The things we have to learn before we do them, we learn
by doing them (Aristotle)
Saiha in Mizoram houses some of the best remaining
rainforests in these parts of our country. Forests, that
people share with wild species, across the landscape.
Samrakshan’s Mizoram field Base is engaged in conservation
education at Saiha in a variety of ways, for school going
children, members of youth groups, village councils
(governing bodies) and forest department personnel. We try
to integrate conservation education with regular education
and social action in the landscape thus mainstreaming it.
Care is taken to be sensitive to cultural values and mores;
both in content and tone. These are documented to allow
us to further immerse in the process, get energized for
further actions as also to seek feedback.
Nimesh Ved |
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| A film show and discussion both before and after the screening helped
students absorb the importance of forests and wildlife and brought
them closer to the natural environment |
I take this space to share some of our experiences, moments
that have taken us and the programme forward.
Interactions with students have made me realize that
when putting across a novel idea, concept or even a
name of wild species, comparisons and examples are
of immense utility. While talking of serow (Naemorhedus
sumatraensis), the state animal, we discussed how its ears
resembled that of a domestic donkey while its body was
larger than that of a domestic goat.
While discussing Mizoram’s wildlife where we talked
of National Parks, Wildlife Sanctuaries, Important Bird
Areas, State Bird and State Animal; to put across the
concept of state bird and state animal as being species
that were relatively more charismatic than other species,
we discussed how select political leaders were more
charismatic than their counterparts!
And when the focus shifted to National Parks and Wildlife
Sanctuaries, to share with the participants that these
were not necessarily “large areas of forests away from
towns and full of wild animals” we gave examples with
photographs; making attempts to restrict the examples to
this part of our county so as to enable the participants to
relate better.
We talked of the Nokrek National Park (West Garo Hills,
Meghalaya) that has primarily been created to preserve
the citrus species occurring in wild in the landscape and
the Pitcher Plant Sanctuary (South Garo Hills, Meghalaya)
that is less than 1 sq km in area and has been created
(primarily) to protect primarily one plant species – the
pitcher plant (Nepenthis khasiana).
Another issue has been pace. We have realized that pace
of our “implementing” planned action with students needs
to vary depending on factors ranging from the location of
school (a school located in an small and remote village
was different from the Don Bosco School at district
headquarters) to the familiarity of the topic to the students
(Palak lake of the myths and folklores was different from
the Palak lake that was an Important Bird Area).
At Kaisih (near Phura) during interactions on “Wildlife in
Saiha” during the initial 15 minutes I discovered new levels
of lack of interest with one 1 student out of 14 coming up
with any kind of responses! We took an unplanned “water
break”. As the students returned (afresh after a playful
encounter with water) we began to discuss issues on their
village that they possessed proficiency on and got them
talking and involved and then got them one by one to read
the slides that we had prepared. They enjoyed a break,
the pace slowed down and programme got a boost!
On similar lines, during a session focusing on “Hoolock
Gibbons” at Donbosco School, Saiha, I figured that on
account of our familiarity with the topic we were rushing
away without forging the desired level of connect with
the students (read failing in our efforts). Changing gears
we slowed down the pace by talking, one after another,
in Mizo (local language) and English in lieu of only one
language and also got on to lengthier interactions on local
names of wild species by asking students to come and write
the respective names on the board.
The degree by which I have been, and continue to be baffled
by simplicity (in communications) far exceeds the concern
it generates for the programme! Listening to some views
on our programme made me realize that we need to work
on becoming simple with respect to our communications
else we were simply not communicating or worse in some
cases espousing miscommunication!
I recall using “herpetofauna” in the slides meant for
middle school children! The connect that the earlier
slides had helped establish and interest that the pictures
had generated took very little time to vanish. Pondering
over it later during the same day I wondered why we had
not thought of using “frogs - snakes - lizards” earlier. My
colleagues and I have perhaps found this task ‘of making
this simple’ to be the most invigorating and difficult task; “wildlife values” is now “wild animals and birds” and
so is “fauna and avian fauna” while “memorandum of
understanding” has changed to “partnership”!
Inculcating feed back within our ongoing conservation
education and awareness programme is an action the need
for which we have ever agreed upon but seldom moved
beyond! Seeking feedback by way of feedback forms
towards end of sessions is an idea that has never appealed
to me, however, select communications in course of our
efforts; have led me to understand that the programme is
moving ahead on desired lines.
A student from Don Bosco school met me recently in the
market and asked if we would during the coming academic
year organize programmes for the class he has just moved
to? The smile and affirmative nod on my face had him
immediately suggest that unlike the previous year where
we only ‘talked’ of usage of binoculars we should arrange
for him and other participants to feel and use them! I loved
the excitement in his eyes!
Nimesh Ved |
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| Inquisitive eyes during an interaction |
The other day I got a call from a teacher at Don Bosco who
has been closely associated with our programmes saying
he had just returned from a visit to a friend where he had
seen a pet ~ a baby monkey from the wild. He thought
it was the Hoolock gibbon (Hoolock hoolock) that we had
discussed (with help of pictures) in course of our sessions
but was unsure on account of the baby being very young. He
asked if I could come with him, take pictures and explore
possibilities of the ape getting to its ‘actual’ home.
I look forward to many such moments. They add spark not
just to the programme but to life as well and make me
look towards an equally exciting tomorrow!
Amused at it all!
For more information contact:
Nimesh Ved
Samrakshan Trust, House Number 153
Opposite Tourist Lodge, New Saiha (West)
District: Saiha, Mizoram: 796901
Ph: 0 3835 222229; E-mail:nimesh.ved@gmail.com
Visit Nimesh’s blog for several more insights from his
experiences at Saiha and around
http://mizoram-samrakshan.blogspot.com
(Nimesh Ved is associated with Samrakshan Trust, an organization
that works towards wildlife conservation in India. The programme
currently focuses on conservation education and wildlife
research. These efforts are undertaken in collaboration with
the Mara Autonomous District Council (MADC) and educational
institutions & youth associations active in the region)
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