AEECL - blue-eyed black lemur
Blue-eyed black lemur - Madagascar
The Sahamalaza-Radama Islands National Park, located in the northwest of Madagascar, is a UNESCO Biosphere Reserve established as a protected area in 2007. Consisting of dense semi-deciduous dry forests, coral reefs and mangroves, it home to the last populations of blue-eyed black lemur (Eulemur flavifrons) and Sahamalaza lemur (Lepilemur sahamalazensis), both endemic to this region.
The initial goal of the European Association for the Study and Conservation of Lemurs (AEECL) is to address the biodiversity conservation needs of Sahamalaza National Park.
Its main mission is the conservation of lemur species in the National Park, with a particular focus on the blue-eyed black lemur, currently classified as critically endangered by the IUCN.
Fields of action:
- applied research
- education and educational support
- environment
- faunal and floral inventories
- reforestation
- community collaboration
For more information:
Target species : the blue eyed black lemur
The blue-eyed black lemur (Eulemur flavifrons) is endemic to the Sahamalaza Peninsula and its population is extremely fragmented. It is classified "Critically Endangered" on the Red List of Threatened Species of International Union for Conservation of Nature (IUCN).
Like all lemurs in Madagascar, the blue-eyed black lemur suffers from deforestation (bush fires and slash-and-burn agriculture) as well as trapping for its meat and wildlife trafficking.
Role of the Reserve
- Since its creation, the Réserve Zoologique de Calviac has actively participated in the running of the association (Emmanuel Mouton is its secretary).
- Before its creation, the Reserve supported the action carried out on site allowing the creation of the Sahamalaza-Iles Radama National Park in 2007 through Emmanuel Mouton who carried out an inventory and a count of the species there (in 1999).
- Each year, the Reserve finances the payment of a scholarship for six high school students to help them pursue environmental studies.
Communities as ambassadors for local biodiversity
One of AEECL's main goals is to connect local communities to conservation work in the region and empower them to become ambassadors for the wildlife and habitats around them.
The different action areas are:
01 The scientific and environmental component
1/ Supervision and reception of researchers (research grants for Malagasy students, establishment of a research station).
2/ Natural resource management by :
- there creation and maintenance of firewalls to try to prevent the spread of forest fires,
- there creation of a nursery regional and the training of nurserymen,
- there reforestation deforested areas.
AEECL is involved in a major national reforestation program which aims to plant 80,000,000 trees (including 3,600,000 for mangroves).
- eco-guard employment tasked with patrolling the Ankarafa National Park and Forest.
02 The socio-economic component
1/ Improving the quality of life of local populations by :
- improved drainage and increasing rice yields (agricultural training courses provided to farmers to teach them how to increase the yield of their rice fields),
- there well construction to facilitate access to drinking water,
- there production of craft objects which can be sold in AEECL member zoos,
- the development of the road network for improve access farmers and ranchers at local markets.
2/ Work with the Malagasy authorities and other conservation organizations to combating problems related to poverty, illegal activities in the park such as slash-and-burn agriculture and poaching, and crisis management in the face of floods or fires.
3/ The organization of local festivals to promote initiatives in favor of the protection of species and biodiversity (Lemur Festival, ...).
03 Le volet éducation
Support for education through:
- the renovation and construction of schools.
The AEECL financed the creation or the restoration of several primary schools in Sahamalaza.
- access to education through a scholarship program to help students to pay their school fees.
This helps motivate families to keep their children in school. Indeed, many children never complete their schooling because they are often taken out of school to help their families, especially when there are harvests to undertake.
- the payment of half of each teacher's salary in order to facilitate children's access to education (the other half remaining the responsibility of the parents).
- the support of the environmental education.