“Equip yourself for life, not solely for your own benefit but for the benefit of the whole community.” Monash

The traditional pathway to deer hunting, where the hunter grows up in the hunting community, and is mentored by several experienced and trusted “Elder’s”, has changed significantly in recent years. More and more, we see “adult onset” hunters – men and women who seek what QDMA Co-founder Joe Hamilton called: “The Hunter’s Path” in order to better know themselves through the challenges of hunting and active adventure.

ADA has always been a leader in hunter education in Australia; and, using the “learning by doing” and “learning through example and story” models; ADA has conducted a range of formal and informal education courses, Branch based training and mentoring almost since our organisation was formed. For example, the 2 day residential ADA Victorian Hunter Education Course has run continuously since 1986, and has been described as “world standard” by overseas guests; and ADA Branches in all states and territories conduct regular activities that teach or practice skills, such as butchering, sausage making and cookery. Many Branches also have regular guest speakers who share their experiences and learnings in entertaining yarns and stories.

Why do hunters need educating?

We hunt for a range of reasons, but the bottom line is that all hunters have owe a duty to the wildlife we hunt to hunt ethically and humanely, and to the public and other bush users to hunt safely and with respect. Hunting is wildlife management, and good practice Wildlife Management requires the inclusion of ALL stakeholders in a collaborative, transparent and participative partnership where management decisions are made based on broad consideration of scientific facts. Or, to put it another way, being knowledgeable will allow all hunters to bring our ideas into a dialogue with science in ways that will actually help, and that may shift the focus of wildlife management to include our worldviews.

The ADA “Elders” (Moore, Harrison, Draisma, Slee, Stuart and others) who started deer hunter education in Australia all saw the need for hunters to be included in the management of Australia’s deer, so wanted to give hunters the Knowledge, Skills and Attitudes required to be credible deer managers.

Deerhunters are practical, hands on people, and many would be happy just learning life’s lessons while they are out hunting, one hunt at a time. However; hunters are part of the wider Australian community, and illegal hunting and poor hunter behaviour (both in the field and online) have reduced public trust in hunters, and are driving increased regulation. Most rural people will tell you that they don’t mind hunting, but they have a problem with some hunters. The bottom line is that, today’s society has greater expectations of hunters, and all hunters need to demonstrate that we are well trained, safe and behave maturely and with respect.

So, what does: “well trained” and “behave maturely and with respect” actually mean to the public, to lawmakers, to law enforcers, and to those actually designing any future Hunter Training Program? The short answer is that hunters need to know how to:

• Navigate with map, compass and GPS, so we don’t erode our credibility by becoming lost.

• Select suitable clothing and equipment for the chosen operating environment, so we can hunt effectively.

• Correctly identify game animals in the bush, identify the appropriate killzone and to safely use a firearm or bow to humanely harvest game. Most importantly, we need to know when not to take the shot. And,

• Camp safely and responsibly, i.e., don’t cook or use gas heaters in tents due to the risk of carbon monoxide poisoning. Don’t make your camp under large dead eucalypts that may drop limbs, and minimise damage to the environment.

The influence of the ADA Board in Hunter education.

The ADA Board is responsible for ensuring that any education program conducted or supported by ADA must be:

• Inclusive and well managed to ensure repeatability to the standard required.

• Science (factually) based, and managed with the utmost intellectual integrity.

• Regularly updated to meet changing circumstances. And,

• Delivered in a manner that suits the client (online, distance education and face to face).

The Board has forged links to the US based International Hunter Education Association (IHEA), and also to the VIC GMA and NSW GLU, to ensure that ADA has access to world’s best practice educational products. All educational effort within ADA should have Board oversight, accepting that minor regional variation of educational products will always occur, but guarding against parochialism, fragmentation and duplication of effort.

Branch Influence.

Branches have always had a pivotal role in the success of ADA’s educational programs; and must continue to develop and draw on the skills of experienced individuals to induct and influence new hunters towards ethical hunting at meetings, Branch hunts, camps and other activities – every ADA member has a part to play.

Formal Deerhunter Training in Victoria.

For several years now, there has been talk of the introduction of formal training to obtain a Victorian Game Licence. Some see this as “the thin end of the wedge”, others feel that the credibility gained outweighs the short term inconvenience. ADA has always supported Game Licence Education programs - after all, Duck hunters have the WIT. Hound Hunters in Victoria have been knowledge tested for many years, and NSW has the “R Licence” test, that is, in my opinion, a very sensible and appropriate proof of participation in a well-designed hunter education program.

The bottom line.

Theodore Roosevelt said: “Wildlife and its habitat cannot speak, so we must and we will”. For ADA, quality hunter education will continue to be a critical aspect of member inclusion, and experienced hunters volunteering to share their Knowledge, Skills and Attitudes will continue to be vital to empowering our members to act as Deer Managers. I look forward to the day when hunters are included in wildlife management; when we can participate in factual discussions that include our worldviews; and participate in practical conservation projects that accord with our values.

Contributed by Bob Gough.