COUNTRY REPORT FROM LITHUANIA 2010 KAUNAS COLLEGE OF FORESTRY AND ENVIRONMENTAL ENGINEERING This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Two days courses ‘Objectives of forestry pedagogy in the context of sustainability’ were held on October 2009 in Kaunas College of Forestry and Environmental Engineering (the program is attached). 1.Teacher course

Invitation

Day 1, 15th October, KMAIK Registration of participants Information about seminar L. Jakaitienė, the head of Case forest project Information about KMAIKA. Tebėra, the principal of KMAIK The concept of sustainable forest managementE.Survila, the head of Forestry department Lunch Case forest: aim, purport, resultsA.Doftartė, the head of Case forest project The experience in secondary school adapting the Case forest metodology L. Lapinskaitė, the teacher of Kaunas Dariaus ir Girėno gymnasiumČ. Pociūnienė, the manager of the young forest friends cluster Coffee break Case forest methodology. Doftartė, The head of Case forest project Dinner Case forest methodology The seminar participants Day 2, 16th October, KMAIK Breakfast Climate change and its impacts on ecosystemsPh. V. Bareika, lecture of KMAIK Excursion to the molecular genetics and biotechnology laboratory A.Doftartė, the head of Case forest project Coffee break Case forest workshop The seminar participants Lunch Case forest workshop The seminar participants Presentation of the works The seminar participants Conclusions of the seminar L.Jakaitienė, the head of Case forest project 1.1. Program

The participants listened 5 reports: “The Concept of Sustainable Forestry” (E.Survila, head of Forestry Department of the College); “Climatic Change and its Impact on Forest Ecosystems” (dr. V.Bareika, lecturer of the College; “International Project Case Forest: aims, contents, results” (A.Doftarte, lecturer of the College); “Application possibilities of Case Forest method in the lessons” (teacher of Darius and Girenas Gymnasium) “Case Forest application possibilities in the activities of young foresters” (Česlova Pociūnienė, leader of young foresters’ circle at Aukštadvaris Secondary School).

1.2. List of participants

1.3. Evaluation of teacher course , KMAIK, Lithuania I am: 14 Woman 2 Man

I have been a teacher for: 1 (6 %)Teacher in pre-school 3 (19%)Teacher in primary school, children age: (50 %) Teacher in secondary school, children age: 2 teachers ………………3 teachers ………………3 teachers (25 %) Teacher in basic school children age: Teacher in pre-school Teacher in primary school Teacher in secondary school Teacher in basic school

I have been a teacher for 0 less than 5 years 5 (31 %) 5 to 10 years 11 (69 %) more than 10 years

Did you learn something new during the course ? Mean 6

Will you use something you learned during the course in your work? Mean 6

What do you think about the Case Forest methodology? Mean 5,8

Can you see any problems using the Case Forest methodology in your school? Please motivate: 2Yes; 11 No lack of technical’s equipment; lack of time.

What is good with the case Forest methodology? Motivate schoolchildren to be initiative, creativity, autonomy. Also schoolchildren learn teamwork and cooperation, improve computer skills. Promote interest in their environment, particularly in the forests sustainability.

Do you think the course was well arranged? Mean 6,5

How well has the course full filled the expectations you had before the course ? Mean 5,8

Have you taught about forests before ? Mean 4,4

Have you taught about sustainable development before? Mean 3,8

What does sustainable development mean for you? When people are working in one direction and to the same result. Balanced activities in forests. This is our future. Forest service. Harmony of environmental, social and economic aspects.

1.4 Copies of teacher manuals or other material used during the course

1.5 Photos:

2.Case Forest methodology 2.1. Problems: Traditional pedagogy; Curriculum; Financial means; Studies.

Traditional pedagogy. The teachers of secondary schools are faithful to the traditional – classical system of education, thus they hardly accept novelties and with even greater difficulty assimilate them.

Curriculum. In biology lessons little attention is paid to forests. During the whole teaching time forests are mentioned only three times.

Financial means. Quite a few schools possess digital cameras, but pupils can take advantage of their own mobile phones. Financial resources are also necessary for the dissemination of the methodology (i.e. for the elaboration of new projects).

Studies. Research would require a somewhat longer time, even several years. By questionnaires, interviews it is possible to collect data on the experience of already trained to use CASE FOREST method teachers.

Possibilities: Case Forest method may be used not only during the lessons, but also in different seminars, extracurricular activities, circles of young foresters, camps, family gatherings etc.

Users: The method may be applied to different age groups of schoolchidren (both for younger and senior pupils). A simplified version might be used even in primary school to acquaint children with nature issues.

Dissemination of results: All information may be disseminated through mass media: newspapers, forestry journal, information publications, websites, seminars. The first results have already appeared. The Education Centre of Kedainiai region two months ago ordered a day‘s seminar for teachers, where CASE FOREST method was introduced and lectures were given. The teachers themselves expressed wish to learn about the new method.

Report on the courses ‘Objectives of forestry pedagogy in the context of sustainability’ Two days’ courses ‘Objectives of forestry pedagogy in the context of sustainability’ were held on October 2009 in Kaunas College of Forestry and Environmental Engineering (the program is attached). During the courses the participants were acquainted with the principles of sustainable forestry which helps to deal with climate change problems and with the use of a new for Lithuania Case Forest methodics for the analysis of the issues with schoolchildren. The participants were 13 teachers, leaders of young foresters’ circles from 13 schools (the list is attached). The participants were provided with free accommodation, catering, methodical material. The participants listened to 5 reports: ‘The Concept of Sustainable Forestry’ (E.Survila, head of Forestry Department of the College), ‘Climatic Change and its Impact on Forest Ecosystems’ (dr. V.Bareika, lecturer of the College), ‘International Project Case Forest: aims, contents, results’ (A.Doftarte, lecturer of the College), “Application possibilities of Case Forest method in the lessons, (teacher of Darius and Girenas Gymnasium), ‘Case Forest application possibilities in the activities of young foresters’ (Česlova Pociūnienė, leader of young foresters’ circle at Aukštadvaris Secondary School). Two excursions were organized for the participants of the courses. The principal of the College dr.A.Tebera told about the academic basis, while researcher of the Laboratory of Molecular Genetics and Biotechnology of the Lithuanian Forest Research Institute J.Žiauka – about research work and cloning technologies carried out in the laboratory. A lot of time has been devoted to practical activities - tackling of forestry issues applying Case Forest methodics, i.e. present the issues creatively, independently, using information technologies. The teachers, having chosen corresponding topics and guided by the College lecturers, collected necessary data in forestry objects. The problems in 4 fields were selected – recreation, forest protection, reforestation and planting. Problem presentation layout had been set. The following reports were elaborated and presented: ‘Regeneration or planting?’ (A.Raišelis, R.Kupčinskas), ‚Grafting of trees – damage or beauty‘ (G.Žogeliene, R.Strelčiūnienė), ‚Adaptation of recreational objects for the needs of disabled‘ (Č.Pociūniene, N.Steponaitiene), ‚Biological and chemical means of fight against forest pests‘ (R.Ragaliauskienė, R.Poškienė, D.Pundzienė). Many discussions arose concerning reporting methodics. The opinion of participants on the seminar, expressed during discussions and in the questionnaire, was favourable. The participants were awarded certificates on participation at the courses and raising of their qualification. The whole material on the courses has been compiled and will be sent to the techers in a compact disc (which is added and contains course material) along with photos on the work of the seminar. An article has been written on the seminar and will be published in the publication ‚Švietimo naujienos‘. Project leader Laima Jakaitiene

Periodic Newsletter

Additional seminar in Kedainiai

1.3. Evaluation of teacher course , KMAIK, Lithuania I am: 16 Woman 0 Man

I have been a teacher for: 0 (0 %)Teacher in pre-school 0 (0%)Teacher in primary school, children age: (94 %) Teacher in secondary school, children age: ……… (6 %) Teacher in basic school children age: Teacher in pre-school Teacher in primary school Teacher in secondary school Teacher in basic school

I have been a teacher for 0 less than 5 years 2 (13 %) 5 to 10 years 14 (87 %) more than 10 years

Did you learn something new during the course ? Mean 6

Will you use something you learned during the course in your work? Mean 5,5

What do you think about the Case Forest methodology? Mean 6

Can you see any problems using the Case Forest methodology in your school? Please motivate: 2Yes; 14 No Not enough time for practical studies in the forest Not enough IT, video, audio equipments and CASE FOREST method takes a lot of time.

What is good with the case Forest methodology? encourages students creativity and interests in nature; develops the concept of sustainable forest; students are close to the forest; distribute CASE FOREST method to colleagues; develop self-expression and autonomy.

Do you think the course was well arranged? Mean 6

How well has the course full filled the expectations you had before the course ? Mean 6

Have you taught about forests before ? Mean 5

Have you taught about sustainable development before? Mean 4,1

What does sustainable development mean for you? Man must pay tribute to the forest. Now, a man more user… This planet's future. What will happen tomorrow depends from us… ecological, social and economic aspects all together in one; Coherence, purposeful work, care of forest resources.

E. Survila’s report about forestry innovation

dr.V.Bareika Change of Climate

Teachers interested in report listening

A. Doftarte advice group

In working process...

Laima Lapinskaitė

Rusnė Eeiferienė

This method is a novelty. Thanks to it, the teachers of our country learn about the experience gained in other countries, about methods, means, projects and have a possibility to develop. It is a way to raise education quality too.

THANK YOU FOR ATTENTION!