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Kakamega Forest: a living classroom for the growing generation Solomon Mwangi Un programme original d’education pour la conservation a ete mis en oeuvre aupres de certaines communautes villageoises vivant aux alentours de la foret de Kakamega, dans l’ouest du K£nya ( e projetaetefinanceparuneboursede1’AfricanBirdClub,etl’artkleenpresentelespremiersrdsultats etimpressions. Kakamega Forest ongoing Kakamega Environmental Education A long the Kisumu-Eldoret road, 300 km west of Programme.Theprogramme.Savethetarnishingbirds Nairobi,Kenya,liestheonlytrueremainingpatch ofKakamegaforest:intestingintheyounggeneration — oftropical rainforest in Kenya Kakamega Forest. throughconserrationeducation,focusesonproviding KakamegaForestcoversanareaof15.480haand environmental education within schools. istheeasternmostoutlieroftheGuinea-Congoforest, Children consider their parents to represent Mr andbiogeographicallyunique. Itharboursmorethan and Mrs Right’, emulating everything they see them 200forest-dependentbirdspecies, 16foundnowhere say and do. irrespective of the consequences In else in Kenya. Two species are globally threatened. Kakamega.communitiesusenaturalresourcestomeet Turner’sEremomelaEremomelatumeriandChapins their various household needs, in most cases FlycatcherMuscicapalendu.Kakamegaisahavenfor unsustainably.andsuch practicesarepassedonfrom naturalists and researchers, and is renowned for its generation to generation. The programme aims to uniquefaunaandflora,harbouring20%and75%ofall cultivate enthusiasm for. and skills in, birdwatching Kenyan plant and butterfly species. The forest has among the pupils as a stepping stone to creating recentlybeenlistedasagloballyimportantbiodiversity awareness about other environmental concerns in site, making ita keyarea forconservation1. KakamegaForest.Itishopedthatthiswillhavealong- Kakamega is a tiny island within a sea ofneedy lastingimpact. Specifically, byfocusingon birds, the people, astheareasurroundingtheforesthasoneof programme sought to provide pupils, teachers and thehighesthumandensitiesinthecountry(268 km2). wildlife clubs with an understanding of Kakamega This has resulted in increased pressure for land and Forest and its biodiversity, and the threats the area forest-based resources. Uncontrolled firewood faces.Itishopedthatifthestudentsgrow upknowing collection,forestgrazingandillegalloggingaresome the value of the forest, they will become agents of oftheproblemsfacingKakamega.Theforest,withits change in theirown community in the future. rich flora and fauna, could disappear unless these illegal and unsustainable activities are addressed. Phase I: visits to schools The first phase ofthe programme involved visits to The programme schoolsbymembersofKakamegaGuidesAssociation. DuringWorldEnvironmentDayin 1999, aninitiative Thesevisitsconsisted of: of the United Nations Environment Programme Meetschoolheadmasters,patronsandotherinterested (UNEP) celebrated annually across the world on 6 teachers, and fixa meetingdayduringthewreek. June, students from nine schools around Kakamega Meetthecluborstudentsinterestedinformingaclub: Forest,teachers,headmastersandtheareaChiefwere treated to 23 songs, three plays and several poems • Give a short lesson on what a wildlife or presented in differentlanguages, includingthe local conservationclub is(assisted bythe teachers) language, Kiswahili, andEnglish. AplaybyMuleche • A short game with the pupils to stir up their PrimarySchoolwasparticularlyimpressive. Artwork interest. withmessagesaboutthebirdsofKakamega,themeof Short presentation: the year, as it related to the IBA programme, was • Kakamega forest displayedinthefield.ThiseventsparkedofftheABC- • Whatarebirds funded pilot education programme in Kakamega • Importance ofbirds studytable Forest,whichhasbeenconductedintandemwiththe • Howto constructabird-feedingtable. KakamegaForest, a livingclassroomforthegrowinggeneration:Mwangi Short birdwalk inthe school compound to collect different items for nesting, are associated with witchcraftand sorcery • Tes ionskills(listening,behaviour, Pin-tailed Whydah Vidua macroura (Isimbishila) watching). TheTachionipractisedpolygamy;ineaseswhereone Small bookletsonbirdlifeofKakamega were used. wife wanted more favour from her husband, she would roast a whydah for him in order to achieve Results this. Among kabras this bird is believed to attract A total of 22 schools and over 8tX) pupils have had customers to a business. contact with the programme. During the visits, theoretical lessons on the history, geography, weavers Ploceusspp. (Matekeye) importance, and problems facing kakamega Forest Among Tachioni these birds were thought to bring were conducted. Particularemphasis was placedon wealth and were considered to be an omen of impending good fortune whenever they were seen areasthat featurein theschoolcurriculum In similar visits,withintheschoolcompounds,pupilsidentified nest-buildingaround a home. plantsusinglocaland English names, and learnedot Red-cheeked Cordonbleu Uraeginthus bengalus thetraditionalusesandmythsattachedtosometrees (Khasisi) As a result, three schools h—ave already formed Ann>ng lachioniitwasbelievedtobeanessentialpart conserv—ationclubs,andinone Shabwalisecondary of the homestead, rhe Kabras, on the other hand, schcx)l membership has grown to iT with elected believed that it should not be killed and, if killed, officials officebearers.()therschools,notpreviously would signal theendofgoodluck. involvedintheproject,haverequestedvisitsfromthe programme. lovebirds Agapomisspp. (Ingringeri) Bird identification formed a major part of the I<>\ebirdswererarelyseeninLuhyaland,beingnoted entire programme, including the use of coloration, \er\ iKcasionallyduringthecourseofayear. Among shapeandsizeofthebill,andsizeofthebird,among lachioni, any<>neseeinga 1<)\ebird wasviewedas a other features. Pupils were instructed in identifying hero m society, and these species’ presence was different habitats for birds within their school consideredbeneficial \m<>ngKabras,theywereseen compoundsanddiscoveringwhichweretheIx'st for as a blessing when they visited fruiting Ficus trees birdwatching. "Die overall aim was to compile bird around homesteads, but the whereabouts ol their checklists tor individual schools. By observing the nesting areas were unknown to local people. manner in which different species feed, pupils Black-and-white-casqued Hornbill Ceratogymna identified certain specific adaptations, especially in subcylindricus(Ling’ang’a) the size and shape of bills, as part of the schools’ Among Isukha this species was known to invite a science curriculum. bright good day. but if it was not seen or heard the Fourcoreschools(thosedemonstratingexemplary day’sweatherwould be dull. interestandperformance)commencedmini-projects, which involved writing about different traditional Hamerkop Scopus umbretta (Namulobi) beliefsconcerningbirdsthatservedtoenhancetheir This comparatively small bird is known to build a conservation protection. and the role these species huge,unmistakablenest,usuallynearstreams.Among played in the AbaLuhya people’s lifestyles. Some of kabras, a nest within a farm was considered a the more remarkable beliefs that pupils, from three c(immunityblessing,while—thenestwasalsoassociated different AbaLuhya subtribes (Isukha, Tachioni and with a welcoming home especially because other Kabras) living around Kakamega Forest, collected birds, rodents and sometimes tree snakes would from theirgrandparentsare presented below. occupy the nest, once abandoned. sunbirds Nectarinia spp. (Muchuni) Cattle Egret Bubulcus ibis (Inyanji) Boyswhohadnotpassedthroughcircumcisionrituals Well known fortrailing livestock and wild mammals should not kill these species; failure to observe this whilegrazing,Kabrasbelievedthatwhenitappeared stricturewouldleadtotheirbleedingprofuselyduring amongaherd, itsignalledgoodlivestockhusbandry, the ritual. which would lead toan increase inwealth. sparrows Passerspp. (Lirolesi) falcons Falco spp. (Shikakalila-ls, Shikhokorero- The local name is believed to derive from dreaming Kab) (Khulora) among the Isukha subtribe. Among the Onefalconwasknownforitsabilitytohoverexpertly TachioniandKabrasthesespecies,wrhichareknown in the air. Among Kabras, Isukha, and Tachioni this KakamegaFbrest, alivingclassroomforthegrowinggeneration:Mwangi BullABC Vol7No2- 129 . specieswasbelievedtorarelyloseitsfeathers. Inthe into Lake Victoria, which is the source of the event that it lost a feather while hovering, it was River Nile, whose water is used for irrigation in believed that the bird would retrieve it. Ifa feather Egypt and othercountries further north ahnapopmeennedoftgoofaolldwliutchkinanadhothmaetsttheeaedntiitrweafsacmoilnysiwdoeurledd Q \\hatisthedifferencebetweenN National Reserve? be endowed with much wealth. A National I'.irks are located on state White Stork Ciconia ciconia (Makunyi) andaremannedbygovernmentofficialsthrough Storkswereasignoffestivitiesattheendoftheyear. theKenya WildlifeService. NationalReservesare Inaddition,TachioniandKabrasbelievedthatlocusts largely situated on trust land andare manned by followedthespeciesand ifit wasseenon migration, local government employees. people feared locusts would arrive shortly. Q 11<>w much raind<>es K.1k. African Harrier Hawk Polyboroides typus (Liyayi) A Over 2.000mm perannum. Tyahcotiuisnosgnpeoccfhiipeciskcweknainsagtkmnaootrwiemnet.fhoaIrtnspronenademateiitndegemrmiaovtreasetftihrmaoenm<atmnhede QA Vwarhiaettyiswtihtehminealnifienfgor<m>tst,hreetfeerrrminbgktd<»ivpelrasnittsy?and animalsand theirenvironment. flying away (Khuyaya). Q What would happen it all the forests were cut Reactions/questionsfrom pupils down? The following are some ofthe questions that pupils A \ watei would be l<£t 1he air askedattheendoftalksheldindifferentschools. M<>st wouldlooseitspurifier,soilerosionwouldincrease ofthe questions were similarorrelated, and this isa and land would become uasuitable for farming, summaryofthe principal ones: whiletemperatureswould alsobeaffected. Q Why do we conserve fierce animals like- snakes, Q IImanev<>lvedin>mprimates,birdsIn>mreptiles, leopards, and buffaloes? whatofplants? A Theyhelptobalancetheenvironment,andattract A Plantsare ala> a pitduet <'t evolution, but most tourists and researchers. ancient plantsappeartohavedisappeared Q How does the government provide forest Q win are De Brazza’s monkeys not found inthe conservation? main Kakamega Forest A By employing forest guards, forest extension A Furtherresearchisrequired;theywereintroduced officers and foresters, and by encouraging other in 1998aroundoneofthestreamsbut havesince organisationsto undertake projects in the forest. disappeared. Q Whatqualificationsarerequiredinordertobecome Q Arethereanydifferencesbetweendifferentsnake a game warden? poisons? A O-levelpassesinEnglish,Mathematics,Geography A \es.sc>meaffecttin-ner\esand<itherstheblc><>d and Sciences, and a strong interest in natural Q Whymustwelearnaboutwetlands? histoiy. A Theyprovidea home formany livingorganisms, Q How does Kakamega Forest contribute to the andManwithfood,buildingmaterialsandwater. economyofKenya? A It attracts tourists, mainly birdwatchers and Casestudy: Buyangu primary school botanists,thuscreatingemploymentforKenyans Buyanguprimaryschoolislocatedontheeastedgeof aswardens,rangers,forestersandguides,aswell KakamegaForestand isoneofmorethan 22schools as promotingeducation invariousfields. thathavebenefitedfromvisitsandtalksbyKakamega Q HowmanytouristsvisitKakamega Forest? Forest Guides through the ABC-sponsored pilot A The annual number has increased from 353 in wciotnsheKrevnaytiaoWnileddluicfaetSieonnipcreso.gTrhaemsmcehoionlcwolalsafbooruantdieodn 1990to4,278in 1998, andthetotal continuesto in 1976 and has 272 pupils (148 boys and 124 girls) increase eachyear. with nine teachers. It has nine clubs, among them a Q Is the forest important to Egyptians and North w'ildlife/birdclub,whichisthemostactive,scoutsand Africa? girl guides, a geographic club, and debating, drama A Yes;throughthestreamsthathavetheirsourcein and music clubs. The bird club is one of the most the forest and then join the main rivers flowing successful of the school clubs involved in the pilot KakamegaForest a livingclassroomforthegrowinggeneration:Mwangi , 1 educationprogramme,andhasatreefarmwithover UK) trees. Abird-feedingtable and hide,whereclub membersandotherpupilscanwatch studybirdsata close range, havebeen erected. During a recent W ildlife Clubs of Kenya competitionintheKakamegaregion,thefir—stfi\ebest pupilscamefromBuyangu primaryschool thebird club has over 20 active members, headed by Eric Lichungu (Chairman). Benjamin Ingutia (Secretary) andEuniceSachita(Ireasurer). rheschoolhasa\ery gth>drelationshipwiththeKenyaWildlifeServiceand has received donations in the form of desks and a pieceot landtoexpandtheschool. Buyanguprimary school participates in other national events such as m'il 1 >nscr\ation. gamesandWildlifeClubsquizzes. It hopes to involve more pupils in the activities of Important BirdAreas(IBA programmeinKakamega. ) Phase II: visits to the forest Theaim<>fthisphasewastoprovidepupilswithfirst- handexperienceoftheforest,c<instructen\ironmental games, debate different aspects of the forest, and « <induct forest walksandcompetitions. Thisphase is •mgomgand furtherprogressreportswill bemadeto ABC. Problems and Constraints • Timeallocation n hasbeendifficultforguidesto findtimetodevotetoschoolvisitsandalsoguide tourists, which is theironlysourceofincome. • Iravel expenses pr<>vedtoexceedthe predicted budget. • I.,uk <if support and goodwill from some school heads and patrons has led to slow progress in someareas. • 'Iliis was the first donor-funded project administeredbythegroup.Somegroupmembers had expectations beyond those that could be achieved through available funds, which caused some conflictsand delays in implementation, cf. References I. Stattersfield,A.J.,Crosby,M.J.,Long,A.J.andWege, Liband itspatron(Solomon Ngari) l).C 99M.EndemicBirdAreasoftheWorld:Priorities 1 for Biodiversity Conservation. Cambridge, UK: BirdLife International. NatureKenya, c/o PastAfrica NaturalHistorySociety, MuseumHill, POBox44486, Nairobi, Kenya. y- Supported by ABC Conservation Fund KakamegaForest, alivingclassroomforthegrowinggeneration: Mwangi BullABC Vol7No2- 131