Caring about the Communities that Care about big Cats

- botsWana -

KoKetso s MooKodi, derecK and Beverly JouBert,Great Plains conservation & national GeoGraPhic society

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introduction and fundaMental PhilosoPhiesWe identified that in our area no progress will be made for conservation without taking the communities that live in the closest proximity to wild places into consideration.

Coincidently but not surprisingly, these communities are:a) the poorest in the countryb) the ones with least access to health carec) the worst performers in the formal schooling system (i.e the least educated)

That combination of poverty, poor education and poor health in the closest proximity to wildlife is a deadly set of circumstances for conservation.

In addition we have identified that large intact ecosystems remain viable because of the great predators (big cats in particular.)

A second danger in these circumstances then is that we have poor, uneducated, unhealthy communities living cheek to jowl with some of the most dangerous animals in Africa and those animals are vital to the ecosystems they inhabit, the people inhabit and the parks and concessions that have the greatest potential to generate income that will undo or reverse the three key negatives (education, wealth and health.)

It is based on these fundamentals that the project Caring about Communities that care about Big Cats, is based.

BacKGround and oBJectivesI was approached by Dereck and Beverly Joubert to run this program as a seed venture to determine the following:•Will this program be accepted by the community?• If it is, will it make a substantial difference to our longterm goal for conservation?• Is it scalable to other regions?•

We also wanted to get as much value out of this moment and this project now, in case we determined that it was a good thing to do but had little future potential.In this we wanted to:•Focus as much attention on big cas as possible,•Create a new ‘game’ something new by way the way we as conservationists deliver

conservation messages.•Develop real bonds with the community, with the kids and schools.

Methods and resultsWe launched the program within 5 villages in the Okavango delta. (Seronga, Beetsha, Gudigwa, Gonosoga, Eretsha). The creation of this initiative was to bring attention to the vast decline of big cats around the world.

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Introducing Caring about communities that care about Big cats in these communities was extremely significant, as these are the very communities that are the direct custodians of the wildlife areas that many of Botswana’s tourist travel a long way to come visit. So our secondary goal was to raise awareness of the positive values and economic benefits of tourism but to link that firmly to the fast declining population of big cats worldwide.

It is these communities whose main source of income comes out of the tourism industry, by way of leasing their tribal land to safari operators, who in turn employ the members of these communities in the safari camps that operate in those areas, an agreement that serves both very well.

We have been able to confirm from our visits that many if not most families from Seronga, Gonotsoga, Beetsha, Eretsha and Gudigwa rely on support from the tourism sector (employment and secondary livelihood for their families.)

Traditionally communities in this part of the country are farmers; owning ploughing land for maize, sorghum, and beans as well as other traditional foods. They are also owners of ‘cattle posts’ a Botswana tradition, where stocks of cattle and goats are kept and farmed (for sale as well as domestic sustenance) but based on a free range method. This means that for generations big cats in areas such as these, have been seen as a nuisance, vermon and in most cases a danger to their lives.

The farmers kill lions and leopards to retaliate for the damage caused to livestock. IT is the same story throughout Africa, but what makes our project so exciting is that we have a very small (by comparison) sample set of villagers, and we can have a direct dialogue with most of them via this progamme. As such we can gauge our effectiveness and have an immediate impact. Indeed this is what we are seeing.

We decided that it is essential to go to the primary school level in all the aforementioned villages, and get them thinking about a world without animals.

Appointments were made beforehand with School Principals, and the respective schools’ environmental teachers. The first school visited was Gudigwa Primary School on Monday 16th January, which was ideal as just a month before the Great Plains property (who are co sponsors of this project) were to host their inaugural “Children’s Conservation Camp,” We joined forces and hosted 20 children from Gudigwa Primary school at Motswiri Camp. All expenses were paid by Great Plains’ Selinda Reserve. This event was a huge success, and kicked off our effort in the area.

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there were four PriMary schools that were visited,the first four GrouPs of villaGes in the area

sChooL name Presentation Date number in attenDanCe

Gudigwa Primary School 16 January 2012 295

Beetsha Primary School 17 January 2012 345

Gonotsoga Primary School 18 January 2012 357

Ngambao Community JuniorSecondary School 10 February 2012 816

Seronga Primary School 11 February 2012 347

totaL 2160

To restate that, and put in context (this is a very low density country, in Africa, and these villagers are low density villages but with a very important and large influence) C.Lepper estimated in 2007 the population to be around 6,000 people. We reached 2,160 of those people!

We have found, in fact we were surprised by the uptake by teachers. With each visit, the teachers played their part by showing their support and excitement for the presentation. This energy help in getting the children just as excited, and opening their minds and the confidence to ask questions during the presentations and to participate with answering questions.

All the presentations were held in the afternoons, once the regular school day had ended. At each school, every student and teacher was invited to common areas; in some schools this included a Media room, a teacher’s conference room and naturally under a tree, which was the case in Beetsha and Seronga. Attendance as you can see, was very high, and we were very encouraged by this because it was a voluntary attendance program.

These afternoons started with me basically introducing myself, then leading into environmental educational topics including a discussion about Habitat, and the components that make it up. It was the children who actually made me redefined what Habitat meant to me! And indication of their level of knowledge on this subject. Children from 4th grade of primary school are taught as part of their syllabus, about habitat and ecology. This conversation about habitat, allowed me an opportunity to bring up the subject of Big Cats and how they are affected and affect the habitat in which they live in.

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Now it is important to understand that big cats play a very negative role in most of their lives. By the time we had finished our first basic interactions, I had asked the children who attended the presentations whether they had ever seen any of these Big cats, and in each of the 5 schools about 10-15 students raised their hands.

After a very short time with my course, those who had seen them before, all said that they would like to see these Big Cats again and share that experience with others. Those that had not had the opportunity to see these Cats in real life, although more sky about it, had a desire to do so. After basics, I asked the entire school whether they would like children in the future to enjoy seeing Big Cats, which they all answered positively.

Part of the presentation also included having a “Big Cat Quiz”, that the students took to with great excitement. With each correct answer, a copy of National Geographic Kids Magazine was awarded.

After the thrill of the quiz, they children were taught the reasons for the decline of big cats. With proper explaination in Setswana, the students fully comprehended why the world is losing its population so quickly. It is important also that my talks are done in Setswana and that it is seen as one of them talking to them.

I did discover and adjusted my work to reflect it, that it was important to assure them that there were reasons for declines and that we had within our control the ability to correct our behaviour, so that they as a community can help curb this decline. The presentation always ended with a viewing of Dereck and Beverly Joubert’s Relentless Enemies , that had with huge consideration been translated into Setswana especially for the Caring about Communities that care about Big Cats project. This of course was an amazing treat for the children, one that they enjoyed with lots of squeals and gasps!

Once the video was complete I finish off with the presentation of the Caring about Communities that care about Big Cats parcels, that included:

BooKs:HIV & AIDS Booklet, Relentless Enemies, Wild at Heart, Through the Eyes of the Condor, Polar Obsession, Arctic Tale, Sea Monsters, National Geographic KIDS magazine, National Geographic - Complete Birds of North America.

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dvds:Relentless Enemies - Lions and Buffalo, Eye of the Leopard, Ultimate Enemies - Elephants and Lions, Rhino Rescue, Living with Big Cats.

These are then left with the teachers for the school for future viewing and use. The main aim of these visits was to convey educational messages and raise public awareness of the fast declining population of big cats worldwide, including the wildlife areas which surround their community. Each school was invited to attend a presentation at the end of the school day. These education and public awareness presentations consisted of:•Educating the school (including the teachers) about the interesting and fun facts that

they didn’t know about any of the big cats.•Bringing their attention the rapid decline of big cats in the world, Botswana and their

own wildlife areas.•Speaking to them about the natural connection that big cats have to the rest of the

environment, the reasons for the fast decline of big cat populations and the negative impact it would have on the environment if we no longer have these animals.•Teaching them through innovative games how we can learn life’s lessons from these

big cats, including learning how to work in a team as a “Pride of Lions” would when hunting.

It was further explained to them that the world’s Big Cat Population is at a huge risk of disappearing, and that they could do their part in helping the situation. It was further explain them why the BIG CATS INITIATIVE was created, by Dereck and Beverly Joubert, who had spent many years filming these amazing animals and then noticed that these cats were in danger or extinction and immediate action had to be taken. The Jouberts are well known in the area and with the Presidentail Order of Merit now a part of their accoldaes it is a compelling argument.

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A part of the Big Cat Initiatives plan, is an education program called Caring about Communities that care about Big Cats, which was put in place to reach communities such as the ones visited, and educate them on the huge threat that these cats are in. To add further information to the knowledge that was being shared with the students was the fact that many of the children in attendance had a family member within the tourism industry, and how this is connected to Big Cats.

It was explained to the school children, how their lives would be poorer without the presence of Big Cats in the nearby Wildlife areas. The students were made aware that without Big Cats, many of the foreign tourists and that visit areas such as theirs in Botswana, may not want to come, so it is vital for us to have strong and healthy populations of lions and leopards that our country is blessed with.

Without these tourists, many of our lodges will be forced to shut their doors and a lot of those working in these operations will lose their jobs, causing negative social implications among the communities that they come from, thus affecting the school children in these communities. This scenario seemed to touch them and was very close to home, as the reality sunk in.

A parallel discussion is had that tells them that just like the wild needs healthy lion big cat populations, so too does Botswana need its people to be healthy, which is why we link the HIV program to the big cat program.

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January of this year, Botswana’s launch of Caring about communities that care about Big cats has been fortunate enough to acquire a vehicle, that helps get myself and the equipment needed for the presentation to these remote villages. This has been extremely helpful. Apart from the vehicle, the project has recently also acquired new speakers, which has made the viewing of the film much more enjoyable.

challenGesThe project so far has faced very minimal challenges apart from the early stop start of vehicles breaking down and getting stuck. It is worth understanding that these are HUGE distances I travel and over really terrible roads and across rivers at times. This makes the project even more valuable to many of the people, and kids in particular, that we visit. We are making an effort and living up to our name as a project, Caring…

It is still early in the program to identidy any major challenges, in dealing with the community.

The only challenge that might be worth mentioning is that of some of the older members of the community. When speaking to the senior members of the communities, there seemed to be some cynicism. Although it was explained to them that there are alternative means of handling the destruction of their livestock, such as approaching the Wildlife Department, regarding compensation for the killing of their stock by big cats. Their response was that the money for compensation wasn’t enough, and in some situations they don’t feel like they had a choice. This of course is a challenge in the sense that the values of how big cats should be respected are contradictory to those that we are educating these children with. Although the students understood and agreed with the presentation given and realised the enormity of the situation, the message at home conflicts, and therefore creates confusion in the young.

We need to expand this project and link it to other projects like compensation or other government or private sector efforts to alleviate the flash point conflicts. What our project is doing is eroding the staunch family attitude to wildlife in the home situation, where kids have a voice. Another challenge was the lack of reliable power in some of the schools that don’t have electricity. I would like to raise funding for basic project use only generators.

unexPected outcoMesBotswana’s Caring about Communities that care about Big Cats program, began within the 2nd week of the school year, and amazingly the assistance and energy received from the schools head teachers and their staff was remarkable.

With each school visit, every teacher was extremely helpful and ready to go the extra mile to make the presentations possible. In Gudigwa Primary School we were assisted by the Head Mistress, Mrs Forbes with her personal generator, and Beetsha Primary School, Mr Mmape help us with his personal flat screen TV, and Home theatre centre. Without the generosity and dedication of these teachers and support staff, a lot of the projects outcomes would have not have happened.

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At each school, most teachers turned out for the presentations and thoroughly enjoyed the message conveyed, and assured me that they would include the teachings of the Big Cats as regularly as possible. The teachers were also keen to find out when i would be back to teach them more about big cats, and hopefully come up with clubs to promote the “Cause”. This is a wonderful response, as with the educators’ buy-in, the message of protecting these big cats will be continued.

conclusionI would like to say that we were shocked to understand that the school at Gudigwa has a national record of being the school with consistently the lowest grades in the nation!

The nearest real town (not village) is Maun which is considered a small town by most standards. Most of the pupils at Gudigwa have never been as far as Maun!

And yet… we coaxed out of them great enthusiasm, great arguments and questions about big cats. We have achieved a light in these kids eyes that I doubt is there when they study the history of Botswana or basic mathematics. This is the subject that can relate to. That is why I think that this project does have hope to achive ALL of the original check boxes of objectives.

The introduction of Big Cats Initiative’s Caring about Communities that care about Big cats education and public awareness project, has thus far been a great success. The schools that were visited, were very responsive, and received the presentation positively and with zeal. Although these youngsters know that in previous generations there had been conflict between the farmers in their area and big cat, they understand the value of keeping these animals protected, as well as understanding that it is a benefit for their habitat as well as for them as a community.

The project’s expenses, include the vehicle that was purchased, as well as the aforementioned speakers, fuel, DVD’s Books . This having been the first trip into the community primary schools, many lessons have been learnt about the logistics and the presentation. We’re adjusting the programme and hope that future visits to be even more successful.

The programme has a lot of potential of improving, and growing further within the villages including to the older less convinced members of the community. With continued support the project should be able to reach more communities, especially those that do not have the relationship with safaris operators as those that were recently visited, offering them an opportunity to learn more about how to protect big cats and enhance the awareness of The Big Cats Initiative.

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I strongly feel that we are on to something here and your support has been highly appreciated not just by us but by the communities we talk to.

I searched through the comments for a testimonial from the kids and teachers to add here. They are all good. But one stands out. Humphrey Gumpo who teaches kids on our Conservation Camp asked as part of his conclusion about the pyramid of life: “And what happens if lions disappear? The entire group of kids called out in one voice “EVERYTHING dies!” I think, that says it all.

I’d like to continue, refine and develop the project and fully understand the potential to expand and drive home the message even in this contact group. Great Plains have committed funding for a second year and we are putting out a message to their guests to see if anyone will come on and help support the effort as well.

Lastly we’d wanted to thank you, BCI, the National Geographic Society for the opportunity and I hope that we can continue this effort. Conservation via education is well known to be effective but it is also notorious for taking some time for the message to seep in, to drive up to adults and to start seeing results in real declines in poaching, conflict and a real increase in harmony. These are very poor people but they are so hungry for education and many see that the best opportunity for education and jobs in their sphere is in the tourism sector. Our program seems to have settled right into that sweat spot of interest for a large number of these children.

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