Conservation and Environmental Sustainability

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The program begins with a visit to a palm oil plantation where they challenge their beliefs as they learn about palm oil cultivation, production and sustainable practices.

Engagement with Sarawak Forestry includes trips to Kubah National park (the most species of frogs in the world in one place) and Matang Wildlife Centre, where the group can participate in the Orang-utan Volunteer program. Site briefings by park managers and up close experiences to local flora and fauna provide increased understanding to the classroom theory. A trip to Bako National Park sees students engage with indigenous communities and partake in activities such as tree planting, traditional fish trapping, shrimp paste processing and local culture demonstrations.

Activities can include a visit to a remote indigenous community whose lives have been impacted because of dam building or logging. The group stays in longhouses and engage with the community through meals and cultural events.

Other activities enjoyed by the students include the Sarawak Cultural Village, which introduces the many indigenous tribes of Sarawak, a visit to Tanoti – a social enterprise that ensures the craft of indigenous weaving is maintained, and finally, a kayaking trip downriver that includes swimming and lunch in a Bidayuh village.[/vc_column_text][/vc_column][/vc_row][vc_row full_width=”stretch_row” css=”.vc_custom_1479972681819{margin-bottom: -40px !important;background-color: #f8f8f8 !important;background-position: center !important;background-repeat: no-repeat !important;background-size: cover !important;}”][vc_column width=”1/12″][/vc_column][vc_column width=”10/12″][vc_column_text]

What They Said

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A/P Dr John White, Deakin University

Can I just say a huge thank you. This study tour (adventure) was everything we wanted it to be for our students and for their personal development and growth.  The brief we gave you was complex, wide ranging and required the involvement of many stakeholders (An unfortunate consequence of working in the broad field of environment).  You were able to see this brief through, engage numerous partners and somehow pull all of this together into a highly engaging, and academically challenging programme.  We could not have done this without your amazing work and the network of people you were able to link up for us.  I still struggle to comprehend the amount of work that must have gone on in the background to make this the smooth trip that it was.  From the perspective of Kimberley and myself we were able to focus on the academic issues we wanted our students to experience, knowing that everything else was organised for us.

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