'Landcaring'
For Young
People
Some 'how to' suggestions
for schools and youth in the
New England and North-West
Slopes Regions of NSW
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Written and compiled by Ruth Trémont
Community Support Officer (Schools)
Southern New England Landcare Ltd
PO Box 75A
Armidale, NSW, 2350.
November 2007.
Contributions made by Education and Community Support Officers of the
Border Rivers-Gwydir Catchment Management Authority: Karen Zirkler
and Nanette Lamrock (Armidale); Rachael Gleeson (Bingara); Melissa
Freeman (Glen Innes); Fiona Adams, Liz Blair and Kelly McCulloch
(Inverell); and Tanya Robinson (Tenterfield).
Input was also made by Sarah Schmude (former Southern New England
Landcare Community Support Officer, Schools) and numerous individuals
included in the six regional Work Experience Registers which accompany
this booklet.
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Introduction ................................................................................... 4
Embedding or integrating 'Landcaring' in existing curricula 5
Linking schools .............................................................................. 6
Linking schools with other organisations ................................. 7
Stand-alone projects ...................................................................... 8
Participating in programs offered by other
organisations ....................................................................... 10
To form a landcare group or not ............................................... 11
Youth groups ............................................................................... 11
Legal obligations ......................................................................... 12
Obtaining funding ...................................................................... 14
Sponsorship ................................................................................. 15
Work experience opportunities................................................. 16
Contacts ........................................................................................ 17
Contents
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Introduction
L
andcaring is about sustainable long-term natural
resource and environmental management. It's about
leaving the Earth's air, soil, water, vegetation and
animal life in better shape than they are in now.
'Landcare' can be an ethic, a network of community groups
or people supporting groups, a government program or a
promotional body; or whatever you make it, with regard
to caring for our natural resources. Overall, however,
'landcaring' must now be an integral way of living.
Young people need creative pathways for sustainable living,
for taking action and creating lasting change. These pathways
need to be inspiring and achievable. These same sorts of
pathways are also important for teachers and mentors of
youth, and will help young people be there for the long haul
- to maintain continuity and to get things to happen over the
decades to come.
There are many ways of involving children and young adults
in caring for our land, water,
vegetation, native animals and so
on. There are also many ways of
getting them into 'reducing-
reusing-recycling' paper,
water, plastics, green waste and
metals. Not to mention energy
conservation; environmentally-
friendly power production;
sustainable development,
planning and construction;
biodiversity and wildlife
conservation, organic farming
and gardening; and healthy
lifestyles.
The things children learn and do
as part of their lives should flow
on to their families and older friends.
But where is a good place to start if
'landcaring' is a new venture for you or
the young people with whom you work?
This booklet outlines a few approaches to
'landcaring' in schools and for youth, and
lists some contacts for getting launched.
*
Embedding or integrating
'Landcaring' in existing curricula
T
he most effective and efficient way to bring
environmental education or education for sustainable
living to school children is by having sustainable
living embedded within the curricula of the main
subjects dealt with by each class. Also, the way schools
are built and landscaped; use energy (e.g. electricity, gas,
petroleum products), water, paper, plastics, packaged
products; stock their tuckshops; manage their staff and waste;
and promote healthy lifestyles should reflect a sustainable
ethos - 'landcaring' should be an integral part of schooling, and
of life, not an 'add-on'.
Practical aspects of things such as 'reducing-reusing-recycling'
paper, water, plastics, green waste and metals are easily part
of Science (in all the ways science is presented) or Science and
Technology, as are energy conservation and environmentally-
friendly power production. Likewise, sustainable farming,
gardening, natural resource management and property, and
catchment planning can be part of Science and Technology,
Human Society and its Environment, Geography, Business
Studies and Commerce, Agriculture and Primary Industries,
and Earth and Environmental Science. The various aspects
of 'landcaring' can also be examined in the light of historical
events, political forces, legal studies, economic development,
industrial and corporate management, personal health and
lifestyles, design and technology, and information technology.
Aspects of land division, land use planning, and building
design and construction are also important to sustainable
lifestyles and can be included in various curricula.
How a school is run can set a working example from which
children and staff can learn. For example, what sort of
paper (for office, classroom, bathroom) is used? Where is
it purchased from, how is its use minimised, how can it be
recycled? How is power used? How is waste reduced and
managed? What sorts of chemicals (including cleaning agents)
are used and how are/can their effects on waste water be
reduced? How is water used in the school or grounds? What
sorts of foods (e.g. from the perspectives of processing and
packaging, organic or chemical production, miles transported)
are promoted or provided by the tuckshop or for school
camps? How do people come and go from school? How can
power be generated by the school, or its use be reduced? ...
And so it goes on!
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Giving school children guidance and significant responsibility
for assessing the environmental sustainability of existing
systems (e.g. power, water, waste, building design) can be a
constructive exercise. Their solutions for reducing ecological
footprints and developing new approaches can be astounding!
However, this may require that school staff revise their own
approaches to office, school and business management; staff
development; and content and methods of teaching. For
some, this may seem like too much... but it should not mean
doing extra things, instead it can just be about doing things
differently. Teachers' imaginations and leadership provide the
limit, and innovative teaching will help make for innovative
and sustainable initiatives and lifestyles in the future.
Developing school curricula which set precedents for
environmental education and that can be used as blueprints by
other schools would be a wonderful goal, and an achievement.
Many smaller schools are in prime positions to do this.
A whole-of-school approach to 'landcaring' and 'sustainable
living' can go well beyond the school gate, to provide the
basis for positive change across the community. Much of the
material needed is out there already, it just needs to be pulled
together and used... 'walking the talk'.
S
chools or classes can share in 'landcaring' activities, just
as they do for joint sports carnivals. The school or class
you link with may be close by, or it may have resources
yours doesn't. It could be a 'sister'or 'brother' school for
some other reason. Perhaps you can foster urban-rural links,
or find a partner for sharing curricula development or to do
discrete projects such as water monitoring or tree planting.
Find a school that is already integrating environmental
education well and invite that school to work co-operatively
with yours, so that you can learn by participation, share
resources and expertise, develop peer support and foster new
ties among teachers, support staff and children.
You could organise an annual camp with a 'sister' or 'brother'
school on a local Travelling Stock Reserve to do a biodiversity
survey (see the Contacts section for National Parks Association
of NSW) - as well as to make new friends and have a fun time.
All the lead-up about biodiversity and survey methods, and
the follow-up to analyse the results, can be part of various
classroom subjects - these sorts of activities are easily included
in teaching programs to address key learning areas. It's then
only a small jump to embed environmental education in the
various curricula.
Linking schools
*
L
inking schools, classes or teachers with other
organisations or people provides for the sharing
of resources and expertise. Integrated projects can
be win-win situations. For example, a local council
or farmer group may want to develop a natural resource
catchment plan for their area. So Geography, Agriculture and
Primary Industries, Information Processes and Technology,
Business Services and Business Studies students at the local
high school may be able to work together to produce the
plan, doing so as an integral part of their school work. The
plan could be completed with the help of teachers, council
staff, landholders and state government planners and natural
resource experts. Such a project is a big task but could be
staged so that it comes together over several years, perhaps
being carried by a particular class as it moves from Year 7 to
Year 12. Alternatively, the plan could be completed in one
year with input being made from several concurrent classes,
each having a separate focus depending on their subject. Once
done, such a plan could actually be used by the local council
or farmer group, with or without opportunity for revision or
refinement.
Similarly, materials, expertise, labour or sponsorship from
private enterprises, tertiary education institutions, nongovernment
organisations, local service clubs, community
groups or corporate business could help projects to
completion, or provide expertise or materials for ensuring
environmental issues within the curricula are addressed fully.
Local sponsorship is often fairly easy to come by for projects
with positive outcomes for all parties. Maybe your local
council would sponsor a competition to reward the school
which achieves the lowest per capita water or power use for
the year; or for the class who can produce a water management
plan for local council with a 'AAA' rating!
There may be people in the school or wider community
who can be mentors, helping teachers, other school staff and
students excel in their environmental management, subject
delivery and understanding of 'landcaring' and sustainable
living.
Linking schools with other organisations
*
M
any teachers or others working with young
people have completed short-term 'landcaring'
projects, usually with a particular class or group
of children. Such projects may be things like tree
planting, weed control, water quality monitoring, recycling,
participating in Clean Up Australia Day, worm farming,
setting up a food garden or looking at energy use. A stand-
alone project gives children an active thing to do, gets them out
of the class room, often delivers an important environmental
message and may link with class work. It may involve
childrens' families and often gives the school a new tangible
asset.
However, many teachers find that extra 'add-ons', in addition
to what they are already required to do, are too much. In such
a setting, 'landcaring' is delivered in a piecemeal fasion or
doesn't happen. Environmental education is merely 'rubber-
stamped' and sustainable living doesn't really register with
anyone! Hence the need to embed 'landcaring' within the
curriculum!
Nevertheless, stand-alone projects may have a place,
within a bigger picture, to achieve particular outcomes in
particular settings. To be successful, however, stand-alone
projects need to be planned and executed carefully. The box
opposite contains a checklist of things to work through when
developing a discrete project.
Where possible, stand-alone projects should dove-tail with
other school activities. Make sure you ask staff (teaching,
office, grounds, cleaning) and other groups (e.g. the P&F) how
they would like to use on-ground projects in their activities.
Try to set up long-term relationships between the curriculum
and the project/issues you are planning or addressing, and
among the people and organisations to be involved in the
project. Integrated 'landcaring' projects are powerful ways of
ensuring positive outcomes for all parties involved. It is only a
short step from integrated projects to embedding sustainable
living/environmental education into subject curricula.
Stand-alone projects
*
Hints for setting up successful projects
Know what you are trying to achieve.
What is the problem?
What do you want to change?
What specific things need addressing? Do you have to do some homework first to sort
out what the issues actually are?
Who is, or could be, involved?
Plan what to do.
Define an overall, long-term AIM.
Set OBJECTIVES, the specific step-by-step things you need or want to do.
List the desired OUTPUTS, the actual things you must get done.
Provide some MILESTONES, the targets to meet at stages along the way.
List the OUTCOMES, or end results, you want from the project.
Keep the project practical, relevant, fun, open to the whole school community.
Decide if you need funding, sponsorship or partners to achieve what you plan.
Is the cash required beyond that which your organisation can raise?
Does another organisation have the expertise, or other resources, you need?
Who do you need to approach to obtain particular equipment or materials?
Organise the specific activities you are going to do and the methods you will use.
These will get you your OUTPUTS and will need to be considered from the perspectives
of WHAT, WHO, WHEN, WHERE and HOW.
Make an ACTION PLAN - and put it into action.
Keep track of your progress (monitor and evaluate), so you know how you are going.
Keep regular records or a diary.
What has happened?
What needs to happen next?
What still needs to happen beyond the next event?
Are you on track?
Are you being realistic?
Do you need to change any objectives or milestones?
When do you need to reassess the situation?
Document final results.
What information did you get?
What activities have been completed?
Did you meet your milestones with the outcomes you
set?
Have you made a difference?
What have you learnt?
How can you share or promote what you have done?
What could you do next?
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10
M
any State Government Departments and
Co-operative Research Centres (CRCs) run
educational programs. These programs can be
used to deliver aspects of school curricula or for
stand-alone projects with defined outcomes.
For example, the Weed CRC in conjunction with the
NSW Department of Primary Industries runs a program
called Weed Warriers, to teach children about and release
biological control agents for particular weeds. Similarly, the
Streamwatch and Waterwatch Programs run by the NSW
and Australian Governments involve school children and the
wider community in water quality monitoring. Facilitators for
Waterwatch programs are located in some regional centres.
If you would like to participate in these sorts of programs,
offered by other organisations, get in touch with your regional
Catchment Management Authority or Landcare Network
(see the Contacts section). These groups may run, or know
of, educational programs for young people, or may have
educational officers on their staff who can help you.
L
andcare Groups, as formal incorporated entities,
have served many purposes. They have enabled land
managers and groups of people to access funding
for on-ground works, helped keep people living in a
particular area or with a particular interest together as a social
group, assisted with the development of expertise within a
group, meant that working examples of 'best practice' are
accessible, and made it easier to obtain public liability and
volunteer worker's insurance.
However, in a school setting it is not really necessary to form
an incorporated group, as most of the above needs are usually
covered by the school. Nevertheless, an informal 'interest'
group, within the school, with a 'landcaring' brief may be
appropriate for communication and social reasons. Like all
groups, some sort of group 'management' will be required, to
facilitate good interaction and successful outcomes.
Where environmental education or sustainable living are
Participating in programs
offered by other organisations
To form a landcare group or not
11
integral parts of a school's curricula and management
procedures, a special 'interest' group is unnecessary for
achieving day-to-day activities. 'Working' groups may be more
appropriate: to ensure good learning environments, make the
most of particular opportunities and for obtaining publicity,
generating and maintaining partnerships, linking different
classes or working with other schools and organisations.
M
any young people feel strongly about
environmental degradation and sustainability
issues around the world. For many of these youth
getting together with other young people outside
the school setting, to help make a difference, is something they
want to do. However, they need a setting in which to do it and
other, like-minded, young people to work with. In addition,
they need to have 'ownership' of what they do and how they
do it. Thus environmental youth groups, in various guises, are
called for, and they need strong leaders and mentors. A paid
group co-ordinator often works well - to maintain continuity,
provide technical guidance and manage group dynamics over
a number of years. Even where youth gatherings are brief
or groups are short-lived appropriate and sensitive adult
guidance is essential.
Environmental youth groups typically involve young people
from 13 to 25 years of age, from a variety of educational
organisations and social backgrounds. Environmental youth
groups are usually active out of school hours, on weekends
and during holiday periods. They may be supported by
particular schools, TAFE colleges or universities; local council;
church or service groups; youth workers/refuges or other
environmental or nature conservation groups.
Maitland City Council, in NSW, has run a successful
Environmental Youth Council and can provide helpful
guidance. They are listed in the Contacts section and have
published a booklet called Creating Footprints for Change: The
Maitland Environmental Youth Council . In addition, Firestarter
Pty Ltd, an award-winning environmental business with
extensive experience and background in natural resource
management and education, is very involved in intitatives and
projects for the youth of Australia. Firestarter are well known
for the integrated package of events, competitions, conferences
and school visits they run under the banner of Kids Teaching
Kids , which focuses on young people, as well as professional
development needs of adults working with young people
(see box on page 13). Firestarter's NSW Youth River Health
Youth groups
1*
Conferences are open to all schools, for young people to simply
attend, or for them to present environmental workshops in a
'kids teaching kids' environment. Firestarter's website is listed
in the Contacts section.
I
n running any organisation or group (or even a
household!) there are now various forms of insurance
cover (such as workers, accident, public liability) which
must be taken out, and Occupational Health and Safety
requirements to be met. For 'landcare' projects which will
develop or change the character of particular parts of the
landscape; work with existing native vegetation or plants,
weeds and noxious animals, soils, rivers and other water
bodies, native animals or their habitats; or deal with potential
hazards such as fire, chemicals and environmental pollutants
there are a number of Acts of Parliament which must be
complied with.
An alphabetical listing of many of the Acts of Parliament
relevant to landcare-type activities is provided on the opposite
page. This list is a guide only, as it is not exhaustive and
because legislation can be revised or replaced. When planning
'landcare' projects you need to check whether there is any
current legislation with which you need to comply.
There are several websites which deal with Federal and State
environmental legislation and which you might find useful.
These websites include:
www.environment. nsw.gov.au/legal/envacts.htm
www.environment. nsw.au/about/legislation
www.legislation. nsw.gov.au
www.nativevegetation.nsw.gov.au
www.threatenedspecies.environment.nsw.gov.au
or just use Google for 'environmental legislation'.
Landcare Network offices, Catchment Management
Authorities and Government Departments can help you sort
out which Acts might apply to a project or activity you are
considering, and how to address any requirements these Acts
may have.
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Legal obligations
1*
Kids Teaching Kids
F
irestarter's Kids Teaching Kids is a multidisciplinary
approach to integrating key learning areas into a
comprehensive educational model with strong emphasis on
practical application.
Richard Wood, Ford One Planet Award Winning ex-Principal,
says, "Research has found that Kids Teaching Kids pedagogy
works well in terms of engaging students in environmental/
resource management issues. At the Youth River Health
Conferences, for example, for a significant number of students,
the experience of participating in Kids Teaching Kids activities
appears to generate a sense of connection with local place and
involvement with real local issues.
Many students also seemed to express a sense of
environmental responsibility and a developing sense of
environmental and democratic agency. In other words, some
students gained a sense of possibility for change, or a growing
confidence in their capacity to actively participate in social and
democratic processes involving environmental issues.
In addition, through the actual experience of being Conference
participants, students learn to be active, effective citizens and
advocates for a sustainable future".
Teaching approaches which give students memorable,
meaningful and useful 'lessons' are increasingly being shown
to be those in which the students are given some responsibility
for planning, running and participating in particular sessions
or activities, or developing whole sections of the curriculum.
For leaders and guardians of youth this approach necessitiates
'driving from the back seat' and learning to know what levels of
ownership, involvement and responsibility are appropriate for
certain groups of young people.
Legislation relevant to
'Landcare' activities
Australian Government
Environmental Protection
and Biodiversity
Conservation Act 1999.
NSW Government
Crown Lands Act 1989
Environmental Assessment
and Planning Act 1979
Environmentally Hazardous
Chemicals Act 1985
Fisheries Management Act
1994
National Parks and Wildlife
Act 1974
Native Vegetation Act 2003
Noxious Weeds Act 1993
Pesticides Act 1999
Plantations and
Reafforestation Act 1999
Rivers and Foreshores
Improvement Act 1948
Rural Fire Act 1997
Rural Lands Protection Act
1998
Soil Conservation Act 1938
Threatened Species
Conservation Act 1995
Water Act 1912
Water Management Act
2000.
1*
O
ne reason for forming links with other groups,
organisations or people is to access resources.
Between you and the partners you find you may be
able to source much in the way of materials, labour,
expertise and equipment. However, there are instances where
you may have to purchase particular items or employ someone
to do a specific task. You may need cash that you don't actually
have, so you must consider getting it from elsewhere.
To find out what sorts of organisations may offer funds
for what you want to do, begin by contacting your nearest
Catchment Management Authority and Landcare Network
offices (see the Contacts section). Two other good contacts for
funding and accessing other forms of support are the websites
www.ourcommunity.com.au and www.communitybuilders.
nsw.gov.au.
When applying to an organisation or government body for
funding, you will need to know what you want and how much
it costs. Also, you will need to submit an application, following
specific guidelines and often with very short lead times. So,
keep a few semi-prepared project plans handy (it pays to
plan ahead) and be prepared to tailor your project to meet the
requirements of funding bodies, while still meeting your own
aims. You will need to make time for someone to apply for
funds, liase with the funding body and to report during and
at the end of the funding period. Some of the things you may
need to do to obtain and account for your funding can seem
a bit daunting but Landcare Network officers can provide
help, and most funding organisations have phone numbers for
enquiries.
Y
ou may wish to set up 'strategic partnerships' by
seeking sponsorship from organisations with which
you can give-and-take to create win-win situations.
For example, a business may be able to provide you
with fencing materials at a reduced cost, if they can advertise
that they are helping a rural school and so get themselves more
clients. Likewise, some organisations such as local councils,
service providers (e.g. electricity, phone, water), corporate
businesses and community groups like to have a link with
schools to be seen to be contributing to the local community or
an environmental project. In some situations school students
Sponsorship
Obtaining funding
1*
can provide partner organisations with the labour they need,
in exchange for expertise or materials.
When approaching potential sponsors do so with a well
prepared sponsorship proposal, so that you make a good
impression and to demonstrate that you have realistically
gauged what your school can contribute and is prepared to
follow through on. Your imagination is the limit for what may
be gained from sponsorhsip, so be prepared to put time into
preparing for, seeking and liasing with potential partners.
Wonderful synergy and great environmental outcomes may
result.
T
here are many opportunities for school students and
other young people to have 'real life' experiences
with landcare-related work, by participating in
work experience activities at particular times during
the school year. Work experience may be undertaken with
government departments, non-government organisations,
private businesses or particular individuals. The best
approach is to ask if a student can spend time with a particular
organisation or individual, and then learn and experience all
they can! Better still, the student could select and seek their
own work experience opportunities. There may also be an
opportunity to gain work experience in 'landcaring' out of
school hours, perhaps even as a weekend or holiday job. If you
know of a 'landcarer' ask if they need some help, in exchange
for sharing their knowledge and experience.
The Work Experience Register inserted in this booklet has a list
of some organisations and businesses willing to accommodate
students for work experience in your local area. This booklet
has been distributed over the Northern Tablelands and Northwest
Slopes of NSW so, depending on the region you are in,
this copy could be accompanied by a Work Experience Register
for the: Armidale , Uralla and Walcha districts, Bingara and
Warialda districts, Glen Innes district, Inverell district, Moree
district, or Tenterfield district. If you wish to obtain a Work
Experience Register for a district other than that for which
you already have one, contact the Border Rivers-Gwydir
Catchment Management Authority's office in Inverell (phone
6721 9810) or the Southern New England Landcare office in
Armidale (phone 6772 9123).
Work experience opportunities
1*
Contacts
Catchment Management Authorities (CMAs)
Border Rivers-Gwydir CMA
Inverell: Phone 02 6721 9810, Fax 02 6721 9898.
Moree: Phone 02 6757 2550, Fax 02 6757 2568.
Armidale: Phone 02 6773 5269, Fax 02 6773 5288.
Email: brg@cma.nsw.gov. au
Webpage: www.brg.cma.nsw. gov.au
Namoi CMA
Gunnedah: Phone 02 6742 9220, Fax 02 6742 4022.
Tamworth: Phone 02 6764 5907, Fax 02 6764 5995.
Email: namoi@cma.nsw.gov.au
Webpage: www.namoi.cma.nsw.gov.au
Northern Rivers CMA
Armidale: Phone 02 6771 3450, Fax 02 6771 3926.
Email: northern@cma.nsw.gov.au
Webpage: www.northern.cma.nsw.gov.au
Grafton: Phone 02 6642 0622, Fax 02 6642 0640.
Kempsey: Phone 02 6562 0719, Fax 02 6562 8728.
Landcare Networks
GLENRAC
Glen Innes: Phone 02 6732 3443, Fax 02 6732 5175.
Email: glenrac@glenrac. org.au
Webpage: www.glenrac.org. au
Granite Borders Landcare Committee
Tenterfield: Phone 02 6736 3500, Fax 6736 3500.
Email: landcare@halenet.com.au
Webpage: www.graniteborderslandcare.com.au
GWYMAC
Inverell: Phone 02 6721 1241, Fax 02 6722 1149.
Email: gwymac@bigpond.net.au
Southern New England Landcare Ltd
Armidale: Phone 02 6772 9123, Fax 02 6771 2656.
Email: mail@snelcc.org. au
Webpage: www.snelcc.org.au
Upper Gwydir Landcare Association
Bingara: Phone 02 6724 2036, Fax 02 6724 1982.
Email: rgleeson@gwydir. nsw.gov.au
Webpage: www.uppergwydirlandcare.com
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State Government Departments
(also refer to your local telephone book)
Environmental Protection Authority
see NSW Department of Environment and Climate
Change
Forests NSW
see also NSW Department of Primary Industries
Webpage: www.forests.nsw. gov.au
NSW Department of Education and Training
Webpage: www.det.nsw.edu. au
NSW Department of Environment and Climate Change (DECC)
Webpage: www.environment. nsw.gov.au
NSW Department of Primary Industries (DPI)
Webpage: www.dpi.nsw.gov. au
NSW Department of Water and Energy
Webpage: www.dwe.nsw.gov. au
NSW Fisheries
see NSW Department of Environment and Climate
Change
NSW National Parks and Wildlife Service (NPWS)
see also NSW Department of Environment and Climate
Change
Webpage: www.nationalparks.nsw.gov.au
NSW Rural Lands Protection Boards
Webpage: www.rlpb.org.au
Other Organisations
(also refer to your local telephone book)
Australian Association for Environmental Education Inc
PO Box 60, Croydon Park, NSW, 2133.
Webpage: www.aaee.org.au
Australian Conservation Foundation
Webpage: www.acfonline.org.au
Australian Research Institute in Education for Sustainability
(ARIES)
Webpage: www.aries.mq.edu.au
Firestarter Pty Ltd
Phone 03 9329 3736, Fax 03 9329 3550.
Email info@fire-starter.com.au
Webpage: www.onelifeoneworldourfuture.com
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Gould Group (award winning environmental education pioneers
since 1909)
Phone 03 9532 0909, Fax 03 9532 2860.
Email: info@gould.org.au
Webpage: www.gould.org.au
Local Councils
Local Libraries
Maitland City Council, Community Support Officer
Phone 02 4934 9838.
Email: mcc@maitland.nsw.gov.au
National Parks Association of NSW (including information for
biodiversity surveys)
Armidale: Phone 02 6775 1165.
Tamworth: Phone 02 6766 4296.
Webpage: www.npansw.org.au
Native Plant Nurseries
see also the Work Experience Register with this booklet.
New England Weeds Authority
Armidale: Phone 02 6771 1700, Fax 02 6771 1893.
Webpage: www.northwestweeds.nsw.gov.au
North West Weeds
Warialda: Phone 02 6729 1011 or 6729 3000
or 0427 291 012.
Email: tannerl@northnet.com.au
Bingara: Phone 02 6724 2034 or 6724 1505
or 0427 240 061.
Webpage: www.northwestweeds.nsw.gov.au
Organic Growers Groups or Co-operatives
Service Clubs
Apex, Lions, Probus, Rotary, etc.
University of New England
Department of Ecosystem Management, Armidale,
NSW, 2351.
Phone 02 6773 3333 (Main Switchboard)
or 02 6773 2539 (Ecosystem Management).
Webpage: www.une.edu.au
University of the Third Age, Armidale
To find speakers or mentors.
Phone 02 6772 2752.
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