villagers on what sort of program was wanted, what was feasible
given the remote location, and what the youth of the area
aspired to, so we could target the program accordingly. We were
accompanied by the then TKCP senior coordinator for education
and outreach, Danny Samandingke.
Yawan and Westkokop were the two villages selected as pilot
sites. We returned to those communities in August 2016 to train
the volunteer teachers, on whom the success of this venture
relies. This third trip will provide further support and training to
the teachers and help them implement the actual program.
We land to a typically friendly welcome from locals, but as
a bonus, most of the volunteer teachers we trained on our
first visit are there to welcome us, too. We never cease to
be amazed at the appetite the locals have for learning and
teaching. Students and teachers here cope with the most basic
of facilities and resources. Classrooms have no seats, books,
chairs or desks, and many students walk 2–3 hours – sometimes
more – to school each day. Teachers often work for days without
getting paid, and some classes rely entirely on volunteer
teachers. When you have so little, learning means a lot.
All about balance
Developing countries often struggle to balance the competing
priorities of protecting natural and cultural resources
while ensuring the welfare of human populations. In such
circumstances, conservation outcomes are hard to achieve
unless a resource has real or perceived value, whether
economic, intellectual or spiritual. Often, a flexible management
style is needed to meet local needs and aspirations. Combining
a level of protection with a level of sustainable use that allows
for subsistence economies and attributes some value to the
resource being conserved is usually a better strategy than
straight-up protection efforts that prohibit human use.
In the YUS landscape, this approach buffers the Conservation
Area with a series of zones suitable for conservation and other
use. To reinforce the local commitment to environmental
stewardship, TKCP also implements community-focused
initiatives and sustainable resource management at a grassroots
level. Among the most important of these initiatives is education.
Teacher training and placement, trained community health
workers, and market access all improve local living standards,
enhance livelihoods and increase economic resilience. As a
result, while the YUS Conservation Area was created to protect
wildlife and biodiversity, a key focus is now engaging the local
community. An extensive biodiversity monitoring program may
run simultaneously alongside programs promoting health,
sustainability, local livelihoods, and education.
Bigger than biodiversity alone
On our first visit here, villagers identified the need for a program
that would add value to the official PNG education system
and link education outcomes with conservation outcomes
while developing future community leaders. From that need,
the Junior Ranger Program was devised. It aims to establish
a pathway from kindergarten to post-primary, providing age-
appropriate lessons and activities in remote communities that
are often impoverished by Australian standards. But it isn’t just
about ABCs and 123s, the program also encourages the future
conservation of the YUS Conservation Area.
Lessons present an additional development and training
opportunity in conservation, health, sustainability, self-
confidence, stewardship and leadership. It is hoped that this
will encourage participants to continue their education, in
particular English and environmental numeracy and literacy,
and inspire them to later become future community, TKCP and
YUS leaders.
Mr M Donno – primary school
teacher. ‘We don’t get many chances
like this to have programs that
can help us. It is really important
to come to this training and learn
what is being taught. It is not
just for work in the Conservation
Area. These methods – like
planning lessons and being able
to communicate clearly – will help
if you want to work in the church,
the local council, participate in
meetings, and many other things.
It is a good opportunity...’
Photo: Windydea ConsultantsRaziro Denous, volunteer teacher. ‘I’m
very glad to be a volunteer teacher.
It is important because I learn many
things to teach the Junior Rangers to
become good future leaders.’ Photo:
Windydea ConsultantsPupils of all ages are keen to learn. A
kindergarten junior ranger program is in
place in two villages, and the post-primary
program has been introduced at two pilot
sites. Photo: Windydea Consultants4 | Wildlife Australia | SPRING 2017