MAASAI MARA UNIVERSITY

SCHOOL OF NTURAL RESOURCES ,TOURISM AND HOSPITALITY

DEPARTMENT OF TOURISM AND HOSPITALITY

COURSE CODE: 1212-1

COURSE TITLE: FIELD STUDY TRIP

LECTURER’S NAME:DR. MURAYA MOSES

DATE OF SUBMISSION: 13TH AUGUST 2024

A REPORT ON A FIELD TRIP TO MOMBASA FROM 22ND MAY TO 26 TH MAY 2024

BY

NAME: BIVON MOKAYA OMWENGA

ADM NO: TB04/SR/1740/23

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Table of Contents
ITINERARY....................................................................................................................................................2
CHAPTER ONE..............................................................................................................................................4
1.0 INTRODUCTION.................................................................................................................................4
1.1 BACKGROUND INFORMATION...........................................................................................................4
1.3 OBJECTIVES........................................................................................................................................5
CHAPTER TWO.............................................................................................................................................5
2.0 PLACES VISITED.................................................................................................................................5
2.1 .MOMBASA WATAMU MARINE PARK................................................................................................6
2.2 HALLER PARK.....................................................................................................................................7
2.3 Fort Jesus and Mombasa Old Town.................................................................................................11
2.4 TSAVO..............................................................................................................................................13
2.5 Coastal Beach Hotels and Resorts....................................................................................................17
2.6 The Beach........................................................................................................................................18
2.8 Pwani University..............................................................................................................................19
2.9 Gedi Ruins........................................................................................................................................20
CHAPTER THREE........................................................................................................................................21
3.0 CHALLENGES....................................................................................................................................21
3.1 Challenges faced by learners...........................................................................................................22
3.2 Recommendations for Future Trips.................................................................................................24
3.4 CONCLUSION...................................................................................................................................27

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 ITINERARY

Day 1: Wednesday, 22/05/2024

 5:00 AM: Journey started from Narok.

 8:40 AM: Arrived at Mlolongo, Machakos.
 9:20 AM: Breakfast in Machakos.
 12:15 PM: Reached Makindu.
 2:13 PM: Lunch at Mtito Andei.
 2:13 PM: Arrived at Tsavo East.
 4:00 PM: Visited Nzima Springs.
 5:00 PM: Visited Shetani Lava.
 Overnight: Railway Resort, Voi.

Day 2: Thursday, 23/05/2024

 7:05 AM: Breakfast at Railway Resort, Voi.

 9:40 AM: Arrived in Mariakani.
 12:50 PM: Visited Fort Jesus.
 2:10 PM: Visited Mambo Centre.
 3:40 PM: Visited Haller Park.
 5:40 PM: Arrived in Mtwapa.
 5:50 PM: Checked in at Bridge View Hotel, Mtwapa.

Day 3: Friday, 24/05/2024

 7:25 AM: Departed from Mtwapa.

 8:25 AM: Breakfast.
 10:35 AM: Visited Watamu Marine Park.
 2:46 PM: Visited Gede Ruins.
 6:20 PM: Returned to Mtwapa for an overnight stay.

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Day 4: Saturday, 25/05/2024

 9:23 AM: Departed from Mtwapa.

 9:55 AM: Reached North Coast Beach Hotel.
 10:20 AM: Departed from North Coast Beach Hotel.
 11:15 AM: Arrived at Sarova Whitesands Hotel for beverages.
 12:00 PM: Visited the beach.
 Overnight: Bridge View Hotel, Mtwapa.

Day 5: Sunday, 26/05/2024

 4:00 AM: Began the journey back.

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 CHAPTER ONE

1.0 INTRODUCTION
Educational trips to the coastal region are historical and as a result, has become a tradition. In
the department of tourism and hospitality management, the academic trips provide a lot of
learning diversity for tourism students. This particular one was not any different; it was a
wonderful trip. We not only learned a lot but also got a lot from exposure and enjoyment. The
Kenyan coast is very outstanding because of its unique marine ecosystem. As a result, it attracts
so many tourists, both domestic and international. The local tourists mainly visits the coastal
region to relax and enjoy the hot climate and also the diverse marine ecosystem ─ students
especially those taking tourism management benefit from any trip in the coastal area. The key
reason is that they get to understand the marine ecosystem course and other course learned in the
class.

1.1 BACKGROUND INFORMATION

Mombasa is a key coastal city in Kenya, located on the southeastern part of the country's coast. It
is bordered by the Indian Ocean to the east and southeast, Kilifi County to the north, and Kwale
County to the west and southwest. Mombasa Island, the heart of the city, is connected to the
mainland by the Likoni Ferry to the south, the Nyali Bridge to the north, and the Makupa
Causeway to the west.

Despite being one of Kenya's smallest counties, with an area of 218.9 square kilometers and a
population of approximately 938,370, Mombasa holds significant economic and cultural
importance. It is home to the largest seaport in Kenya, the Kilindini Harbor, and an international
airport, making it a critical hub for trade and tourism.

Tourism is a major economic driver in Mombasa, with over 3,000 beach hotels and numerous
tourist attractions like Fort Jesus and wildlife parks. These attractions draw both local and
international visitors, providing substantial employment opportunities for residents. Agriculture
also plays a vital role in the region's economy, with farmers producing fruits such as mangoes,
coconuts, cashew nuts, and pineapples for both local consumption and export. Livestock
farming, particularly indigenous breeds, and the cultivation of cash crops like sisal are prevalent.

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Additionally, fishing in the Indian Ocean and local rivers contributes to the local economy, along
with mining and industrial activities.

SIGNIFICANCE OF THE FIELD TRIP

1.Gives the students a clear understanding of how tourists consume tourism products.

2.Breaks the class monotony.

3. Gives the students a chance of visiting places where they could be employed in future.

4. Helps the students to identify different types of attractions learned in class.

1.3 OBJECTIVES
The primary aim of the trip was to understand the coastal and marine ecosystem and tourism.
More importantly, it was to identify the challenges of sustainable tourism in the coast region.
Other objectives include:

1. To Clearly understand the coastal and marine ecosystem

2. Identify different tourist attractions and activities on the coast and Mombasa in particular. 3.
Impacts of coastal and marine tourism.

4. Investigate the challenges affecting coastal tourism.

CHAPTER TWO

2.0 PLACES VISITED

The main places we visited were;

Fort Jesus, Tsavo, Haller Park, Mombasa Watamu Marine Park ,Coastal hotel and resorts
(railway resort voi ,bridge view hotel mtwapa, north coast beach hotel ,sarova whitesand hotel )
pwani university and Gedi ruins.

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2.1 .MOMBASA WATAMU MARINE PARK
We enjoyed the scenery of the great marine park of Mombasa.

Marine Park found in Mombasa, Kenya and was established in 1986. The park covers 10km2
while the sanctuary is 200km2. This attraction is very popular, and amongst the marine parks in
Kenya, it is the most visited because of diving and snorkeling. The park is so rich in coral reefs.
The weather conditions are generally warm with temperatures varying between 25 and 31
degrees Celsius in a year. The reef attracts an incredible range of fish, most of which are almost
iridescent in color and fantastically marked. Look out for the celestial blue and jade-green
parrotfish, striped zebra fish, multi- colored angelfish and the soup plate-sized butterfly fish.
Clouds of tiny damselfish also often hover above the branching coral, and under deep ledges,
you may catch a glimpse of the magnificent lionfish with its mane of sharp spikes (a sting from
this fish can be very painful). Hunting sharks, rays, turtle and starfish also hunt the reef.

Environmental friendly activities such as snorkeling and diving are encouraged, under the
supervision of Kenya wildlife service warden, who work closely with local tour operators and
hosteller's to ensure strict adherence to this code of practice. We have privileged a chance to get
to the marine park through Sarova White sands gate. The briefing was done by the Kenya
Wildlife Service warden and then got into the boats to have the real experience of the deep sea,
watching coral reefs, the different types of fish, and most importantly swimming.

Fish at the marine park

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2.2 HALLER PARK
Haller park was also part of our exploration.

Haller park ecosystem is part of the more significant Bamburi Cement properties. Park is located
within the 600-acre piece of land owned by the Bamburi Cement Company. The company is
located at the outskirts of Mombasa city suburbs approximately ten kilometers from the main
stream City Central Business District. We were much amazed by the beautiful integration of the
park with the much noisy and polluted environment resulting from the industry. The park was
founded by one of the Bamburi Company Owner Mr. Haller. Going back to the origins of its
existence, Bamburi Cement Company was founded in 1951 by Felix Mandi- a director of
Dementia Holding A.G Zurich. The first commercial production was started in 1954 with an
annual capacity of 140,000 tones today the capacity has increased to 1.1 million tones. Some of
the technical locational factors for the company included the availability of the raw materials,
which are the limestone rocks, availability of land, and transportation to the hinterland and
consumers. By 1971, mining had left a significant portion of the 600-acre piece of Some of the
technical locational factors for the company included the availability of the raw materials, which
are the limestone rocks, availability of land, and transportation to the hinterland and consumers.
By 1971, mining had left a significant portion of the 600-acre piece of land to disable and barren,
Rehabilitation attempts of the areas began with an experiment of twenty-one 20 tree species of
which in that only three survived the harsh soil conditions. The three were planted across the
park in conservation efforts that received global recognition by the United Nations Environment
Programme (UNEP). Haller Park as an ecosystem is host to wildlife such as giraffes, hippos,
buffalos, crocodile's, monkeys. snakes, antelopes, Heron Egrets amongst others The company
has engaged in a lot of environmental rehabilitation activities such as development of crocodile
ponds, planting of mangrove trees which help in cleaning of saline water, adopted hippos one
from Germany and one from Kenya while providing them with living environment, the buffalos
and antelopes The very section everyone wants to visit with eager is the snake zoos. The
company has ten protected and reared ten different snake species including the python, green and
black mambas which are known to the most poisonous; then there is the cobra which curves like
a walking stick when it intends to attack. The epitome of the park is the fish rearing unit, which
was set to ensure the garage is self-sustaining in terms of the Income. Several fish bread is
raised, and the majority of consumers are fish farmers and consultation services to various
Kenyans in developing a fish farm. Also, the famous mzee tortoise which was said to be 130
years. Mzee hit the headlines in the year 2004 when it formed a stunning relationship with the

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adopted hippo stranded in Malindi beach. The tortoise, which is mainly seen at the entrance of
the park is the represents the environmental agenda the park has to nature. The park also
provides habitat to various birds' species thus making it an ideal place for birdwatchers. The
birds commonly seen in the park include; W birds, Kingfisher, Storks, Herons, Egrets, Owls,
Eagles, Kites, Cranes, Ibis, Sandpipers, Fischer's love birds, and parrots.

Besides, in the year 1998, the management initiated a butterfly project, which was part of the
rehabilitation process. The main reason being that many butterflies had been lost due to forest
destruction as a result of the mining process. Therefore, there was a need to restore the degraded
ecosystems to promote recovery of displaced butterfly species. The pavilion is home to more
than 16 species of butterfly. There are daily guided tours offered to the Butterfly Pavilion and the
Butterfly Breeding House. The project was started to improve the biosystem balance, reinstate
the lost biodiversity, and also to act as a source of bioindicators. Another fantastic project in this
park is the blofilter systems where water from the aquaculture activities was filtered. Currently,
the biofiltration site boasts two species of mangroves, Avicenna and Rhizophora. This was a
project done in collaboration with the Kenya Marine and Fisheries Research Institute (KMFRI)
and Gr water. The biofiltration project is a significant towards improving water quality and
groundwater recharge in Haller Park water circulation system. The biofiltration system aims to
act as a substantial functioning and eventually self-reliant nutrient sink. Plants in the park pay a
very vital role in the bio-filter systems where their stems and roots act as a mechanical filter.
Also, by reducing the force of flowing water, sedimentation is increased, offer substrate for the
available bacteria, and finally uptake of mineralized nutrients into the biomass which eventually
is harvested.

History of the Rehabilitation Project

In 1952, Cementia Holding sought to establish a cement factory on the East African coast,
eventually selecting a site 12 km (7.5 miles) north of Mombasa. Over the years, cement
production at this site increased from 1.2 million tons to 25 million tons, leading to severe
environmental degradation. The area around the factory became a barren wasteland with
brackish water, making it inhospitable to plant life. Determined to rehabilitate the desolate
quarries, the Bamburi Cement Company took on what seemed like an impossible task.

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In 1959, Rene Haller was appointed as the manager of the garden department and was tasked
with beautifying the area. During the 1970s, Haller launched an ambitious reforestation project,
which eventually led to the creation of Haller Park. His efforts successfully turned the barren
landscape into a lush, green environment, making it a testament to the power of environmental
restoration.

Buffalo and rhino at haller park

Spitting cobra at Haller Park

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Tortoise at haller park

Group photo at Haller Park

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2.3 FORT JESUS AND MOMBASA OLD TOWN
We also visited Fort Jesus.

Fort Jesus was built by the Portuguese towards the end of the 16th century (1593-1596) on the
coastline near Old Town Mombasa. It is visited by both local and international tourists. We were
given a full tour around it. Mombasa was a transit place for trade at that time, and a gateway to
India and the fort was built to protect the town from outside invaders. Today, it has grown to
become one of the most visited areas in Mombasa. The fort stood over a spur of coral, and it tells
the story of how the Portuguese at one time ruled the trade routes of the Indian Ocean. Its
location ensures that they could see any ship as it approached. It also tells the story of how many
slaves perished from torture, hunger, and disease as they waited to be transported. During the
East African Slave Trade era, slaves would travel to Arabia and the Persian Gulf through the port
of Mombasa, many becoming laborers, guards' soldiers, or concubines. During the 16th century
there were nascent cultural, commercial, and political forces. The Portuguese built the fort by the
designs of Joao Batista Cairato, who drew his inspiration from Pietro Cataneo, an Italian
architect. However, despite the design being of the Renaissance period, with its five bastions, the
building material and labor came from the Swahili people, who were the indigenous inhabitants
of Mombasa. The fort takes the shape of a man when viewed from above. After the Portuguese
inhabited it, the fort was the subject of battle. Between 1631 and 1895, it was captured and
recaptured, changing hands nine times, with the Omani Arabs winning control over it in 1698. In
1895, the British transformed it into a prison and held slaves in the torture rooms and cells in the
inner part of the fort. There were also canon protect the interior from invasions and dissa locals.
After recapturing it, the Portuguese refurbished it and has since been restored several Omani
Arabs winning control over it in 1698. In 1895, the British transformed it into a prison and held
slaves in the torture rooms and cells in the inner part of the fort. There were also cannons to
protect the interior from invasions and dissatisfied locals. After recapturing it, the Portuguese
refurbished it and has since been restored several times, its structures revealing Portuguese,
Arab, and British influences. In 1858, it became a national park, and in 2011 it became a
UNESCO World Heritage Site, marked as one of the most brilliant structures from the 16th
century. Mombasa Old Town is one of the historical tourist attractions on Mombasa Island. It is
located on the southeast side of Mombasa and occupies an area of 180 acres. It is inhabited by a
mix of local, Arab, Portuguese, Asian and British communities. We were taken around. Fort
Jesus (Mombasa's most popular tourist attraction) is next to the Old Town. The architecture
recaptures a bygone era influenced by the African, Arabic, and Europe cultures, from the narrow

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streets to the high ornamental balconies. Many curio shops sell arts and crafts, antiques and
popular Kenyan souvenirs. Old Town in Mombasa is made up of very narrow streets and ancient
houses and shops. Much of the traditional shops occupied by Indians have gone.

Historical Significance

Fort Jesus has a storied past, marked by multiple captures and recaptures. The fort first fell to
Sultan Yusuf ibn al-Hasan of Mombasa in 1631, just a year after the Portuguese completed its
construction. However, the Portuguese reclaimed it in 1632, reinforcing its defenses to make it
more resilient. Despite these efforts, the fort faced an intense two-year siege from 1696 to 1698,
led by the Omani Arabs under Saif bin Sultan. The fall of Fort Jesus to the Omanis marked the
end of Portuguese dominance on the East African coast, although the Portuguese briefly
reoccupied it with the help of Swahili city-states from 1728 to 1729. From 1741, the fort came
under local control until 1837 when the Omanis recaptured it, using it as a barracks. In 1895, the
fort was taken over by the British following the establishment of the East Africa Protectorate
(later known as the Colony and Protectorate of Kenya in 1920) and was converted into a prison.

Preservation and Legacy

In 1958, Fort Jesus was designated a national museum, preserving its historical significance for
future generations. In 2011, UNESCO recognized its value by declaring it a World Heritage Site,
citing it as one of the most outstanding and well-preserved examples of 16th-century Portuguese
military architecture. Today, Fort Jesus remains Mombasa's most visited tourist attraction, a
testament to its enduring legacy.

Fort Jesus

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Group photo at Fort Jesus

2.4 TSAVO

During our journey, we had the incredible opportunity to visit Tsavo National Park, a place that
truly lives up to its legendary reputation. Tsavo is divided into two parts—Tsavo East and Tsavo
West—each offering a unique and unforgettable experience.

Tsavo is one of Kenya's largest and most famous national parks, split into two distinct areas:
Tsavo East and Tsavo West. Together, they cover an area of approximately 22,000 square
kilometers, making Tsavo the largest protected area in Kenya. The parks are named after the
Tsavo River, which flows west to east through the national park.

Tsavo East National Park:

 Established: 1948
 Location: Located in the southeastern part of Kenya, Tsavo East is known for its vast
open plains, semi-arid scrub, and Acacia woodlands. It is less developed than Tsavo
West, offering a more rugged and remote safari experience.
 Key Features:
o Mudanda Rock: A long, whale-backed rock that acts as a water catchment area,
attracting numerous animals during the dry season.
o Yatta Plateau: The world's longest lava flow, stretching over 290 kilometers.

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 o Lugard Falls: A series of rapids on the Galana River.
o Elephants: Tsavo East is famous for its large herds of "red elephants," named for
the reddish dust they bathe in, which coats their skin.
o Wildlife: The park is home to the "Big Five" (elephants, lions, leopards, rhinos,
and buffaloes), as well as giraffes, zebras, and many bird species.

Tsavo West National Park:

 Established: 1948
 Location: Located west of Tsavo East, this park is more mountainous and wetter, with a
mix of swamps, natural springs, and volcanic landscapes.
 Key Features:
o Mzima Springs: A series of natural springs that produce crystal-clear water,
home to hippos and crocodiles, and a popular spot for underwater viewing.
o Shetani Lava Flow: A vast field of solidified black lava that formed after a
volcanic eruption. The name "Shetani" means "devil" in Swahili, given by locals
who believed the eruption was the work of evil spirits.
o Chaimu Crater: A volcanic crater with sweeping views of the surrounding park.
o Rhino Sanctuary: Tsavo West is home to a protected area for the black rhino,
one of the most endangered species in Africa.
o Wildlife: Similar to Tsavo East, with a rich diversity of animals including
elephants, lions, cheetahs, leopards, buffaloes, and over 600 bird species.

Historical Significance:

 The Man-Eaters of Tsavo: Tsavo is historically famous for the man-eating lions that
terrorized workers during the construction of the Kenya-Uganda Railway in 1898. Two
lions killed dozens of workers before being hunted down. The story of these lions has
been widely documented and even inspired the film "The Ghost and the Darkness."

Conservation and Tourism:

 Tsavo National Parks play a crucial role in Kenya's conservation efforts. They provide a
sanctuary for many endangered species and are a key part of Kenya's tourism industry,
attracting visitors from around the world who come to experience the wilderness,
wildlife, and unique landscapes.
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The sight of dust-red elephant wallowing, rolling and spraying each other with the midnight blue
waters of palm-shaded Galana River is one of the most evocative images in Africa. This, along
with the 300 kilomtere long Yatta Plateau, the longest lava flow in the world, make for an
adventure unlike any other in the Tsavo East. The park forms the largest protected area in Kenya
and is home to most of the larger mammals, vast herds of dust –red elephant, Rhino, buffalo,
lion, leopard, pods of hippo, crocodile, waterbucks, lesser Kudu, gerenuk and the prolific bird
life features 500 recorded species.

Giraffe at Tsavo

Giraffe Skeleton at Tsavo

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Tortoise at Tsavo

Different bird cadavers at Tsavo

A rhino poster at Tsavo

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Inside Tsavo

2.5 COASTAL BEACH HOTELS AND RESORTS

Visit and Experience: During our group's visit to the Kenyan coast, we stayed at several
outstanding beach hotels and resorts, each offering a unique experience:

 Railway Resort, Voi: This resort provided a comfortable and tranquil base for our
exploration. Nestled in a picturesque setting, it offered well-appointed rooms and
amenities that made our stay enjoyable. The resort’s serene environment was perfect for
relaxing after a day of sightseeing.
 Bridge View Hotel, Mtwapa: Located in Mtwapa, this hotel was known for its
welcoming atmosphere and excellent service. It provided us with a convenient and
comfortable stay, with easy access to local attractions and the beautiful beaches of
Mtwapa.
 North Coast Beach Hotel: Situated right on the beach, this hotel offered stunning ocean
views and direct access to the sandy shores. The ambiance was relaxed and inviting, with
plenty of opportunities for beach activities and relaxation by the sea.
 Sarova Whitesands Hotel: Known for its luxurious amenities and expansive grounds,
Sarova Whitesands was a highlight of our stay. The hotel featured multiple swimming

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 pools, a private beach, and a variety of dining options. It was the perfect place to indulge
in some pampering and enjoy the coastal environment.

Background: Kenya’s coastal region is renowned for its high-quality beach hotels and resorts.
These establishments are designed to offer both luxury and comfort, with facilities that cater to a
wide range of preferences. The development of these resorts has significantly boosted the local
tourism industry, providing employment and contributing to the region's economic growth.

Sarova Whitesands Hotel

2.6 THE BEACH

Visit and Experience: Our group spent a delightful day at one of Kenya's stunning beaches. The
soft, golden sands and crystal-clear waters created a picturesque setting for relaxation and fun.
We engaged in a variety of beach activities, including swimming, beach volleyball, and
sunbathing. The gentle breeze and the rhythmic sound of the waves added to the serene
atmosphere.

Background: Kenya’s beaches are famous for their natural beauty and pristine conditions. The
coastal areas are lined with palm trees and offer a range of activities from water sports to

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relaxing by the shore. These beaches are not only a major tourist attraction but also an integral
part of the local economy and culture, providing a venue for traditional events and festivals.

Goup Photo at the beach

2.8 PWANI UNIVERSITY

Visit and Experience: Our group visited Pwani University in Kilifi, where we were warmly
welcomed by the faculty and students. We toured the campus, which includes modern lecture
halls, well-equipped libraries, and research facilities. It was impressive to see the university’s
commitment to education and its role in the community. We had the opportunity to interact with
students and learn about the diverse programs offered at the university.

Background: Pwani University is a significant educational institution in Kenya, established to

serve the coastal region. It offers a wide range of programs and plays a crucial role in regional
development through its academic and community engagement initiatives. The university is
known for its focus on addressing local and regional challenges through research and education.

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Group photo at Pwani University

2.9 GEDI RUINS

Visit and Experience: Our visit to the Gedi Ruins was a fascinating journey into the past. The
ancient Swahili town, now partially reclaimed by nature, included remains of mosques, houses,
and a palace, all built from coral stone. One of the highlights was the nearby Snake Park, where
we observed various snake species in their natural habitats. The park added an intriguing element
to our exploration of the ruins.

Background: The Gedi Ruins are an important archaeological site located near Malindi. The
town thrived between the 13th and 17th centuries before being mysteriously abandoned. The
ruins showcase the architectural and cultural achievements of the Swahili civilization. The
adjacent Snake Park offers an additional layer of interest, featuring a collection of local snake
species and contributing to the educational value of the site.

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At Gedi monument snake park

CHAPTER THREE

3.0 CHALLENGES

1. Mombasa Marine National Park and Reserve:

o Conflicts Between Managers and Local Fishers: There has been ongoing
tension between park management and local fishing communities. These conflicts
arise mainly from fishing restrictions imposed to protect marine life, which local
fishers feel threaten their livelihoods.
o Conflicts Between Local Fishers and Visitors: Disputes often occur between
fishers and tourists, particularly over fishing zones and the impact of tourism
activities on fishing grounds. Tourists’ activities, such as diving and snorkeling,
can interfere with fishing operations, leading to friction.
o Fisheries and Enforcement of Regulations: The enforcement of strict
regulations to preserve marine biodiversity has been a significant point of
contention. Local fishers sometimes find these regulations too restrictive, leading
to illegal fishing practices and tensions with authorities.
2. Haller Park:
o Survival of Plants in Poor Soil and Salty Water: The biggest challenge in
Haller Park is finding plant species that can thrive in the rehabilitated areas, which
often have poor soil quality and high salinity due to the park’s history as a quarry.

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 Many plants struggle to survive in such conditions, making the restoration process
slow and complex.
o Balancing Ecological Restoration with Tourism: As Haller Park attracts more
visitors, there is a challenge in maintaining the delicate balance between
ecological restoration and accommodating tourism. Managing foot traffic and
ensuring that visitors do not disturb the rehabilitated areas is a constant concern.
3. Fort Jesus:
o Insecurity: The area around Fort Jesus has faced security challenges, which have
sometimes deterred visitors. The curator has noted that insecurity in the region is
a significant concern, affecting the number of tourists willing to visit the historic
site.
o Travel Warnings: International travel warnings, often due to regional instability
or health concerns, have negatively impacted the number of tourists visiting Fort
Jesus. These warnings can lead to a significant drop in visitor numbers, affecting
the site’s revenue and its ability to fund preservation efforts.
o Global Warming: The effects of global warming, such as rising sea levels and
increased humidity, pose a threat to the structural integrity of Fort Jesus. The
fort’s proximity to the ocean makes it particularly vulnerable to these
environmental changes.
o Low Number of Visits: Despite its historical significance, Fort Jesus has seen a
decline in visitor numbers. This decrease could be attributed to competition from
other attractions, changing tourist preferences, and economic factors.
o Negative Culture: There is also a challenge in combating the negative
perceptions or lack of awareness about the fort’s importance among the local
population. This has led to lower engagement from local communities, who may
not see the fort as a vital part of their heritage.

Others are a low number of visits and negative culture.

3.1 CHALLENGES FACED BY LEARNERS

1. Long Travel Distances and Fatigue:

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 o Description: The journey involved extensive travel between various sites, some
of which were several hours apart. For instance, starting the journey at 5:00 AM
and reaching destinations late in the afternoon led to fatigue among learners.
o Impact: Prolonged periods of travel resulted in tiredness, reducing the learners'
attentiveness and engagement during site visits.
2. Harsh Weather Conditions:
o Description: The coastal region is known for its high temperatures and humidity.
Learners had to cope with intense heat, especially during midday excursions.
o Impact: The heat led to discomfort, dehydration, and in some cases, heat-related
illnesses, which affected participation levels.
3. Time Management Constraints:
o Description: Keeping to the planned itinerary was challenging due to unforeseen
delays such as traffic, extended time at sites, or waiting times at eateries.
o Impact: Some activities had to be rushed or omitted, limiting the depth of
learning and exploration at certain sites.
4. Limited Access to Information:
o Description: At some locations, there was a lack of adequate informational
materials or guides to provide in-depth knowledge about the sites.
o Impact: This gap hindered learners from gaining a comprehensive understanding
of the historical and ecological significance of certain attractions.
5. Health and Safety Concerns:
o Description: Exposure to unfamiliar environments posed health risks such as
insect bites, allergies, or minor injuries during activities like hiking.
o Impact: These issues required attention and, in some cases, medical intervention,
which disrupted the flow of activities.
6. Cultural and Language Barriers:
o Description: Interacting with local communities and guides sometimes presented
language challenges, as not all learners were conversant in the local dialects or
Swahili.
o Impact: Communication barriers limited the depth of engagement and
understanding during cultural exchanges.
7. Financial Limitations:

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 o Description: Budget constraints affected choices regarding accommodation,
meals, and additional activities.
o Impact: Learners had to forgo certain experiences or settle for less optimal
options, which could have enriched their learning experience.
8. Environmental and Conservation Restrictions:
o Description: Some sites had strict rules to protect the environment, such as
limited access areas or bans on certain activities.
o Impact: While necessary for conservation, these restrictions sometimes limited
hands-on learning opportunities.
9. Group Dynamics and Coordination:
o Description: Managing a large group presented challenges in coordination,
ensuring everyone was present, and maintaining group cohesion.
o Impact: Time was occasionally lost in assembling the group, and differing
interests sometimes led to conflicts or reduced group morale.
10. Accessibility Issues:
o Description: Certain sites had difficult terrains or lacked facilities for individuals
with mobility challenges.
o Impact: This made it hard for some learners to fully participate in all activities,
potentially leading to feelings of exclusion.

3.2 RECOMMENDATIONS FOR FUTURE TRIPS

To mitigate these challenges in future educational trips, the following measures are
recommended:

 Advance Planning: Allocate sufficient time for travel and site visits, including buffer
periods for unforeseen delays.
 Health Preparedness: Educate learners on coping with weather conditions, ensure
access to medical kits, and encourage hydration.
 Information Accessibility: Coordinate with site authorities in advance to arrange for
knowledgeable guides and educational materials.
 Cultural Orientation: Provide basic language lessons or translation tools to bridge
communication gaps.
 Budget Management: Plan financially to accommodate essential experiences that
enhance learning.

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  Inclusivity Measures: Ensure that all participants' needs are considered, including those
requiring special assistance.

Additional recommendations:

 Incorporate More Academic Excursions:

 Introduction of Academic Flights: To provide a more comprehensive understanding of

the tourism and hospitality industry, it is recommended that academic flights be
incorporated into the curriculum. These flights can offer students first-hand experience in
aviation management, airport operations, and the dynamics of international travel,
contributing significantly to their overall learning.

 Extend Duration for Long Journeys:

 Allocate More Time for Exploration: For destinations that require long travel times,
trips should be extended to allow for thorough exploration. Allocating additional days
will enable students to visit more sites, engage in in-depth learning activities, and reduce
the pressure of a tight schedule, leading to a more relaxed and immersive experience.

 Integrate Camping and Hiking Activities:

 Enhanced Outdoor Learning Opportunities: The department should consider

organizing trips that include camping and hiking elements. These activities not only
provide hands-on learning about wildlife and natural environments but also foster
teamwork, leadership skills, and survival techniques. Camping experiences can also
deepen students' understanding of environmental conservation and sustainable tourism
practices.

 Collaborate with Local Experts and Guides:

 In-Depth Knowledge Sharing: Partnering with local historians, ecologists, and cultural
experts can greatly enrich the learning experience. These professionals can provide
detailed insights and unique perspectives that go beyond textbook knowledge, making the
educational trips more informative and engaging.

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 Utilize Technology for Enhanced Learning:

 Virtual Tours and Augmented Reality: Incorporating technology such as virtual tours
and augmented reality (AR) can enhance the learning experience by allowing students to
explore sites in greater detail. For instance, AR could be used to visualize historical
events at Fort Jesus or the original structures of the Gedi Ruins, providing a deeper
understanding of the significance of these sites.

 Post-Trip Reflection and Projects:

 Encourage Reflective Learning: After the trip, students should be encouraged to engage
in reflective activities such as journaling, group discussions, or project presentations. This
reflection helps solidify the knowledge gained during the trip and allows students to share
their insights and experiences, fostering a collaborative learning environment.

 Sustainability and Conservation Education:

 Focus on Environmental Stewardship: Trips should incorporate lessons on

sustainability and conservation, emphasizing the importance of protecting natural and
cultural heritage sites. Students could participate in activities such as beach clean-ups,
tree planting, or wildlife monitoring to foster a sense of responsibility towards the
environment.

 Cultural Exchange and Community Engagement:

 Foster Interactions with Local Communities: Organizing cultural exchange activities

where students interact with local communities can provide valuable insights into local
customs, traditions, and livelihoods. These interactions can enhance cultural
understanding and appreciation, making the learning experience more holistic and
inclusive.

 Flexible Itinerary Planning:

 Adapt to Learning Opportunities: Itineraries should be flexible enough to

accommodate spontaneous learning opportunities that may arise during the trip. Whether
it’s an unexpected wildlife sighting or a local festival, being open to adjusting plans can
lead to unique and memorable educational experiences.

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 Emphasize Safety and Preparedness:

 Prioritize Health and Safety Measures: To ensure a safe learning environment, all trips
should include comprehensive safety briefings, emergency preparedness training, and
access to first aid. Additionally, contingency plans should be in place for any potential
challenges, such as adverse weather conditions or health emergencies.

3.4 CONCLUSION
Conclusively, the entire trip was a success. The main reason being that the education part of it
was excellent and also the recreation part of it was a great one. Generally, the trip gave most of
the students an urge to return to the region when time and finances allow. That is, in future times.
The education part of the trip was terrific since what was covered in the previous in class was
well understood.

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