Contact Matters: Local People’s Perceptions of Hapalemur alaotrensis and Implications for Conservation

Convergences and divergences between scientific and Indigenous and Local Knowledge contribute to inform carnivore conservation

There is increasing recognition that diverse knowledge systems can work in mutually enriching ways and that Indigenous and Local Knowledge (ILK) can enhance biodiversity conservation. However, studies using scientific knowledge and ILK in a complementary manner, and acknowledging convergent and especially divergent insights have remained limited. In this study, we contrasted proxies of abundances and trends of threatened and conflict-prone carnivores (caracal, cheetah, jackal, lion, leopard, spotted hyaena, striped hyaena) derived separately from scientific knowledge and ILK. We conducted camera trapping, track surveys and semi-structured interviews with local pastoralists from northern Kenya. We found convergences highlighting the need for conservation action and divergences suggesting scientific ecological sampling limitations or underlying socio-psychological phenomena. Overall, our study shows that complementing scientific knowledge and ILK as separate sources of information and opening up space for discrepancies can enrich our understanding of the status and trends of carnivores, as well as recognizing human-carnivore relationships.

Assessing attitudes towards gorilla conservation via employee interviews

To determine the effectiveness of conservation strategies, not only should we monitor biological variables, such as population size and levels of illegal activity, but also we should examine changes in attitudes and behavior of local community members. Here, I use semistructured interviews of employees at two field sites, in Bwindi Impenetrable National Park, Uganda and Loango National Park, Gabon, to understand if their employment influenced their attitude towards gorillas and conservation and led to behavior change. In contrast to western views of gorillas as "gentle giants," staff viewed gorillas as dangerous animals before working for these projects. Overall, employment leads to viewing conservation and gorillas more positively, and in many cases, viewing the gorillas as kin. The most common value attributed to the gorillas was economic, yet intrinsic and non-use existence values were frequently mentioned. Loango staff, but not Bwindi staff, reported behavior change related to hunting and bushmeat consumption, which likely is related to bushmeat consumption being commonplace in Gabon but not in Uganda. The Bwindi staff seemed to have a more positive and broader outlook toward conservation than the Loango staff, possibly because they had more years of formal education, they worked with gorillas longer, there is more history of conservation activities in Bwindi, and/or they have been less directly affected by negative consequences of conservation (e.g., crop raiding). This study shows the importance of explaining that gorillas are not dangerous if not provoked and using their human-like characteristics as a means to change conservation values and interest of local communities, while concurrently recognizing that providing economic benefits and reducing negative effects of wildlife are a reality for conservation buy-in.

Back to basics: Gaps in baseline data call for revisiting an environmental education program in the SAVA region, Madagascar

Environmental education programs are critically important for raising awareness about global and local environmental concerns, by providing the knowledge, tools, and means for young and old generations to cope with current challenges. Of the greatest importance is the implementation of environmental education programs in biodiversity hotspots where environmental crises are high and resources to fund mitigation programs are low. Madagascar is one such priority hotspot, featuring intensive wildlife-human conflicts due to shrinking natural environments. The Duke Lemur Center-SAVA Conservation Initiative has been conducting environmental education activities in the SAVA region, northeastern Madagascar, since 2011. These activities have been aimed at increasing awareness of local and global environmental issues and at stimulating the involvement of local school students. Our initiatives have predominantly supported teacher trainings to provide teachers with environmental education content, examples, and recommendations on how to integrate activities into their regular curricula, commonly referred to as a "cascade approach". Due to logistical hurdles, including high teacher turnover rates, however, these interventions have not been monitored to assess their efficacy. Thus, to better inform current and future interventions, we designed and implemented classroom-based surveys to gather baseline data on the basic knowledge of SAVA students and their perceptions of the environment. We identify informational gaps in surveyed schools, including those located in large towns vs. villages, and those with trained vs. untrained teachers. Based on these results, we make recommendations for future environmental education efforts in the region, including activities that could address real-life environmental problems and decision-making solutions.

Identifying Key Knowledge Gaps to Better Protect Biodiversity and Simultaneously Secure Livelihoods in a Priority Conservation Area

Global agreements like the Sustainable Development Goals (SDGs) and Achi Biodiversity Targets (ABTs) aim to secure human well-being and to protect biodiversity, but little progress has been made in reaching these aims. The key role of biodiversity in securing human well-being is rarely considered a priority – instead short-term economic profits benefiting a few are prioritized. Particularly where local livelihoods rely on resources of protected areas for immediate survival, top-down enforced biodiversity conservation often increases social inequality, hunger and poverty and thus regularly fails. Identifying key knowledge gaps helps to adjust political priority setting and investment strategies to assess conservation threats and improve natural resource management. Since acting usually occurs at a local or regional scale, we focused on a priority conservation area in one of the world’s poorest countries — the dry deciduous forests of western Madagascar. We aimed to identify key knowledge gaps in this area which need to be filled to better protect biodiversity and simultaneously ensure well-being of the local poor. We consulted 51 predominantly Malagasy experts using questionnaires. These questionnaires listed 71 knowledge gaps we collated from the literature which the experts were asked to rank by importance. Experts were encouraged to list additional knowledge gaps. Averaging the scores of all experts, we identified the top 10 knowledge gaps. Two political knowledge gaps addressing the need to determine strategies which improve law enforcement and reduce corruption ranked highest, followed by an ecological one concerning appropriate restoration and a socio–economic one regarding economic benefits locals gain from biodiversity. The general knowledge gap perceived as most important addressed strategies for long-term funding. Only one additional knowledge gap was identified: the impact of climate change-driven human migration from southwestern to central western Madagascar on socio–economic problems and its impacts on natural resources We linked the identified top 10 knowledge gaps as well as the additional knowledge gap suggested by experts to the SDGs, ABTs and 2 °C target of the Paris Climate Agreement, and discussed why these gaps were considered a priority. This research highlights important ecological, socio–economic and political research priorities and provides guidelines for policy makers and funding organizations.

Educational Approaches to Encourage Pro-Environmental Behaviors in Madagascar

Madagascar is a biodiversity hotspot under threat, with about 80% of the population living below the poverty line and dependent on the use of diminishing local resources. Environmental education (EE) can act as an important tool for biodiversity conservation, however, its implementation is challenging in low-income countries. Here, we provide a review of 248 EE interventions throughout Madagascar. We highlight how EE can promote pro-environmental behaviors and show the major obstacles it faces, using Madagascar’s Lake Alaotra as a case study area. All EE activities are implemented by non-governmental organizations (NGOs) and international institutions. EE and community engagement have been shown by practitioners and scientific research alike to be valuable tools but are severely restricted in their impact when their outreach is limited by insecure and insufficient funding, and often funding periods that are too short. Another major hindrance to EE producing positive changes in people’s real-life decisions in low-income countries like Madagascar, arises when lessons are taught to a population that is at once understanding and severely constrained in its choices due to poverty, and corresponding malnutrition, that forces people to make unsustainable decisions on a daily basis. Our conclusions should help to improve the practice of EE in Madagascar and other low-income countries.

Biting the Bullet: Dealing with the Annual Hunger Gap in the Alaotra, Madagascar

The hunger gap (the annual period of hardship when most crops are growing but not yet ready for harvest) remains a reality for many smallholder farmers throughout the globe. With a population largely relying on agriculture, and high poverty and malnutrition rates continuously afflicting the country, farmers in Madagascar are particularly vulnerable to the impacts of the hunger gap, further putting pressure on already fragile ecosystems. Using a case study in the Alaotra region, we examine the seasonal trends of climate and agricultural resource dynamics, as well as characterize farmers’ experiences of and strategies used in response to the hunger gap, in order to assess how conservation may better consider the hunger gap to align its objectives with local needs. Results show that farmers are vulnerable to climatic events during a large part of the year, exacerbating the impacts of the hunger gap. The hunger gap appears to have varying degrees of impact on communities around Lake Alaotra, linked to factors such as road quality and agrarian structures—for example, land tenure and size of parcels—contributing to growing environmental degradation. We end by discussing various past and present responses aimed at improving the resilience of farmers of the Alaotra region, including improved accessibility, agricultural intensification, and conservation agriculture.

Approaching Local Perceptions of Forest Governance and Livelihood Challenges with Companion Modeling from a Case Study around Zahamena National Park, Madagascar

Community-based natural resource management (CBNRM) is a widely used approach aimed at involving those utilizing resources in their management. In Madagascar, where forest decentralization has been implemented since the 1990s to spur local resource users’ involvement in management processes, impacts remain unclear. This study aimed to investigate farmers’ perceptions and practices regarding forest use under various forest governance systems, using a participatory gaming approach implemented in the Zahamena region of Madagascar. We report on (i) the conceptual models of the Zahamena socio-ecological system; (ii) the actual research tool in the form of a tabletop role-playing game; and (iii) main outcomes of the gaming workshops and accompanying research. The results allow the linking of game reality with real-world perceptions based on game debriefing discussions and game workshop follow-up surveys, as well as interviews and focus group research with other natural resource users from the study area. Results show that the Zahamena protected area plays the role of buffer zone by slowing down deforestation and degradation. However, this fragile barrier and CBNRM are not long-term solutions in the face of occurring changes. Rather, the solution lies in one of the main causes of the problem: agriculture. Further use of tools such as participatory gaming is recommended to enhance knowledge exchange and the development of common visions for the future of natural resource management to foster resilience of forest governance.