To develop sustainable ecotourism in Antongil Bay in northeast Madagascar
What is the mission of Arol Ecolodge?
We intend to sustainably develop ecotourism in the Antongil Bay, Masoala, Makira, Nosy Mangabe.
We launched our Ecolodge concept on the western part of the Masoala Peninsula in 2001. The Statutes of AROL clearly establish the stated objective “to develop sustainably ecotourism in Antongil Bay”. Thus more than 4000 visitors shared our passion, the discovery of the exceptional terrestrial and marine biodiversity. We have been in charge of the school for about ten years. The village is supplied with hydroelectricity and running water via standpipes thanks to our contribution. Village associations gain direct benefits from ecotourism with our visitors.
Achievements and Projects
Northern bamboo lemur December 2019 Olivier Fournajoux
– 2017-2018, participation in hydro electrification for 1,500 inhabitants in Ambanizana
– 2014, installation of hydroelectric turbines and water pumps against a commitment to respect environmental law
– since 2011 primary school management
– 2009, production of a CD with the association of women to save the Varecia Rubra.
– 2007, the intervention of an agricultural technician to improve rice production
– since 2012 setting up of the village reserve. Over 2,500 visitors, one dollar each donated to the association.
Planting Bamboo for Northern bamboo lemurs, Hapalemur occidentalis
In the Arol Ecolodge surroundings, on the edge of Masoala forest, we own 1000m² that we intend to plant in green and yellow bamboo.
Five years ago we already plant bamboo in the lodge area which affords us to protect a pair of wild Bamboo lemurs. They came on their own from the nearby primary forest. They already mate and we have four of them coming at night very close from the cabin’s Lodge until now.
Our guests and our staff really enjoy to sight them from 5 pm to 5 am every night in the lodge area.
Classified as vulnerable in 2016 (Lemurs of Madagascar Strategy for Their Conservation), this Bamboo lemur species is probably endangered in Masoala right now. They are still the object of the most serious hunting and trapping by the surrounding communities.
Almost 100 bamboos have already been planted and are growing on our private land right now but it’s not enough.
Unfortunately, Lemurs are trapped by migrants until the beginning of the Covid 19 crises, and they are really endangered more than ever before.
The act of creating an image with photography or sketching rewires us to be truly present and see details and beauty on a deeper level of appreciation.
~Kathy West, PICC Director
Supporting lemur conservation through visual arts
PICC 2020 students from Ambodiforaha, Masoala, Madagascar. Photo by Pascal Elison
Photography Inspiring Children in Conservation (PICC) is based on the concept of engaging with the natural world through visual arts. The program goal is to inspire Malagasy students to become lemur conservation leaders within their communities by providing them with knowledge of lemur ecology, as well as local conservation issues and solutions. Malagasy students gain skills in photography, illustration, and storytelling, providing an effective foundation upon which they may seek conservation-oriented careers. PICC was designed with a goal of building local capacity for sustainable conservation through educating and empowering both students and the broader community, including local teachers and elders.
Building sustainable conservation
PICC 2020 Ambodiforaha students watching a red ruffed lemur. Photo by Pascal Elison.
Over a two-week period, Malagasy students use customized coloring and activity books, worksheets, field journals, and DSLR cameras to document their local forests and develop scientifically accurate stories and illustrations. They are encouraged to develop unique lemur conservation ideas, making contributions to their communities using their new skills. A village-wide gathering at the completion of the project celebrates the students’ works and recognizes participants as “Forest Ambassadors”. Equipment remains onsite, accessible to the students and teachers for sustained learning, career development, and conservation work. About 3,000 tourists visit Masoala National Park (NP) per year. One of our goals is to give Malagasy students the opportunity to develop the skills needed to have future careers in ecotourism and conservation, improving their own lives while also protecting lemurs and their habitats.
It is important to foster the development of skills for conservation job opportunities – research has shown that Malagasy people who are involved in ecotourism, and earn their income from sharing wildlife experiences with visitors, will not hunt lemurs and will discourage others from doing so (Borgerson C, et al. 2016. Who hunts lemurs and why they hunt them. Biological Conservation 197:124–130).
Multilingual PICC materials produced as a result of this project – a book and poster of student works, documentary film, and website – will be distributed locally, nationally and internationally, and will be available open-source online. The book of student works will be printed and made available free to the students so that they can sell the book to tourists and use resulting funds to support their own conservation efforts as well as share knowledge with other students and communities.
How does PICC work
Coloring and Activity Books
Using a coloring and activity book designed for the project, the students learn about lemur species in their area and gain an understanding of the uniqueness of lemurs in the world, as well as the importance of protecting lemur habitat. Through discussions, reading, and activities in their coloring and activity books, students learn about lemur biology, behavior, habitat needs, conservation issues, and the value of lemurs to tourism and a healthy ecosystem. Students who have already participated in the program have been thrilled to combine new skills in the arts and sciences, and have been excited to share their artwork with their families and communities, expanding outreach effects.
Field photography and sketching
The students are taken in small groups into wildlife habitat to spend hours observing and photographing populations of local lemurs (DSLR Canon cameras, 70-300mm zoom lenses). Participating teachers and elders also join the students in the field. Students are taught to look carefully at their surroundings, to notice the animals and details of the ecosystems that they might normally encounter, and learn from the knowledge and viewpoints of elders. The students also experience being immersed in lemur habitat and gain an appreciation for the behavior and ecological needs of various lemur species. They gain experience in creating detailed notes and sketches to accompany their photographs, as well as recording their observations in a small, personal notebook. These notes and stories are scanned, printed, and displayed with the photographs, allowing the experience to be shared by classmates, families, and community members. Students have the opportunity to choose their best photographs onsite, which will be printed, laminated, and made into a display. The images are also posted on the PICC webpage.
The PICC website and teaching resources will be permanently accessible to program participants through the internet-connected iPad, giving students and teachers the ability to access the PICC website and web links to relevant research and conservation resources for species in Madagascar. A camera, printer, and laminator will also remain in the students’ village to provide the opportunity to upload new work to the PICC website. They can also become active citizen scientists by using iPad apps such as iNaturalist, lemursportal.org, and other conservation applications. Teachers and paid local PICC team members will be available to assist the students.
Building capacity by partnering with local communities
Pascal Elison teaching PICC 2020 students from Ambodiforaha, Masoala, Madagascar
Recognizing that this national park belongs to local communities and the Malagasy people, we aim to help children understand how to identify and maintain healthy ecosystems, as well as to understand the cultural, environmental and economic benefits of protecting lemur habitat.
In addition to focusing on children, the PICC program includes participation of teachers and elder leaders with traditional ecological knowledge, making the likelihood of program success much higher. This empowers the older community members who have extensive knowledge of native plants and animals and are related to many of the children in the program. Unlike teachers, these elders are seen as local leaders with ancestral ties to the land. This project acknowledges the importance of the Malagasy people’s place in their landscape. We are interested in learning from them, and in returning knowledge to the community through the workshops, books and posters of student writing, illustrations, and photographs. Participating teachers are expanding their knowledge base in order to educate other students and teachers in nearby villages.
Finally, we are fortunate to have a talented Malagasy PICC team member leading efforts in the Masoala area. Pascal Elison grew up in the northeastern forests of Madagascar and is an experienced and knowledgeable eco-guide with creative ideas and skilled leadership abilities. He has an enthusiasm for sharing the forest biodiversity with visitors and has discovered that he also has a passion for educating and inspiring the children (see here for a description of the 2020 program).
Which lemurs does PICC Madagascar protect?
PICC’s long-term goal is to be active in many conservation-critical areas of Madagascar during future, post-pandemic sessions. Currently working within coronavirus pandemic restrictions, we began our program in June 2020 with the students in the village of Ambodiforaha in northeast Madagascar, adjacent to the stunningly beautiful Masoala National Park, an area rich in biodiversity. This National Park and UNESCO World Heritage site protects as much as 40% of Madagascar’s mammalian diversity. On the Masoala peninsula, 9 out of 10 species of lemurs present are vulnerable, endangered, or critically endangered, with the only remaining populations of some species found in this protected habitat.
PICC supports conservation of the following threatened lemur species in the Masoala NP and forest:
Red ruffed lemur (Varecia rubra) (Critically Endangered)
White-fronted brown lemur (Eulemur albifrons) (Endangered)
Thank you for joining us in our conservation efforts
The fundraising goal for our onsite 2021 PICC program is $18,000 USD, which will allow us to complete all aspects of the project. This includes Malagasy staff salaries, equipment purchases, internet connection (1-year+), student materials (coloring books, notebooks, pencils, canvas sacks), PICC staff logistic support (no salary), and publication costs for the post-project book and poster of student works. 100% of your donations will go towards this project.
PICC is partially supported by a grant from the American Society of Primatologists Conservation Committee and through private donations. Our team members are donating their time and skills to advance lemur conservation through this project. In-kind services and contributions are welcome!
Donations can be made through PayPal. Please contact us for other options, including mailed checks. To see how you can help, please visit our Support Us page or contact us directly.
Photography Inspiring Children in Conservation is a 501(c)(3) nonprofit organization. All donations are tax deductible.
CPALI gives hope to local communities through sustainable and innovative programs that harness the power of natural resources.
Supporting lemur conservation by helping communities creatively and sustainably use natural resource
Conservation through Poverty Alleviation International (CPALI) is an international NGO dedicated to a community-centered approach to conservation. Instead of building boundaries, CPALI focuses on strengthening the existing relationship between people and the environment through the development of sustainable livelihoods.
CPALI helps impoverished communities farm and transform native resources to create sustainable enterprises that benefit both people and ecosystems. In Madagascar, the organization works hand-in-hand with SEPALI, an independently-registered Malagasy NGO (2009) in charge of program implementation.
What lemur species does CPALI protect?
CPALI/SEPALI work to engage communities in the northeastern regions of Madagascar, especially in the perimeter areas surrounding the Makira Protected Area and the Masoala National Park. Some of the lemur species found in these areas, include:
Aye-aye (Daubentonia madagascariensis)
Red-ruffed lemurs (Varecia rubra)
White-fronted brown lemurs (Eulemur albifrons)
How is CPALI protecting habitat for lemur conservation?
CPALI works in northeastern Madagascar along the borders of the largest remaining protected area in the country. There, CPALI works with a network of subsistence farmers to cultivate endemic resources and secure a market for their products. Thanks to CPALI’s work, farmers are now planting endemic trees in former clear-cut zones, intercropping trees with edible plants, raising native silkworms to produce silk, using insects as a protein source, and investigating the production of edible mushrooms. The result is a native ecosystem of production which contributes to forest buffer zones near the parks, supports rural farmers, and mitigates the need for bush meat and resource extraction.
Today, CPALI works with a rapidly growing network of farmers’ groups representing 13 communities and over 350 farmers. Together, their participants have planted over 30,000 native trees, raised their average annual household income by over 50%, and are gradually assuming management of the project. Ultimately, CPALI hopes to achieve a sustainable and independent farmer cooperative in Madagascar.
Partnering with local communities
CPALI’s greatest strength is that it utilizes resources that are already present: endemic species, local leadership, and community networks. CPALI/SEPALI Malagasy staff manage on-the-ground projects and hire lead farmers in each community to serve as their local liaisons, trainers, and model farmers. These lead farmers, both men and women, are elected by their communities and are intimately involved in program direction, strategy, and implementation.
Prior to implementation, all CPALI/SEPALI projects are evaluated by the community members who would be engaged in the project if it were implemented. In addition, projects undergo scientific evaluation to examine how they will have an impact on the health of the protected area, soil quality, and recovered habitats. Together, these assessments help CPALI evaluate their successes, learn from their mistakes, and make adjustments in policy to better reach their goals.
Coloring and Activity Books
The students are taken in small groups into wildlife habitat to spend hours observing and photographing populations of local lemurs (DSLR Canon cameras, 70-300mm zoom lenses). Participating teachers and elders also join the students in the field. Students are taught to look carefully at their surroundings, to notice the animals and details of the ecosystems that they might normally encounter, and learn from the knowledge and viewpoints of elders. The students also experience being immersed in lemur habitat and gain an appreciation for the behavior and ecological needs of various lemur species. They gain experience in creating detailed notes and sketches to accompany their photographs, as well as recording their observations in a small, personal notebook. These notes and stories are scanned, printed, and displayed with the photographs, allowing the experience to be shared by classmates, families, and community members. Students have the opportunity to choose their best photographs onsite, which will be printed, laminated, and made into a display. The images are also posted on the PICC webpage.
