coetzee trevor_communications_print

Module 5

Conservation Communication

Trevor John Coetzee

212262114

WIL station: Addo Elephant National Park

P.O.BOX 52

Addo

6105

Tel: 042 233 8600

Author Email: [email protected]

Cell: 0743235797

Mentors: Ilse Welgemoed (Darlington Dam section)

[email protected]

Solomon Lefoka (Main Camp section)

[email protected]

Date of Submission: 21st of October 2015

mailto:[email protected]



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Table of Contents Page no

1. INTRODUCTION 3

2. ENVIRONMENTAL EDUCATION 3

2.1 Parks to Schools Programme 3

2.2 Birds Watch Programme 5

3. COMMUNITY CONSERVATION 7

3.1 Darlington Dam Alien Fish Awareness Programme 7

3.2 Youth Social development and Environmental education programme 9

4. MEDIA & MARKETING 11

4.1 The Botanical Society of South Africa presentation 11

4.2 Marketing stall at the Absa Kirkwood Wildsfees 14

4.3 Darlington Dam Section Recreational Fishing and Camping Brochure 15

4.4 Volunteer Poster 17

5. TRAIL AND TOURIST GUIDING 18

5.1 Horse trail guiding 18

5.2 Guided game drive 19

6. AKNOWLEDGEMENTS 22

7. REFERENCES 22

8. APPENDICES 23

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1. INTRODUCTION

The author was placed at Addo Elephant National Park (AENP) for his Work Integrated Learning (WIL) year in 2015. The park

was proclaimed in 1931 after a public outcry to protect the Eastern Cape’s last 11 African elephants (Loxodonta Africana)

(SANPARKS 2015). The park currently covers approximately 178, 918 ha of which 124, 925 ha are declared while 46, 932

ha are in the process of being declared, and 7, 022 ha are declared as Marine Protected Area (MPA) (Appendix 1)

(SANPARKS 2015). The park’s exponential expansion emphasised the importance to consolidate its relationship with the

local neighbouring communities by forming an integrated constituency with the tool of Environmental education (SANPARKS

2015). The People and Conservation Department is responsible for implementing formal and informal programmes which

target the formal education sector and is directed at school groups visiting the park, and through outreach programmes at

communities adjacent to the park. These programmes are aligned with the school curriculum (SANPARKS 2015) and

examples of formal programmes are the Junior Rangers, Kids in Parks, parks to schools programme and Imbewu programmes

(SANPARKS 2015). The informal programmes are aimed at community oriented initiatives targeting specific stakeholders

such as farmers, women and youth groups which implement content that is conservation issue-specific. Examples of the

informal programmes are creating awareness, information sharing between communities and the park, eco clubs / gardens

and ad hoc requests for assistance (SANPARKS 2015).

2. ENVIRONMENTAL EDUCATION

Table 1 In addition to the reports to follow, the author participated in the following environmental education activities.

Date Programme Participants Venue Author’s role

06/07/2015 General school visit Fobes Grant High School

Main camp AENP

Assisted

13/07/2015 General school visit Grens High School Main Camp Assisted

16/07/2015 Parks to schools programme

Gojela High School Main Camp Assisted

28/07/2015 Parks to school programme

Dunbrody Primary School

Main Camp Assisted

08/09/2015 National cleanup week

Joe Slovo, Primary School

Main Camp Assisted

22/09/2015 World Rhino Day Mangrove Primary school

Main Camp Assited

2.1 Parks to Schools programme

A. Purpose

The Main Camp of AENP is neighbouring different local communities of the Sarah Baartman District Municipality which may

influence the park’s mission to restore and conserve biodiversity, cultural, historical and scenic resources (SANPARKS 2015).

Most of these communities consists of households which generates a moderate to poor income. As a result the youth in the

communities are not always fortunate to have access to explore the biodiversity of the area. Therefore the Main Camp of

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AENP has implemented the “Parks to Schools Programme” which is managed by the People and Conservation Department.

The department randomly invites schools from surrounding disadvantage communities into the park for free to educate the

youth and children about the importance and methods of conserving natural resources.

B. Target group

The participants of the programme was from a school in the Kirkwood community which is located about 35 km outside the

Main Camp of the Park. The learners were speaking Xhosa as a first language but the author assessed that they all speak

English as well.

Table 2 Audience analysis for the Parks to schools Programme.

Audience type Moses Mabida High School

Age 15-16

Gender Male and female

Group size 51

Race Black

Language Xhosa and English

Level of education Grade 8 and 9

Religious believes Christian and Xhosa culture

Socio-economic background Moderate to less fortunate

C. Implementation

The leaners were transported with the AENP bus from the Moses Mabida high School to the park. The first activity was guiding

the learners through the park’s Interpretive Information Centre. The author and Alungile Nonyongo (Environmental Education

Intern) was responsible for carrying out the program and decided to divide the learners in two small groups. The author guided

the one group inside the Interpretive Centre and explained about the historical influences that led to conservation of the area.

The author also explained the ecological importance of the dung beetle (Circellium bacchus) by showing the learners a live

demonstration in a display box (Fig. 1). Meanwhile Alungile was guiding the other group outside to educate the youth about

the horns display that were mounted against the wall of even-toad ungulates that occur in the park. After Aloe was done, she

guided the group inside the Interpretive Centre and the author then guided his group to the horns display outside. The author

explained how horn size influence sexual selection in some even-toed ungulates, the use of defence and how to distinguish

between some male and female antelopes by observing their horns. The learners were intrigued by what they have learned

and enthusiastic to distinguish the ungulates. The two groups then joined after a short break and went on a game drive which

was guided by the author (Fig. 2). The author asked the learners questions during the game drive based on what they were

explained at the Interpretive Centre and if a learner answered correctly, then the author rewarded him/her with sweets. The

author also pointed out the behaviour of animals that formed social groups and how they use the behaviour to their defence.

After a two hour game drive the learners were taken back to their school with the park’s bus.

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Figure 1 Author explaining the dung beetle display Figure 2 Author during game drive (Photos: Alu)

D. Formal Evaluation

A formal evaluation was conducted by the People and Conservation (P&C) Officer Nondumiso Mgwenya on the day of the

presentation and field guiding (Appendix 2). She stated that the author prepared his presentation well and simplified the

information so that the learners could understand. However she felt there was still room for improvement but, viewed the

author as competent enough to continue in the field of environmental education.

E. Self-Evaluation

The author was not always fully prepared because most activities were done on short notice which was influenced by the

availability of the bus driver. However the author did all the activities to the best of his ability.

2.2 Bird watch programme

A. Purpose

The purpose of the bird watch programme was to expose learners to the diversity of bird species that occur at the Main Camp

of AENP. It was also aimed to educate learners on how to identify and distinguish between different bird groups such as

terrestrial birds, Inland water birds, raptors, insect eaters, seed eaters and their nesting behaviour.

B. Target group

The target group for the exercise was learners from a Primary school in the nearby local community of the Sarah Baartman

District Municipality. The programme was implemented for a week, but different schools participated each day.

Table 3 Audience analysis for the bird watch programme.

Audience type Mnandi Primary School

Age 9 to 10


Group size 30

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Race Black

Language English, Xhosa

Level of education Grade 3

Religious believes Christian

Socio-economic background Moderate to less fortunate

C. Implementation

The author was given the responsibility by the P&C officer to run the programme for the week because the P&C assistants

had to attend to other school programmes which were running at the time. However, the P&C assistants, Honorary Rangers

and the teachers of the learners did assist with interpretation whenever they were available. The learners were transported

with their own school bus to the park. On arrival the learners were given a short PowerPoint presentation on how to distinguish

between different bird groups by interpreting labelled photographs of common bird species in their groups. The learners were

then divided in smaller groups and given bird names such as blue cranes, goshawks, egrets and Hadeda’s to manage them

easier. The two bird hides in the Main Camp were used for the programme and also for convenience of the group sizes (Fig.

3). Each learner group received a worksheet with pictures, written clues and questions of birds displaying their habitat

(Appendix 3). The worksheet was translated in Xhosa, English and Afrikaans to make it easier for learners to understand the

information. The learners were also given binoculars to identify the bird behaviour and matching it with the worksheet pictures

and clues. Unfortunately there were a limited amount of binoculars available but the author kept the other learners without

binoculars available by letting them identify birds in the field guide books. The duration of the bird watch session was an hour

from where they were taken on a game drive through the park to identify more bird groups. The groups were evaluated by

giving them points on how they interpret the information of matching the worksheets with the birds that they saw at the bird

hides. After the activity all the groups received complimentary lunch packs which were sponsored by the Honorary Rangers.

Figure 3 The author assisted by a teacher busy educating the learners about different bird groups (Photo: Alu)


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The author was evaluated by the P&C officer at the end of the week’s programme (Appendix 2). The author was commended

for simplifying the information for the learners, However the P&C Officer recommended that the author should think of reading

material that the learners in future bird watch activities can take home.

E. Self-Evaluation

The author felt that the programme went smoothly despite the pressure of being responsible huge school groups. The author

learned that the reason for the bird watch programme’s success was because the information was made simple for the

learners to understand.

3. COMMUNITY CONSERVATION

3.1 Darlington dam alien fish awareness programme

A. Background

The Darlington Alien Fish Project (DAFHP) is a community project which forms part of the Extended Public Works Programme

(EPWP) operating within the boundaries of Addo Elephant National Park (AENP). The project was initiated to control the

invasive alien fish barbel (Clarias gariepinus) population in the Darlington dam, but also to utilise the resource for food security

in the region by employing people from the local impoverished communities. The author supervised the project for three

months and incorporated his own community conservation programme, to educate the contract workers about the

conservation background of the alien fish project (see research module).

B. Purpose

The main objective of the author’s programme was to create awareness about the conservation status of the species found

in the Darlington dam. The second objective was to provide background information about the biology of the invasive alien

fish species barbel (Clarias gariepinus) in terms of feeding, reproduction and fish disease identification. The author

emphasised the importance of eco-friendly harvesting techniques to avoid water birds and mammals getting trapped in fishing

gear.

C. Target Group

All the beneficiaries of the project was individuals from the Jansenville District Municipality. The presentation was presented

in english, because the author confirmed that most of the individuals matriculated.

Table 4 Audience analysis for the Darlington Alien Fish Harvesting Project (DAFHP) information sessions.

Audience type Community Contract workers (beneficiaries)

Ages 18-32

Gender Males and females

Race Coloured and Black

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Level of education Grade 7 to Matric

Socio economic background Poor to moderate living standard

Languages Afrikaans and English

Knowledge of topic Medium

D. Implementation

There were two PowerPoint presentations presented at the DAFHP office as part of the programme. The first PowerPoint

presentation was done on the 10th of June 2015 to present background information of the invasive alien fish species (Fig. 4)

The second presentation was done on the 17th of June to give a basic induction on organ and disease identification of the

alien fish species (Fig 5). The author used a specimen of the daily catch for a dissection demonstration with the factory

workers (female beneficiaries), to explain more about the anatomy of the invasive alien fish by observing the organs of the

fish (Fig 6, 7).

Figure 4 Author presenting alien fish awareness Figure 5 Author presenting fish disease identification

Figure 6 Author and team with alien fish catch Figure 7 Author dissecting a barbel (Clarias gariepinus)

(Photos: Jansen)

E. Formal evaluation

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A formal evaluation was conducted by Eugene Damons (Field Assistant, Biodiversity and Social Projects) because he had

an informed background about the fishing industry. The audience evaluation sheet showed that there was great interest in

the topic as many of the beneficiaries was not aware of the conservation background of the fish species (Appendix 5, 6, 7).

F. Self-Evaluation

The author felt that the programme would have been a bigger success if the author had more time to prepare more interesting

visual aid. However the audience were more stimulated when the author showed photos of themselves busy in the fish factory.

3.2 Youth Social development and Environmental education programme

A. Background

As part of the annual youth month in August, the Sarah Baartman District Municipality in the Eastern Cape held a District

Youth Dialogue Camp. The camp was held from the 11-13 of August to 2015 at a private backpacker lodge next to the Woody

Cape Section of Addo Elephant National Park (AENP). The Conservation Department of AENP granted the Youth group free

access to the Marine Protected Area (MPA), Alexandria Dunes, Woody Cape Forest and the Main camp of AENP. Therefore

the People and Conservation’s Officer of AENP and the author was invited to educate the youth about the importance of

conserving natural resources.

B. Purpose

The main purpose was to discuss youth issues with representatives from local municipalities to incorporate sustainable youth

development through environmental education. It was held in context with the legacy of the youth of the Soweto Uprising and

to mobilize youth to be agents of change within their own communities to promote sustainable nation building, social cohesion

and environmental education.

C. Target group

The youth were selected from nine local municipalities to participate in the youth dialogue Camp. Each local municipality was

accompanied by at least two Official Representatives (OR) that were responsible for organising the logistics of the programme.

Table 5 Audience analysis for the Youth Social development and Environmental education programme.

Audience type Youth of Sarah Baartman district municipality

Age 18-26


Group size 63

Race Black, coloured

Language English, Afrikaans, Xhosa

Level of education Grade 10 to Grade 12

Religious believes Christian

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Socio-economic background Less fortunate

D. Implementation

The activities of the programme were drafted by the OR’s of the local municipalities. The P&C Officer and the author were

each given the opportunity to present information about AENP and a “forest to seashore” field guiding session. It was the

author and the P&C Officer’s first time visiting the Woody Cape Section which made it more challenging to prepare the given

activities. However the author and P&C Officer decided to walk the trail on their own at first, to explore ways of interpreting

their presentations and field guiding. The P&C officer did the first field guide session on the 12th of August at 07:00 am followed

with a PowerPoint presentation about biodiversity after breakfast. The author guided the youth on a short hiking trail the next

morning on the 13th of August to educate the youth more about the significance the Woody Cape Forest (Fig 8A) (Fig. 9). The

author then did a PowerPoint presentation after breakfast on the introduction to AENP and emphasised on some of the park’s

rules (Fig. 8B). The group was then scheduled to end the camp with a guided game drive through the Main Camp of AENP.

Some of the other activities included short demonstrations on how youth could contribute to sustainable local economic

development within their communities with the limited resources that are available. Other activities varied from workshops,

discussions, talent show performances and motivational speakers.

Figure 8 A Author guiding youth on hiking trial B Author presenting a short induction of AENP (Photos: Mgwenya)

A B

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Figure 9 Author with the youth group at the seashore (Photo: Mgwenya)


A formal evaluation was conducted by the P&C Officer Nondumiso Mgwenya and emphasized how the author made the

PowerPoint presentation interesting by using pictures (Appendix 8).

F. Self-Evaluation

The author felt the delivery of the programme was well implemented, although he also felt that he could have included more

information in the field guiding and PowerPoint presentation. The main challenge was to prepare trail walk for the youth in an

environment which the author also explored for the first time. However the author managed to keep the youth interest by

asking them questions which enabled them to share their views.

4. MEDIA AND MARKETING

4.1 The Botanical Society of South Africa presentation

A. Background

Addo Elephant National Park (AENP) has shown great commitment over the years with a wide range of stake holders

supporting SANParks’s core business of biodiversity conservation and tourism (SANPARKS 2015). The author introduced a

Non profitable organization (NPO) named the Botanical Society of South Africa (BotSoc) during his Work Integrated Learning

(WIL) year at AENP.

B. Purpose

The BotSoc mainly became involved with Cape Peninsula University of Technology by sponsoring excursions and Field

Camps to students studying Nature Conservation. In return the students were asked to market the BotSoc’s commitment to

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wild flower conservation and also expand membership to the organization in form of a PowerPoint Presentation during their

WIL year. The author first presented idea to his Senior Section Ranger (Solomon Lefoka) to be approved and then proceeded

with the planning of the BotSoc marketing campaign at the Main Camp of AENP.

C. Target Group

The target audience for the presentation was initially the staff members of AENP’s Main Camp. Unfortunately due to the busy

daily schedule of the different departments of the Main Camp, only a few members of each department could attend the

presentation. The author took the initiative of inviting the Honorary Rangers to attend the presentation as they always

expressed great passion towards conservation initiatives. The audience eventually included staff members of the

Administration department, Game drive department, Conservation (Rangers) department, People and Conservation’s

Department as well as two visitors. The age group varied between 26 and 65 years old. In total 17 people attended the

PowerPoint presentation.

Table 6 Audience analysis for the presentation of the Botanical Society of South Africa.

Audience Staff, Honorary Rangers, visitors

Age group 26 to 65

Group size 17 people

Gender Male and Female

Level of Education Matric and graduates

Languages English

Knowledge of the topic moderate

D. Implementation

The author took the initiative to contact the Executive Director of the Botanical Society Zaitoon Rabaney by email and kindly

asked for assistance with visual aid for the PowerPoint presentation. The Executive Director responded with great interest of

the author’s enquiry and ensured that her associates post mailed a promotional pack from BotSoc’s Cape Town’s head office

to Addo Elephant National Park. The promotional material included six posters which displayed different biomes, brochures

including bumper stickers, application forms as well as copies of the Veld & Flora Magazine (Fig 10). The author was assisted

by the People and Conservation’s (P&C) Officer with the arrangements for the presentation by sending a circular email to all

departments inviting staff to the presentation. The P&C officer also gave the author permission to use the lecture room and

projector of the Main Camp’s Interpretive Centre was used for the presentation. The author had challenges with organizing

the audience attendance because staff members did not respond to the circular email. The author decided to invite the

Honorary Rangers (HR’s) because they were the only staff related members that were available for the presentation. After

rescheduling, the Honorary Rangers agreed to attend the author’s presentation on the 21st of August 2015 at 12h00 midday.

The author was doing gate duty on the morning that the HR’s confirmed their attendance, and only had a few hours to prepare

for the presentation. At 10:00 am Sergeant Michael Paxton relieved the author from gate duty to prepare for the presentation

(Appendix 9). The author decided to invite other staff members as well with permission from the senior staff. At 12h15 pm,

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members of different departments and Honorary Rangers, including two visitors started to fill the lecture room (Fig 11 A,B).

At 13h00 the presentation was done and some of the audience still stayed behind for an informal discussion about the

highlights of the presentation which included conservation of Cycads (Encephilartos spp). The audience also exchanged

phone numbers of law enforcement officials for more information on the permit system of Cycads (Encephilartos spp.) in

South Africa. The author also did three additional BotSoc presentations with school groups who visited the park.

Figure 10 The author exhibiting the BotSoc promotional material (Photo: Mgewnya)

Figure 11 A Author presenting BotSoc information B Author highlighting an article in the BotSoc magazine (Photo: Alu)


The formal evaluation was done by the Senior Honorary Ranger (Deon De Vos), He noted that the presentation was brief and

very informative. However the author was advised not to rush through presentations in the future (Appendix 10).

F. Self-evaluation

The author felt that there was not enough time to prepare given the short notice on the morning of the 21st of August 2015.

The audience also had limited time as many of them were in supervising or administration positions which required attending

A B

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to phone calls and emails frequently. The author felt pressured due to the time constraint and to deliver the presentation as

concise as possible. The author did manage to keep the audience attention by talking loud and clear and after the presentation

the author asked for questions and comments. The audience made the author feel more relaxed as the comments turned into

an open discussion on the way forward how to incorporate the BotSoc into AENP’s environmental education plan.

4.2 Marketing stall at the Absa Kirkwood Wildsfees

A. Background

The Absa Kirkwood Wildsfees is an annual auction festival which is organized by the Kirkwood municipality. Addo Elephant

National Park (AENP) are founding supporters of the event and also use it as a platform for marketing and auctioning of

African buffalo (Syncerus caffer) and other game.

B. Purpose

The purpose of using the Wildsfees as a marketing platform was to attract more local visitors to the Park.

C. Target Group

The ideal primary target group was the local communities that surrounds the Addo Elephant National Park. All ages from any

background was welcomed to at the Marketing stall of AENP.

Table 7 Audience analysis for the Marketing stall at the Absa Kirkwood Wildsfees

Audience All visitors

Age group All ages

Group size large


Level of Education Low to high

Languages Multiple languages

Knowledge of the topic Low to high

D. Implementation

The AENP staff planned and set up the stall on the 25th of June in preparation for the WiIdsfees that took place from the 26th

of June up until the 28th of June 2015. The students of AENP and Environmental Monitors were recruited to be on at the

Marketing stall on the Friday. The author was first asked to assist at another stall of AENP where complementary coffee was

served in front of the Game Auction tent before the auction started at 09:00 am. As soon as the auction started, the author

was asked to assist at the Marketing stall to present visitors with information about AENP. The students and the E.M’s divided

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each other to share timeslots of duty at the AENP marketing stall. The stall also offered a competition where a R50.00 donation

towards the Endangered Rhino trust would enter an individual into a lucky prize draw. The individual then had to answer a

simple question and write down his/her contact details on a register page as reference to stand a chance to win a weekend

away for two people at the Main Camp of AENP. The author finished his duty at the 16:30 pm because he had to drive back

to the Darlington Dam section of which was a 120km away from the where the Wildsfees took place.

Figure 12 The author standing at the SANParks marketing stall (Photo: Jansen)


No formal evaluation took place at the Marketing stall, as the senior staff members were all present at the Game auction tent.

F. Self-evaluation

The author felt overwhelmed by the crowd at first but managed to stay focused and convinced ten people to donate money

towards the Endangered Rhino Trust during his time on duty at the AENP marketing stall.

4.3 Darlington Dam Section Recreational Fishing and Camping Brochure

A. Background

The author saw the need for a recreational fishing and camping brochure during his service period at the Darlington Dam

section of Addo Elephant National Park (AENP).

B. Purpose

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The purpose for the recreational fishing and camping brochure was to provide the day and overnight visitors with general

information about the section. The fact that the section was a relatively new expansion of AENP’s conservation area,

emphasized the need for the brochure, because visitors always enquired about the general information of the conservation

area.

C. Target Group

The target group was mainly recreational fishing anglers from surrounding communities and campers that wanted to break

away from the urban areas during short holidays.

Table 8 Audience analysis for the Darlington Dam Section’s recreational fishing and camping brochure.

Audience Recreational fishing anglers and overnight campers

Age group 12 and above

Group size 2 and more


Level of Education Low level to graduates

Languages Multiple Languages

Knowledge of the topic Low to extensive

D. Implementation

Initially the Senior Section Ranger (SSR) provided the Rangers on duty with a pamphlet that only contained the gate fees of

the allocated dam area which visitors were allowed to access. The author took the initiative to design a brochure that would

include all the basic information that the visitors enquire. The author then showed the design to his SSR Ilse Welgemoed to

be approved. The SSR welcomed the idea but made a few recommendations on the layout of the brochure for the practical

representation of the section. Some of the suggestions included the removal of a species list because the species survey list

has was not updated. The author was also recommended to create a more detailed map on the brochure that would display

the allocated camping areas. The author re-designed the map using the Quantum Geographical Information Systems (QGIS).

The SSR also recommended to remove the gate fees for the section’s use because the fees change annually. The SSR did

however approve the author’s initial brochure design of to be submitted for his portfolio of evidence to the Cape Peninsula

University of Technology for the relevancy of the information (Appendix 11). The SSR also agreed to present the idea to the

Conservation Manager and Media & Marketing Manager to be approved for the official use at the Darlington Dam section of

AENP.


The author was not formally evaluated for the brochure but the SSR did scrutinize the brochure during a verbal assessment

with the author.

F. Self-evaluation

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The author felt satisfied with the design of the brochure and SSR’s scrutiny and recommendations.

4.4 Volunteer Poster

A. Background

Every year the nature conservation students of the Cape Peninsula University of Technology are advised to volunteer at a

nature reserve. The purpose of volunteering is to equip the students with as much practical experience needed in preparation

for their Work Integrated Learning (WIL) year and eventually their nature conservation career.

B. Purpose

The WIL students that were already deployed to various nature reserves and national parks were asked to design a volunteer

poster that would encourage students on campus to broaden their network and gain exposure.

C. Target Group

The target audience for the poster was mainly the 2nd year and Extended Curriculum Program (ECP) students that were on

par with the WIL preparation program. However 1st year students was also welcome to apply to volunteer.

Table 9 Audience analysis for the author’s Volunteer poster.

Audience CPUT 2nd year and ECP Nature Conservation students

Age group 18-22

Group size large


Level of Education Matric

Languages English, Afrikaans, Xhosa

D. Implementation

The author was based at the Darlington Dam Section of Addo Elephant National Park (AENP) at the time of when the poster

was designed and submitted. The author designed a poster that would display all important aspects of the National Park

section that the author was based at the time of submitting the poster (Appendix 12). The size of the poster was A4 size and

the orientation shape was landscape to give the audience a sense of space when viewing the poster. The author used pictures

and logos instead of words because the author felt that photos would display more details than words. The author emailed

the poster to the Course Administrator from where it was displayed alongside other WIL posters in lecture rooms where

students may view it to get more information about the Nature Reserves and National Parks.


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There was no formal evaluation done for the activity. However the author was required to show the volunteer poster to his

Senior Section Ranger (Ilse Welgemoed) to be approved.

F. Self-Evaluation

The author felt satisfied with the poster design and recommendation of the Senior Section Ranger.

5. Trail and tourist guiding

5.1 Horse trail guiding

A. Purpose

The purpose of horse trail guiding was to offer tourists a unique experience to connect with the environment by exploring a

part the Nyathi section of AENP which was not accessible to vehicles (Appendix 13). The author assisted the Horse Trail

Ranger in two horse trail guides during his service period at the Main Camp of AENP.

B. Target group

The target group were individuals from Europe who was on holiday in South Africa. It was their first visit to a South African

National Park and they wanted to make it a memorable experience.

Table 10 Audience analysis for the horse trail guiding.

Audience type tourists

Age 30-60


Group size 2

Race White (European)

Language English, German

Level of education graduates

Socio-economic background High income

C. Implementation

The horse trail guide was scheduled on the 12th of October at 08:30 in the morning and the duration was set for two hours.

The author joined the Horse Trail Ranger to prepare the horses by brushing them off, feeding them and saddling them up

before the tourists arrived. The tourists were asked to fill in an indemnity form and then given a short induction by the Horse

Trail Ranger about the safety guidelines and rules of the park. The Horse Trail Ranger was equipped with a .308 rifle for

protection to fire warning shots if the tourist group should be in immediate danger with wild animals. The author then introduced

himself and elaborated more what animals can possibly be viewed on the guided trail.

The author and the group then embarked on the trail and from where he began to explain about the history of the Nyathi

Section of AENP and the significance of the fauna and flora of the section (Fig. 13). A herd of elephants were sited 15 minutes

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into the ride and visitors started interacting asking the author questions about their calm behaviour. The author shared as

much of his knowledge and understanding especially how elephants react to car noise. The guided group stayed at least a

100 meters away from the elephants as a safe distance, because the author and the tourists were not experienced enough

to gallop fast with the horses in case of emergency. The horse ride ended at 10:30 am after riding on a circular root over

grassy plains and rocky terrain.

Figure 13 Author guiding the tourists on the horse trail (Photo: Thando)


The Horse Trail Ranger reported on the author’s performance to his Superior which was the Activities Co-ordinator. The

author was evaluated as enthusiastic, but recommended that the author should relax more when assisting with the horses

(Appendix14).

E. Self-evaluation

The author felt well prepared for the activity and was pleased with the compliments received from tourists as they left. The

author felt that the fast talking was as a result of excitement from the experience.

5.2 Guided game drive

A. Purpose

The purpose of guided game drives is to offer tourist a well-informed experience in the game area of AENP’s Main Camp.

Tourists often drive on their own through the park, but do not understand the full dynamics of the area. Hence guided game

drives are offered to allow tourists to interact with an experienced Field Guide that can provide factual information about the

park’s dynamics. The author was fortunate to learn from Field Guides and eventually assisted with interpretation many times

during his service period at the Main Camp of AENP.

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Table 11 In addition to this activity the author assisted on the following guided game drives.

Date activity Responsibility

10/06/2015 Night drive Assist with explaining to tourists


12/07/2015 Morning drive Assist with explaining to tourists

17/07/2015 Morning drive Assist with explaining to tourists



B. Target group

The target group were tourists was mostly international tourists from Europe who wanted to experience the diversity of fauna

and flora in Addo Elephant National Park.

Table 12 Audience analysis for the guided game drive.

Audience type tourists

Age 30-60


Group size 12

Race White (European)

Language multiple

Level of education graduates

Socio-economic background Moderate to high income

C. Implementation

The guided game drive was scheduled on the 12th of September 2015 at 15:00 pm for a duration of two hours. The author

was asked by the field guide to collect all the indemnity forms on arrival of the tourists who booked for the game drive. The

Field Guide then introduced the author and himself and enquired if tourists might have medical issues. The safety guidelines

and rules of the park was then explained to the tourists before the game drive vehicle departed. The tour started as soon as

everybody got on board the field guide truck and pursued the game area (Appendix 15). The author kept the tourist interested

when entering the game area by asking them what they would like to see that day (Fig. 14). The driver also interacted with

humorous comments on how he contacted the animals to make their appearance. The tourists were fascinated when they

saw the lions and the elephants. At 17:00 pm the game drive was concluded and the visitors thanked the author and the Field

Guide with compliments.

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Figure 14 Author busy giving information about the park (Photo: Mnyamana)

D. Formal evaluation

However the field guide did recommend that the author should learn the names of the animals in foreign languages especially

German as they are regular visitors to AENP annually (Appendix 16).

E. Self-evaluation

The author felt satisfied with his contribution to the game drive and felt confident the he assisted the field guide on game

drives. The author also considered buying a German dictionary to translate the name of animals in German as recommended

by the field guide. Based on the previous assessments, the evaluation was concluded with the scientific approach.

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6. ACKNOWLEDGEMENTS

The author would like to acknowledge the following people for their guidance and assistance in the completion of this module:

Ilse Welgemoed (Senior Section Ranger, Darlington Dam section AENP)

Solomon Lefoka (Senior Section Ranger, Main Camp AENP)

Elton Jansen (Environmental Monitor)

Nondumiso Mgwenya (People and Conservation Officer)

Alungile Nonyongo (People and Conservation Intern)

Zanokhanyo Mnyamana (Field Ranger)

Thando Gibson (Horse Trail Ranger)

7. REFERENCES

SANPARKS. 2015. Addo Elephant National Park: Management Plan review 2015.

http://www.sanparks.co.za/conservation/park_man/draft_plans.php

http://www.sanparks.co.za/conservation/park_man/draft_plans.php

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8. APPENDICES

Appendix 1 Map of Addo Elephant National Park (SANPARKS 2015)

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Appendix 2 Evaluation form of Parks to Schools Programme.

Appendix 3 Bird Watch Programme worksheet

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Appendix 4 Bird Watch Programme Evaluation form.

Appendix 5 Background of Barbel alien fish in Darlington dam

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Appendix 6 Alien fish disease identification

Appendix 7 Alien Fish dissection at DAFHP

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Appendix 8 Evaluation form of the youth social development programme.

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Appendix 9 The BotSoc Presentation slides from top left to right

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Appendix 10 Evaluation form of BotSoc presentation

Appendix 11 Darlington Dam section of AENP new Information brochure design.

Outside of Brochure

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Inside of brochure

Appendix 12 Volunteer poster

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Appendix 13 Basic orientation map of horse trail

Appendix 14 Horse trail guiding evaluation form

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Appendix 15 Map of the guided game drive route

Appendix 16 Guided game drive evaluation form

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