• Community Reforesting using Volunteer Labor
• Community Ecological Monitoring
• Rural Environmental Education
• Alternative, Sustainable Technologies

 

Community Reforesting using Volunteer Labor

This small (around $10,000US) project was the first project funded for and run by a grassroots community organization located in the southern tip of the Andean Chocó bioregion, about 80 kilometers northwest of Quito, Ecuador. More than 80% of the community´s 1600+ acre reserve still remained primary, virgin cloud forest, despite a history of over 25 years of use in agriculture (mainly pastures and cattle raising.)

The Chocó provides a habitat for a highly diverse array of bird, animal and plant life, with a high level of endemism and many species that are endangered or threatened. Because the community was originally formed as an agricultural cooperative, part of their forest had been converted to pasture land, with most of these pastures were made over 20 years ago, before the community was aware of the concepts and techniques of conservation management and of silvopasture systems. In silvopasture systems, pastures are not completely clear-cut as in traditional farming methods, but rather a significant number of trees are left to provide shade, cattle forage and nitrogen fixation (in the case of leguminous species), and to prevent soil erosion and protect watersheds.

The objectives of the project included complete reforesting of a number of acres of cleared land, and installation of silvopasture systems in many additional acres. The project required the installation of a forestry nursery capable of producing around 2000 trees including a wide variety of native species, for a two-year project that was to give a head start to a long-term regeneration program. A local person was dedicated to the management of the reforestation program; including investigations on appropriate reproduction techniques for a variety of native species of ecological importance.

Investigations were also necessary to determine the most effective methods for planting trees in pasture areas where a combination of factors made conditions particularly difficult. First, the pasture grass in question (pasto miel or Setaria Sthacelata) is a particularly persistent species due to its formation of a very deep, thick mat of roots. Also, the areas to be replanted were generally steep hillsides with old pastures (up to 20 years) with significant nutrient depletion and erosion and soil loss. Finally, the traditional clear-cut techniques meant that the replant zones were in full sun, which is generally not conducive to the survival of young seedlings native to the cloud forest.

The first year of the project was thus somewhat experimental. The community was successful in deriving germination techniques for over a dozen native tree species, and in determining which species had the best survival rates in the open pasture settings (these included in particular Aliso (Alnus sp.), a leguminous species and Sangre de Drago or ºDragon´s Blood¨ (Croton sp.) A successful planting technique was devised, involving digging wide holes, and replacing depleted soils with fertile soil from the forest mixed with organic fertilizer (chicken manure). Overall, there was a very low mortality rate (around 10%). In the first year´s plantings, and annualized growth rates of over 150%.

The reforesting project also tied in very nicely with an international volunteer program which the community had already established to help start up an ecotourism operation. The reforesting activities turned out to be very popular with volunteers of all ages, as most visitors were especially pleased to be able to plant a tree to help reestablish the cloud forest.

Return to top of page

Community Ecological Monitoring

This small (less than $6,000US) project was proposed and funded, to help a community-based ecotourism and conservation operation develop a simple but effective monitoring program. The community owns a cloud forest reserve of several hundred acres in a highly diverse area of the South American Chocó region. To help provide sustainable funds for continued conservation, an ecotourism operation had been initiated.

But since even ´non-intrusive´ activities such as ecotourism can potentially have deleterious effects on certain sensitive species populations, it was felt that it was important to begin to establish a biological data base and develop basic conservation monitoring expertise within the community itself. Moreover, the increasing availability of (relatively) inexpensive and easy-to-use GPS (Global Positioning Systems) and GIS (Geographic Information Systems) technology made a small monitoring project more feasible.

The overall objective of the project was to initiate a system of data collection and ecological monitoring using GPS and GIS, which would permit establishment of baseline measurements of key indicators of ecosystem health to be compared over the long term. These indicators were to be chosen to measure effects of human activities as well as general trends (e.g. in climate) on the flora, fauna, and ecosystem in general.
Some of the uses of this type of data and technology which were envisioned included:

• Bird surveys performed at various points, at different altitudes and during different seasons of the year. This information could show for example changes in species populations as well as seasonal migratory movements.
  
• Systematized cataloguing of sightings, tracks and other signs of the presence and movements of mammals (especially useful for wide-ranging, endangered species such as the spectacled bear.)
  
• Accurate mapping of changes in vegetative cover over time (including pastures, secondary and primary forest, and areas of natural regeneration and reforestation.)
  
• Establishment of a firmer basis for protection of reserve boundaries through accurate mapping of geographic features forming reserve limits.

An additional and very important potential benefit of this program was that it would provide the community with important and interesting activities to attract volunteers, especially those with some conservation biology background. Moreover, by establishing a base of ecological data and having a group of locals trained in basic field methods, the community could also attract more researchers to the reserve to further expand their knowledge of the cloud forest.

Return to top of page

Rural Environmental Education

The aims of the proposed Environmental Education program were to teach the basic principles of conservation and nature appreciation to the children, as well as to aid the wider community in general through improved education. Some specific short- and long-term objectives of the community environmental education program include:

 

• Increased awareness and appreciation of nature
• Teaching some basic concepts of ecology (e.g., connections, natural cycles), the role of humans in their environment and principles of resource management
• Teaching English and basic computing ­ as desired skills, these are strong motivators for participation in the program, and also provides youth with more employment options for the future, including potentially as local nature guides
• Improved critical thinking skills, ability to think holistically, increased sense of community and concern for others, and instillation of a sense of empowerment (the ability and willingness to take positive action for change)
• Training of adolescents of the community in basic naturalist and guiding skills ­ this will provide interested youth with future employment opportunities as well as giving them a deeper understanding of the principals of ecology and natural resource management
• Provide a resource center for environmentally sound practices for the community at large, as well as presenting programs for adults on a variety of environmental subjects such as organic gardening, health effects of pesticide use, benefits of conservation, etc.
  

With its own educational center building, the community would also be able to expand its current, limited educational program to include presentations on various topics (e.g., nutrition, agroforestry methods) to adults in the community, as well as training for future local nature guides. In addition, this would provide a space for demonstrations of inexpensive, appropriate technologies that could be implemented by locals, such as composting toilets and passive solar water heating.

The teaching methodology would emphasize active participation on the part of the students, through individual or group projects and presentations. Projects would include ´real-life´ involvement in community issues such as waste management (through establishment of local garbage collection and recycling initiatives), and health/nutrition (helping to set up family organic gardens) for example.

In terms of educational content, the same basic environmental education modules would be presented to each of the three age groups (including basic biological and ecological principles), but with activities tailored to the age and abilities. For example, all groups might participate in experiments with plants, to see the effects of organic fertilizer, light, etc. The older group would learn to take measurement data on different growth rates and draw graphs of their findings, whereas the younger children may just make predictions about which plants will grow more quickly. The older group will also be encouraged to participate in the teaching of younger students, in order to reinforce their knowledge of the subjects taught and increase their sense of responsibility and community involvement.

In addition to environmental education classes, each age group would also receive instruction in computer skills and in English as a second language, and the center would also offer assistance in tutoring in basic educational topics (e.g. basic mathematics and sciences) a few days a week. These subjects are not only necessary for future employment opportunities potentially as local nature guides, but also provide students with a more solid educational foundation and enhances their critical thinking processes and decision-making ability.

Furnishings and Materials
Needed furnishings include extensive shelving for books and other instructive material, and for housing small science experiments and nature exhibits; also tables and chairs, and blackboards. Materials needed include a computer, books, nature-based puzzles and games, terrariums, butterfly rearing cages, magnifying glasses, 2 to 3 sets of inexpensive binoculars, a basic microscope, cassette recorder for recording and listening to birdsong and other natural sounds, as well as miscellaneous materials for a variety of basic science experiments.

Results
It was proposed to measure the following parameters as indicators of the success of the environmental education project:

• Number of children participating in the program, in different age groups
  
• Evaluation of content knowledge in English and Environmental modules before and after instruction
  
• List sof projects achieved, both science experiments presented and community projects completed.
  
• Lists of outings and other activities undertaken, to nearby ecological reserves and other appropriate sites.
  

Return to top of page

Alternative, Sustainable Technologies

The information for the technologies described below comes from a variety of sources, including Green Building sources, ecotourism contacts in Ecuador, NGO publications on alternative energy, and even ´old-fashioned´ methods used prior to electrification and other modern ´conveniences´ became widespread.

Old-fashioned ´Springhouse´ for refrigeration
Before electricity became commonplace in rural areas in the US, food was kept fresh in a springhouse. This is simply a small building constructed over or near a cold water spring. The cold water runs through a shallow L-shaped channel in the floor, into which jugs are placed directly with milk, cheeses, butter, and even meat. Vegetables, beans and other items that must be kept dry are placed on shelves above the water channel. The roof of the springhouse is ventilated to prevent moisture buildup, but otherwise the structure is very simple. (See Springhouse diagram in the Foxfire Series.)

One of the problems rural mountain communities without electricity face with food freshness is the lack of refrigeration. Vegetables which cannot be grown in local gardens, such as tomatos, beans, etc. are brought up generally once a week, and there can be a significant percent of spoilage by week´s end especially in the warmer summer months. Cold-storage items such as milk and cheese are also difficult to keep fresh in the absence of refrigeration. Gas-powered refrigerators are quite expensive, and for mountain areas with abundant cold mountain water, a simple springhouse seems an ideal solution.

A small springhouse could incorporate traditional local building methods and thus minimize the need to cut or buy wooden boards. Basically this would involve the use of small diameter wooden poles or branches, with mud-daub to fill the chinks (bareque). This combination of the use of traditional cool storage ¨technology¨ and traditional local building methods could also serve as a point of interest for visitors to the community as well as a demonstration of appropriate low cost technologies for other community members of local community.

Passive solar water heating and purification
A potentially very simple and low-cost method for heating bath water is the use of passive solar water heaters. Designs exist for simple units which consist of a flat, glass-covered solar collector tray with an array of water tubes inside, painted black for increased heat absorption. One of the advantages of this system is that by connecting this collector properly to a tank above it, one can create a thermosyphoning effect and heat up not just the volume of water in the collector, but a whole tank full (as long as the sun continues to shine).

The thermosyphoning effect works in this manner: the hot water from the collector rises and is pushed up to the tank above, while the cold water in the tank sinks and enters the inlet of the collector, displacing the hot water which has risen, and so forth. (see diagram from The Solar Water Handbook).

The Solar Water Purification system is even simpler than the solar water heater; it consists of a box that is painted black inside and filled with water. It has a glass lid, fixed at an angle, and along the lower edge of the glass runs a collecting trough. While the sun is shining, the water in the black box heats up and evaporates (note that it is not at all necessary that the water boil). The water vapor condenses on the glass lid and runs along the glass down to the trough where it is collected and runs into a clean jug or jar. Since bacteria and other contaminants of water do not vaporize with the water, the condensed water collected in the jug is safe to drink.

The use of this simple system could save a large amount of gas currently used by communities where water has to be boiled in order to be safe for drinking. It could also be a great system to demonstrate to visitors and to the community-at-large. Both the passive solar water heater and solar water purifier are low cost, appropriate technologies with great potential for use in third world low income communities..

Return to top of page

For further information on any of these projects, contact me at mary@mefinn.com