“CAZ4Lemur” Capacity building and joint action with the local community in Madagascar

To strengthen the capacity of local patrollers in the Fierenana forest, a targeted training program was implemented to support grassroots communities with practical tools and knowledge for biodiversity monitoring. This initiative focused on lemur conservation and involved both theoretical and field-based instruction. Patrollers were trained in responsible forest navigation, emphasizing the importance of silence, attentiveness to visual and auditory cues, and appropriate behavior to minimize disturbance to wildlife.

A key component of the training was the introduction of four standardized data collection sheets. These tools guided patrollers in documenting transect routes, recording sightings of target species, identifying threats, and noting microhabitat conditions. The transect sheet helped define patrol routes, which followed existing forest trails and were marked every 25 meters with blue flags to aid in spatial referencing. Transects ranged from 1,000 to 4,500 meters and were selected to maximize forest coverage while avoiding deforested areas. To prevent overlap in observations, adjacent transects were spaced at least 250 meters apart.

During patrols, patrollers walked at a steady pace of 1 km/h, recording all visible lemurs along the transect. Observations included species identification, group size, age categories, and, when possible, sex. For each group, the patroller estimated distances to aid in future density calculations. Only visual sightings were counted to avoid duplication from vocalizations. In parallel, patrollers documented threats such as traps, logging, fires, and slash-and-burn agriculture, attempting to quantify their extent in terms of number, volume, or area. Any threats observed were flagged with red markers and dated to avoid repeated reporting in future surveys.

Patrollers also learned to use GPS devices to locate transect starting points and to ensure consistent data collection. Surveys were ideally conducted at the same time each day, starting no later than 7:30 AM, to maintain comparability. Observations of non-target species and off-transect sightings were also recorded to provide a broader ecological context. Each of the nine local community-based organizations (COBAs) was responsible for monitoring two to three transects per month, fostering local ownership and continuity in conservation efforts.

This building block demonstrates how structured training, simple tools, and community engagement can be effectively combined to support conservation goals. It offers a replicable model for other forest ecosystems and species monitoring programs.

Due to a lack of knowledge and/or application of existing laws related to biodiversity conservation efforts in the CAZ region, the CAZ4Lemur Project focused on building legal awareness and capacity among key stakeholders. This included training members of COBAs, judicial police officers (mayors, forestry agents, gendarmes), and senior judicial officers (judges) on environmental and protected area legislation.

Through participatory workshops in Fierenana, participants learned how to identify, report, and follow up on environmental offenses. Training covered legal responsibilities, reporting procedures, and the use of tools like the ALOE app (Accès aux LOis Environnementales), which provides digital access to environmental laws. Practical simulations and case studies reinforced learning, and participants were introduced to a free hotline (#512) for reporting offenses or seeking legal guidance.

The project benefited from strong collaboration with the Moramanga CIREF (representative of the Ministry in charge of the environment and sustainable development at the District level), whose technical officers co-led sessions on biodiversity law and protected area management. Monthly reports from patrollers to CIREF include biodiversity data and threats, though delays in legal action remained a challenge. To address this, COBAs proposed applying “Dina”, a traditional community regulation associated with community self-governance of natural resources in Malagasy society—for minor offenses—allowing for immediate, locally accepted sanctions. This approach, documented in a jointly signed responsibility charter, helps maintain order while reducing administrative delays. Serious offenses were escalated to CIREF or the courts. For high-risk missions, collaboration with military or gendarmerie units was recommended to ensure safety and authority.

Learning about the importance of Conservation has no age limit, and schools are a powerful entry point for long-term impact. In Fierenana, the BIOPAMA Project worked with 27 public and private primary and secondary schools to integrate lemur conservation into teaching practices. Through a series of workshops, 144 teachers were trained to incorporate environmental protection and sustainable resource management into their curricula, with a special focus on lemurs. CI also collaborated with the Ministry of National Education to embed lemur conservation into the national environmental education framework.

A highlight of this initiative was also the use of public events to raise awareness about lemur conservation. This took place through the annual Lemur Festival, organized as part of the CAZ4Lemur project. The first two editions attracted 1,200 and 1,500 participants respectively. Led by the mayor and supported by local authorities, COBAs, school representatives, and community members, the festival featured a carnival, official ceremonies, and creative activities such as poetry, theatre, and dance. Children wore lemur masks, colored themed sheets, and participated in workshops. The slogan, “Varika: tsy fiompy, tsy fihinana, fa haingo ary mampaharitra ny ala” (“The lemur is not a pet, nor food, but a beauty that preserves the forest”), captured the spirit of the event. The festival concluded with a documentary screening on lemurs and environmental protection.

Complementary activities included law enforcement training for patrollers and pre/post-festival workshops for teachers.