Our Vision for EMAP

EMAP provides an overview of environmental monitoring activities throughout New Zealand and endeavours to bring schools, local authorities, research institutions and others together to allow students to carry out monitoring of their local region in an environmental education context. The project is funded through the Ministry of Education LEOTC (Learning Experiences Outside the Classroom) fund.

Students will:

  • Learn by gathering and interpreting their own data
  • Obtain other data and make comparisons
  • Achieve learning outcomes
  • Involve their caregivers and family groups in environmental monitoring
  • Be encouraged to take responsibility for the environment

We want young people to learn about and respect the natural environment. EMAP can provide a set of tools with which students can identify sound management processes. Through our regional co-ordinators we will encourage the development of strong links between schools, community groups and tangata whenua in the hope that our young people can see that New Zealanders can work together for a sustainable future for our environment.

Within the delivery of EMAP, NWP Pollution Detectives have the opportunity to scaffold from using their simple equipment into gathering hydrological (and other) data according to the stricter protocols of GLOBE. The data could then be of value not only to themselves but to scientists the world over. Environmental monitoring work can be part of an ICM (integrated catchment management) approach to their studies which may involve them in monitoring the soil, vegetation and atmosphere as well as water to give a holistic view.

You and your students may be happy to continue as Pollution Detectives - and we will continue to support you where we can - but if you are after a 'next step' your students can gather data according to the protocols of GLOBE. This programme incorporates IT skills, where students learn to enter their data into a database which will eventually provide datasets for themselves, students at other schools (locally, regionally and internationally) and for researchers, The interpretation of these datasets has the potential to indicate the need for enhancement work within their catchment and, after action is taken, will track the changes in environmental health.

The Faces Behind EMAP

Kathryn Hicks is the project director of EMAP. She has coordinated the NWP over the past seven years, and has watched the programme grow significantly over that time. As project director, Kathryn’s role is to oversee the implementation of EMAP into New Zealand schools.

Rebecca Goffin is the EFS Educator of EMAP. Originally from Auckland Rebecca has previously been a secondary school biology teacher and has a passion for environmental education. Her EMAP role involves facilitating the NWP and GLOBE programmes nationwide, and she runs workshops around New Zealand to train teachers in EMAP practices.

Regional Coordinators are also available in some parts of New Zealand to work with schools in their area.
Please visit the Contact page to find out more about who to contact in your region.

EMAP Reference Group

The implementation of EMAP is overseen by the following reference group.

A consultative group with experience of environmental education has been established too, additional to the teachers in the Reference Group. They are:

  • Dale Anderson Faculty of Education, Victoria University
  • Heather Bell Faculty of Education, Massey University
  • Bridget Glasgow EE Advisor, Faculty of Education, Auckland University
  • Mike Hall Faculty of Education, Victoria University
  • Rena Heap Faculty of Education, Auckland University
  • Andrew Jenks Wild About New Zealand
  • Ally Jerram Marlborough Girls College
  • Simon McMillan Kaikorai College
  • Stephen Moore Landcare Research