UNDERSTANDING YOUNG PEOPLE’S ATTITUDES TOWARDS WILDLIFE AND CONSERVATION

UNDERSTANDING YOUNG PEOPLE’S ATTITUDES TOWARDS WILDLIFE AND CONSERVATION

ABOUT THIS REPORT

This research sought to understand the diversity of young people’s perspectives towards wildlife and conservation, particularly the forces of support and opposition they experience. The aim is to provide a foundation for creative strategies to motivate Kenyan youth to conserve their natural resources. 4 Understanding Young People’s Attitudes Towards Wildlife and Conservation

EXECUTIVE SUMMARY

The wildlife conservation industry is confusing There appear to be four segments of youth for Kenyan youth. The relationships between determined by their proximity to conservation zones and level of exposure to wildlife. Two of the segments are highly motivated to contribute to rewards for doing so are not obvious. This results in wildlife conservation – one may be interested in direct youth feeling detached and disengaged. engagement and the other one in advocacy and

Young people have varied levels of awareness about wildlife and conservation. Depending on their levels of awareness, youth vary drastically in their attitudes Engaging young people requires a well-planned and beliefs about what constitutes conservation strategy, targeting each segment with individual, relevant messages and rewards in terms of emotional, constitutes poaching, etc. Youth who have exposure to wildlife as well as academic knowledge about interest and engagement. wildlife are more likely to be motivated to engage in Understanding Young People’s Attitudes Towards Wildlife and Conservation 5

TABLE OF CONTENTs

Chapter I: Methodology 4 Chapter II: Youth knowledge and attitudes 10 Chapter III: Youth segmentation 21 Chapter IV: Positive deviant stories 31 Chapter V: Conclusions and recommendations 34 Appendix 38 6

CHAPTER 1 : METHODOLOGY

Study Goals

• To understand the current state of young Kenyan’s attitudes, beliefs, norms and behavior related to wildlife conservation and to identify the forces that can trigger or hinder positive social change • To explore opportunities to motivate Kenyan youth to care about and participate in the conservation of Kenya’s wildlife and habitats

This study was commissioned by the ESCAPE Foundation (www.escapefoundation.org) Understanding Young People’s Attitudes Towards Wildlife and Conservation 7 Why Do The Study Now?

SOCIAL & DEMOGRAPHIC

1. Growth and expansion of human population, growing dominance of the youth demographic 2. Changes in land use patterns and migration patterns -Urbanisation 3. Demographic changes such as the youth bulge 4. Socio-economic changes such as increasing income and education 5. New communication technology

CONTEXT OF WILDLIFE & CONSERVATION Loss and fragmentation of habitats Biodiversity loss

Rise in poaching Increasing numbers of wildlife conservation interest groups

KENYAN YOUTH IN NUMBERS 75+ 65-74 55-64 45-54 e g

A 35-44 25-34 15-24 7, 944, 646 0-14 16, 571, 877 5Million 10Million 15Million 20Million Population 8 Understanding Young People’s Attitudes Towards Wildlife and Conservation

Study Objectives Study Objectives

• Understand the meaning/image of “wildlife” Locations visited Selection criteria among Kenyan youth – what it incudes and Lewa Wildlife Location with deliberate conservation the reality Conservancy • Capture the knowledge, experiences, people/communities as well as non-indigenous people/outsiders attitudes, beliefs and behaviours of the target audience when it comes to wildlife and wildlife Kakamega Forest Location where conservation is driven largely by motivations, including by preservation cultural endearments among indigenous • Understand which elements may need to be populations and young people addressed and in which order Maasai Mara Location where the conservancy model • ‘Triangulate’ the issue by looking at young has been used to enhance human-wildlife people’s experiences at the level of their personal views, ‘peer-narrative,’ and social norms and the broader ‘social reality’ around the issue The Aberdare Location with endangered habitats and • Understand the pressures on our target audience Ranges encroachment by human activity from other actors in the community rather than, Tsavo, Sagala, Voi Location that is prone to human-wildlife local, national and global actors • Understand the agents/forces of support and opposition to social and behaviour change Nairobi human-wildlife encounters • Provide the basis for developing a creative strategy that informs, engages and motivates our target audience of Kenyan youth

Study Design and Participants

DESCRIPTION OF DISCUSSIONS SELECTION OF APPROACH: • Focus groups PARTICIPANTS: • Desk review* • Individual interviews • Shujaaz fans and other • Focus groups • School debate young people living inside, • Key informant interviews close to and far from the • Observations conservation areas • School debates • Employees working in protected areas such as KWS and KFS rangers FINAL COUNT: • Stakeholders in the 121 participants • 75 pages of notes • 40 drawings from participants conservation industry

and behaviours related to wildlife and conservation 9

CHAPTER II YOUTH KNOWLEDGE AND ATTITUDES 10 Understanding Young People’s Attitudes Towards Wildlife and Conservation KNOWLEDGE: WILDLIFE

Outlier Wha animals, Who: t gr Maas ? All living cr Wh oup 1: A ins kno ai Mar g pr y: a Khan/Naiect r o wle High le ximity t s, a bir e dg atur e about ds, v el of e o pr and habis, t obi, including e and e es ot wildlif xpo K anc ect ak dar P sur nuis o e ame at oup 2:e, Aber d ar e sitiv e t s gr via s g routes e o a, Menac oi and achment as V o ory e de chool, t? amine. at Outlier f ala, e of viant Wha Sag migr aus ? c , Humans and enc r s* Who y? at Wh Most youth on habit believe: Wildlife is limited to ‘The Big 5’ & rare animals Negative deviants** Outlier Wha short Who t gr Wh ag ? *Positive deviants – people, who demonstrate The c oup 3: over e y ? attitudes, knowledge and/or behaviours that are ? Maas gr C aus uncommon for their group but nevertheless azing landons ai Mar e of erv gr solutions to the challenges common for their group. ancie a as sland s t attitudes/behaviour change interventions. aking

** Negative deviants -- people, who demonstrate attitudes, knowledge and/or behaviours that are uncommon for their group and negatively unsuccessful. Such people tend to struggle even more than their group majority with the common challenges. Understanding Young People’s Attitudes Towards Wildlife and Conservation 11 KNOWLEDGE: CONSERVATION

Outlier group 1: What? associated with land ownership and Regaining co-existence the pride between humans and animals Who? Kakamega Why? Maasai Mara, A European affair, associated with forests and Culture and traditions Outlier group 2:Lewa wildlife What? The community sees entertainment for the rich Who: Why: the management and visitors of the conservancy Most youth as an exclusive club believe: Negative deviants* ‘Conservation’ is planting trees, protecting Positive deviants forests and rivers

Advocacy for wildlife,

Outlier group 3:Aga Khan/Nairobi What? School activities fundraising for parks Who? Why? including clubs and competitions for getting involved

Youth’s definitions of “conservation” activities

• Growing silk worms Charge droughts • Going camping and paying camping • Planting and watering trees • Reporting poachers and suspicious fees that are used to pay park • Weeding activities expenses • Collecting litter • Feeding wild birds • Participating in conservation • Fundraising and advocacy activities • Guided tours activities, e.g., a marathon or a Rhino • Taking water to animals during • Introducing visitors to wildlife 12 Understanding Young People’s Attitudes Towards Wildlife and Conservation KNOWLEDGE: WILDLIFE AND CONSERVATION OVERLAP

Wildlife Conservation

PROTECTING FORESTS AND RIVERS – I.E. HABITATS – WILL AUTOMATICALLY RESULT IN BENEFITS TO WILDLIFE Understanding Young People’s Attitudes Towards Wildlife and Conservation 13 ATTITUDES: POACHING

According to young people, there are three groups of activities that constitute wildlife violations, which can be aligned as below in terms of how grave the violations are:

Killing Killing Killing Killing Killing when Killing when for for for for animal animal ruins ivory money sport food attacks crop

Not caring – Killing Picking Using the only Burning charcoal for firewood grazing land passive bragging and water violation

POACHING HUNTING SELF-PRESERVATION

• Always illegal • Might be legal with proper • It is difficult to say if it is • Never justifiable paperwork, certificates legal or illegal • Sometimes can be • Mostly justifiable from justified (motivated by a perspective that basic need or animal “human life is a priority” population control)

There are several types of poachers: self-preservation and it is possible to justify it as such. • Rich foreigners or locals who hire park-area residents to IMPORTANT: Most understand that this is a very risky assist with any part of poaching (guiding, transportation, way of earning money, yet some still do it and suffer the killing, etc.). Such people abuse the despair of the locals consequences. for their gain. They are criminals and their activities cannot • Greedy park-area residents or even park workers/rangers be justified. who assist in any poaching activity, or facilitate it by • Poor park-area residents who agree to participate in “looking the other way.” Such people assist in poaching poaching activities (as guides, transporters or killers) out purely for the money and this cannot be justified. of despair. In such cases, poaching might be a means of 14 Understanding Young People’s Attitudes Towards Wildlife and Conservation

ATTITUDES: RANGERS

RANGER = UNIFORM, BOOTS, A HAT, A GUN, CAR AND A SALARY Understanding Young People’s Attitudes Towards Wildlife and Conservation 15

RANGER AS A YES, POSSIBLY NO WAY! ROLE MODEL?

POSITIVE FEATURES NEGATIVE FEATURES • Brave • Greedy • Treats wild animals • Corrupt • Provides help with domestic • Not doing their job to protect animals and livestock animals from poachers and even • Protects animals from poachers collaborate with poachers • Assists locals and tourists who • Abuse their power, trigger want to see animals conflicts with park-area residents • Assists counties with creating • Outsiders working only for revenue (mostly through tourism) money, don’t feel passion or • Has a stable good salary ownership for protected areas

• Tsavo • Maasai Mara • Nairobi • Tsavo • Aberdares • Kakamega • Kakamega

Whether rangers are viewed as role models is a direct reflection of: • The image the ranger has in the community (positive vs. negative). • The frequency and circumstances of a person’s interactions with rangers – e.g. whether they are harassed on a weekly basis when they collect firewood or they only hear heroic stories about rangers at school. • The perception of the balance between risks of the job and the reward (the salary). 16 Understanding Young People’s Attitudes Towards Wildlife and Conservation ATTITUDES: STAKEHOLDERS IN CONSERVATION

Tourist: Enjoy wildlife, pay for others to protect

Conservancy owners/ managers: Get paid to protect wildlife

“Insiders” - Live on conservancy land:

and security)

Hustlas: Make money from tourists, reinvest in protecting wildlife

Wealthy Youth: Help raise money for protection in exchange for social capital

Other youth: Have no time or money, cannot

money

• fun, career, networks, social capital, etc. • Understanding Young People’s Attitudes Towards Wildlife and Conservation 17

CHAPTER IIi YOUTH SEGMENTATION 18 Understanding Young People’s Attitudes Towards Wildlife and Conservation SEGMENTS BY LOCATION

ATTITUDES TOWARDS CONSERVATION BY SEGMENT

GROUP 1 CLOSE & LOW GROUP 2 CLOSE & HIGH

Lewa Kakamega Forest Sagala Maasai Mara Conditional conservationists – Self-starting conservation- - ists- vation and only because of the into conservation because fear of losing their they are genuinely passionate - about conservation (e.g. ships, employment, security) culturally inclined to conserve in addition to receiving direct

GROUP 3 FAR & LOW GROUP 4 FAR & HIGH

Kibera Aberdares Nairobi (Aga Khan and Non-conservationists – Makini Secondary Schools) never engage in conser- vation because they do Philanthropic not see how it is rele- conservationists – put moderate-to-high level of lives (e.g. constrained by various factors for to gain social capital (e.g. example money, knowl- advocacy for crises such as edge, time) the Standard Gauge Railway, Southern Bypass) Understanding Young People’s Attitudes Towards Wildlife and Conservation 19 YOUTH SEGMENTATION: DEFINING FACTORS

EXPOSURE (e.g. exposure to culture through family and community, exposure to academic knowledge, exposure to animals in regular life)

LOW EXPOSURE HIGH EXPOSURE

GROUP 3 GROUP 4

GROUP 1 GROUP 2

FAR Close FAR

PROXIMITY TO A CONSERVATION AREA

YOUTH SEGMENTATION: RESULTING SEGMENTS

Live Close (Low Exposure) Live Close (High Exposure) Live Far (Low exposure) Live Far (High Exposure) Group 1 Group 2 Group 3 Group 4 • • • Do not receive tangible • Do not receive tangible (bursaries, security, (bursaries, security, boreholes, schools, boreholes, schools, security, boreholes, security, boreholes, schools, dispensaries, etc.) dispensaries, etc.) • schools, dispensaries, dispensaries, etc.) • • etc.) • Have no emotional (e.g. can earn money by (e.g. can earn money by • Have no emotional attachment/emotional renting land or selling attachment/emotional capital (passion) to tourists, etc.) capital (passion) • • Enjoy social capital • Enjoy social capital (social • (e.g., can earn money through (knowledge of the events e.g. birthday parties, (e.g., can earn money entrepreneurship such as animals and self- gatherings, knowledge of through employment, tour guide company, etc.) defence tactics) the animals and self- entrepreneurship such as • No historic rooting and defence tactics) tour guide company, etc.) traditions • No emotional • No historic rooting and attachment/emotional • Emotional attachment/ traditions • Receive social capital for capital emotional capital (passion) being engaged (e.g., go for • Do not receive social • No historic rooting or • Have historic rooting and hikes, camping trips and post capital for being engaged traditions traditions pictures on social media) 20 Understanding Young People’s Attitudes Towards Wildlife and Conservation

KEY BARRIERS TO CONSERVATION

SHORTAGE OF KNOWLEDGE • Academics, researchers and and hunting for food • What does wildlife protection do and practitioners only come to educate achieve? “All I see and interact with is at either upper-class Nairobi schools LACK OF TANGIBLE INCENTIVE AND destruction” or at schools inside conservancies; REWARD • Negative perceptions of other youth do not receive • Lack of role models “…Young people conservation as a part of tourist interesting information on wildlife to grow up seeing no one around them industry with “rich” tourists make them care caring for wildlife” “enjoying” private entertainment • Some conservation activities are opportunities CONFLICTS perceived as childish (e.g., visiting • Very few informational channels • Ownership of wildlife – if a parks) and might damage one’s that are (a) accessible to young conservancy owns and enjoys social status while other activities people, and (b) relevant to young wildlife, they should protect them (e.g., planting trees) are seen as people and pay for their “misbehaviours” • damaging LACK OF RELEVANCE protect animals are at the expense • • Lack of overall interest of people: “Whenever a person is intangible – of having wildlife around • Competing priorities: “if I don’t have attacked… KWS never reacts as it does are not clearly stated, aside from money to buy something as basic as as when wildlife is killed. This is quite Maasai Mara food then conservation will be the last demoralising!” thing on my mind” and “show me how • to conserve food” BARRIERS TO CONSERVATION BY SEGMENT

Group 1 Group 2 Conditional conservationists Self-starting conservationists

CONFLICTS SHORTAGE OF KNOWLEDGE

SHORTAGE OF KNOWLEDGE

Group 3 Group 4 Non-conservationists Philanthropic conservationists

LACK OF RELEVANCE LACK OF TANGIBLE INCENTIVE/REWARD

LACK OF TANGIBLE INCENTIVE/REWARD Understanding Young People’s Attitudes Towards Wildlife and Conservation 21

MOTIVATION, OPPORTUNITY, ABILITY (MOA) MODEL*

*The MOA model requires that all three must coincide for social change to occur

MOTIVATION: 1. I realise it’s important 2. I know what’s in it for me 3. It’s high on my list of priorities MOTIVATION ABILITY: 4. I know how I can make a

5. I have what I need to get engaged – e.g. time, clarity, ADOPTION/ money CHANGE OPPORTUNITY: 6. A person like me can OPPORTUNITY ABILITY learn more 7. A person like me can get engaged in relevant projects MOA MODEL BY SEGMENT 22 Understanding Young People’s Attitudes Towards Wildlife and Conservation MOA MODEL BY SEGMENT

Group 1 Group 2 Conditional conservationists Self-starting conservationists

Group 3 Group 4 Non-conservationists Philanthropic conservationists

Group 1 Group 2 Conditional Conservationists Self-starting Conservationists This group has ample opportunity to engage in conservation efforts Self starters genuinely care about wildlife; they link their life and as they live in close proximity to protected areas and are usually identity to it. Hence, they have intrinsic/internal motivation to engage closely engaged with conservancy staff because that’s where they in wildlife protection; while external monetary stimulation helps, they receive their benefits. do it mostly for emotional capital not financial gain . Since they live However, their motivation is immediately linked to benefits – if close to conservancies, self-starters have opportunities to interact benefits are there and are good, conditional conservationists are with conservancy staff and find ways to engage. However, many do not willing to help conservancy staff by not killing animals and following have enough ability to be effective because (a) they do not have enough rules. knowledge, and (b) they have competing priorities in life, i.e., earning Once the benefits are gone, they will stop helping and start their living. Most successful conservationists in this group are those interfering by burning charcoal, killing animals, etc. – to replenish the who had some sort of a formal training about conservation and manage financial void. Most know little about how they can engage actively in to make it a part of an income-generation activity. conservation and are not interested in learning more.

Group 3 Group 4 Non-conservationists Philanthropic Conservationists For this group, wildlife is part of a fairy tale not part of reality. They Philanthropic Conservationists are in conservation to be seen – almost never come in contact with wildlife because they live far every engagement earns them social capital, i.e., helps them expand from conservancies and do not have money to pay for a visit. They their networks, enhance reputation, improve future perspectives or might come across a wild animal if it escapes a park, but such prospects, improve their chances for dating the right person, etc. They encounters are scary and reinforce their detachment. have genuine motivation in being engaged, even though it is rooted in Even if they wanted to engage, they would not know who to self-promotion. They also have opportunities to engage through their approach and what to do; they do not have the network to existing networks of relatives, teachers and school clubs. Finally, they connect them to the world of conservation. But most are not even are well-informed and well-educated and are able to identify creative interested because wildlife is irrelevant to their lives. ways of becoming successful conservationists. Understanding Young People’s Attitudes Towards Wildlife and Conservation 23

CHAPTER IV POSITIVE DEVIANT STORIES 24 Understanding Young People’s Attitudes Towards Wildlife and Conservation KNOWLEDGE: WILDLIFE AND CONSERVATION OVERLAP

Name: Emiphas for food with her neighborhood friends Age: 22 Location: Nyeri • She encountered conservation as a girl Segment: Living far from a scout where she learned about nature conservancy pressures that brought animals to her grandfather’s & neighbour’s farms. Story: • She was born and brought up near Mt. Kenya but moved at the age of 10 Key lesson from the story: Exposure to wildlife through park proximity because of school. & scout membership as well as a natural • Her early encounter with wildlife was as interest in nature were key motivations a menace because they destroyed her for Emiphas’ keen interest in wildlife grandfather’s crops. conservation. • She liked hunting hares and antelopes

Name: Daniel wider world transformed Daniel Location: Maasai Mara, Motorogi from a livestock keeper to a wildlife Conservancy conservator. He now leads an Segment: Living inside a association of conservancies in the Maasai Mara. conservancy • He appeals for community education and empowerment to manage and Story: obtain substantial & meaningful • Born in a Maasai extended family in Aitong he grew up among animals, – wild and domestic, and generally liked “ if it does not pay your bills why bother animals. Culture forbade harming if there is no direct return?” animals except in self defence. • The approach to wildlife conservation • He started school because school had must be holistic to include fauna, started overtaking livestock as source water resource management, garbage of future livelihood support. management, and large ecosystem • He got interested in and joined a wildlife club, eventually becoming the people. club leader. • working as a tour guide and pursued Key lesson from the story: further studies in wildlife management. conservation can nurture and grow long • Education and exposure to the term interest in wildlife conservation. Understanding Young People’s Attitudes Towards Wildlife and Conservation 25

CHAPTER V RECOMMENDATIONS 26 Understanding Young People’s Attitudes Towards Wildlife and Conservation

RECOMMENDATIONS

• Currently, neither the conservation stakeholders nor youth have a clear idea of what is the sector’s “ask” of youth.

from youth and all key stakeholders in the industry. • However, youth engagement campaigns – from awareness to outreach – have to be youth-friendly, i.e. use appropriate language, channels and timing. • Youth engagement campaigns have to be transparent, inclusive and holistic. There needs to be disclosure about how conservancy revenues are spent. Communities neighbouring protected zones should be part of conservation management. Wildlife conservation cannot be separated from environmental conservation and conservation of water towers.

RECOMMENDED ACTIVITIES BY SEGMENT

Group 1 Group 2 Conditional Conservationists Self-starting Conservationists • Awareness campaigns on the value of • Utilize youth-friendly wildlife conservation wildlife and conservation, risks and activities to encourage participation in adoptive mechanisms conservation • Utilize youth-friendly wildlife conservation • Activities and other advocacy events to activities to act as entry points for be passed through community-friendly conservation channels to encourage ownership & • Activities and other advocacy events to participation. be passed through community-friendly channels to encourage ownership & participation.

Group 3 Group 4 Non-Conservationists Philanthropic Conservationists • Awareness campaigns on the value of wildlife • Utilize youth-friendly wildlife conservation and conservation activities to encourage participation in • Utilize youth-friendly wildlife conservation conservation activities to act as entry points for • Use young role models who are active conservation conservation champions to encourage and reinforce participation of young people POTENTIAL CAMPAIGN, HIGH-LEVEL OVERVIEW

Multimedia and engagement campaign

Non-conservationists & Conditional conservationists

Self-starting conservationists Philanthropic conservationists REFRAMING SHARED New dialogue with Encouraging current industry, educating on activities, using them as PERCEPTIONS effective ways to engage role models

Special events, FM radio, Shujaaz social media social media All Shujaaz media groups conversations

Hundreds of Kenyan Thousands of youth youth directly plus >4 million youth directly industry stakeholders

Feedback loop

28 Understanding Young People’s Attitudes Towards Wildlife and Conservation radio Weekly Fm

Youtube & TV

media online

& interactiion constant social C

? uthentic role models role uthentic a

A and

to engage millions engage to

conversation to improve their lives lives their to improve multiplemedia uses

inspiration inspiration of young people with powerful ideas ideas powerful with people young of Shujaaz

?

SMS constant C illions of free illionsfree of interactive interactive M monthly comic comic books monthly m Understanding Young People’s Attitudes Towards Wildlife and Conservation 29

APPENDIX 30 Understanding Young People’s Attitudes Towards Wildlife and Conservation

SAMPLE QUOTES FROM STUDY PARTICIPANTS

‘‘It costs money to engage in conservation. Even with “Use children as agents of change. It is easy for a child to planting trees, someone has to buy the seedlings. There change a parent’s outlook on wildlife and conservation is a group in Nyeri called Nyeri Youth Mountain Climbers because they are wowed by wildlife” they engage in sensitization activities out of their own Aga Khan School, Nairobi motivation but are unable to raise money to further this “Weather programmes would be a good avenue to cause,” disseminate information on habitat preservation. The Aberdares programmes could highlight worrying trends on the “Show locals alternative sources of survival and they will environment” Aga Khan School, Nairobi. Tsavo East “Our land contains our stories and our stories make up our “There are those who pretend to care and get involved in culture” Maasai Mara it (social currency),” Aga Khan School, Nairobi

IMAGES OF WILDLIFE BY STUDY PARTICIPANTS IMAGES OF WILDLIFE BY STUDY PARTICIPANTS IMAGES OF WILDLIFE BY STUDY PARTICIPANTS Understanding Young People’s Attitudes Towards Wildlife and Conservation 31 SAMPLE QUOTES FROM STUDY PARTICIPANTS

“Human activities vs. wildlife habitats – when is it more “Where do we draw the line between what is considered important to preserve habitats at the expense of human acceptable ‘destruction’ for the sake of development versus activities necessary for survival? Is peaceful co-existence destruction of land for wildlife? E.g. the Southern Bypass, the between humans and wildlife possible if a “lion cannot take Standard Gauge Railway (SGR).” care of me or wildlife cannot bring back the food that the elephants have destroyed or give me alternative source of “What is the future of the current wildlife conservation livelihood?” models? The Kenya Wildlife Service (KWS) parks and “Ownership vs. protection – Ownership of wildlife is unclear compared with land, property and other possessions. conservancies such as Maasai Mara have time-bound land The one who owns wildlife should protect it and also take leaseholds; private conservancies and ranches are mainly responsibility when it damages property and lives of non- foreign-owned and perceived to be exploitative.” owners. LIST OF PARTICIPANTS BY LOCATION

KAKAMEGA LEWA WILDLIFE CONSERVANCY • NCG ranger, KWS ranger • Chairman, Mueleshi Community AND ITS VICINITIES • Youth representatives of MEP Forestry Association (Kakamega • Chairman of Manyangalo Community • Chair of MEP and member of KWS Forest) • Chairman of Manyangalo Herders board • Community Forest Association • Community Development Programme • Wildlife Club School teacher Chairman Manager – Lewa Wildlife Conservancy • Community Forest Scout • Community outreach workers NAIROBI • Form Four Leavers and University • Manyangalo Women’s Micro Credit • Aga Khan School 2016 student students from Shinyalu. Programme Representative graduates • Income Generation Activities • Manyangalo Resident in charge of • Coordinator, Mueleshi Community security Elephants Forestry Association • Manyangalo Youth Programme • Environmental Education Programme • Kakamega Forest Conservancy Representative Manager (employee of KFS) • • Head of Awareness, Save the • Kapkofa Vice Organizing Secretary in • Form Four Leavers and University Elephants charge of On-Farm Plantations students from Isiolo and Meru • High School and University students • Management Committee Member, during Kenyatta University’s Career Mueleshi Community Forestry MAASAI MARA Week Association • CEO at the Maa Trust • Makini Secondary School Students • Vice Chairman in charge of Tree • Chairman of Grazing • Secretary Conservation Education Nursery • Chief • Vice secretary general in charge of • Nashulai Conservancy owner • Form Four Leavers and University community plan, Mueleshi • Koiyaki group ranch in Motorogi students from Kibera and Langata • Youth Coordinator, Mueleshi conservancy Community Forestry Association • NYERI (Kakamega Forest) Conservancy • CEO, Aberdares Tour Company • Village elder • Former Rhino Ark Charitable Trust SAGALA • Young people from Sekenani Fence Maintenance Worker • Form Four Leavers and University Community • Kenya Wildlife Service Senior Warden students in Voi • Workers from Nashulai Conservancy • Kenya Wildlife Service Assistant • Informal Tour Guide – Sagala • Program Director, Maasai Mara warden • Sagala Lodge Manager Wildlife Conservancy Association • • Sagala Lodge Workers (MMCWA) • Village Elder, Mweiga • Young people living in Sagala • Manager, Mara North, Mara Naboisho • University students living in Nyeri and Olchorro Conservancies 32 Understanding Young People’s Attitudes Towards Wildlife and Conservation

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