are able to identify and talk about at least 10 floral and faunal species found in their neighbourhood groves. Of 301 students involved in this initiative, 53% were boys and 47% were girls. Impressive outdoor signage on sacred groves makes a lasting impression among the community and more particularly tourist visitors. The signage developed and displayed near groves has reached hundreds of people. IV. CONCLUSION Conservation of any resources especially the sacred groves that are important as ecological, cultural, environmental services and that are managed by the community and owned legally by the forest department is an uphill task. These are also anthropogenic pressures on these groves such as encroachment and cultivation, habitation and fragmentation. The results from this project strongly advocate that improving knowledge and awareness about the importance of sacred grove among multi-stakeholders is vital for sacred groves conservation. It also helps active participation of people and thus helping cross learning. The inventory developed in the process brings a scientific and academic temper; documentation from the community about social aspects supports cultural dimension; outreach and communication tools developed supports the critical pedagogy; self-initiative by the forest department highlights their endeavour in engaging multi-stakeholders in protecting sacred groves. Probably this is a first of a kind initiative where multi-stakeholders are engaged in promoting conservation education on sacred groves. Such a unique initiative is showing positive results in strengthening the sacred grove conservation. ACKNOWLEDGMENT We are highly grateful to the Forest department of Kodagu, especially the Mr. Manoj Kumar IFS CCF Kodagu Circle and Mr. P. Shankar, IFS DCF for funding the entire project. We thank the Forestry College, Ponnampete students for the research carried out at each grove. Mr. C.G Kushallapa and Dr. Satish for their expertise and support in their entire initiative and inputs on the subject. We are thankful to KMFT for the logistical support and human resources. We thank CEE team for executing the education program. REFERENCES 1 A. Anthwal et. al., Conserving biodiversity through traditional beliefs in sacred groves in Uttarakh and Himalaya, India; Resources, Conservation and Recycling 54 (2010) 962-971. 2 C.G. Kushalappa1 and S. Raghavendra. Community-linked conservation using Devakad (sacred groves) in the Kodagu Model Forest, India. 3 Evelyn Ewe Lin Yeap, Rosmiza Mokhtar, Mohd Anwar Muslimen, Farhaniza Ghazali, and Mohd Ariff Ahmad Tarmizi/ Outdoor-Based Education Camp: An Essential Tool to Promote Leadership Skills. 4 Pie Sheds Eila Jeronen, Sirpa Kurppa, Marja-Liisa Vieraankivi. 2011 Rural camp school eco learn–Outdoor education in rural settings. 194 Proceedings of the International Conference on Climate Change, Biodiversity and Ecosystem Services for the Sustainable Development Goals (SDGs): Policy and Practice 27-29 June 2016, Cha-am, Phetchaburi, Thailand
Proceedings of International Conference on Climate Change, Biodiversity and Ecosystem Services for the Sustainable Development Goals : Policy and Practice 27-29 June 2016 at the Sirindhorn International Environmental Park, Cha-am, Phetchaburi, Thailand
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