WLI-Australia Communication Strategy

[Ed: before you read the WLI - Australia's Communication Strategy you might like to read a little background information. This link will tell you more about the Wetland Link International network and this one introduces the evolution of WLI - Australia and the development of this communication strategy]
[En Español - Nota: Antes de leer la Estrategia de Comunicación de WLI – Australia, quizás les interese leer algún documento informativo previo. Este enlace les dirá más cosas acerca de la red Wetland Link International y este les expone la evolución de WLI - Australia y cómo fue concebida esta estrategia de comunicación.]
[En français - Ed: avant de lire la Stratégie de communication de WLI-Australie, vous souhaiterez peut-être lire quelques informations. Ce lien vous en dira plus sur Wetland Link International et son réseau et cet autre lien est une introduction à l’évolution de WLI-Australie et à l’élaboration de cette stratégie de communication.

The Convention on Wetlands of International Importance (Ramsar, 1971) is recognised as the first modern global conservation convention. It was created to protect wetlands worldwide and currently has 131 member countries. The Ramsar Convention's Communication, Education and Public Awareness (CEPA) Programme (Resolution VII.9) encourages Contracting Parties to use education and community involvement to promote wise use of wetlands. In Australia this has given rise to the Australian Wetlands Information Network (AWIN) and the development of the National Wetlands Communication, Education and Public Awareness (CEPA) Action Plan: 2001-2005, which underpins this strategy.

Wetland Link International (WLI), an initiative of the Wildfowl and Wetlands Trust (WWT) in the UK, is a major platform of the Ramsar CEPA Programme and aims to improve links between wetland educators at all levels. WLI has been identified as a key platform for the Ramsar Bureau's CEPA Programme.

Wetland centres are regarded as prime vehicles for assisting people to experience wetlands, understand their values and contribute to their management. Improving communication among wetland educators and wetland centres has potential to build capacity and in turn deliver benefits to wetland conservation.

Australia has had wetland centres for over 20 years. Presently there are at least forty centres across Australia operating in all States and Territories, dedicated to wetland education or with a strong focus on wetlands. They are associated with many types of wetlands, including, in some cases, Ramsar listed sites. They range from small, non-staffed interpretation facilities to staffed, highly developed centres. There is no doubt that they have made a strong contribution to wetland conservation.

While most wetland centre-based educators know of other centres, there has been little or no on-going communication among centres and no framework for cooperation and collaboration among educators. The WLI Australia Project was proposed by AWIN as one way of redressing this gap. It was thought that a communication framework developed by wetland educators would improve communication and allow participation of Australian wetland educators in the WLI initiative.

This document is the result of a forum for wetland educators held at the Australian Association for Environmental Education's 12^th Biennial Conference at Griffith University, Brisbane, in July 2002. The workshop was funded by the Natural Heritage Trust and co-ordinated by The Wetlands Centre Australia and the Wetlands Environmental Education Centre. The workshop aimed to identify challenges and devise strategies which wetland educators and wetland centres could use to build links and share skills.

Participants agreed that increased communication among wetland educators and wetland centres, within Australia and around the world, would allow better exchange of information and expertise, and improve the effectiveness of education for wetland conservation. Participants at the workshop discussed three broad themes:

Workshop discussions and follow-up meetings agreed that the key objective was to develop a peer support network that would allow wetland educators to:

The workshop results have been developed into a framework of objectives and actions to guide communication among wetland educators working in the field and to foster collaboration with AWIN to meet objectives under the National Wetland CEPA Action Plan: 2001-2005. At this stage the actions are strongly focused on, but not limited to, educators based in centres. Where possible the network will be expanded to inform all interested educators about national strategies and actionss to improve the conservation of wetlands.

Objective

Strategy

Action

1.1 Contact with other wetland educators in Australia

Develop a relevant and effective network.

that can grow and develop as needed and in response to resource levels.

Improve information on wetland centres in Australia

Establish WLI Australia as a specialist group under the AWIN

Finalise Communication Strategy.

Establish email group.

Develop friendships and look for opportunities to get together.

Exchanges between wetland centres, nationally and internationally.

Expand the network to include all wetland educators and relevant organisations.

1.2 International Links

Communicate with wetland educators in other countries.

Increase the centres’ ability to share experiences and expertise and to support joint initiatives for wetland conservation.

Establish links with WLI networks in other countries.

Build constructive relationships with wetland centres in other countries.

Establish an international exchange program.

Collect stories from International Buddy initiative and disseminate to network.

Identify opportunities to participate in International initiatives.

Look for opportunities to initiate an exchange program.

1.3 Ability to share skills and resources within the network

Establish mechanisms to share inspiring and supportive ideas and stories between wetland educators.

Work with AWIN to identify effective mechanisms for communicating and exchanging experiences and knowledge.

Assist AWIN in the development of a database of available resource materials.

Trial "chain email"/list server concept.

Make use of AWIN website to provide relevant stories and information to Wetland Care Australia.

Video conferencing when required to exchange ideas and communicate within the WLI Network, particularly when issues arise.

1.4 Level of influence and effectiveness

Establish an active network structure that can generate and support group actions, and provide positive examples for external groups.

Build capacity to act as a specialist (wetland educators) group.

Work with the AWIN to identify initiatives that could be best delivered through the WLI Network and/or wetland centres.

Look for a national sponsor for WLI – Australia.

1.5 Promotion

To increase public awareness of wetlands and wetland centres.

To increase the recognition of wetland education as a specific field of environmental education (eg, marine education).

Build awareness of the location and range of wetland centres in Australia.

Increase recognition of wetland educators in Australia.

Proposal through AWIN to feature WLI network on World Wetlands Day 2003 postcard.

Investigate joint promotion initiative for centres, possibly a brochure.

Develop a directory of wetland centers and educators in Australia.

Develop web presence through AWIN website to link centres.

1.6 Sharing skills and resources beyond the network

Develop the ability of the wetland centres to support and deliver capacity building initiatives to relevant target groups.

Work with AWIN to identify candidates for training, mentoring and exchanges e.g. students

Provide capacity-building opportunities for priority target groups (eg, school students, community groups and landholders).

Look for opportunities to "connect" similar target groups we deal with, who could benefit from visiting another wetland/s, eg, birdwatchers.

Support youth capacity building initiatives.

Introduce a visiting scholar program.

1.7 Increased awareness of and adequate resourceing for wetland centres.

Increase the recognition at all levels, of the value of wetland centres for wetland conservation.

Assist in the accessibility to dedicated funding schemes.

Work with AWIN to promote the role of wetland centres and to secure resources from regional investment funds.

Introductory letter from WLI Network to agencies with Ramsar responsibility and relevant regional bodies.

Conduct inventory and assessment of wetland centres’ capabilities and needs.

1.8 Local Support networks

Establish relevant partnerships to support work undertaken by wetland educators.

Establish links by offering a quid pro quo: e.g. offer the local naturalists and scientists a home or build partnerships with relevant local NGO’s

Share information on the partnerships we have in place.

Ensure effective communication within and between partnerships.

1.9 Skills in working with volunteers

Develop effective volunteer management skills and strategies that build understanding of wetlands.

Share expertise on volunteer management skills.

Identify volunteer management experts in our networks

Facilitate contact between our volunteers.

2. Overcoming the challenges of distance, isolation and access to new information

Objective

Strategy

Action

2.1 Networks that are supportive and useful

Establish a specialist network under AWIN that provides support for wetland educators in the field

Build a network (WLI) that meets the needs of wetland educators especially those working in isolated locations or who work in small teams.

Regularly survey the network for issues, needs and challenges.

2.2 Capacity building for CEPA deliverers

Achieve high standards in wetland CEPA, especially in wetland centres.

Increase accessibility to up-to-date information, expertise and relevant training.

Identify training skills and training needs of educators in the network.

Identify opportunities to build capacity for wetland educators.

Identify relevant individuals, organizations who, with assistance, have potential as wetland educators.

Work with AWIN to identify opportunities to meet training needs for wetland educators.

Identify and promote training resources and seminars in the fields of wetlands.

Share useful contacts, professional associations and sources.

Work closely with scientists, especially those who have environmental education as part of their mission.

2.3 Mentoring relationships

Develop relationships between centres or individuals to share specific expertise and skills.

Encourage mentoring relationships in response to individual needs.

Develop mentoring relationships and collaborate to build individual confidence.

2.4 Access to local knowledge & involving local communities

Increase the connection (or ownership) of communities with their local wetlands.

Incorporate relevant knowledge from local communities about wetlands.

Maintain Indigenous knowledge and stewardship for wetlands.

Engage local communities.

Harness as much relevant local knowledge as possible to add value to visits to the wetlands.

Engender sense of ownership and stewardship.

Build stories (or case studies) about our individual communities, the partnerships and relationships we have with local landholders, community groups, children, and stakeholders. Distribute through "chain email".

Engender close links with local media

2.5 Wetland Centre Operational Issues

Address the following issues:

Operating in a working site (see 3.4)
Funding /ownership
OH&S, Insurance / risks
Volunteers (see 1.9)

Sustainable development of wetland centres and improvement in the viability of wetland centres.

Identify optimum management, resourcing and planning strategies for maintenance and development of effective centres.

Share information and strategies on risk management planning, insurance, OH+S, volunteer management and training.

Collaborate on the development of guidelines for the establishment and on-going maintenance of wetland centres.

Determine upper limits for development.

Issue and objective

Strategy

Action

3.1 The position of wetlands on the environmental agenda

Recognise the importance of wetlands.

Increase the ‘visibility’ of wetlands in local and state planning documents.

Work with AWIN to identify best strategies for:

educating and increasing the awareness of planners and policy makers, community groups and landholders.
Changing negative (or passive) views of groups and individuals involved in wetland management

Look for opportunities to contribute to local planning frameworks.

National campaign, such as simultaneous action on WWD 2003.

3.2 Effective communication

Identify and employ communication strategies that increase awareness and decrease threats to wetlands.

Raise community awareness and understanding, and increase the community’s valuing of wetlands.

Build understanding of the wet/dry regime.

Raise awareness and understanding of ‘threatening processes" concept and causes.

Share ideas and definitions and practical tips for effective communication.

Look for opportunities to promote wetland "seasons" concept during environmental events.

Work with and for scientists to interpret their information for the public.

3.3 The range of target groups for which wetland educators must cater

Create the ability to meet the needs of the different target groups and deliver effective messages.

Identify and define target audiences.

Work with AWIN to develop targeted communication strategies.

Share information on unusual target audiences we have tackled or very successful targeted campaigns.

3.4 Impacts of site-based education activities on conservation values of that site.

Demonstrate the complementary relationship between conservation and education without impacting negatively on the values of the wetlands.

Maintain a balance between public access and protecting ecosystem values.

Promote concepts of "wise use" of wetlands required for Ramsar sites.

Aim for minimal impacts, and educate visitors about minimising impacts.

Investigate "limits of acceptable change" models.

Share our strategies for sustainable management in wetland centers and collaborate on sample code of ethics and conduct for visitors.

Work around ecosystem "events", eg bird nesting.

Develop part of site rather than the whole site using zoning, gateways, defined and clearly-marked entry points.

3.5 Negative perceptions and expectations of ‘swamps’

Overcome the negative perceptions connected to wetlands: eg, getting wet, mosquitoes, mud, smells.

Work with AWIN to identify effective strategies for introducing people to wetlands directly and increasing their understanding of wetland values.

Develop local wetland environmental calendars to increase understandings about changes in wetland landscape.

Provide people with simple information that explains and interprets what is happening in the wetland around them.

3.6 Barriers to direct access

Overcome barriers which prevent people interacting directly with wetlands, eg, water, mud, crocodiles, snakes etc.

Get people into the wetland, not just nearby.

Make wetlands available to all while minimising dangers and impacts.

Maximise use of wetland dry-phase as an introduction to wetlands.

Employ boardwalks, binoculars, waders, gumboots, dipnets.

Develop risk management strategies to provide positive, low danger experiences.

3.7 Land-use issues: conflicts with other users of the wetland, neighbours

Decrease activities that impact negatively on wetlands.

Develop partnerships with neighbours.

Work with AWIN and through WLI network to identify messages and strategies that will increase the understanding of environmental, social and economic values of wetlands.

Work cooperatively with neighbours.

Share examples of effective education campaigns.

Form partnerships with neighbours based on common interest: eg, removal of a threatening process (see 3.2) such as threats to water quality.

Andy McQuie	Calperum Station, Bookmark Biosphere, SA	andymcquie@hotkey.net.au
Angela Colliver	Great Barrier Reef Marine Park/ Reef HQ	a.colliver@gbrmpa.gov.au
Annie Eyers	Chase Alive Volunteers/ Kurringhi NP
Bronwyn Humphreys	Dept of Conservation & Land Management	bronwynh@calm.wa.gov.au
Carolyn Gillard	Wetlands EEC/ The Wetlands Centre	wetlands-e.school@det.nsw.edu.au
Christine Prietto	Wetlands EEC/ The Wetlands Centre	christine.prietto@det.nsw.edu.au
David Kopelke	Boyne island EEC / QLD	the.principal@boyneisleec.qld.edu.au
Geoff Hope	Archeology & Natural History, ANU	Geoff.hope@coombs.anu.edu.au
Helen Aitchison	Wetlands EEC/ The Wetlands Centre	c/- christine.prietto@det.nsw.edu.au
Helen Tyas Yunggal	Clarance Valley Wetlands
John Atkins	Botany Bay EEC, NSW	botanybay-e.school@det.nsw.edu.au
Louise Duff	The Wetlands Centre	lduff@wetlands.org
Marian Cavenagh		marian@actionstations.co.nz
Mary-Ann Pattison	Nudgee Beach EEC, QLD	the.principal@nudgeebheec.qld.edu.au
Melinda Wild	Rottnest Island Authority
Mike Copland	The Aquatic Environment Education Centre
	Wonga Wetlands Interpretive Centre, Albury/Wodonga NSW	coplands@bigpond.com
Ruth Mollison	Tamar Island Visitor's Centre, TAS	rmollison@ozemail.com.au
Skye McNamara	Boondall Wetlands Visitor Centres	lbwvc@brisbane.qld.gov.au
Sandra Lange	St Kilda Interpretive Centre, SA
Steve Vines	St Kilda Interpretive Centre, SA	mangroves@bigpond.com
Stuart Slough	Placebo Culture Public Art	Placeboclt@appha.net.au
Vanessa John	Griffith University (student)	vanessajohn22@yahoo.com

For further information about the Ramsar Convention on Wetlands, please contact the Ramsar Convention Bureau, Rue Mauverney 28, CH-1196 Gland, Switzerland (tel +41 22 999 0170, fax +41 22 999 0169, e-mail ramsar@ramsar.org). Posted 17 March 2003, updated 31 March, 2003, Sandra Hails, Ramsar.