Consumers' Association of Penang
SEMINAR ON EDUCATION AND DEVELOPMENT 18 - 22 NOVEl'·· 1983
GEOSCIENCE EDUCATION AND DEVELOPMENT
ON THE NEEDS (OR LACK OF) OF ENVIRONMENTAL INPUT by
Mohamad Ali Hasan Department of Geology
Universiti Malaya Kuala Lumpur 22-11
Copyright: CAP and AUTHOR
Consumers' Association of Penang 87 Cantonment Road
Penang
(IN THf f'l[EnS (nR l/\CK. rF) OF Ef'1VIRCiJf1UJT/\L HJPUT* .- .--.
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....----Mohamad Ali Hasan DepartMent of GeoloF,y
Universiti Malaya Kuala Lumpur 22-11
Malaysia
ABSTRACT
Today. more' than ever before, there is an increased a~'Jarenessof the importance of F,eoscience education and its relationship to human welfare. Teachine of ~eoscience in most of the developing countries a fairly new
innovation. The rapidly diminishinr mineral and enerpy resources, rising populations, expandinp. cities and environmentl)l problems are but a few of the problems that today's geoscienUsts are asked to address themselves to. It can be argued the relatively recent social, cultural and scientific
changes have begun to affect the geosciences to the extent that new and more innovative approaches to geoscience education are not only des~rable. but has become a necessity.
The v-/riter here feels that more environmental inputs should be
introduced in the present geoscience curriculum. The needs of these environmental inputs are cited with special examples of environmental
impacts of mining industries. \.Iaysand Means of introducing these environ-mental inputs are also described in this presentation.
1. INTRODUCTION
At present. it can be argued that there is an increased general awareness of the imnortance of peoscience education in the context of human welfare. This awareness and interest shown by the general public is due to other reason than the contribution made and activities carried out by the petroleum. mininp and geotechnical sectors.
The contribution of mineral and petroleum resources as well as their respective industries for example in tilt'"repion of Scut heast /\sia have been
in~uts - a case with minin~ activities (4) environmental inputs.
Hays and mean to introduce quite for reachin~. These include the direct contributions on employment, gross domestic product, qarnin",s in +o reIpn axchange , transfer of tachno lorty. the ~rospects of affering fUrther em~loyment and renerating Dower, in
refinin~ and Associated industries, as well as the extent to which they are ancillary facilities to transport and power-, that Are capable of servinr other sectors and purDosss other than mininp.
At present, ~~ohlems such as rapidly diminishin~ natural resources (such as tin, coal, petr~leum), environmental pollution, expanding cities and rising populations are some of the many oroblems that geoscientists should be of service in but few are asked to address. This paper tries to focus on the following the~es (1) Basic objectives of ~eoscience education (2) CUrrent trend of geoscience education (3) The needs of environmental
2. BASIC OBJECTIVES OF GEOSCIENCE EDUCATION 2.1. What is Geosciencel
Geoscierce can be interpreted as the study of the earth and its relationship with man and the environment. Increasinr concern in the studY of the eerth is r-ef'Lect.ed (JY Lh~ meny departments division or bureau of
The above mentioned terms has been defined as follows (American Geological Institute. edited by Bates and Jackson. 1980).'
(i) Earth Science. "An all-embracing term for SCiences related to the Earth (analogous, in educational parlance, to 'life science'). It is occasionally used as syn. for f,eology or geological sciences. but this usage is 'misleading because in its wider scope earth science may be considered to Lnc Iude such subjects as meteorology, physical oceanography. sail chemistry, and agronomy •. The term is generally used in the singular."
(Bat,es and Jackson, 1980: 195) ,.
(il) ~logy. "The study of the planet Earth-the materials of which it is made, the processes that act on these materials. the products fonned, and the history of the planet and its life forms since its origin. Geology considers the physical forces that act on the Earth. the chemistry of its constituent materials, and the biology of its past in habitants as revealed by fossils. Clues on the origin of the planet are sought in a study of the .Moon and other extraterrestrial bodies. The knowledge thus obtained is placed in the service of man-to aid in discovery of minerals and fuels of value in the Earth's crust. to identify geologically stable sites for major structures. and to
provide fore-knowledge of some of the dangers associated with the mobile forces of a dynamic Earth. See also geological SCience; Earth Science geoscience; _historical geology. physical _g__eology"
(Bates and JacKson. 1980: 258)
(iii) Geological Science: "Any of the subdisciplinary spBcialities that are part of the science of ~eology eg. geophysica, geocehmistry. paleontology. petrology. etc. The term is commonly used in the plural. See also p.eoscience. cf., .Earth Science."
(Bates and Jackson, 1980: 258)
(iv) Geoscience: "(a) A short form, sometimes used in the plural" denoting_, the collective disciplines of the geological sciences. The term. as such. is synonymous with geology, (bJ A syn. of' earth science."
(Bates and Jackson. 1980: 260)
From the above definitions, ana could conclude that ~s~~ntially
J.... ' 06 " : '.; _. ': ',1 ..•• r. .:
j".;. ' ,..~ ...·t._~: _ ... '"
they
~ra gene~ally synonymous torms and all the defin+tions are acceptable as the study of earth materials. earth processes, and earth history.(Mathews III. W.H. 1983 p.4)
4
2.2. Bas~bjectives of Geoscience Education
Having defined the descipline. one therefore ask what should be
the basic objectives of geoscience education. Although there arB many
reasons for teaching geoscience. certain basic objectives must be considered.
According to Professor William H. Mathews III. Chairman. Commission
on Teaching. International Union of Geological Sciences (lUGS). the follm"zing
four are the basic or fundamental objectives of geoscience
education:-1. To prepare sufficient number of professional geoscientist to
fulfill national needs.
2. To assure maintenance of professional competence through
various programs cf continuing education (short courses.
work-shops, etc.) for practicing professional geoscientists.
3. ~ To encourage and provide more and better precollege earth
science education.
4. To promote public ·awarenes.sof geoscience and to emphasize
its everyday importance to decision makers and the lay public.
There is no denying that not every geoscience department addresses
itself to all of the above four problems. The objectives listed above
apply almost equaly to the developed and d~veloping countries. Each
departments have their own goals and emphasiS and they ~ight also have
different priorities. It is apparent too that in attaining these basiC
objectives there should be conscious efforts to educate the professional
geOSCientists in dealing with the environmental effects of their industries'
3. THE Cur:~ENT TREND OR CONCERNS OF GEOSCIENCE EDUCATION
3.1. Global Perspective
Havinp. known the basic objectives of geoscience education ona
therefore aSK another question "How might the above p;oa1s be attained and !1C·,4
could they relate to the needs of the modern world?". The ans\OJerto the
above ~uestion is perhaps. firstly. one must identify these universal neode
and also the constraint's that are associated with meeting those needs.
Secondly, although there i8 an urr,ency in the global needs. one should be
aware of certain educational concerns that must be considered in educating
According to Professor William H. Mathews III, who is also the
E!gents'Professor of Geology, Lamar University, Beaumort. Texas. U.S.A ••
hese concerrs can be grouped into two: namely (1) global or universal
ncerns and tii) educational concerns.
As regards to global or universal concerns, the following have
dentified:
"1. An unabated and steady increase in the world population
resulting in greatly accelerated consumption of natural resources.
2. A steady decrease .in the quality of the environment as nations
undergo increased industrialiZation and attempt ot serve
their increasing popuJ.ation.
3. A serious need for new exploration techniques as well as net"
technologies to develop and conserve natural resources.
4. A potential shortage of well-trained competent geoscientists
and technologists to solve the problems related to population
increase. environmental pollution. and natural resource"
shortages noted above.
(Mathews II. W.H •• 1983~ 5)"
The above constraints are facts of life and should be well know
As regards to educational concerns, geoscientists have a speCial
.namely over those whom they teach as they are preparing the geoscientists
the future. In the final analysis. perhaps it is not extravagant to s~y
t it is the geoscience educator who must consider each of the above global
~erns and then design and teach curricular that will produce the type of
SCientist best qualified to address these and similar problems. As such
~etional concerns are also global concerns.
!
The following five educational concerns ere listed:
"1. First, foremost, and funda~ental is funding - without adequate
financial suoport there can be no quality in f,eoscience education.
There must be an available pool of well-prepared, dedicated and
enthusiastic geoscience educators.
6
3. Geoscience curricular should be designed to rroduce a 'product'
(the geoscience graduate) - that is acceptable and useful to the 'consumer' (the potential) employer of geoscientists).
4. These who educate ~8osci9ntists should be provided with an
academic environment and physical facilities suitable for
teaching.
5. There is
preEered students
6. Graduates
positions
a real need to attrect larger numbers of better
end promising students into the geosciences - each
is the lifeblood of any viable science.
of Geoscience Departments should be placed in that will most benefit them and their nation.
(Mat9trJws III, \J.H.1983: p.e.)'"
Assuming that sufficient financial support, adequate teaching
facilities and the presence of better-prepared students are available one
can therefore argue whether there are eno'ugh competent geoscientists
frater-nity available and what is the best kind of curriculum that have tackle or
control the many problems or environmental impacts that have been brought
ebout by the respective industrie3. Finally one also must wonder whether
our graduates will be rnisolaced at the time of declining mining ectivities.
3.2. Present state of Geoscience Education
Current studies reveal that geoscience education is continously
thriving in the'world's tertiary institution. According to professor
t1ethews III (1983) that the developing countries are just realising its
importance whereas t e developed countries are now becoming reacquainted
with its contributions. It is further noted that the developing countries
are trying to produce their own geoscientists to develop and locate their
(
natural resources and to assist in solving environmental problems. This
new alA]arenBSSor real1 z"ltion of its new role in the developing countries
is supported by the recent 'series' of workshop on curriculum d9veloQment
Mai, Thailand (Anonymous, 1983).
fl50
In U~S~A., the expansion of geoscience department has been quite
notable.
According to Professor ~1atthews III, "the Directory of Geoscience Departments reported 510 degree - granting departments as opposed
to 407 listed in 1970. In addition, there were 175 institutions
that offered geoscience two-years courses in 1982 compared to 137 ...
~t~
in 1970. An AGI Survey revealed that there were 5,805 faculty
members teaching approximately 44,500 students at the bachelors,
masters, and doctoral level in 1982. But a 1970 survey reveels
that there were only 4,480 of these degrees granted and geOSCience
faculty numbered about 4,603. (Matthews III, 1983:p.6-7)"
In Japan, there are 25 national universities which offer geology
courses. All these courses are conducted within the Faculty of Science. In
addition there are about 50 geoscience departments in national teachers
COlleges (Kuroda and Nozawa, 1983). In .Korea there are 15 departments of
geoscience education in the national universities and a further 10 in
Private universities (Bong, 1983).
In Southeast Asia, there are 2 to 5 geoscience departments in
QClchof these countries CTable 1). I Except for the University of the
PhilipPines, all other universities were established after 1950. In
~
iCllaysiathe Geology Department in the University of Malaya was established
~bout 25 years ago in Singapore and it was then transfered to Kuala Lumpur
In 1960 (Mohamad Ali Hasan, 1961; Tan. 1982). Increasing awareness of the
,
'~PQrtance of geoscience education in Malaysia is proven by two workshops
~~ganised by the Geoscientists fraternity. -The first workshop concerned
l~Sical1y with the geoscience curriculum organised by the Geological SOCiety
~~Malaysia was held in April 1982 in Kuala Lumpur. Soma 42 members and non
~~ers participated in the workshop, which comprised participants from all
~heuniversities 1n Malaysia, Mara Institute of Technology. Petroleum
-tlrnpanies(such PETRONAS. ESSO. BNOCJ, Geological Survey Malaysia. Ministry
~fEducation (Curriculum Centre and Examination Section) and the mining
eCtor (MMe, SEATRAD Centre, Peranp,sang Selangor). Among the recommendations
follows:-a
f)
1
"1. University geolop;y curriculum should cover more basic geology
rather than specialised areas, i.e. what is needed is strength
in basics and not overspecialisation at a too early stage.
2. Industries and r,overnments sectors or future employers should
provide vacation training for the students.
3. Geology curriculum should be formulated v,/1th the follO\·!inp.:
views in
mind:-a. that there would be opportunity for course-related employment.
b. that a broad coverage of the Geoscience to 8.Sc./B.Sc.
Honours level is offered, and
c. that the programme is designed so as to give maximum
opportunity for independent action and includes at least
one major piece of project work.
4. All curricular should be reviel,Jedperiodically and ..tailored
to the requiremerts of the dev~lopment. of the countr,y.
(Mohamad Ali Hasan, 1982J 61)"
The workshop further recommended that "Dewan Bahasa and Pustaka (OOP),
being the 'keeper' of the National Language. Bahasa Malaysia, should publigh
the "ISTILAH GEOLOGI" (GEOLOGICAL TERMS in Bahasa Malaysia) and help to
establish the inter university committee for geological terminolo~y (Mohamed
Ali Hasan, 1982: 62). Since this last recommendation was not taken heed of
by the authority concerns, another workshop was organised by the Geological
Society of Malaysia in "Use and Imolementation of Bahasa Malaysia in the
fields of Geoscience". this time with the cooperation of OBP. The workshop
was held at OBP on 23rd April 1983. Again one ?f the recomMendations was to
urge ths D3P to form a National Language Committee on Geological Terms
(Jawatonkuasa Pusat Istilah Geolo8i OBP), and finally in May this year the
"
committee was formed with 3 representatives from Universiti Kebangsaan
Malaysia, 3 from Universiti Malaya, 1 from Universiti TeKnologi Malaysia,
1 from Universiti Pertanian Malays~a, 1 from Geological Survey Malaysia, 1
from Petronas and 1 from Puspat1 and the Secretariat, from OSP.
The above has been mentioned in view of the fact in the case of
Malaysia, development in fleosc1ence education can only OCCUr!.~9BSfully if
tho basic requirement of the necessary '1stilah' (~eological terms) is takan
The paper however is arguing on the premises of recommendations
no. land 4 of the earlier workshop i.e. on what actually is being considered
as basic in geoscience education? Is not the environmental inputs of ereat
importance? This writer believes that the enviro~menta1 inputs should also
Play an important role in educating the geoscientists. let us now look at only
the needs for environmental inputs. citing cases in mining industries.
Preliminary investigations on the whereabout of graduates from the University
O~ Malaya from 1956 to 1980 showed that they are being employed in the
following sectors:- namely Petroleum sectors (32%). Geological Survey (23%),
tUning ~9ctor5 (10%). Higher Institutions 03%), Soil Science (5%). Engine8rin~
geology and related service (4U I teaching. and commerce (G%). and the~!t
untreced (7%) (Mohamad Ali Hasan. 1981)~ .According to Ten (1902) the
employment opportuniti'es 1o!l'l"'· geologists {or applied geologists) in Malaysia
has varied greatly ove~ the past two· decades, both in the number of geologiets
employed each year and -in the field in which these vacancies exist. In.
the emrly sixties. the Government's Geological Survey and ~o a lesser
extent. the Soil Survey Departments were the most important avenues fo~
employment of geology graduates. The·mininr. industry onl~ started 'to employ
lOcal geoscience graduates in the lats sixties. The dem9nd for p,eologists
in Malaysia increased appreciubly in the late seventies when oil and gas
Operations made its impact on ths employment epportunities for local
geologists. A significant number of graduating geologists have been taken
in by the establishment of more geoscience departments in Malaysian Universities
(Such as UKM. USM. UTM and UPM). Since employment onportunities in Malaysia
e~e quite varied. it is therefore imperative that all future changes in the ~~
CUrriculum must retain the broad based geological training without too much
!lPecialisation.
1. WHY THE NEEDS FOR ENVIRONMENTAL INPlITS - A CAS~ OF MINING ACTIVITIES
The interpretation of environmental inputs (or environmental
~ssessment is as
follm'J9:-"A detailed statement prepared by an organisation for its own use
10
social and ecosystem. need for a
physical conditions that influence a community The assessment is often prepared to determine
formal environmenta~ i~PBct statem~
(Oates and Jackson, 1980: 205)
or the
The lack of environmental inputs in the mining industries oen be
explained by the increasing detrimental impacts that they may have oaused.
4.1. Detrimental to landscapes
Wuarrying of rocks for road metals and building materials from
hills will scar the landscape. Classical examples in r1alaysia ara the
numerous limestone quarries in Kinta Valley and Batu Caves together viiith
St. Gambier in Penang and St. Gombak in the Batu Caves area for housing
projects. These scalpings of the landscape often have led to destruction of
surface ecology. Worked out and abandoned quarries will create artificial
cliff fares which could be an eye-sore besides being unstable and 8 danger
to human life. The contour of the land and its physic-biological properties
are also altered.
4.2. Slasting and crushing in 11~estone quarrying and cement making
industries tend to cause vibration, excessive noise and dust pollution.
Pollution problems especially from dust particles will affec~ the environment
and human health in the surrounding areas concerned. Examples of these
areas are the cement factories in Rawang,:··11mestonequarries in 8atu Caves
and Datuk Kramat Smalt1n~ works in Penang (C.A.P •• 1978). DOE monitorinp,
around liMestone quarry areas of Batu Caves has revealed the dust level i 5
times above the WHO standard (EPSr1,1982). In 1980, it is estj.mated
that the quarry activities in the Batu Caves area give rise to tremendous
dust pollution (at its worst, 76-6 tons of dust fall per square mile per
4.3. Chemical Pollution
Mining activities can also create chemical pollution. According
to Edurigis and Teodula (1982). mine tailings from copper. gold. iron.
chromium and zinc mines in the Philippines are the principal sources of
river pollution. Nine rivers in Luzon. three in Visayas. one in Pa1awan
and Marindugue are being polluted by this waste. neposited downstreams in
low flat lands, mine waste cause siltation and high toxicity of heavy metals,
acids. alkalis and inorganic salts. Some 128,000 hectare of irr1gable
agri-cuItural lands are found unprocuct tvae, Estimates of losses due to crop
Yield reductions alone are 32 million and 46 million for Ambarayan and Ap,no
River Irrigation System. respectively. In a paper presented to a seminar on
'The Malaysian Environment in Crisis'• Mr. Mahasweranfrom the Division
Of Environment, f1inistry of Science. Technology and EnVironment added,
".
'Further, tin mining activities are also contributing most generously to
the problem, addin~ a hip,h lDad of suspended silts and significantly
affec-ting the quality of water at water supply at intake pOints (Maheswaran. 1982: 130).
4.4. Excavated or removal of materials
~lining activities has resulted in the removal or excavation of ··..1~i~l","f_""1
~terials. Accordinp, to Goudie (19Bl), the world's largest excavation is
the Birgham Canyon Co~per Mine in Utah, USA. It has invo~ved the removal of
3,355 million tonnes over an area of 7.21 km2 to a depth of 774 m, seven
times the arr.ountof material moved to build the Panama Canal. In ~1alaysia,
~ver 200,000 hectares of badly degenerated tin tailings exist on land which
~Present SJme of the best agricultural areas in the country (Maene, 1981).
~OCordinp,to'Tan (1982) extensive tin mining in the Kinta and Klanp Va-leys
linee the last century have resulted in vast stretches of 'westeland' that
iOW pose serious problems to other forms of landuse, in particular to urban
~nstruction or hous1n~ schemes. Tin tailings also pose great problems
~ tho construction industry. T.heyare problem soils for the 01vil ar
~otechnicnl enr-ineers because of low bearing capacity, lar~e settlement
12
4.5. Acce1erat~d Sedimentation
An inevitable conaAquence of the accelerated erosion produce by
man has been accelerated sedimentation. This has been heightened by a
deliberate addition of sediments to stream channels as a result of the need
to get rid of mining and other wastes. As early as 1922, the British
Colonial government has introduced the silt Control Enactment for the
Federated Malay States, for the purpose of preventing excessive siltation
of natural water courses due to mining activities (Goh. 1982) •
.In P~ninsular Malaysia. according to Abu Bakar and Hasman (1978), 1-,:',
~:&'.'~a~oi:'f!p611.utantsidentified related to tin mining acti vities are silts ,
inorganic dissolved solids/suspended solids and organics (overburden). The
main path\<Jayof the major polutants identified was through overflow from
tailing ponds. Research 1s still needed, on the inpact of mining on the
water table within the l;lj.ginity.'Frequent complaints from villagers in
the vicinity of mines. however do require some explanation for the drying
up of their wells (Abu Bakar and Hasmah, 1978: 107)' In the Philippines.
the improper disposal of Mining wastes has. contributed significantly to
the serious sedimentation of streams. reservoirs and valuable ar,ricultural
lands (Saplaco. et.al., 1974).
4.6. Accelerated Coastal Erosion
Further. mining activities can cause accelerated coastal erosion.
One of the best forms of coastal protection is a good beach. However,
iocreasingly sand and r.ravels nave been removed to provide aggregates for
constpuction purposes. In Indonesia, Brotodihardjo (1982) witnessed how.
the exploitation of sands. gravels and pebbles on the coastal rep,ions of
Vara. have given rise to bad influences on the river environment. In
Peninsular Malaysia, main source areas of extraction of sand and gravel aro
the rivers and the tin mining areas. Extraction of sand/gr vel from the
rivers is done either by .-nually or mechanically scoopin or pumping it
4.7. Ground Subsidence
The removal of solids in underground mining, the transfer of
subterranean fluids (such as od L, gas, air, water). dissolving solids and,
removing them in solutions (e.g. sUlphur and salt) can cause ground sub- .
sidence. Some of the most dangerous and dramatic collapses have occurred
in limestone areas because of the devastation of limestone caused by mining
activities (Gondie. 1981). In ~1alays1a. accordinp: to Tan 098~). ground
subsidenca related to mining activities in the Kinta and Klang Valleys
consist of two types which are attributed .to two different causes:- .
(1) due to the general lowering o~ ground water table especially 'when near
a mine pit or center, and (2) due to the sudden collapse over
sinkholes.
The lowering of ground water table use to mining activities causes
consolidation of the clays in the areas affected, and thus sattlement of ths
eround surface. The effect is greatest in the immediate vicinities of mine
pits. EXamples of this effect that have been reported are 1n the Serdang
Lama and Jinjan~ (in Klang Valley) and also in 8atu Gajah and Kampar (in
Kinta Valley). In the case of the sudden collapse into Sinkholes, numerous
reports have been made in the past and also recently, sometimes involving
bUildings and man that ,suddenly sink into these holes. It is conceivable
that the extensive mfning in the Kinta and Klang Valleys have accelerated or
triggered off the development and sudden collapse of sinkholes in recent
Years •. The report in February 1982 of the sudden appearance of three larre
Sinkholes lJhit~n 8 period of several days only 1n Kg. Mereh (Kinta Valley)
highlights the severity of the sinkhole developed on some parts of Kuala
lumpur - Seremban highway.
In a detailed study of the impact OT salt mining and refining in
the northeast of Theiland. Rau~ Nutalaya and 800nserer (1982) found out that
2
the areas of subsidence ran~e from 20m and the maximum depth ranges from
1.9 to 6m. The depth o~ the salt bed 1s unknown but 1s presumed to be about
14
A more widespread problem is possed by groundwater abstraction for
industrial. domestic and agricultural purposes (Goudie. 1981). For further
reports of ground subsidence due to groundwater abstraction the writer
suggest reference be made to Mohamad Ali Hasan (1983) for a general
over-view of these problems and other 111 effects of petroleum development.
4.8. Accidents: Loss of life as well as belongings
Mine lands lips and landslides are not uncommon in both the Kinta
and Klang Valleys in Malaysia. In Perak (Kinta Valley) landslips at
mining areas between September 1971 and November 1976 killed 29 peo~19
(Roy. 1982: 814.5) I
and injured many others. RockTall. mine pit cared in and mining pool bund
collapses have killed 59 people between 1973 and 1974 in Malaysia. At
Puchong (Selangorl landslide in a tin mine area have killed 31 people (EPSM.
1982).
To sum up. environmental impacts of min~ral resources exploitation
can be summarised as that of a work done by Roy (1982) in Oehru Dun Mun
-soone Area X. India •
••• that exploitation of the minerals creates derelict landscape
along the hill slopes and the disposal of the mine waste is largely
responsible for the stream siltation. In addition to these, mining
is also for pollution and contamination of the stream water. noise
and dust pollution. scaring away of the wildlife. depletion of
groundwater and dislocation of the local population. Large scale
mining also la~ely responsible for shrinking forest reserves and
areas of the cultivable land.
An ettempt to generalise various human impacts of mining ~ctiviti9s
are shown 1n Table 2. In addition to written descriptions and analysiS of
the various and comrlex human imoacts on the country. it is convenient for
many purposes to have a chart setting them out schematically so that each
can readily be identified and compared with others (Nicholson 1972, Mohemad
5. HOI,!TO INTRODUCE THE EN\lIRONMEf'1TALTNPUrS
There really is only one way ·that can be env1sagedl 1.e. the
intro-duction of environmentally related disciplines or courses in the teaching
curriculum or through informal education by way of seminars, conferences, .1'::",'''-':' '.'.
workshops etc.
5.1. Formal - this is through formal education at the primary, secondary.
and tertiary Lave ls , as demonstrated below· (Table 3).
In comparing the geology courses offered in both the universities
(UKM and UM) as shown in Table 4, there seems to be much desire to introduce
courses leading to conservation and wise management of natural resources.
The personal feeling 1s that the present course structure is teaching the
students t~e art (or scientific·sRili) in exploring1exploiting but not
conS'~~ation. ~'··Cof.t~.&:·1ti·et1~tonmenta1 geology, geologi-cal Conservation and
Resources Policy and Manaf!ement of Natural Resources should be introduced
and taught in geology curriculum. Alternatively. if tho above mentioned
courses are not to be introduced, lectures on environmental impacts (and
also socio-economic impacts) and conservation measures should be given in
the present courses such as Economic Geology. Petroleum Geology, Engineering
Geology and Hydrogeology/Groundyater Hydrology.
5.2. Informal
Informal education (including refresher courses or in-service
training) to expose the future employees of the mining sectors to the better
manaeement of mining of industries is needed (such as EIA~ laws related to
mineral resources and environment. technical solutions to the minimise
environmental impacts).
Private organisations (NGOsJ such as CAP~ SAM1 etc can a~d have shown
to have influenced the ~~ss media and this'i& the best means of educating the
16
activities in relation to the mininr, issue. Once the public is aware than
it would be not too difficult (we hope) for the politicians to do
some-th;i.ngin parliment 1n creating the necessary laws.
Mass media should be encouraged more articles on environmental
issues due to mining and quarrying activities. Such exposures perhaps can
convince the mining industries to 'reconsider' all their operC!ltionin such
away as to minimise any unwanted impacts to the public.
6. CONCLUSION
In.this paper I have attempted to highlight the current trends
..
of geoscience curriculum and the needs to introduce more environmental
inputs in the present p,eoscience curriculum in Malaysia. The needs for
ACKN01ILEDGEMENTS
these environmental inputs are cited with special examples of environmental
impacts of mining industries. \I!aysand means of introducing these
~
environmental inputs either throulSh curriculum modifications or·:1ri·rormal
education are also described.
It appears that widespre~d concern for the mineral resources and
the dem.and for ~rective action is a recent phenomenon in most developing
countries. There is much to be derived in educating the future geologistS
not only to explore and exploit but also to conserve. Awareness of the
needs to conserve will lead to better development of the natural resource~
for the ~ation. It is not enour,h just to provide scientific and
techno-logical know how to future geolor,ists but an awareness of the ill effects
of the methods used in development of these natural resources must also b~
created, so that the effects are minimised or controlled.
I would like to thank the Consumar Association of Penanp, (QAp)
for having given me the chance ao ex rese my views reg rding geoscience
education and Puan Az1%~n Hj. Baharuddin in her useful of this p~per.
Typ1na was done by Fauz1ah Hanim of the Department of Geolor,y, Universit~
,
--17--"REFERENCESCITED ...
-
-.-._
I~
~.._
Ab~ul Aziz ..Hu5sin. !?eos~ins ~s9baga:t Mat~p81ajaren pamOantu Oalam Beberape'
.~ursus. d~ U. T.~1•• Satu Tinjauan ke atas Pengguna~m Bahasa Malaysia
.. sehingga kin! kertas kerJa dibentan!!,kan di Bpnp;kel Penp:gunaan
dan
. Pelaksanaan tiahasa f1alaysia bidang Geoseins. Kuafa LUMpur:---23hb
Apr:!.l 1983.
~..
.-.__A~_6frt(ar Jaafar and Hasmah Herun, Proceed!n 5 of the Systems' ·E'ng·~.
- .- Seminar on Water (Juality 1978. ltJPCU. ODE. Ministry ~ cience,
technology and Environment, 1978.
~/
...
-"-American Geolof,ical Institute. Glossary of Geology (2nd edition) ... Virginia, :-..
1980.
AnonymOus, Proceedings 't.Jorkshop on Geosdence Currculum Deve}"· ~.,t in
. Southeast Asia., Chaingmai. Network-AGIO. 1983. -'",
y--Atmadja, R. Soeria. Geoscience Curriculum-of Un:l;versity'{aveLin Indones1.a.
in Anonymous 'Proceedings l.Jorkshop on Geosci~nce Curriculum
Development in Southeast Asia, 1983. 59-61. :
Aw. Peck Chin, Extraction of, Sand and.-graVel 'in Peninsular"r'lel-eysia#- ..Warta
Geologi. Vol. 8. No. S, -~82: Pg. 280 only. ~
Bates. R.L. and JacKson, J.A. ad , GlossarY.of Geology lind edition) Am,
Geol ~ -.- ..
Bong, Kyun Kim. Geosci-ence- CU,rriculum Oevelo;lment in Korea. in AnOnVTTlOllS
'Pr-oceedfngs lvorkshop!)on Geoscience Curriculum Development-
in-Southeast Asia. 1983: 65-69.
Brotodiharjo, Agus. P.P •• Exploitation of construction ma~erials,and their'
relation with geological environments. paper presented of 'ROCKCON
Symposium' Kuala Lum~ur, 30th Novomber and 1st December
198~----C.A.P. (Consumer Association of Penang). Act. Now b-efore it is toe. late,
CA.P-~ang. ".1979.
-
.---EPSM
-O:nvironmental protection Society Malaysia), The r1alays:1.a Environment10 ~ears After Stockholm. P.J.-EPSM, 1902.
Goh Kim Chuan, Landuse and Soil Erosion Problems in Malaysia in CAP'S
Deve-topment and the Envfronmerrte l Crisis - a f'1alays1a Cas.~!..
..-_-.P·enc:ng: C;hP. Hf82: 109-118.
Goudie. Andrew. The Human Impact - Man's Role in Environmental Changes.
Oxford: Basil Blackwell. 1981.
Ismail Mohd. Noor, Development of oeoscience CUrriculum in Malaysia. in
Anonymous 'Proceedinr,s Workshop on Geoscience Curriculum
Development 1n Southeast Asia. 1983: 70-73.
Kaewbaidhoon, Sangob and Tantisukrit. Chern. Ibid. 95-105. Kuroda. Y.
and Nozawa, T •• ~. 62-64.
Lee Chong Yan. The Geophysics Programme in Universiti Sa1ns Malaysle _
An Assessment. in I"lohamad Ali Hasan (1982): 15-22.
-
-18-Maheswaran, A, Water PoU:ut:ton'lin::Meleyeia: Probl.ems , Perspectives And
Control, in CAP's Development and the Environmental Crisis - a
Malaysian Case', 1982: 128-142.
Maene, L.M.J., Reclamation of tin tailings in Malaysia, TIN, Vol. 5, No.ll,
1981: 8-11.
1"1atltt,3ewsIII, William H, Current Trends 1n ~eoscience Education, in Anonymous
Proceedings \.JorkshopOn Geoscience Curriculum Dev lopment in
South-east Asia, 1983: -13.
Moh~mad Ali Hasan, Geologi dan Prospeknya, Kertas kerja dibentangkan di
SIMPDSIUM AKAOEMIK FAKULTI SAINS, Anjuran ASMUM, 20th September 1981.
Mohamad Ali Hasan, ed., Proceedings And Reports of the Geoscience Education
vlorksh0E.,Educat1or'Workshop 1982, R.L ..:.Geol. Soc. Msia, 1982. •
~10hamad Ali Hasan, Mineral And Energy Resources: Its exploitation Related
to Minine Operations - impacts on the Environment Mining Operation
hazards, subsidence and other effscts, Paper presented at 'Seminar
on Problems of Development, Environment And the Natural Crisis in
Asia and Pecific organised by Sahabat Alam Malaysia, Penang: Oct.
22-25,
1983.
Nicholson, Max. The Environmental Revolution, Mid~lesex, Penguin, 1972.
Rau, Jon. L., Nutalaya and Boonsener, M. Subsidence and Chloride Contamination
at Nong 80 Reservoir Northeast Thailand, Geotechnical Engineering
Vol. 13, No.1, 19A2, 51-72.
Roy, Subhash, Environmental Impacts of the mineral Resource Exploitation
On the Developing Land Use patterns in Dehra Dun - Mussoorie Area
X, India, LANDPLAN I Proceedings, 1982: B14.1-14.10.
Sap1aco Severo, R. eta aI" Country Paper - Republic of the Philippines,
ASEAN Workshop on Hatershed Conservation and Manap,ement Research
Programme, 3-7 September 1979, Kuala Lumpur.
Sonido, E.P., Geo oience Curriculum Development in the Philippines, in
Anonymous 'Proceedings Workshop on Geoscience Cufriculum OeveIopmen!
in Southeast Asia.' 1983: 74-77.
Syed Sheikh Almashoar and Ismail Mohd. Noar, The Geoscience Curriculum in
Un1versiti Kebengseen, in I"lohamadAli Hasan, ed. 'Proceedings and
Reports of the Geoscience Education Workshop 1982', 1982: 9-14.
Tan 9.K •• Geology Curriculum at the University of Malaya, ~, 1-8.
Tan Boon Kong, Conflicts in Land Utilization In Malaysia, LANOPLAN I
Froceedings, 1982: E7-E77.
Tan. B.K. and Khoo, T.T., compilers, AGIO Regional Workshop on Role of
Geoscience Educational Institutes in National Resources Oeve1opmen! l
in Southeast Asia - Report of Meetings and Summary Qf RecommendationS
AIT: Bangkok, 1982.
Utusan Konsumer. October 1980. Bil. 75, CAP
Wong, P.P.~ Geoscience Education In Singapore. in Anonymous 'Proceedings
Workshop on Geoscience Curriculum Development in Southeast Asia',
1983: 89-94.
X1nch, Le Thac and Chu, Nguyen Van, Oevelopment status of Geology and
~1neral Exploration and Geoscience Education in the Socialist
n
Table 1: GEOSCIENCE EDUCATION IN SOUTHEAST ASIA
Country No. of
Geo-science Depts. Source
Name of Universities (Year established) Indonesia 5 The Phi-lippines 3 Thailand 5 Socialist Republic of Vietnam Singapore Nil 1 tlQpua New Guin~a i) ii} iii) iv) ITB (1950)
U. Gajah Nada (1959) U. Padjadjaran (1959) U. Pernbangunan Nasiona1 (1970)
v) U. Trisakti-private 0980' s )
i) University of the Philippines (1914) ii) Hapua Inst. of
Technology ('(). iii) ADAHSON University(?).
(·private) i)
ii) iii) iv)
U. Chulalongkorn (958) U. Chiang Mal (1964) U. Khon Kaen (1977) Prince Songkhla U.
<1981) - Earth Sc.
Kasetsart U. (1982)
v)
ii) iii)
Hanoi Po1itechnic Institute (1966) Hanoi State U. (I) Ho Chi Minh U. (I)
Atrnadjap {1983)
'SOnicloC1~83)
l<aewbaidhoon and
'l'antisu-krit (1983)
Xinh and Chu
(1983)
(No geology dept, however 1rJong(1983) geog. and civil
enginee-ring courSes are available). i) Arts & Sc. University,
('n
i) Univ. Papua New Guinea (1)
ii)
Universiti Halaya (1960) - K.L ••
Uni v. Kebangsaan Halaysia 0.970) Univ. Sains Malaysia
- Geophysics (1972) Univ. Tekno1ogi
.
.~
Ma1ays~a -
~e~.·
.
geology (l9~:.Univ. p~ta:.>iian
Mal si~ - Soil Sc. (1973)
iii) iv)
v)
(. Univ. Malaya Singapore 1958)
Tan & Khoo
(1982)
Tan & Khoo
(1982)
Ismail t-'T.ohd.
Noor (1983).
Yan (1982)
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Table 3: Environmental Inputs through formal Education.
Levels Means
1. Schools (primary, se-condary &vocational)
Curriculum
(ego man &environment)
2. Universities/colleges Curriculum, seminars, workshop, confo (ego Enviro~~ental Geology)
3. Government (and private) organisations
Advice, services,
research, seminars, work-shops;
4..LaW Enforcement B:nls in parliament
(Envo Quality Act 1974) and various regulations
Examples
~
0.1/
Field trips; visit to disaster areas
Field trips, visit to disaster areas;
appropriate technology
EIA, appropriate .technology
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