WWF DAP: Information sheet on using the protected areas benefits assessment tool number 5
Using the PA-BAT in interpretation and
education
Introduction
Interpretation encompasses a range of activities intended to heighten awareness and enhance
understanding of a protected area or group/system of protected areas. These activities can include
print and electronic publications (e.g., websites), public lectures, on-site and directly related off-site
installations and/or activities, community activities, ongoing research, and training and evaluation of
the interpretation process itself. Educational programmes are one of the most important components
of interpretation, as they focus on the urgent need to educate communities, and particularly young
people, about the importance of the area and are thus vital for the support of the whole concept of
protected areas.
Using the PA-BAT Results
The PA-BAT is primarily useful as a resource for developing interpretation and educational materials
(also see information sheet 3 on communications).
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Learning from stakeholders: Local stakeholders, including people living in or regularly using the site,
may have cultural associations with the area stretching back many centuries. Representatives
need to be be involved in the development of interpretation materials and educational
programmes to ensure they are locally relevant. Protected area staff/consultants developing
interpretation and educational materials should work with these local stakeholders to gain
insights about the history, use, management, governance and cultural traditions of the site. PABAT implementation workshops assess values and benefits and also collect narrative information
related to the benefits assessed; these narratives can form the basis of stories that help to
develop interpretation or communication about an area. The data and assessments from the PABAT workshop also helps to inform content. When using material from the PA-BAT for
interpretation, the legal ownership and right to use images, texts and other interpretive materials
should be discussed and clarified. An important aspect of interpretation for local people will be
ensuring that understanding of the site’s values is passed on to younger generations.
Links with education programmes: The PA-BAT can provide a useful cross-check on issues to be
covered in education programmes. A consistent ‘gap’ in the understanding of how protected
areas can benefit local to global communities is related to the provision of ecosystem services.
The development of educational programmes on these issues is particularly important given the
impacts of climate change and the need to mitigate impacts where possible.
Checklist and action plan for interpretation strategies and
educational programmes
The assessment form below draws on the discussion above and can help managers and staff in
discussions related to using the PA-BAT results interpretation strategies and educational programmes.
Stakeholders
Working with
stakeholders on
interpretation of the
protected area
Developing action plans
1. Review the PA-BAT narrative report (and ideally note key issues
in the actual workshop) for areas where new information on the
management, resource use, history, biodiversity etc came to light.
2. Develop a plan to work with stakeholders to use this information
for interpretation material (this may require further interviews;
short films; gaining permission to reproduce verbal material;
pictures of crafts; etc)
3. Some basic considerations to take into account when assessing
interpretive material which should be considered when developing
interpretation:
Working with
educational
establishments
 Participation: does it enable and encourage visitors/local people
to become actively involved?
 Provocation: does it arouse curiosity and encourage people to
discover more about an issue?
 Accessibility: does it allow for different levels of comprehension,
language, capacity or physical ability?
 Appearance: does it intrude on the surroundings or does it
reflect and harmonize with them?
 Durability: is it vulnerable to damage (by people, weather, etc.)
or prone to failure or breakdown?
 Resources: is it expensive to install, maintain, repair or replace?
 Flexibility: how adaptable is the medium to changes of emphasis,
design or layout?
1. Use the PA-BAT results to identify gaps in educational
programmes (e.g., relating to ecosystem services).
2. Set up working groups where education professionals can come
together and discuss existing and new teaching materials and share
good practice.
3. Make links with teacher/trainer/lecturer training to engage newly
trained educations professionals in protected area interpretation
(e.g., invite students as observers to any training specific
events/processes)