Enhancing Rural Livelihoods Through Tourism Education and Strategic Partnerships: A Uganda Case Study

Enhancing Rural Livelihoods Through Tourism Education and Strategic Partnerships: A Uganda Case Study


Introduction
new (de Kadt, 1979), it is once again receiving attention from governments, nongovernmental organizations (NGOs), and academics, alike. A re-Recently, tourism has gained significant strides as a poverty reduction strategy for low income na-cent volume on current themes in tourism, Propoor tourism: Who benefits? (Hall, 2007), brings tions (United Nations World Tourism Organization [UNWTO], 2007). Although this idea is not attention to the range of opinions and critical de-6 CAMPBELL, MACKAY, AND DRANZOA bate surrounding the potential of tourism to be contribution of this project between the University of Manitoba (Canada) and Makerere University successful in this regard, and foster positive outcomes at the level intended. Poverty reduction is (Uganda) and the focus of this article is a threepronged approach involving graduate education, a central concern for Uganda, which has a per capita GNI of US$250 (World Bank, 2003), and community tourism development, and strategic partnership network. Figure 1 illustrates the rela-where poor people constitute 61% of Uganda's population, living below US$1 per day, earning it tionships among the project elements and their development, which forms the framework for de-a human development ranking of 113th out of 144 nations (United Nations Development Programme scribing this case study. The University of Manitoba (U of M) in co- [UNDP], 2004). Concurring with UNWTO reports that tourism is a significant export for developing operation with Makerere University (MAK) in Uganda has initiated a 6-year program designed to countries, a Government of Uganda report (2003) "Tourism Policy for Uganda" identifies tourism as a address: a) weak institutional linkages between rural communities, NGOs, universities, government priority export sector that exceeds all others in GDP.
Uganda is a country rich in natural and cultural departments, and public policy makers; b) deficiencies in community-oriented professional skills resources with opportunities for sustainable tourism providing local impetus to support the conser-in sustainable tourism and biodiversity conservation; and c) the need for interdisciplinary ap-vation of wildlife and natural areas. Once a prime tourist destination in Africa, Uganda tourism suf-proaches in higher learning to address intertwined problems of biodiversity conservation and sustain-fered dramatically after decades of internal conflict, during which time wildlife populations were able tourism development. An antipoverty tourism framework proffered by Zhao and Ritchie (2007) decimated through widespread poaching. Now Uganda's wildlife populations are beginning to re-based on contemporary development practices identifies three key determinants: 1) opportunity cover, security is increasing, and the country is once again welcoming tourists. The Government for economic independence; 2) empowerment for influence in economic and political spheres; and of Uganda's (2003) tourism policy and the draft report on "Sustainability Initiatives of the Uganda 3) security as it relates to reducing health, economic, and natural risks. These factors are all Wildlife Authority" (Government of Uganda, 2004) both identified the thoughtful development components considered in this triad approach to enhance rural livelihoods through community of tourism as crucial for conserving Uganda's wildlife while simultaneously sustaining the integ-tourism in Uganda. The two universities are in partnership to implement tourism community out-rity of Uganda's diverse cultures. The key to realizing this potential lies in the development of local reach through building and nurturing tourism networks at institutional, government, NGO, and capacity to research, manage, plan, interpret, and profit from the resources that are the foundation community levels by developing a master's curriculum in Wildlife Tourism and Recreation Manage-of sustainable community-based tourism (Ashley, Roe, & Goodwin, 2001). To achieve this symbi-ment. The partnership and master's program is based upon the premise that developing in-country otic relationship between tourism and resource conservation, it is essential that local communities expertise in Uganda will allow Uganda to better plan for, manage, and benefit from tourists who derive benefits from tourism visits. This in turn requires that local communities are equipped with travel to see the primary tourist attraction in Uganda-the endangered mountain gorilla (Go-the appropriate skills and abilities that will enable them to plan for, attract, and interact with tourists rilla gorilla berengei). This article focuses on the interdependent in a meaningful way, and derive economic benefits from the "wildlife capital" of the National themes of tourism training and partnership development through the presentation of a case study Parks adjacent to their communities. The limitations of tourism as a poverty reduction strategy documenting results from the first 2 years of the 6-year project. Specifically, the article addresses rest on this capacity building and its sustainability (Chok, Macbeth, & Warren, 2007). The unique the creation of a strategic partners' network for sustainable tourism and biodiversity conservation, Lack of expertise in visitor management, market the curriculum development process for a master's research, natural and cultural resource assessment, degree in sustainable community tourism at Makand monitoring is a serious impediment to sustainerere University, and the relationship between the able tourism development. Regardless, enormous two processes linking higher education and compotential exists to utilize Uganda's rich natural munity development with sustainable tourism. and cultural heritage resources for sustainable tourism while providing a much needed local im-Background petus to support their conservation. For instance, Uganda is home to one half of the world's endan-After over a decade of relative stability, wildgered mountain gorillas and harbors over 1,000 life numbers and international tourist arrivals to species of birds, many of them rare Albertine en-Uganda have begun to increase (Uganda Tourism demics. Board [UTB], 2008). Uganda's capacity to man-Tourism is the world's largest industry and age these visitors is currently very limited at all forms the basis of many developing counties ecolevels and sectors of tourism, and to date has depended almost entirely upon outside expertise. nomic development plans, and is widely promoted 8 CAMPBELL, MACKAY, AND DRANZOA as an engine of economic growth (Scheyvans & sponsible for the conservation of Uganda's wildlife and protected areas in partnership with neigh-Momsen, 2008). Tourism is also posited as providing incentives for the conservation of biodiver-boring communities for the benefit of the people of Uganda and the global community. The Uganda sity and support for protected areas. In Uganda, tourism receipts represent 50% of the GNP and Tourist Board (UTB) is the parastatal organization charged with marketing Uganda as a tourist desti-tourism is viewed as a key element in developing the country's economy and generating economic nation. The Uganda Community Tourism Association (UCOTA) is an umbrella membership organi-growth. Tourism also has been promoted in meeting conservation goals, such as enhancing pro-zation for community-based tourism enterprise in Uganda. Its mission is to spearhead sustainable tected areas support and, more recently as a poverty reduction strategy. In contrast to the cau-community-based tourism through capacity building, marketing, advocacy, and enterprise develop-tionary approach of the 1970s and 1980s Ashley et al. (2001) note that tourism, when properly ment, and in support of the conservation of natural and cultural resources for enhanced livelihoods. planned for and managed, can be an effective tourism strategy as it: has low barriers to entry; pro-Community-Based Tourism Initiative (COBATI) supports community-based tourism enterprises at vides opportunities for women and youth; frequently occurs where other economic activity is the household level through capacity building. Care Uganda, a member of NGO Forum, empha-limited; does not require a high degree of literacy; and provides opportunities for downstream link-sizes long-term development projects in agriculture, primary health care, population, and small ages. A key to realizing these outcomes (both in terms of benefits to the poor and consequently in enterprise development, most recently working with communities surrounding Bwindi National support of conservation goals) is the development of local capacity in tourism training, planning, and Park to establish environmentally sustainable enterprises. partnership.
The project described herein links higher edu-Under the Poverty Eradication Action Plan (Government of Uganda, 2000), all sectors partici-cation with community development, and the conservation of biological diversity in Uganda. The pate in transforming Uganda into a modern economy and contribute towards economic growth that project's aims are consistent with the objectives of the Government of Uganda's (2003) new "Tour-is sustainable. The government's target is increased incomes, most especially for the rural poor ism Policy for Uganda" and the draft "Sustainability Initiatives for the Uganda Wildlife Authority" people who depend on natural resources, through improved delivery of services by the state and (Government of Uganda, 2004), and it complements the Canadian International Development communities. Through the Ministry of Tourism, Trade, and Industry, the Uganda Wildlife Author-Agency's (CIDA) current Pan African Nile Basin Initiative. The University of Manitoba and Maker-ity (UWA) is invested with the custody of the wildlife resources, and has developed a strategy to ere University are working in partnership with the Government of Uganda (e.g., Uganda Wildlife facilitate tourism as an "export commodity" consumed at home. UWA is granting user rights to Authority and Uganda Tourist Board), private enterprises (through the Uganda Tourism Asso-new emerging enterprises based on wildlife outside the protected areas, and it is promoting pri-ciation), NGOs with complementary roles and responsibilities (e.g., the Uganda Community vate initiatives to develop in support of the government's efforts to alleviate poverty in the rural Tourism Association, Community Tourism Initiative of Uganda, and Care International in Uganda), areas by creating an enabling environment for economic growth and structural transformation. This and three communities bordering conservation areas. Together the aim is to stimulate private sector is directly increasing opportunities for poor people to raise their incomes, in part through increased development (focused on the community level), address environmental issues, and promote good and more efficient private sector production of tourism-oriented goods and services that are con-governance.
The Uganda Wildlife Authority (UWA) is re-sistent with environmental and natural resource ENHANCING RURAL LIVELIHOODS 9 use sustainability (Government of Uganda, 2003). planning and management of subsequent tourism initiatives throughout Uganda. Before the curricu-Another resource available for private sector development at the local level is the Community lum development could be initiated, the partnerships needed to be secured. Conservation Initiative Fund, which earmarks 20% of park gate fees to community conservation To begin, a participatory rural appraisal process was undertaken both separately by Makerere Uni-projects. To date the ability of many communities to capitalize upon these opportunities has been versity and jointly with the University of Manitoba in 2006-2007 to determine the three com-hampered by a lack of understanding of how to develop proposals that reflect sustainability, com-munities where the efforts of the project (i.e., strategic partnerships and student fieldwork place-munity conservation goals, and their potential link to tourism initiatives based on local knowledge ments) would focus. They are the village communities of Ruhija, Katanguru B, and Kyanyawara-and resources. Indeed, the UWA has lamented the limited number of initiatives seeking to develop Ibura adjacent to Bwindi, Queen Elizabeth, and Kibale National Parks, respectively. The details of tourism-oriented goods and services through the this scoping stage of the project can be found in a Community Conservation Initiative Fund. The separate document by the authors (in press). The new master's program in Wildlife Tourism and scoping stage was followed by in-depth participa-Recreation Management at Makerere University tory rural appraisals of the shortlisted communities will provide ongoing support (through training and to identify community solidarity and resources to student practica related to the local initiatives) to support field placements and partnerships. As a communities in developing tourism plans to derive component of this stage, stakeholders were conenhanced livelihoods from natural and cultural resulted widely to develop criteria for assessment sources, taking advantage of such programs. and to identify training needs at all levels of the tourism industry. The partnership development Need for Tourism Graduate Education process remains an ongoing process and challenge While community-based tourism as a form of for the program, details of which are discussed pro-poor tourism has been promoted with some below. success in East Africa (e.g., SNV funded Tanzanian Community Tourism Program) and in select Developing a Strategic Partners' Network areas of Uganda (e.g., Buhoma community walks), Tourism in Uganda has recently overtaken all expansion of these previous initiatives to other other sectors as the number one contributor to the communities in Uganda has been limited by the GDP (personal communication with Minister of inadequate development of a local knowledge base State for Tourism, 2008). and expertise capable of preparing stakeholders at As noted in the tourism policy of 2004: all levels of the tourism industry-government, private enterprises, NGOs, and communities-to volving the relevant stakeholders at all stages of BMCT's expertise would benefit the community and support the CIDA project, thus assuring that the project development process. As can be seen from the schematic in Figure 1, the process of both "partners" benefited and were credited with a portion of the success. As a result of this suc-partnership development is an ongoing one with new partners being identified and invited to join cessful interaction, BMCT has joined the project advisory committee and is now actively engaged as the work of the project progresses. In this manner all three main thrusts of the project are inti-in project implementation by providing advice and training in sustainable agronomy and cultivar se-mately linked and inform the progress of the others. The process of partner development at these lection to take advantage of downstream linkages to the tourism initiatives. In addition, while still in early stages is strongly influenced by the time the Canadian partners (PI, team, and students) are able the developmental stages BMCT and the regional government are cooperating in assessing the de-to spend in Uganda and model positive partner behaviors.
velopment of a clean water project for the community. Similarly, Peace Corps Volunteers in Queen Despite the best efforts of the project team to include all relevant stakeholders, a number of Elizabeth National Park, Directors of the Chimp-N-Sea Conservation NGO and several other NGOs challenges arose during the program development process. Indeed, project principals noted a signifi-(large and small) have been identified as potential collaborators and partners, largely though seren-cant degree of information "omission" on the part of project partners in identifying other potential dipitous meetings in the field 1 . The University of Manitoba team's efforts at linking with these other partners. In one instance an alumnus of the University of Manitoba approached the project direc-potential partners has fostered a new attitude of cooperation within the stakeholders group that is tor (Canada) to indicate that she was to be working as a volunteer for a year with the Bwindi slowly emerging. One key element in this has been the U of M's willingness to share knowledge Mgahinga Conservation Trust (BMCT) and would like to know if there was an opportunity to cooper-and expertise broadly with potential partners, for example, providing a free GIS training workshop ate with the CIDA project as the two shared similar goals and were operant in the same region of to any potential partner, even those that may perceive themselves as "competitive" projects. Since Uganda. The fact that this particular NGO was not brought to the project's attention by any of the the inception of the project, annual stakeholder and advisory committee meetings have been held, partners (including NGO Forum, whose role it is to facilitate cooperation) illustrates the challenge well attended, and reflect the original members plus the addition of new project partners. Table 1 that partnerships face in development projects such as this, where fears of potential loss of proj-illustrates the original and current partners. In addition to the Canadian student internships ect funds, competition for other resources, and concerns over sharing "credit" for success may a key variable in maintaining and developing partnerships is the considerable amount of time and impede partnership development. In the end the project principals were able to overcome this by number of visits the Canadian partners spent in Uganda. Figure 2 illustrates to timeline a number engagement of all potential partners in decision making, sharing credit and resources to ensure of key activities that together with Figure 1 emphasizes the manner in which the three core project success. This was accomplished, in part, by providing an intern to work with BMCT and thrusts of the program are integrated and support one another. In addition, it also provides an indica-the project for 4 months in 2008. Funding for the intern was secured by the Canadian project team tion of the number of visits the U of M team made to Uganda (approximately five per year) spanning through a Students for Development Grant and administrative support for the supervision of the stu-up to 3 months (student internships). As the project progressed, faculty found more frequent and dent was provided to BMCT. In this manner the CIDA project demonstrated its commitment to the shorter visits to be more effective in maintaining relationships and in identifying new ones. partnership and that it was willing to share resources. The internship identified areas in which Early during the consultation process, stake- holders identified field-based practical skills and preliminary consultations and was most often identified as an inability to conceptualize and con-practicum as missing elements in existing university programs. In addition, concerns were raised duct research with respect to the tourist experience. about the apparent inability of students to examine problems and develop solutions independently.

Built in to the new curriculum is such a practicum
Prior Training Opportunities aimed at linking students (and as a consequence Prior to the development of the master's prothe university) with NGOs, government departgram in Wildlife Tourism and Recreation Managements, and communities that they serve. The new ment there was an undergraduate degree (Bachelor program's graduate students will work in poor ruof Arts) hosted in the Department of Geography ral communities adjacent to protected areas where at Makerere University and a Diploma in Tourism their knowledge will be shared to assist villagers and Hospitality School in Jinja. In addition, stuin generating healthy livelihoods through wildlife dents in the Wildlife and Animal Resource Manand community-based tourism and as a conseagement Department at Makerere University studquence motivating them to advocate for conservaied community-based conservation and, tangentially, tion.
the potential impact of tourism on wildlife, the environment, and communities. Results from the Curriculum Development: Masters in Wildlife needs assessment conducted though the initial Tourism and Recreation Management scoping process suggested that the current programs were not meeting the needs of a broad sec-The tourism policy (Government of Uganda, 2003) noted a deficit with respect to professional tor of the tourism industry. Specifically, the UWA, the Ministry of Tourism, Trade, and Industry, and training in the tourism industry and in particular the ability to connect the current needs of tourists UTB identified a lack of practical skills in current university tourism graduates and the need for a to the resources available. This shortcoming was also cited by industry representatives during the strong practical component in any curriculum de-12 CAMPBELL, MACKAY, AND DRANZOA veloped. In addition, students expressed frustra-the types of knowledge, skills, and attitudes that graduates should hold upon completion of their tion with their inability to pursue graduate-level study to develop local educational and profes-degree and for entry into the workforce ( (Cooper, 2002). The process by which these questions were focus to a process focus. This parallels the development of curricula that have followed the format answered in this case followed the Dacum process (Coffin, 1993) and incorporated elements of a Del-of increasing industry involvement in identifying phi approach, where industry expertise was solic-desirable for graduates of the proposed wildlife tourism and recreation management graduate pro-ited for input into the curriculum prior to the formal Dacum process (Dalkey, 1969). The Delphi gram. Notable is the multidisciplinary perspectives approach has been used extensively in resource represented by the university faculty and students: management, for example to identify wildlife habrecreation, environment, forestry, veterinary mediitat requirements (Crance, 1987), determine criticine, geography, and wildlife. The workshop itself cal factors associated with sustainable tourism was conducted by representatives of the Univer-(Spencely, 2008), and for environmental assesssity of Manitoba and facilitated in an interactive ment (Ritchey, Mar, & Horner, 1985). The process and adaptive manner (Nelson, 1994). seeks input of experts to gain consensus while Results of the individual brainstorming sessions avoiding the potential for groupthink. In seeking to elicit desired skills, knowledge, and attitudes/ to initiate cooperation across constituencies in Aftraits of graduates were recorded, synthesized to rica it is important to recognize potential barriers eliminate duplication, and prioritized through a to full incorporation of partner ideas in the develweighting process based upon the input of the paropment model. Tribe (2003) cautions against the ticipants. Fourteen key areas were identified: restrategic management approach to curriculum desource management; entrepreneurship; communisign where the views of partners external to the ties and tourism; policy and legislation; product university may be downgraded and marginalized. development; marketing; planning; health and This was particularly relevant in this case where safety; research; interpretation/guiding; hospitalthe academic culture is very hierarchical and there ity; gender; management and finance; and commuwas some attempt to propose a curriculum in adnication. The information about skills, knowledge, vance of the Dacum process. As a result, ensuring and attitudes was transcribed and presented to the adherence to the design process so that all partgroup at the beginning of the next day to ensure ners' views were incorporated into the curriculum that the information recorded reflected the discusdesign was a challenge faced by the academic sions. Following agreement on the information as partnership. The application of the Dacum protranscribed, the group was then asked to process cess, which focuses upon the skills, attitudes, and the list to identify and rank the information to arknowledge industry and other potential employers rive at a list that focused upon the critical areas of require of graduates, rather than the select courses knowledge, skills, and attitudes. Each of these is to be offered as the entry to curriculum developdescribed briefly below. ment, greatly assisted in reducing the influence of said hierarchies.
Resource Management Over the course of 3 days in 2007, representa-This would require training in resource ecotives from a number of tourism sectors, governnomics, biodiversity conservation, anthropology, ment, tourism-related NGOs, students, and univerand ability to resolve natural resource conflicts. sity faculty (Table 2) met to identify the skills, knowledge, and attitudes deemed necessary and Graduates should be able to change attitudes and Participants wanted the graduates to have planshould also be able to add value to identified tourning skills for community partnership developism resources, identify and manage tourist health, ment and also be resource managers. They should safety, and security issues.
also be able to develop tourism management systems. Graduates should be able to understand the Entrepreneurship link between natural resources and development and have land use planning and management Graduates should be able to add value to the skills. In addition, they should be able to do site tourism experience thus create the ultimate expeplanning. dition. The graduates should be able to initiate and manage tourism ventures. Good public relations Health, Safety, and Security are mandatory for this particular field to start and market tourism.
The health of communities where tourist activities are concentrated is important to the health of the tourists. This therefore entails issues of public Communities and Tourism health and safety and mandatory first aid. Issues The master's program should produce leaders like bioterrorism should also be addressed in this and advocates of tourism, information providers or section. consultants, tour operators, and resource interpreters. Graduates should be able to demonstrate to Research local communities the benefits of tourism, apply Keeping statistics, monitoring, and impact asmodern concepts of tourism, and promote consersessment were all included in the research area. vation of natural resources outside protected areas.
Graduates should be able to assess the negative and positive impacts of tourism on the poor/pro-Policy and Legislation poor tourism and on communities. They should be able to monitor, evaluate, and produce concrete Graduates should be able to engage in tourism data on the results found and be able to publish policy development and execution and should unthose findings for the tourism sector. They should derstand the leadership structures at local, naalso be able to source or lobby for funds for retional, and international levels. Graduates should search and implementation of projects. Underbe able to evaluate the effectiveness of policy and standing tourist needs, motives, and wants and modify as necessary.
their application to marketing were also deemed to be important skills.

Product Development
Guiding/Interpretation Graduates should be able to identify viable tourism products, develop them by adding value, Graduates should be able to do nature interprepackage them, and eventually be able to bring tation, have technical skills, first aid, and environthem to market. mental education background.

Marketing Hospitality
Empathy, kindness, welcoming, outgoing na-Graduates should be able to identify and develop tourism resources, have knowledge of prod-ture, and honesty were some of the traits the graduates must have to attract tourists and keep them. uct packaging and designing to attract a bigger market. They should be persuasive or have good This will encourage a bigger market even when these tourists go back to their countries; they keep bargaining skills. The marketing area relates more to goods and services and not to destinations/com-referring others to a place where they were treated well. munities, per se.

Gender
phy department so as not to preclude their ability to develop their own complementary program. The program should involve both women and The Wildlife Tourism and Recreation Managemen in tourism activities, tourism training for difment master's degree was approved by Senate in ferent professions, and produce more tourism edu-September 2008 and now sits before the Quality cators. Graduates should consider new approaches Assurance Board of Makerere University. to tourism and minimize sex tourism and prostitution. Gender sensitivity is required. Conclusion

Management/Administration/Finance
As conceived, the curriculum provides the vehicle for action learning with the rural communi-Graduates should be able to work in governties around protected areas of Bwindi, Queen Elizment departments such as the tourism ministry and abeth, and Kibale National Parks forming the life other administrative institutions to develop polilaboratories or workshops for developing/transfercies, programs, and implement them. They must ring skills, and learning tourism best practices have management skills for people (human rewhile serving as a rich database in indigenous sources) and financial resources.
knowledge and cultures. The curriculum also helps to draw together all key players in wildlife and Communication community tourism-NGOs, local government, line ministries, conservationists, tourism board, Language skills are important to target different tourism association, UWA-to work together with tourists of different origins. In addition, graduates students and university faculty to harness this valmust be good listeners and fluent in the local lanuable resource in sustainable manner. The model guages to identify easily with the communities.
adopted herein demystifies universities as the Capturing the scope of knowledge, skills, and "Ivory Tower" devoid of shared vision for rural attitudes expressed by the working group in a community development concepts. Instead, the rugraduate curriculum was the next step in the proral communities and the protected ecosystems cess. This was undertaken by the academic staff serve as attractive centers for innovations in tourfrom Makerere University and University of Manism, learning, knowledge creation, and economic itoba. The work was initiated in Uganda and then development. Finally, as tourism is still a relacontinued in a series of curriculum development tively nascent industry in Uganda, the education of meetings conducted during a visit of the Makerere tourism professionals capable of anticipating and faculty members to Manitoba. The challenge was managing a growing number of visitors is essenensuring the input of stakeholders was respected, tial to ensure the sustainable planning and manwhile adhering to curriculum and course regulaagement of the developing industry. tions and guidelines imposed by a university sys-In combination with the emerging strategic tem. The result of this stage was again vetted stakeholders' network the project addresses key through the Dacum committee members to ensure concerns of positive pro-poor tourism, such as enthat no key areas were missed. From this the rechancing forward and backward linkages (e.g., linkommended core curriculum course outlines were ing agricultural innovation to tourism, exporting produced for consideration by the Makerere Unicrafts to Canadian facilitating NGOs). To date, versity approval bodies. The proposed curriculum while no graduate students from the proposed new is detailed in Table 3. program have been on a community field work As a consequence of the review by the relevant placement, there have been opportunities for stuacademic bodies at Makerere, the curriculum undents from the University of Manitoba to engage derwent several revisions and a change in its origiin international practicum. This has provided a nal name (working title was: Master of Sustain-"pilot project" of sorts and demonstrated the poable Community Tourism) to reflect the hosting tential for the program aims to be realized. For department (Wildlife and Animal Resource Management) and to allay concerns from the geogra-example, U of M students have worked on design of tourist accommodations, and through existing at Makerere resulted in significant delays in the program approval process. In the end, one of the NGOs initiated beekeeper training of Ruhija community members and development of collective original partnering departments chose to leave the project and try to develop a separate program. At community income through tourism based activities (e.g., selling honey and beeswax products; the moment the Makerere University Business School (MUBS) has been loosely involved and building tourist camps) and improving access to services and infrastructure through engagement of may become a full partner in the future. These experiences underscore that in this context, partner-local council and industry (Momsen, 2003).
Despite the early successes of the project it has ship is indeed an approach and not a product (Scheyvens, 2007). not been without its challenges. As indicated earlier, a significant challenge has been that of identi-Optimism for successful realization of project goals, particularly enhanced rural livelihoods fying and contacting potential partners through our southern partners. There appears to be some overt through education and strategic partnerships, is high. Over the course of the next year the curricu-omission of information regarding potentially cooperating organizations. This reflects a number of lum will be implemented and an initial intake of 10 students will begin the master's program. Two underlying concerns the southern partners have vis-à-vis control of the project and its resources, new community tourism initiatives will begin over the next 18 months, providing placements for concerns about credit for ideas, work, etc., and the expectation of payment for attending meetings, Wildlife Tourism and Recreation Management graduate students and income for rural people. The which is fairly strongly entrenched in the country. In addition to the aforementioned, internal politics Uganda case study presented here provides sup- Government of Uganda. (2003). Tourism policy for port for noted pro-poor tourism principles (Chok Uganda Marsh, C. (2000). End user computing at a South African 1 A Peace Corp volunteer working on community tourism in QENP was brought to the teams attention AFTER the Technikon: Enabling disadvantaged students to meet employers' requirements. In European Conference on team had left the park, despite the fact that the volunteer was in the main office at the time of our visit, was without Educational Research, Edinburgh Scotland, September 20-23. transport, and we were engaging communities to discuss community tourism potential. Subsequently, we were able Momsen, J. H. (2003). Participatory development and indigenous communities in the Mexican Caribbean. In J. to contact the volunteer and are hoping to initiate a mutually beneficial situation.