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Chasing baboons or attending class: protected areas and childhood education in Uganda

Published online by Cambridge University Press:  08 May 2015

CATRINA A. MACKENZIE ,
RAJA R. SENGUPTA  and
RIDHWANA KAOSER
CATRINA A. MACKENZIE*
Affiliation:
Department of Geography, University of Vermont, 200 Old Mill Building, 94 University Place, Burlington, Vermont 05405–0114, USA Department of Geography, McGill University, 805 Rue Sherbrooke West, Montreal, Quebec, CanadaH3A 2K6
RAJA R. SENGUPTA
Affiliation:
Department of Geography, McGill University, 805 Rue Sherbrooke West, Montreal, Quebec, CanadaH3A 2K6
RIDHWANA KAOSER
Affiliation:
Department of Psychology, McGill University, 1205 Dr Penfield Avenue, Montreal, Quebec, CanadaH3A 1B1
*
*Correspondence: Dr Catrina Mackenzie Tel: +1 514 464 6635 or +1 802 989 5751 e-mail: catrina.mackenzie@mail.mcgill.ca
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Summary

The influence of protected areas on childhood education is often assumed to be positive, and integrated conservation and development programmes (ICDPs) typically support childhood education by building schools, providing scholarships and improving education quality, which in turn helps build conservation attitudes. In this paper, the impact of a protected area on childhood education is examined within the broader socioeconomic context of villages bordering Kibale National Park (Uganda). Survey data from households and primary schools indicated ICDPs improved primary school enrolment and education for girls. However, crop raiding by Park-protected animals reduced the probability of boys completing four years of primary education because they were preferentially held back from school to guard crops. Since population growth around protected areas is a threat to conservation, and since extending education for both boys and girls helps reduce birth rates and improve future employment opportunities, helping children attain primary school completion supports both conservation and development objectives. The findings highlight the need to continue supporting childhood education near protected areas; however, additional focus should be placed on boys’ educational attainment, and the need for wildlife authorities, governments and conservation organizations to invest in crop-raiding defences to mitigate crop-raiding losses.

Keywords

childhood educationcrop raidingintegrated conservation and developmentprotected areasUganda
Type
Papers
Information
Environmental Conservation , Volume 42 , Issue 4: Thematic section: Tradable Rights in Conservation , December 2015 , pp. 373 - 383
Copyright
Copyright © Foundation for Environmental Conservation 2015 

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