DEVELOPING EFFECTIVE INTERPRETATION FOR A SCHOOL

ORCHID BOTANICAL GARDEN IN SARAWAK

MOHAMAD NUR FIKRY SOEKERY*, MIRANDA BEATRICIA FOO, MOHAMAD AMSYAR DANISH
FAIRUL, ARISHA TAMARA ABDUL AZIZ, ADAM FIRDAUS MOHD FAIZAL, TENGKU AUVAROZA
TENGKU ABRAHAM
fikryykiki@gmail.com| MARA JUNIOR SCIENCE COLLEGE
mirandafoo2101@gmail.com| MARA JUNIOR SCIENCE COLLEGE
amsyardanish282@gmail.com | MARA JUNIOR SCIENCE COLLEGE
arishatamara2205@gmail.com | MARA JUNIOR SCIENCE COLLEGE
adamfirdaus2908@gmail.com | MARA JUNIOR SCIENCE COLLEGE

AIM
❖ To examine the efficacy and efficiency of students from year 7 to 11 in establishing and self-maintaining
a sustainable botanical garden featuring selected endangered lowland epiphytes and terrestrial Sarawak
species orchid (SSO) within the confines of a secondary school.
❖ To substantiate the potential of Sarawak secondary schools as viable SSO sites and to nurture future
orchid conservationist leaders.
INTRODUCTION
Embarking on a unique initiative, our goal is to cultivate mini orchid botanical gardens in secondary schools
across Sarawak. Recognizing the absence of a dedicated orchid species botanical garden (OBG) in the
state, our endeavour serves as a proactive step toward fostering OC awareness and education while
awaiting the establishment of a full-scale Sarawak OBG. With 206 secondary schools with large
compounds in Sarawak, the potential impact of this initiative is vast, promising to engage students and
communities in the rich world of Orchid Botanical wonders.

❖ To raise awareness among school children, teachers, parents, and the broader community regarding
SSO and their conservation, fostering well-informed leaders and citizens. The initiative endeavours to
create sustainable and immersive educational spaces within school compounds, effectively
communicating the habitat and intrinsic value of Sarawak orchids.

❖ To contribute to the provision of a wholesome environment for children, facilitating skill development and
confidence through first-hand experiences in observing plant cycles — from planting SSO seedlings to
the formation of seed pods.

❖*
ABSTRACT RESULTS
MARA JUNIOR SCIENCE COLLEGE KUCHING - SCHOOL ORCHID BOTANICAL GARDEN (SOBG)

In line with the Sarawak Premier’s call for youth to participate in addressing climate change and
biodiversity issues, MRSM Kuching initiated the Juma’ani In-Vitro Orchid Micropropagation (JIVOM)
Laboratory under the guidance of the Sarawak Orchid Society (SARORSO) in 2019. With that, MRSM
Kuching continues its legacy in orchid conservation by taking the next step: establishing a self-sustaining
and sustainable School Orchid Botanical Garden (SOBG). After the creation of the JIVOM laboratory (the
first In-Vitro Orchid Micropropagation lab in Malaysia) and training students in In Vitro Orchid
Micropropagation, MRSM, together with SARORSO, has progressed to developing SOBC to instill
awareness of the importance of conservation among the younger generation. From June 25 to July 9,
2023, seven selected MRSM orchid project students, alongside SARORSO exco members, visited Botanic Period – September 2022- October 2023
Gardens (BGs) around the United Kingdom to gain firsthand experience and inspiration. The aim was to
incorporate environmental conservation, education, or historical interpretation into MRSM SOBG. Visiting
the BGs also opened their eyes to understanding how the BGs are organized and operated. The most
rational reasons for this project are to dedicate the study to Sarawak species orchids (SSO), their ACHIEVEMENTS
conservation, and economic value, as well as making SSO diversity known to the general public. Guided
tours are organized to assist in funding the project while allowing students to deepen their understanding of As the project began in September 2022, early result for ex situ conservation and display perspective are
SOS conservation. promising with the emergence of seedlings, healthy roots, flowers, seed pods and high survival rate without
the interference of human. However, acknowledging the uncertainty of long-term outcomes, it is premature
from an entrepreneur/business perspective to deem the project successful. A comprehensive evaluation
OBJECTIVES necessitates observing three successful positive anuual cycles before drawing conclusive judgments.

1. To establish a School Orchid Mini Botanical Garden (SOBG) at a secondary school (SS), focusing on
native species of orchids from their respective areas to ensure species posterity.
2. To create a model SOBG and pathway design for SS in Sarawak, promoting botanical awareness and
economic conservation.
3. To develop research skills to enhance the effectiveness of the orchid conservation (OC) project.
4. To complement other organizations in OC by developing SOBG throughout Sarawak.
5. To share knowledge and experiences with younger generations and parents, raising community
awareness about orchid conservation.
6. To evaluate the success of the Mini Orchid Botanical Garden in producing new seedlings to gauge its
impact on SSO orchid reproduction through ex-situ conservation.
7. To provide students with hands-on entrepreneurial skills based on fundamental business principles.
METHODOLOGY
DESIGN & PREPARATION
1. Identification of a suitable area for a mini orchid botanical garden.
2. Acceptance of rescued and donated orchid species from the SARORSO
members and other donors.
3. Identification, verification, and recording of orchids according to
classifications and habitat.
4. Identification of suitable Phorophytes for Epiphytic Orchids.
5. Identification of suitable ground areas for Terrestrial Orchids.
IMPLEMENTATION
1. Skill training for secondary school students.
2. Anchoring method- attaching epiphyte orchids to phorophytes with eco-
friendly rope.
3. Planting terrestrial orchids.
4. Labelling orchids and phorophytes
SUPERVISION & CONTROL
CONCLUSION
In conclusion, the project's growth from four to 26 students (7 Year 11 and 19 Year 7) demonstrates a
notable increase in participation and enthusiasm. The positive outcomes affirm the feasibility of cultivating
orchids within secondary school compounds. Additionally, the project's success has garnered attention
from government officials, international parties, and other schools, solidifying its impact as a model for
future botanical education and conservation endeavours.
THE FUTURE AND CHALLENGES
BGs need not remain isolated institutions catering exclusively to older generations. By integrating these
BG concepts into secondary schools, we not only help conserve orchids and improve the biodiversity of
available land but also provide an opportunity for young minds to grow and appreciate the significance of
Orchid BG conservation from an early stage. This aligns with the global commitment to addressing the UN
Sustainable Development Goals (SDG) 2030, particularly numbers 4.7 and 15. This exposure ensures
that as they mature, individuals can seamlessly incorporate the knowledge gained from SOBG into their
daily lives, fostering a generation committed to environmental stewardship. Moreover, such integration
allows for ongoing research on the diverse uses of orchids, extending beyond their aesthetic appeal. This
multifaceted understanding not only enriches educational experiences but also contributes to a holistic
approach in addressing the complexities of SDGs 2030 and climate resilience.
Nevertheless, the SOBG project also faces challenges, including the following:
1. Governmental shifts in school leadership impacting school priorities. 2. Data collection challenges
during holidays. 3. Reliance on experienced individuals for identification. 4. Regulatory hurdles in tree
planting. 5. Lack of public awareness.
REFERENCES
• Norain,Rassmusen & Rassmusen (2019) • WSBE. (2021). • CBDrGPSC. (2020) • BGC1. (2021). • IUCN
(2021) • Hossain. (2022). • Abraham (2022) • RBGK (2023) • UOBGA (2023) • SARORSO (2023)

1. Daily supervision of orchid development for long term expansion.

2. Recording of rainfall and drought seasons effect on SSOs.
3. Recording of data on growth, roots, new seedlings, pseudobulbs,
flowers, seed pods, pollinators (insects/birds), smell, and the cause of
death (specific disease or injury) for future learning & research purposes.
4. Collaboration with professionals – SARORSO, Forest Department etc.
5. Economics and Revenue – Harvesting seedlings for sale and seed pods
for the JIVOM laboratory. Establishing support facilities and amenities to
generate revenue to foster and maintain a sustainable botanical institution.
ACKNOWLEDGEMENT
We would like to express our heartfelt gratitude to our esteemed Principal Mr Junaidi Julam, project
teacher Mr Mohd Firdaus Munir, and the dedicated members of SARORSO's executive committee who has
also funded the project. Their unwavering commitment, invaluable guidance, and steadfast support have
been instrumental in making this unique yet immensely beneficial project a reality. We are truly grateful for
the opportunity to work alongside such inspiring mentors, and their contributions have played a pivotal role
in the success of our endeavour.