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The Gambia All Schools Tree Nursery Competition: Promoting Conservation in The Gambia Through Grassroots Environmental Education By Francisca E. Paulete A REPORT Submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE IN FORESTRY MICHIGAN TECHNOLOGICAL UNIVERSITY 2006 This report, “The Gambia All Schools Tree Nursery Competition: Promoting Conservation Through Grassroots Environmental Education,” is hereby approved in partial fulfillment of the requirements for the Degree of MASTER OF SCIENCE IN FORESTRY. School of Forest Resources and Environmental Science Signatures: Advisor _______________________________________ Dr. Blair D. Orr Dean _________________________________________ Dr. Margaret R. Gale Date _________________________________________ TABLE OF CONTENTS LIST OF FIGURES ……………………………………………………………………… ii LIST OF TABLES ……………………………………………………………………..... iii ACKNOWLEDGEMENTS ………………………………………………………………... iv ABSTRACT …………………………………………………………………………….. vi LIST OF ACRONYMS USED ......…………………………………………………............ viii CHAPTER 1 - INTRODUCTION ………………………………………………………….. 1 CHAPTER 2 – BACKGROUND OF THE GAMBIA …………………………………..…….. 4 General Description ………………………………………………………...... 4 Climate & Topography ……………………………………………………..... 6 History of The Gambia ………………………………………………………. 7 Colonial Control & Slavery ………………………………………………..… 10 Government & Political Conditions ……………………………………….… 12 Economy & Resources ……………………………………………………...... 14 The People ……………………………………………………………………. 15 Environmental Status ….……………………………………………………... 16 Forestry & Environmental Policy ……………………………………………. 21 CHAPTER 3 - METHODS ……………………………………………………………….. 24 Competition Design, Goals & Objectives ……………………………………. 24 Manual Design & Distribution ………………………………………………. 26 School & School District Descriptions ………………………………………. 28 Central River Division Workshop ……………………………………………. 29 Competition Evaluation & Data Collection ………………………………….. 31 CHAPTER 4 – DATA & DATA ANALYSIS ………………………………………………. 36 CHAPTER 5 - RESULTS & DISCUSSION ………………………………………………… 39 Health & Survival ………………………………………..…………...……… 40 Correlation with Number of Species ……………………………….………… 53 Central River Division Workshop Results …………………………………… 54 Fostering Sustainability ……………………....…………….………………... 55 Overview of the Top Three Schools in Each Division ……………………….. 57 UPPER RIVER DIVISION ….……….………………….………………….. 57 CENTRAL RIVER DIVISION ………..……..……………………………….. 62 The Buya Factor ……………………………………..……………………….. 74 Community & Stakeholder Support ………………………………………….. 81 Problems Encountered ……………………………………..………………… 83 Summary ……………………………………………………………………… 84 CHAPTER 6 - CONCLUSIONS & RECOMMENDATIONS …………………………………. 85 LITERATURE CITED …………………………………………………………………… 89 APPENDIX A: SURVEY FORM ….……………………………………………………..... 93 APPENDIX B: DATA ………………………………………………………………….... 94 APPENDIX C: MATRIX OF PEARSON CORRELATION OF COEFFICIENTS ………....…….... 97 LIST OF FIGURES FIGURE 1: Map of Africa with The Gambia ..…………………….…………………… 4 FIGURE 2: Political map of The Gambia ..…………………………………………..... 5 FIGURE 3: Mangroves in the Western Division ………………..……………………... 7 FIGURE 4: Fort at James Island …...………………………………………………….. 9 FIGURE 5: Arch 22 in Banjul ...……………………………………………………….. 13 FIGURE 6: Groundnut winnowing ............…………………………………………….. 14 FIGURE 7: Tabaski prayer …………………………………………………………….. 16 FIGURE 8: GFPA HIV/AIDS workshop ……………………………………………….. 18 FIGURE 9: Uncontrolled bushfire …………………………………………….............. 20 FIGURE 10: Central River Division tree nursery workshop ….…………...………….. 31 FIGURE 11: Nursery at Methodist LBS ……………………………………………….. 43 FIGURE 12: Hand-sewn polypots ……………………………………………….…….. 44 FIGURE 13: Soda cans used as polypots …………………………………………….... 45 FIGURE 14: Milk containers used as polypots ………………………………………... 46 FIGURE 15: Nursery at Mabali Kuta LBS …………………………………………….. 48 FIGURE 16: Nursery at Jamali LBS ………………….……………………………….. 49 FIGURE 17: Mixing soil ……………………………………………………………….. 51 FIGURE 18: Nursery at Song Kunda LBS ….………………………………………….. 59 FIGURE 19: Wall mural at Song Kunda LBS ………………………………………..... 61 FIGURE 20: Students at Daru LBS ...………………………………………………….. 64 FIGURE 21: Species list at Saruja LBS ……………….……………………………….. 67 FIGURE 22: Extra polypots at Saruja LBS ...………………………………………….. 69 FIGURE 23: Nursery at Saruja LBS ..………………………………………………….. 70 FIGURE 24: Nursery at Saruja LBS ..………………………………………………….. 71 FIGURE 25: Nursery at Saruja LBS ..………………………………………………….. 72 FIGURE 26: Nursery at Saruja LBS ..………………………………………………….. 73 FIGURE 27: Diabugu BCS after competing ………..………………………………….. 79 FIGURE 28: Diabugu BCS before competing ………..……………………….……….. 80 FIGURE 29: GGFP ‘No Trees, No Life’ billboard …...……………………………….. 85 ii LIST OF TABLES TABLE 1: Univariate Statistics ………………….………………………….………… 36 TABLE 2: Correlations for health & survival ...……………………………….……… 37 TABLE 3: Correlations for number of species .……………………………………..… 37 iii ACKNOWLEDGEMENTS My journey to create this report would have been impossible if not for the support and help of many people both in America and back in The Gambia. I would first like to thank my advisor, Blair, for all of his time and patience in the entire process from the first day I arrived in Houghton until the day I left as a graduate. His dedication to my work kept me from panicking over the small stuff. You truly go above and beyond in your role as an advisor. I would like to thank my committee, Peg Gale, Linda Nagel, and Marilyn Cooper, for their time and support in this project. I also need to thank my friends and family back home for letters of encouragement and care packages received throughout the two years. Knowing the support I had truly made a difference. In The Gambia, I would like to relay my unending thanks to the members of the Georgetown and Basse Regional Educational Directorates and the Departments of Forestry. The Gambia All Schools Tree Nursery Competition could not have succeeded without you and I know continues to succeed because of you. Ali abaaraka bake! I would also like to thank Seikou Samateh of the Department of Forestry in Banjul for his energies and support. I would like to thank the members of Peace Corps/The Gambia who supported and encouraged me and other volunteers in the efforts to have this competition succeed. And thank you to Diana Sloane for the support you gave this competition and to me. I must also give my wholehearted thanks to my Peace Corps family and friends who I will never be the same because of: iv To the staff members: Nooda, Sarjo, Babucar, Haadi, Isatou, Bah2, and Barbara; you each supported me in your own ways through laugher and kindness that I remember and hold as a dear part of my time in The Gambia. To my fellow PCVs: Yeti, Robot, Ham & Cheese, Donkey Boy, Scotious, Goo, Isatou Bah, Ali Sallah, Kumba, FT, BJ, Buya, Buba, Malik, and, of course, Troublesome. All of you - I miss you hundred years! Double seriously! Now get in the car! I must also thank PCVs Streffy, Shaka, Brower, Blaschke, JCap, and Sainabou, for helping me out here with pictures, references, and moral support. Jaaraama whay! But mostly, I would like to thank all the schools, teachers, and students that took the idea of the Gambia All Schools Tree Nursery Competition and made it their own. It is because of you that we Peace Corps succeed. And it will be because of you that The Gambia will someday be covered with trees again. This one’s for the kids, trees, and Mikey… v ABSTRACT Awareness of the problem of deforestation and what people can do to combat it is low in The Gambia. As recently as the mid-1940s measurements show that the country’s forest cover was as high as 81%. Today only about 41.6% (4710 sq.km.) of The Gambia is forested. The forest cover continues to be reduced by overpopulation through cultivation, heavy grazing and fires. This report documents and analyzes the Gambia All Schools Tree Nursery Competition, a practical environmental education program used to counter environmental problems in The Gambia. Seventy-five schools in two of The Gambia’s six districts developed forest nurseries under the guidance of the Department of Forestry, the Regional Education Directorate, and Peace Corps/The Gambia. It analyzes the methods taken in implementing grassroots environmental education in The Gambia and discusses improvements and changes to the methods implemented. The competition was originally designed in the 2003 – 2004 school year by Peace Corps Volunteers with cooperation from the Department of Forestry and Regional Education Directorate in the Upper River Division. The project was designed to have all schools compete against all other schools in the division to construct and maintain the best tree nursery. Schools were given only a manual (produced by Peace Corps Volunteers) to begin and complete the project. The project was expanded in the 2004 – 2005 school year to include the Central River Division. Data for this report was collected during the evaluation trek for the competition using a rapid appraisal approach. The data were then broken into four groups of information: physical aspects (shade, fencing, proximity to watersource, use of natural vi pesticides, use of fertilizer, number of species), school demographics (grade levels, location, size), types of outside help (workshop, Peace Corps Volunteer or forester assistance), and outcomes (health, survival). The more technical elements of the competition (shade, fencing, proximity to watersource, pesticides, fertilizers, number of species, and the regular and weighted sums) are
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