Acquisition of skills in fighting forest fires by members of school forestry (Yeskazyuly Renat, Chugunkov Oleg, (renat.eskazyuly@mail.ru, oleg.chugunkov@undp.org))

Establishment of educational ranger stations to involve youth in nature protection activity (Kazakhstan)

Kazakhstan - Central Asian Countries Initiative for Land Management (CACILM)

Description

Establishment and activity of educational ranger stations on the basis of forestry units and secondary schools to involve youth in nature protection activity to conserve, restore and study unique natural features of the Kazakh Altai (in the frame of CACILM).

Aims / objectives: Environmental education and involvement of coming generations in the conservation of forest ecosystems and reforestation of target areas through creation of nurseries and initial training of forestry specialists. Improved study of nature and deepened knowledge in Biology, Geography, Ecology

Methods: Forestry Schools are a tradition of the Soviet period. Relevant factors of negative impact on the fragile forest ecosystems in East Kazakhstan (fires, pests, illegal cutting) have necessitated the involvement of young people in forest protection activities. In the Katon-Karagay district 4 school ranger stations were created based on five secondary schools. The scholars are the members them. School ranger stations are self-governing organizations and the responsibilities are distributed among its members as it is distributed in any other establishments of forestry. One elected scholar-forester and a council which consists of 6-8 of the most active and experienced pupils, lead all activities. School teachers and foresters supervise their work but they are not members of School ranger stations. The most active school ranger station is the 'Cedar' in Uryl villlage. The main activity is to educate school children with the basics of forestry, monitoring, the practices of tree nurseries and protection of trees in the forests, the participation of school children in the state program 'Green Country’ and in national and international conferences and gatherings. The legal framework of land ownership ensures the sustainability of the approach on the state level and facilitates the implementation of this approach

Stages of implementation: 1.The initiative was taken by the administration of Berel Forestry Unit, the department on environmental awareness raising and education of Katon-Karagay national park and the director of the Uryl Secondary School. 2. Cooperation to discuss and agree on the role of the parties. 3. Agreement on Cooperation between the Office of the Katon-Karagay national park, Uryl secondary school and youth social organization 'Eco-tourism center'. 4. Training seminars for coaches and pupils of 'Cedar' school. 5. Distribution of approach and creation of 3 similiar schools in Katon-Karagay distric

Role of stakeholders: Secondary school: environmental education, methodical gathering, information on Forestry and Earth sciences, preparing school children for national and international competitions and conferences. Katon-Karagay national park and forestry: tools, vehicles, plants, theoretical and practical work with school professionals, the cost of participation in competitions and conferences. Local authorities: institutional support. 'Forest Conservation and Reforestation' project: additional information, laboratory&reagents, tools, uniform for scholars, trainings. 'Conservation and Sustainable Use of Biodiversity of Kazakhstan part of Altai-Sayan Ecoregion'project: information support, seminars and assistance in the production of Conference Proceedings. Local community: all kinds of support

Location

Location: Katon-Karagay/Uryl village, Kazakhstan/East-Kazakhstan, Kazakhstan

Geo-reference of selected sites
  • 86.33, 49.24

Initiation date: 2004

Year of termination: n.a.

Type of Approach
School forestry participants in the nursery of tree species (Siberian spruce) (Yeskazyuly Renat, Chugunkov Oleg (renat.eskazyuly@mail.ru, oleg.chugunkov@undp.org))
Acquisition of skills in fighting forest fires by members of school forestry (Yeskazyuly Renat, Chugunkov Oleg (renat.eskazyuly@mail.ru, oleg.chugunkov@undp.org))

Approach aims and enabling environment

Main aims / objectives of the approach
The Approach focused mainly on other activities than SLM (training, monitoring and evaluation of the ecological state of forests, forest protection, environmental education)

Conservation of forest ecosystems, environmental education, training in basic forestry issues, professional orientation of youth in the field of forestry

The SLM Approach addressed the following problems: Increase in the number of wildfires; Diseases and pests of forest plants; Illegal wood cutting; Lack of theoretical and practical technical knowledge; Lack of young skilled specialists;
Conditions enabling the implementation of the Technology/ ies applied under the Approach
  • Legal framework (land tenure, land and water use rights): The existing land ownership, land use rights / water rights greatly helped the approach implementation: The reliable legislative base concerning the right for owning land within the specially protected natural area of the republic - Katon-Karagay National Natural Park - allows for the securing of a stable approach on the state level and implementing this approach to a large extent.
Conditions hindering the implementation of the Technology/ ies applied under the Approach
  • Availability/ access to financial resources and services: Some delays in the provision of equipment and transport may occur Treatment through the SLM Approach: According to the assessment, this issue is not an urgent one and currently is successfully being solved with the support of the administration of the national park and local authorities. Search of means from other sources is possible
  • Workload, availability of manpower: Lack of officially paid work hours for schoolteachers Treatment through the SLM Approach: At present the issue has nоt been solved yet since there are no legal reasons for that. It is possible to solve this issue through official allocation of funds from the state budget, the local budget and improvement of legal base.
  • Other: Lack of a certificate or other document allowing active members of educational ranger stations to have priority in entering specialized educational institutions (for instance, in 'forestry' profession) Treatment through the SLM Approach: There has been no such an official order yet, but efforts should be made to have permit from the Ministry of Education and Science to issue and include such a document in the list of achievements allowing preference when entering higher educational instit

Participation and roles of stakeholders involved

Stakeholders involved in the Approach and their roles
What stakeholders / implementing bodies were involved in the Approach? Specify stakeholders Describe roles of stakeholders
SLM specialists/ agricultural advisers Specialists of the Berel Forestry Unit Schoolchildren of all social groups regardless of economic, gender, ethnic and religious relation are involved
teachers/ school children/ students Schoolchildren (12-16 years old), teachers of secondary school
national government (planners, decision-makers) Berel Forestry Unit and administration of Katon-Karagay National Park, secondary school of Uryl village
Specialists of the “Forest Conservation and Expansion of Forest Area on the Territory of the Republic“ Project of the Forestry and Hunting Committee of MA RK with the support of the World Bank (Doctor of Biological Sciences Yermek Zhumabayev) and Government of RK/GEF/UNDP
Involvement of local land users/ local communities in the different phases of the Approach
none
passive
external support
interactive
self-mobilization
initiation/ motivation
Katon-Karagay National Park and forestry units – all kinds of support and introduction of the tradition of forest schools. Secondary schools teachers - motivation of scholars to participate actively in basic forestry issues and educational issues on the forests careful treatment and protection.
planning
Katon-Karagay National Park and forestry units - introducing of forest schools’ activity in the national park budgetary plan and workplan. Secondary schools teachers – inclusion of activities to be implemented jointly with forest school in the extracurricular workplan, methodical developments.
implementation
Technical and financial support, practical training of scholars in forest nurseries and on the territory of the national park; environmental education, training for participation in international and national conferences, workshops and additional literature on forestry and forest management.
monitoring/ evaluation
Katon-Karagay National Park and forestry units specialists, “Forest Conservation and Expansion of Forest Area on the Territory of the Republic“ Project of the Forestry and Hunting Committee of MA RK with the support of the World Bank, specialists of East-Kazakhstan University
Research
Workshops on selection of sowing material, methods in the accelerated growing of small coniferous standard seedlings, technologies and skills in the maintenance of the germaplasma viability of seeds, training and methodological literature on forestry and forest management.
Flow chart

Organigram of the role of various parties in the creation and functioning of school forestries in the Katon-Karagai district of the East Kazakhstan region of Kazakhstan

Author: Eszhanova Azhar (Kabanbai batyr-Pushkin, 67/99, Almaty, Kazakhstan)
Decision-making on the selection of SLM Technology

Decisions were taken by

  • land users alone (self-initiative)
  • mainly land users, supported by SLM specialists
  • all relevant actors, as part of a participatory approach
  • mainly SLM specialists, following consultation with land users
  • SLM specialists alone
  • politicians/ leaders

Decisions were made based on

  • evaluation of well-documented SLM knowledge (evidence-based decision-making)
  • research findings
  • personal experience and opinions (undocumented)

Technical support, capacity building, and knowledge management

The following activities or services have been part of the approach
Capacity building/ training
Training was provided to the following stakeholders
  • land users
  • field staff/ advisers
  • The approach is applicable to involve schoolchildren in nature conservation activity and ecological education in various regions both with forest areas and for the protection of other ecosystems.
Form of training
  • on-the-job
  • farmer-to-farmer
  • demonstration areas
  • public meetings
  • courses
Subjects covered

Advisory service
Advisory service was provided
  • on land users' fields
  • at permanent centres
  • in schools
Name of method used for advisory service: Support of the distribution of new approaches and technologies through studies related to forests; Key elements: 1.Training of Uryl ranger station members (schoolchildren, teachers and employees of the forestry economic unit) in the methods of the accelerated growing of standard seedlings of small coniferous trees (spruce, larch, pine and fir trees), 2.Delivery of new knowledge, transfer of technologies and practical skills to instructors on training Uryl educational ranger station and the Berel Branch of Katon-Karagay State National Natural Park on the maintenance of the germaplasma viability of seeds collected from forest genetic reserves; Name: Support of the distribution of new approaches and technologies through studies related to forests, through expansion of training to achieve forestry profitability, forest conservation and wood product market management

Advisory service is very adequate to ensure the continuation of land conservation activities; There is no state consultation service, but research and production facilities can provide consultation services. E.g. Kondratovskiy Research and Show Forest Nursery, Ltd. deals with the growing and realization of planting material of fruit and wood-shrubbery and coniferous tree sorts of high quality, seed collecting, testing of scientific studies and introducing into production.
Institution strengthening
Institutions have been strengthened / established
  • no
  • yes, a little
  • yes, moderately
  • yes, greatly
at the following level
  • local
  • regional
  • national
Describe institution, roles and responsibilities, members, etc.
Type of support
  • financial
  • capacity building/ training
  • equipment
  • Seedlings
Further details
Training on the method of accelerated growing of standard seedlings of small coniferous trees, as well as knowledge, technologies and practical skills in the conservation of the germaplasma viability of seeds; support in the creation of areas for forest crops, cedar, fir and pine trees.
Monitoring and evaluation
Bio-physical aspects were regular monitored by land users, other through observations; indicators: The specialists of the forestry economic unit, the specialists of “Forest Conservation and Expansion There were no changes in the Approach as a result of monitoring and evaluation There were no changes in the Technology as a result of monitoring and evaluation
Research
Research treated the following topics
  • sociology
  • economics / marketing
  • ecology
  • technology

Dr.Yermek Zhumabayev - training of teachers of Uryl forest school on accelerated growing of standard seedlings trees (spruce, larch, pine and fir trees); A.Dzhumagulova - pedagogical studies on environmental education; Renat Yeskazyuly - study of opportunities for tourism development and raising of awareness of environmental issues in the region.

Research was carried out both on station and on-farm

Financing and external material support

Annual budget in USD for the SLM component
  • < 2,000
  • 2,000-10,000
  • 10,000-100,000
  • 100,000-1,000,000
  • > 1,000,000
Precise annual budget: n.a.
Approach costs were met by the following donors: other (“Forest Conservation and Expansion of Forest Area on the Territory of the Republic“ Project): 50.0%; government (Katon-Karagay National Natural Park of MA RK - tools, consumables (seedlings, fertilizers, stationаr): 50.0%
The following services or incentives have been provided to land users
  • Financial/ material support provided to land users
  • Subsidies for specific inputs
  • Credit
  • Other incentives or instruments
partly financed
fully financed
equipment: tools

agricultural: seeds

tree seedlings

Labour by land users was

Impact analysis and concluding statements

Impacts of the Approach
No
Yes, little
Yes, moderately
Yes, greatly
Did the Approach help land users to implement and maintain SLM Technologies?

Successful activity of educational ranger stations in the field of raising environmental awareness and education has drawn the attention of both state development programs and international projects that has led to the improvement of the material, technical, informational and research base allowing

Did the Approach empower socially and economically disadvantaged groups?

The approach has other specifics, though the administration of Katon-Karagay National Park initiated the support for children from low-income families.

Did other land users / projects adopt the Approach?

The approach was shared through creation and involvement of 3 other forest schools in Katon-Karagay district - 'Or Altai', 'Ular' (since 2006 on the basis of the nursery of Medvedskiy forestry unit), 'Zheruyik' (since 2008 on the basis of Zhambyl secondary school). As a whole, more than 20 educational ranger stations have been created and are functioning in East-Kazakhstan region on the basis of: Katon-Karagay State National Park, 'Semey Ormany' West-Altai Nature Reserve.

Main motivation of land users to implement SLM
  • increased production
  • increased profit(ability), improved cost-benefit-ratio
  • reduced land degradation
  • reduced risk of disasters
  • reduced workload
  • payments/ subsidies
  • rules and regulations (fines)/ enforcement
  • prestige, social pressure/ social cohesion
  • affiliation to movement/ project/ group/ networks
  • environmental consciousness
  • customs and beliefs, morals
  • enhanced SLM knowledge and skills
  • aesthetic improvement
  • conflict mitigation
  • Экологическое сознание, здоровье
Sustainability of Approach activities
Can the land users sustain what hat been implemented through the Approach (without external support)?
  • no
  • yes
  • uncertain

Conclusions and lessons learnt

Strengths: land user's view
  • 1) Improving the knowledge and horizons of schoolchildren 2) Involving young people in useful work and preventing crime 3) Reducing the outflow of youth to cities 4) Training local staff for leshozes with in-depth knowledge of local natural features.
    (How to sustain / enhance this strength: 1) Attracting new knowledge, specialists, organizing conferences, trips, meetings 2) Informatization, propaganda, interest increase 3) Provision with housing, jobs 4) Comprehensive assistance in choosing a profession and entering universities)
Strengths: compiler’s or other key resource person’s view
  • 1) Support for environmental education and research 2) Relatively strong material and technical basis 3) Training forestry specialists for the future of sustainable forestry development and the protection of forests.
    (How to sustain / enhance this strength: 1) Attraction of environmental specialists, engineers, diversify information, conduct seminars, meetings, etc. 2) It is ensured and will continue to be provided by the state 3) To promote the possibility of entering higher and secondary special educational institutions in the specialty "Forestry" or "Plant protection" by issuing a confirmed document on active participation in the ranks of school forestry and practical experience in forest conservation activities . )
Weaknesses/ disadvantages/ risks: land user's viewhow to overcome
  • 1. There is no material incentive for teachers 2. There is no official document confirming studies in the school forestry, helping with admission to universities 3. Legal insecurity (alleged use of child labor) 1.Preview in the local budget or in the distribution of the workload in the school 2. Achieve the Ministry of Education and Science on the development of such an amendment to the legislative base 3. Amendments to the Labor Law of the Republic of Kazakhstan
Weaknesses/ disadvantages/ risks: compiler’s or other key resource person’s viewhow to overcome
  • 1. In the absence of material support, this initiative can be completed. 2. Not always schoolchildren after graduation can enter the universities of the appropriate profile 3. A not too large percentage of school forestry members go on an ecological profile. 1. Constantly take care of allocating funds from the state budget 2. To seek allocation of special quotas for schoolchildren-activists of school forestries, to strengthen highly specialized training, to provide material support to children from low-income families (travel, accommodation in the city, etc.) 3. Strengthen the environmental And patriotic education, to guarantee the provision of work, housing

References

Compiler
  • Azhar Yeszhanova
Editors
Reviewer
  • David Streiff
  • Alexandra Gavilano
Date of documentation: Dec. 18, 2011
Last update: Aug. 7, 2017
Resource persons
Full description in the WOCAT database
Linked SLM data
Documentation was faciliated by
Institution Project
Key references
  • The materials of the national scientific and practical conference „Organization of the Work of Educational Ranger Stations as One of the Forms of Profession Orientation Activity to Train Specialists in Forestry“. October 4-5, 2010. : Katon-Karagay National Park, the Government of RK/GEF/UNDP Project “Conservation and Sustainable Use
  • Administration of Katon-Karagay National Park reports: 115 Bokeyev str, Katon-Karagay vil., East-Kazakhstan Region, Kazakhstan, 070908. Deputy Director
Links to relevant information which is available online
  • Information of the implementation of “Forest Conservation and Expansion of Forest Area on the Territory of the Republic“ Project on the website of the Forestry and Hunting Committee of the Ministry of Agriculture of the Republic of Kazakhstan : http://www.fhc.kz/pkg/4712/
This work is licensed under Creative Commons Attribution-NonCommercial-ShareaAlike 4.0 International