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Conservancy Needs Assessment

Final Report #3 Training Modules Report

31 March 2010

commissioned by the Millennium Challenge Account Namibia with funding from the Millennium Challenge Corporation

Prepared for the Millennium Challenge Account Namibia

MCAN/CIF/RFP P2.3.1, Assessment of Conservancy Needs

ARD Principal Contacts: Edwin Harvey Brenda Bergman Project Manager Project Director ARD, Inc. ARD, Inc. Burlington, Vermont Burlington, Vermont Tel.: 802-658-3890 Tel.: 802-658-3890 [email protected] [email protected]

Cover Photos: CNA Assessment Team, 2009, ARD, Inc.

MCA-Namibia Conservancy Needs Assessment: Training Modules Report i

Table of Contents Acronyms and Abbreviations ........................................................................................ iii

Executive Summary .......................................................................................................... v

1 Introduction .................................................................................................................. 1

2 Terminology: Capacity Building, Technical Assistance, Training, and Study Tours .................................................................................................................. 3

3 Key Issues for Developing and Implementing Training and TA Modules ......... 5

3.1 Training Programme Development and Delivery ................................................... 5

3.1.1 General training design..................................................................................... 5

3.1.2 Refresher courses ............................................................................................... 7

3.2 Key Vulnerable Groups .................................................................................................. 8

3.2.1 San conservancies .............................................................................................. 8

3.2.2 Gender ................................................................................................................... 9

3.3 Tourism and Enterprise Support ............................................................................... 10

3.3.1 Existing capacity ............................................................................................... 11

3.3.2 New approaches to support provision ....................................................... 12

3.4 Recommendations on How to Ensure Training and Capacity Building are Demand-Driven .............................................................................................................. 13

3.5 Challenges in Shifting from the LIFE Model to the MCA Programme ............. 15

4 Training Modules ....................................................................................................... 19

4.1 Training Modules Approach ....................................................................................... 19

4.1.1 Institutional: Training modules ..................................................................... 21

4.1.2 Institutional: Technical assistance modules ............................................. 32

4.1.3 Business and tourism: Training modules ................................................... 36

4.1.4 Business and tourism: Technical assistance modules ............................ 42

4.1.5 Business and tourism: Study tours .............................................................. 47

4.1.6 Natural resources management: Training modules ................................. 51

4.1.7 Natural resources management: Technical assistance modules ......... 59

5 Sequencing of Modules ............................................................................................65

5.1 Institutional .................................................................................................................... 65

5.2 Business and Tourism .................................................................................................. 69

5.3 Natural Resource Management ................................................................................. 73

MCA-Namibia Conservancy Needs Assessment: Training Modules Report ii

6 Template Sustainability Plan ................................................................................... 77

6.1 Sustainability Graph ..................................................................................................... 78

6.2 Business Plan ................................................................................................................. 82

MCA-Namibia Conservancy Needs Assessment: Training Modules Report iii

Acronyms and Abbreviations AGM Annual General Meeting

BELWG Business, Enterprise and Livelihoods Working Group (NACSO)

CBD Convention on Biodiversity

CBNRM Community-based Natural Resource Management

CITES Convention on International Trade in Endangered Species

EIP Enterprise Implementation Plan

GMUP Game Management and Utilisation Plan

HACCSIS Human Animal Conflict Compensation Self-insurance Scheme

HAN Hotel Association of Namibia

HWC Human Wildlife Conflict

ICEMA Integrated Community-based Ecosystem Management Project

IRDNC Integrated Rural Development and Nature Conservation

IWG Institutional Working Group (NACSO)

JMC Joint Management Committee

JV Joint Venture

LAC Legal Assistance Centre

LIFE Living in a Finite Environment Project

MCA-N Millennium Challenge Account Namibia

MET Ministry of Environment and Tourism

NACOBTA Namibian Community-based Tourism Association

MCA-Namibia Conservancy Needs Assessment: Training Modules Report iv

NACSO Namibian Association of CBNRM Support Organisations

NATH Namibian Academy of Tourism and Hospitality

NGO Nongovernmental Organisation

NNF Namibia Nature Foundation

NRM Natural Resource Management

SADC Southern African Development Community

SARPO Southern Africa Regional Programme Office (WWF)

SME Small and Medium Enterprise

SOS Scope of Services

TA Technical Assistance

UNDP United Nations Development Programme

USAID United States Agency for International Development

WWF World Wildlife Fund

MCA-Namibia Conservancy Needs Assessment: Training Modules Report v

Executive Summary This report responds to Task 2 of the Conservancy Needs Assessment Scope of Services (SOS), and provides an overall menu of capacity building for the Millennium Challenge Account-Namibia (MCA-N) target conservancies. In addition, this report considers several key issues regarding the provision of capacity building to conservancies.

General training design

Conservancies favour on-site training that can be linked to activities in which participants will actually be involved, and to real issues that they face. They emphasize the importance of mentorship following the training, such that trainers return to visit conservancies, review the work that trainees have done after the training, correct any mistakes, and provide any needed guidance. In order to deal with high turnover rates for conservancy positions, some conservancies suggest that training should include a broader group of people than those immediately targeted.

Training and technical assistance (TA) for business and tourism in particular should be targeted to accompany real and immediate tourism enterprise opportunities. General awareness training in tourism and business is a useful foundation, but it should only be provided if a follow-up program exists that includes TA and, where appropriate, financial support. Most business and tourism capacity building should be hands-on training and TA, and should include practical in-service or study tours as part of the tourism enterprise development process. For example, effective tour guide training requires that specific tour guide business opportunities have been identified, and that TA and resources are available to realise these opportunities.

Formal refresher courses should not be required in most training modules, but may be appropriate in cases where the initial and subsequent uses of knowledge gained are separated by a long gap of time, or where trained personnel leave their positions. Throughout the course of the capacity building programme, impact should be monitored, and requirements for additional mentorship and/or refresher courses identified. At a suitable interval after each training event (determined according to the particular topic), trainers should revisit each conservancy to check whether and how the knowledge and skills are being applied, and to provide the necessary mentorship and/or refresher courses necessary.

Capacity building methodologies should be sensitive to the particular needs of vulnerable groups such as the San and women. Training approaches should be adapted to meet the needs of people who are often illiterate, poor, and who live in remote areas. Addressing gender requires sensitivity to the range

MCA-Namibia Conservancy Needs Assessment: Training Modules Report vi

of significantly different cultures that exist within the MCA-N target conservancies. Methods of involving women should not be counterproductive by causing social tension or disenfranchising participants, either men or women. Professional guidance should be sought from the Gender Unit of the Legal Assistance Centre during the process of training development.

Support for joint venture (JV) tourism development

Stakeholders from Namibia’s Community-Based Natural Resource Management (CBNRM) community agree that Namibian capacity to provide tourism business support services is universally weak at present, and that nongovernmental organisations (NGOs) and government have not effectively addressed the complexity of tourism business in their efforts to enhance co-managed tourism ventures.

This has some important implications for the proposed MCA-N support to tourism development in conservancies:

Support for tourism small and medium enterprise (SMEs) should be strengthened by the appointment of better qualified staff, and by making greater use of qualified local consultants by support organisations.

Interaction of conservancy staff with the private tourism sector should be increased through structured in-service training and study tours.

Adequate technical capacity in business and tourism skills must be ensured among support providers, especially for JV opportunities.

Support should be targeted to conservancies that have the highest potential for tourism opportunities.

At the same time, new approaches should be investigated so that high-quality and specialised JV tourism support is available to all partners (communities, private sector, NGOs, and the government). An independent “JV Unit” should be established which would have specialist expertise in business and tourism, as well as the capacity to work with communities and government. The unit should comprise a skilled manager and leader with two to three additional skilled staff members. The unit should also work with a cadre of local consultants (approximately six) who engage in a structured capacity development program, to augment Namibia’s overall capacity to support JVs. The JV Unit should provide overall support and coordination of the following:

MCA-Namibia Conservancy Needs Assessment: Training Modules Report vii

Advice and support to the Ministry of Environment and Tourism (MET), conservancies, NGOs, and private sector regarding JV issues;1

Training and TA to all relevant sectors, monitoring of progress, and provision of refresher training and mentorship;

Tender facilitation, including conservancy preparation, tender documentation, bid adjudication, negotiation, and agreements;

MCA-N grant facilitation, administration, and quality control;

Joint Management Committee (JMC) support and facilitation;

Market development, particularly through mentoring and training of local consultants as part of a structured program;

Awareness raising among the private sector regarding JV opportunities and operating environment;

Promotion of JV opportunities (web site, investor conferences, etc.); and

Input to JV policy.

Demand-driven capacity building

Capacity building needs to balance responsiveness to needs identified by the conservancies with ensuring that support provided will meet have a real impact. This requires ensuring that requests for tourism and business training, for example, are linked to the development of viable tourism businesses. In addition, conservancies are sometimes unable themselves to identify training needs due to lack of experience. In identifying the needs of conservancies and developing training modules and assistance packages, the ARD Team took conservancies’ varying levels of experience into account and balanced the perspective of conservancies with the views of support agencies. Such balancing of perspectives should be continued in future efforts to identify capacity-building needs, in order to ensure that the support provided is both demand driven and the most appropriate for moving conservancies toward sustainability.

1 Field-based personnel in NGOS working on JV issues would still be needed, but their main task would be community mobilisation, local meeting and activity coordination, and community conflict management.

MCA-Namibia Conservancy Needs Assessment: Training Modules Report viii

Capacity building should be prioritized based on where it can make a real difference in moving a conservancy forward in a particular venture. This requires that to a large extent, TA and training be linked to business potential (i.e., “demand”)—particularly in the case of tourism and business support. Where potential does exist, training and TA should be targeted to address the particular needs of real opportunities. In this report, the term “demand-driven capacity building” is tailored to the MCA program, and refers to the provision of capacity building services based on need, as determined by a conservancy’s relatively high potential for income generation, but low current capacity in key issues necessary to improve and sustain income.

NGOs are currently providing support to conservancies in many of the areas covered by the assessment. Therefore, the needs of individual conservancies could change by the time implementation of the Assistance Packages begins. In order to ensure that the process remains appropriately demand driven, the SOS for the implementation phase should engage the contractor in verifying conservancy needs at the time, through working with the conservancies themselves and existing service providers. This should be an ongoing process through the period of the Compact. In addition, for business and tourism training, emerging needs should be identified as part of an annual business review that is carried out for each existing and potential enterprise in the conservancyi.

Shifting from the Living in a Finite Environment Project (LIFE) model to the MCA programme

The MCA-N programme will shift support provision away from the LIFE Project model, which was based largely on the provision of grants to NGOs to enable them to support conservancies. LIFE took a process-oriented approach to achieve its goals and was able to avoid pressuring for rapid developments in order to achieve a pre-determined product. LIFE had a broad scope, both horizontally and vertically. It supported a number of activities at Southern African Development Community (SADC) regional level, Namibian national level, and within local conservancies.

By contrast, the MCA-N support to conservancies will provide a more structured and systematic approach to conservancy capacity building, linked to specific identified and prioritised needs of a limited number of conservancies with high tourism potential. The Namibian CBNRM programme stakeholders, including support agencies and conservancies, will need to adjust to this more limited scope and to become accustomed to a more focused and product-oriented approach to capacity building. The MCA-N support, while being structured and systematic, will need to be flexible where appropriate to deal with emerging needs and trends. A major challenge in shifting from LIFE to the MCA-N approach will involve balancing the need for improved management of tourism business (and therefore greater expertise in tourism business) with the need for strong stakeholder relationships in order to realise success. Some NGOs will continue to support conservancies with whom they have

MCA-Namibia Conservancy Needs Assessment: Training Modules Report ix

existing long-term relationships, even if the given NGO is not involved in the MCA-N Conservancy Support Programme. Therefore, the Conservancy Support Programme implementing team will need to adapt and adjust to synergies between the LIFE and MCA-N models while recognising that other support to conservancies will potentially continue outside of the scope of the MCA-N programme.

MCA-Namibia Conservancy Needs Assessment: Training Modules Report 1

1 Introduction The purpose of this report is to respond to Task 2 of the Conservancy Needs Assessment (CNA) Scope of Services (SOS): “define an overall menu of technical assistance, training and capacity-building services that are necessary in order for conservancies to become or remain viable stewards of their natural resources, effective motors for community development and suitable managers or partners in tourism enterprises.”

This report is organised such that Sections 2 and 3 contain discussion and analysis of issues regarding the development and delivery of training modules, in response to Tasks 3.2.2.10 and 3.2.2.11 of the SOS. Sections 4 and 5 present the training modules themselves in the detailed form required by the SOS and provide module sequencing (3.2.2.2 – 3.2.2.7 and 3.2.2.9). Section 7 provides a template sustainability plan (3.2.3.3), which can be used to project conservancy income and spending, and to phase out donor funded technical assistance and training from conservancies.

Two of the sub-tasks under Task 2 (3.2.2.1 and 3.2.2.8) address the identification of capacity building, training, and resource needs of the conservancy. These sub-tasks are addressed in the individual Conservancy Current Management Capacity Reports and in the Assistance Packages Report, rather than in this Training Modules Report. This organisation of information helps to provide clarity and to show a logical progression from a conservancy’s capacity assessment to its needs identification.

For ease of reference, footnotes to the main headings of this report indicate the tasks from the SOS that the given section addresses.


2 Terminology: Capacity Building, Technical Assistance, Training, and Study Tours

Within the Namibian Community-based Natural Resource Management (CBNRM) Programme and within the Conservancy Needs Assessment SOS, different terms are sometimes used interchangeably for the provision of support to conservancies. It is therefore useful to clarify this terminology. For the Conservancy Needs Assessment deliverable reports, the following definitions apply:

Capacity building: an overarching term that includes all methods employed to improve the ability of conservancies to achieve their aims, including both training and Technical Assistance (TA). In this report, the term “demand-driven capacity building” is tailored to the MCA program, and refers to the provision of capacity building services based on need, as determined by a conservancy’s relatively high potential for income generation, but low current capacity in key issues necessary to improve and sustain income.

Training: formal courses through which knowledge and skills are imparted to participants. This can include training at a venue away from conservancies or on-site training within the conservancy (e.g., rhino tracking for game guards). A number of different individuals or organisations may provide training in one particular theme to different conservancies, therefore consistency in approach, structure, and content are important. In-service training is when a person from a conservancy is placed temporarily to work in a tourism enterprise, so as to gain a more in-depth understanding of the tourism industry and the operations of tourism enterprises through hands-on experience.

Technical assistance (TA): longer-term provision of expertise that assists conservancies to implement and build skills in an area for which they initially do not have sufficient skills to implement independently. TA includes a mixture of hands-on implementation and strategies to impart skills and knowledge. TA often provides the opportunity for conservancy staff to gain experience in an activity, while being mentored as part of on-the-job training. The same individuals should provide TA in a given topic to a given conservancy over time, so as to build up trust and good working relationships with local conservancy stakeholders.

Study tours: organized trips in which individuals travel to other areas in order to learn how other conservancies, communities, and/or their partners carry out certain activities, address particular issues, or deal with certain problems. Study tours should be facilitated such that


during the tour, participants are provided the opportunity to jointly reflect on what they have learned, and to discuss how this could be applied to their own situations.

Training and TA are often complementary, with some formal training taking place at the start of a process of support, followed by mentoring that builds upon the initial training. A good example is the support that conservancies receive toward the implementation of the Event Book System. Facilitators provide initial training in implementing the system to community game guards and the conservancy manager or Management Committee. Then the facilitators make several visits to a conservancy over a period of 12-18 months to check that the system is being properly applied. They also work with the game guards to help correct any problems or mistakes, and to adapt the system if necessary. Indeed, it is recommended that Training and TA provided under the Conservancy Support Programme should be complementary by design.


3 Key Issues for Developing and Implementing Training and TA Modules2

In addition to responding to the tasks in the SOS, this section addresses a number of key issues that are important for developing and implementing conservancy capacity building. These include recommendations for how training and TA should be provided, how they should be developed in order to take gender issue into account, and how they should be adapted for San people who often have poor reading and writing skills.

3.1 Training Programme Development and Delivery

3.1.1 General training design

In general, conservancies favour on-site training that can be linked to activities in which participants will actually be involved, and to real issues that they face. Conservancies also emphasize the importance of mentorship following the training, such that trainers return to visit conservancies, review the work that trainees have done after the training, correct any mistakes, and provide any needed guidance. Some conservancy representatives reference high turnover rates for conservancy positions, and suggest that those identified to receive training should include but extend beyond those who currently hold a given role in the conservancy. Nonetheless, the trainees must be carefully selected such that each has the appropriate capacity to fulfil a role relative to the skills imparted. Trainees must also understand in advance why they are receiving the training, and how this will benefit the conservancy’s operations.

Training and TA for business and tourism in particular should be targeted to accompany real and immediate tourism enterprise opportunities. General awareness training in tourism and business is a useful foundation, but it should only be provided if a follow-up program exists that includes TA and, where appropriate, financial support. Most business and tourism capacity building should be hands-on training and TA, and should include practical in-service or study tours as part of the tourism enterprise development process. For example, effective tour guide training requires that specific tour

2 Conservancy Needs Assessment SOS Tasks 3.2.2.6, 3.2.2.10, and 3.2.2.11.


guide business opportunities have been identified, and that TA and resources are available to realise these opportunities.

Several techniques are helpful in maximizing the effectiveness of a given training or technical assistance exercise, based on general training principles and lessons learned in the Namibian CBNRM Programme. These include: Preparation:

Plan for translation. Check in advance what languages will be most effective for training different groups in different conservancies. If required, ensure that a translator is available and that time for translation has been incorporated into the schedule.

Ensure that the core training can be implemented with minimal technology, as electricity or specific equipment may not always be available: flip charts and handouts will always work. Yet use mixed media (pictures, posters, examples) to keep things interesting. Film that complements the core training is an excellent way to provide conservancies examples of others’ successes, particularly in cases where exchange visits are not yet possible or cost effective.

Prepare materials of each session to provide to participants, so that they do not spend time taking notes, and are free to actively participate.

Ensure that training and technical assistance providers will serve as role models, and are therefore well prepared in terms of materials; setting up the training/technical assistance room; having some knowledge of the conservancy, culture, and current issues that may arise; actively listening to participants; following the ground rules and not showing any gender, cultural, or other bias.

Implementation:

Create a highly dynamic, participatory environment, with ample learning activities that maintain participant engagement. Use facilitation methods to help people think through issues and to identify solutions which fit with their cultural norms and with the conservancy’s particular situation. Where appropriate, incorporate role playing (e.g., the Conservancy Manager plays the role of a conservancy member or MET Ranger), as this enables people to see situations from other perspectives.

Establish ground rules at the onset of the training, e.g., punctuality, respect for each others’ opinions, etc.


Present the whole agenda for a given session and allow people to provide input in terms of content and timing, to make sure burning issues are covered and given sufficient attention.

Where appropriate, incorporate simple tests before, during, and at the end of training and technical assistance, so as to promote attentiveness throughout, and to gauge participants’ comprehension levels.

Formally evaluate the training/technical assistance at the end of the course/session, but also incorporate less formal feedback sessions at the end of each day, so that small things can be improved daily.

3.1.2 Refresher courses3

Formal refresher courses should not be required in most training modules for two reasons. First, many of the skills for which training is provided are being used in an ongoing basis. Individuals will hone and improve their skills as they continue to implement these activities. Second, most of the training modules proposed are accompanied by ongoing TA which should be used to identify issues and to address these on-site. However, refresher courses may be appropriate in some cases, particularly if the initial and subsequent uses of skills or knowledge gained are separated by a long gap of time.

In general, conservancy capacity building should incorporate methods to identify when additional mentorship and/or refresher courses are required, as part of ongoing impact monitoring. At a suitable interval after each training event (determined according to the particular topic), trainers should revisit each conservancy to check whether and how the knowledge and skills are being applied, and to provide the necessary mentorship and/or refresher courses necessary.

The high turnover of conservancy Management Committee members and accompanying loss of capacity is one of the main constraints to sustainable capacity building in conservancies. Measures to prevent high turnover (such as provisions in constitutions that stagger the terms of committee members) should be incorporated into conservancy programming.4

Even if efforts are made to mitigate turnover, a significant degree of turnover will continue to plague conservancy capacity for some time. As part of the ongoing monitoring of capacity building,

3 Conservancy Needs Assessment SOS Task 3.2.2.6. 4 In many conservancies, few members have the requisite skills to effectively serve as manager. Where

necessary, managers with proper education and qualifications should be recruited from the outside rather than attempting to build the capacity of local conservancy members to serve in this position.


conservancies should be monitored for large-scale changes in committee members or the loss of conservancy managers. Such changes should trigger the implementation of a rapid needs assessment in the conservancy, to determine the capacity gaps of new committee members and/or the new manager. Training modules should then be provided as identified in the rapid assessment.

3.2 Key Vulnerable Groups

3.2.1 San conservancies

Registered conservancies where the San are the majority are N≠a Jaqna and Nyae Nyae. For these areas, any materials or training/TA plans should be adapted in order to:

Actively encourage dialogue and participation in a non-confrontational way. Initially, engaging people may seem difficult, but they will open up with gentle and consistent encouragement.

Understand that basic human needs such as water and food security are at the forefront of

considerations in these conservancies, and may result in other issues receiving less priority. All training must be offered in the context that it will make the conservancy more capable and more able to afford to address these primary issues.

Be sensitive to the history and culture of the San, which is far removed from the Western

concepts of management, record keeping, paperwork etc. Ensure that all examples used in the training are culturally sensitive, and recognize that most San live in the bush without running water, electricity, secure houses, or sanitation.5 Take into consideration the extreme poverty and remoteness of the locations, and lack of access to amenities such as banks, unreliable electricity and land and mobile phone connections.

Adapt requirements for numeracy and literacy. Adult literacy amongst the San is extremely

low (16% according to the United Nations Development Programme [UNDP] Human Development Report 2000). Therefore pictorial presentations and other non-written approaches to communication alongside traditional training materials will improve effectiveness.

5 For example, HIV and AIDS training has been given in Tsumkwe telling people to turn the light on when putting on a condom and putting it in a plastic bag in the bin after use. This is not helpful where there is no electricity, plastic bags are a nuisance, and there are no bins or refuse collection!


Recognise that the pace of learning may be different from other groups, thus there is a need to

check learning and to solicit feedback from participants at the end of each day regarding whether to move on or re-iterate elements of the training. The number of days for training or technical support modules may need to increase for these conservancies, or training may need to be repeated.

Recognise the logistical challenges posed by the vast size of the San conservancies. They are

the two biggest conservancies in Namibia, and have vast physical distances between villages, very limited communication infrastructure, and impassable areas during the rainy season which can lead to delays in implementing activities.

In light of the above recommendations, San people should be involved during the process of training program development, and all materials prepared for San conservancies should be tested prior to application.

3.2.2 Gender

In many of the MCA-N targeted conservancies, women are significantly disadvantaged in terms of opportunity, representation in governance, and receipt of benefits. The design and implementation of further training to conservancies should take gender into account. Gender relates to socially constructed attributes, opportunities, and relationships between women and men, and girls and boys (UN Office of the Special Adviser on Gender Issues and Advancement of Women, 2006).

Addressing gender requires sensitivity to the range of significantly different cultures that exist within the MCA–N target conservancies. Methods of involving women should not be counterproductive by causing social tension or disenfranchising participants, either men or women. Professional guidance should be sought from the Gender Unit of the Legal Assistance Centre (LAC) during the process of training development.

Some illustrative gender considerations in training design include the following (based on general principles and experience from the Namibian CBNRM Programme).

Ensure that women attend training or technical assistance sessions. This may be problematic if there are few/no women in the conservancy management structure, but the absence of women in conservancy management will continue to be exacerbated if women are also left out of training and technical assistance. Thus, conservancies should be asked to identify “lead” or


representative women from their community if few women have a role within the conservancy management structure.

In breaking down cultural barriers to the participation of women, acknowledge the

importance of their role as natural resource users and managers. Avoid the segregation of women and men in training and technical assistance provision in

most cases,6 as segregated training will not improve an understanding of different gender’s perspectives or motivations.

Use techniques to encourage participation in training exercises, including role playing,

participatory games, and activities that move people around and ensure that the women and men do not sit in distinct separate groups and discuss issues independently of one another.

Encourage a gender-balanced mix of facilitators when engaging small working groups, so as to

give women the opportunity to practice talking in public. When asking for feedback, ask individuals to contribute—both men and women—so that

women do not feel singled out, but all are drawn into discussions. Addressing gender issues in capacity building will be enhanced if support organizations themselves strive for gender balance in their staffing.

3.3 Tourism and Enterprise Support In order to effectively address the volume of tourism enterprise opportunities that have been identified in the target conservancies (67 with high to medium potential), sufficient technical capacity must exist in Namibia to provide the necessary level of support. This section considers weaknesses in current Namibian support to business and tourism activities in conservancies, and makes recommendations as to how this support can be improved.

6 In some cases, such as public speaking, segregation may be useful for tailoring to capacity levels.


3.3.1 Existing capacity

Stakeholders from Namibia’s CBNRM community agree that Namibian capacity to provide tourism business support services is universally weak at present, and that nongovernmental organisations (NGOs) and government have not effectively addressed the complexity of tourism business in their efforts to enhance co-managed tourism ventures.7 Currently, the technical capacity to engage with joint venture (JV) partners in Namibia resides with three or four people who are specialists in JV partnerships, residing within World Wildlife Fund (WWF)/Namibia, the Directorate of Tourism, and independent consultants. An additional one or two Windhoek-based NGO staff members provide support to tourism enterprises. Outside of Windhoek, less than four field-based NGO staff members are dedicated to tourism enterprise support, and their capacity is restricted to low-level small and medium enterprise (SME) support. Although most of these field-based staff members have good facilitation skills and understand community dynamics, they lack a full understanding of the tourism sector and tourism business models, and do not possess the technical skills required to develop or assess business plans or to negotiate directly with the private sector. The private sector should be considered a potential source of the additional personnel needed in order to effectively support tourism business. In some cases, securing people with sufficient qualifications may require increasing remuneration and looking outside Namibia into the southern African region.

This has some important implications for the proposed MCA-N support to tourism development in conservancies:

Support for tourism SMEs should be strengthened by the appointment of better qualified staff, and by support organisations making greater use of qualified consultants.

Interaction of conservancy staff with the private tourism sector should be increased through structured in-service training and study tours.

Adequate technical capacity in business and tourism skills must be ensured among support providers, especially for JV opportunities.

Support should be targeted to conservancies that have the highest potential for tourism opportunities.

7 Stakeholder interviews by ARD, October 2009.


Although this report specifically addresses capacity building of conservancies as per the CNA Scope of Services, there is also a need to provide the private sector and government officials with awareness of various aspects of Joint Venture development and operation. In particular, senior government officials need to understand the business aspects of lodge management, and the private sector needs to gain a better understanding of the communal area context and community needs and aspirations. The most appropriate means of reaching these target groups would be through short presentations (particularly to senior management in government), and focused study tours. Existing materials exist that can be used to develop presentations, available through NACSO.

3.3.2 New approaches to support provision

Nonetheless, an overarching need for a more fundamental change to the approach for JV support in particular is required, so that high-quality and specialised JV tourism support is available to all partners (communities, private sector, NGOs, and the government). This could be established in the form of an independent “JV Unit.” This unit would act as a “one-stop shop” for both investors and communities, but would also provide advice and support to government and the NGO sector. An effective JV Unit was located at the Namibian Community-based Tourism Association (NACOBTA) between 2001 and 2004. A new unit would build and improve on the previous concept. The proposed JV Unit should remain independent and should not be aligned with one particular sector.

This proposed JV Unit must have credibility, and must be capable of providing the business support services required. It should have specialist expertise in business and tourism, and staff should fully understand the context and dynamics of working with communities and government on communal and state land. The unit should comprise a skilled manager and leader with two to three additional skilled staff members. The unit must remain neutral regardless of where it is physically located.

The JV Unit should also work with a cadre of local consultants (approximately six) who engage in a structured capacity development program, to augment Namibia’s overall capacity to support JVs. The JV Unit should provide overall support and coordination of the following:

Advice and support to the MET, conservancies, NGOs, and private sector regarding JV issues;8

Training and TA to all relevant sectors, monitoring of progress, and provision of refresher training and mentorship;

8 Field-based personnel in NGOS working on JV issues would still be needed, but their main task would be community mobilisation, local meeting and activity coordination, and community conflict management.


Tender facilitation, including conservancy preparation, tender documentation, bid adjudication, negotiation, and agreements;

MCA-N grant facilitation, administration, and quality control;

Joint Management Committee (JMC) support and facilitation;

Market development, particularly through mentoring and training of local consultants as part of a structured program;

Awareness raising among the private sector regarding JV opportunities and operating environment;

Promotion of JV opportunities (web site, investor conferences, etc.); and

Input to JV policy.

Such a JV Unit may have the potential to become self-funded through commercial payments for services. Namibia’s private tourism sector is keen to explore this possibility. Although donor funding will be needed to catalyze the unit, payments for services could reduce the requirements for external funding in the longer term.

3.4 Recommendations on How to Ensure Training and Capacity Building are Demand-Driven9

In order to ensure that training and capacity building are truly demand-driven—addressing key skill development needs to improve real income generating potential, as recognized by conservancies—the MCA-N program must respond to valid needs based on clear criteria that provide guidance on whether the skills gained are likely to be effectively employed. For example, conservancies often request support for establishing and operating a community-run campsite without any clear indication that the campsite will be viable. In many such cases, the proposed campsite has no real prospects for viability. Supporting such a venture is counter-productive for all concerned. Demand by conservancies for capacity building, therefore, needs to be tempered by an assessment of the

9 Conservancy Needs Assessment SOS Task 3.2.2.10


usefulness of the support to be provided, and the extent that it will meet a real need, as the CNA has sought to ascertain.

Another consideration relative to a demand-driven training program is that conservancies are sometimes unable themselves to identify training needs due to lack of experience. Conservancies revealed this fact on a number of occasions during the assessment when they expressed a need for support for a particular activity, without being able to provide details as to what that support should be. In some instances, again due to lack of experience, conservancies believe they have sufficient capacity to carry out an activity, when it is clear to outsiders that the conservancy’s capacity is weak. The ARD Team took conservancies’ varying levels of experience into account when developing the assistance packages as presented in the Assistance Packages Report. The assessment ratings provided guidance for recommended training and TA: any score under two triggered the inclusion of a training or TA module. The team also recognised in developing the assistance packages that a particular conservancy may not require the full set of components of a given training module. In ascertaining the nature of assistance needed, the perspective of conservancies was balanced with the views of support agencies. Such balancing of perspectives should be continued in future efforts to identify capacity-building needs, in order to ensure that the support provided is both demand driven and the most appropriate for moving conservancies toward sustainability.

To this end, the ARD team also recommends that capacity building be prioritized based on where it can make a real difference in moving a conservancy forward in a particular venture. This requires that to a large extent, TA and training be linked to business potential (i.e., “demand”)—particularly in the case of tourism and business support. Support programs need to be more honest with conservancies about the existence of potential, and should not waste stakeholders’ time and donor resources providing tourism training where no potential exists. Where business potential does exist but the conservancy’s capacity is low, training and TA should be targeted to address the particular capacity needs of real opportunities. Such targeted training based on business potential should be provided regardless of a conservancy’s ability to pay.

However, in cases where conservancies have the resources to contribute to training costs, mechanisms for acquiring conservancy contributions should be considered. Conservancies are willing to provide match funding if they can afford to do so, and many do make contributions toward meat, transport, and sometimes funding for training activities and other meetings. Conservancies recognise the benefit of paying for services in terms of ownership and in terms of getting the services they want. One possible approach is to link the amount conservancies are expected to pay for services to income levels of the conservancy. However in order for this to work, all service-providers must agree and consistently apply the system. Otherwise, some conservancies who could afford to provide match


funding will receive free services by certain service providers. If other conservancies are subsequently asked for cost contributions by any service provider, they will consider their required payment unfair vis-à-vis those well-off conservancies who received similar support for free.

The MCA-N CNA has not taken place in a vacuum. NGOs are currently providing support to conservancies in many of the areas covered by the assessment. Therefore, the needs of individual conservancies could change between the time of the assessment (October/November 2009) and the time when the MCA-N Conservancy Support Programme will be implemented (June 2010 at the earliest). Some of the requested support covered in the Assistance Packages might have been provided by support agencies in the intervening period. The Scope of Services for the implementation phase should engage the contractor in verifying conservancy needs at the time, through working with the conservancies themselves and existing service providers. This should be an ongoing process through the period of the Compact.

For business and tourism training, emerging needs should be identified as part of an annual business review that is carried out for each existing and potential enterprise in the conservancy. An annual Enterprise Implementation Plan (EIP) should be refined in parallel with this review process. The EIP allows for open discussion regarding needs, which the conservancy and the support organisation then collectively agree upon according to the demands of each enterprise. The EIP then serves as a guide to support provision, used by support organisations and the conservancies. The EIP requires the conservancy to be more pro-active in organising and chasing service providers to carry out activities included in the Plan, and thereby puts the conservancy in charge of the delivery of activities rather than the NGOs and other service providers. This approach has been tried with some existing conservancies (including Kwando and Mayuni, with respect to Bum Hill and Nambwa campsites) with reasonable success. It can be used for all enterprises including JVs, where JV partners would also be expected to provide input and to take responsibility for some activities outlined in the EIP.

3.5 Challenges in Shifting from the LIFE Model to the MCA Programme

The United States Agency for International Development (USAID)-funded Living in a Finite Environment (LIFE) Project was based largely on the provision of grants to NGOs to enable support for conservancies. The grants provided to NGOs were used for salaries for staff that worked with conservancies, and for vehicles and other equipment used by the NGOs. A large part of LIFE’s support to these organisations was focused on building their capacity, both technical and institutional. A


number of grants were also given directly to conservancies to support operational costs until conservancies were able to pay for their own costs.

LIFE, due to its support over a period of more than 12 years, helped to create continuity regarding approaches to CBNRM support, personnel, and capacity building in NGOs and conservancies. LIFE, again because of its extended period of support, was able to take a process-oriented approach to achieve its goals. The project could allow some elements at the conservancy level to develop at their own speed and to evolve in different directions without pressuring for rapid developments in order to achieve a pre-determined product. LIFE also worked with local NGOs and conservancies to develop innovative approaches and methodologies for CBNRM support, of which the Event Book System is a good example.

LIFE had a broad scope, both horizontally and vertically. While working with organisations supporting conservancies on the ground, LIFE also played an important role in supporting the evolution of a national CBNRM programme through its support to the secretariat of the Namibian Association of CBNRM Support Organisations (NACSO) secretariat and NACSO working groups. It also worked on policy and process issues with a variety of stakeholders at the national level, including the photographic and hunting industries and government. The program was part of a regional Southern African CBNRM network, from which it could draw experiences and lessons learned from CBNRM implementation in other countries. LIFE was also instrumental in leveraging a considerable amount of donor funding for CBNRM in Namibia beyond USAID support.

By contrast, the MCA-N support to conservancies will have a much more focused scope and will be much more product oriented. Implementer(s) will be appointed to provide capacity building to conservancies and will be paid according to production of defined deliverables. MCA-N will expect the contractor to have the necessary qualifications and expertise to produce these deliverables, and will not be aiming to increase the capacity of NGOs or others in order to meet these deliverables. MCA-N support will provide a more structured and systematic approach to conservancy capacity building, linked to specific identified and prioritised needs of a limited number of conservancies with high tourism potential. In some respects the MCA-N support provides a new and experimental phase in the Namibian CBNRM program, in which NGOs and conservancies will go through a transition stage from the fully supportive LIFE model to what might come after MCA-N. It provides an opportunity for conservancies to benefit from some of the more positive aspects of buying services, without paying the full cost and an opportunity for NGOs to experience a more business-like environment where more rigorous proposals, delivery and reporting are required.


The Namibian CBNRM programme stakeholders, including support agencies and conservancies, will need to adjust to this more limited scope. They will also need to become accustomed to a more focused and product-oriented approach to capacity building that has a limited life-span and aims to achieve defined deliverables within that life span. Yet the MCA-N support, while being very structured and systematic, will need to be flexible where appropriate to deal with emerging needs and trends. Such flexibility was one of the main strengths of the LIFE Project, which was able to re-direct resources and change methodologies if necessary.

A major challenge in shifting from LIFE to the MCA-N approach will involve balancing the need for improved management of tourism business (and therefore greater expertise in tourism business) with the need for strong stakeholder relationships in order to realise success. Personnel with the requisite qualifications in business and tourism are currently not sufficient in Namibia’s CBNRM sector. However, Namibian NGOs have in-depth experience, relationships, and history with conservancies.

Some NGOs will continue to support conservancies with whom they have existing long-term relationships, even if the given NGO is not involved in the MCA-N Conservancy Support Programme. Therefore, a potential for conflict exists between such NGOs and any MCA-N service provider working with the same conservancies. The Conservancy Support Programme implementing team will need to adapt and adjust to synergies between the LIFE and MCA-N models as well as recognise that training and other support to conservancies will potentially continue outside of the scope of the MCA-N programme, and may potentially be delivered by other agencies. The MCA-N support will need to find synergies with existing support provided by local NGOs as well as MET, and avoid instigating conflict and competition in terms of service delivery to conservancies. Success of the MCA Conservancy Support Programme will be greater to the extent that consensus and synergy can be established amongst support providers who are operating with various funding sources.

One mechanism for seeking this synergy is the Namibian regional working groups on demand-driven approaches to business and tourism support, which have emerged over the past four years. To–date, these working groups have been established in Kunene North, Erongo and North Central. Members include support organisations and tourism service providers. These working groups predominantly focus on tourism, but in some cases address additional business opportunities. The working groups provide an important opportunity for support organisations and service providers to meet, take stock of progress, discuss different approaches, prioritize support, and allocate responsibilities together with resources. They have proved a useful mechanism for coordinating inputs from different stakeholders for tourism and business development, and it is recommended that they continue and expand to other regions.


4 Training Modules10

4.1 Training Modules Approach The Conservancy Needs Assessment SOS required the ARD Team to “identify necessary training modules to be developed by the Conservancy Development Programme Manager, organised around priority conservancy capacity building and training themes that are drawn from but not limited to the themes 4.1.2.4 (3.1.2.4).”11

In order to bring together related themes and activities in the development of training modules, the themes provided by MCA-N in task 3.1.2.4 are here divided into the three main CBNRM themes which are widely recognised in the sector, and which relate to the way the CBNRM programme and support has been organised to date. They are grouped as shown in the table below.

CBNRM Programme theme MCA Themes

Institutional 1. Principles of Democratic Governance 2. Governance of Resources 9. Benefit Distribution planning and execution

Business and Tourism 6. Business Planning and Development 7. Identification and Management of Tourism Enterprises and Systems 8. Tendering and Negotiations of JV Contracts and Manage Relationships and Benefits

Natural Resource Management 3. Natural Resource Management 4. Wildlife Management5. Human Wildlife Conflict

The modules that follow are grouped according to these three CBNRM themes, and according to training, technical assistance, study tours, and in-service training. The modules have been developed based on the training needs identified by conservancies during the individual conservancy capacity assessments. In addition, the modules have been shaped by the expertise and knowledge of the ARD CNA team and members of support organisations.

The below tables provide details for each module that will help to provide guidance for module development. These details include key topics to be covered, skills gained, target groups as training

10 Conservancy Needs Assessment SOS Tasks 3.2.2.2(i), 3.2.2.2(ii), 3.2.2.3, 3.2.2.5, 3.2.2.7, 3.2.2.9.

11 The SOS states task 4.1.2.4, but clearly refers to 3.1.2.4.


recipients, level of effort for implementing the training, prerequisites, indicators that skills have been developed, whether the module is essential or preferable toward achieving conservancy success,12 technical expertise required to deliver the module, module delivery procedures, and existing training material. Where target groups of training recipients are identified, further text explains why these groups should receive the training or TA. Where both training and TA have been indicated for a sub-theme, this indicates that TA is required in the form of follow up inputs that will complement the original training.

12 “For the purposes of MCA Namibia’s programme, a successful conservancy is one that can sustainably manage its natural resources, maintain member involvement, attract investment, establish viable tourism enterprises via partnerships, and achieve financial sustainability so that households in communal conservancies can receive a greater share of revenues.” – MCA-N Conservancy Needs Assessment Scope of Services.


4.1.1 Institutional: Training Modules

Institutional Training ModuleTheme 1.1 Governance - Constitution development/ revision (covers CNA Themes 1.1-1.3)Key Topics 1. Importance and purpose of a constitution;

2. Components of a constitution, their purpose and MET requirements/legislation; 3. Involvement of the community in constitution development/revision; 4. Process for development/revision to include community consultation and input from stakeholders, especially MET & LAC; and 5. Communication of a constitution to the community incl. translation and awareness raising.

Competencies/ Skills Gained

Detailed understanding of the role of: Constitution in conservancy governance; Constitution components; Conservancy specific process for community input; Communication; and How to use a constitution in running the conservancy.

Target group Conservancy Staff, Manager and Management Committee. Why needed If the conservancies’ constitution was are developed just to achieve registration

without the appropriate participatory process; If the conservancy has changed its decision-making processes, such that the

constitution needs revising; and In order to ensure that the process of revision involves members, and is useful

tool to improve governance. & member understanding of constitution. Level of Effort - No. Days

2

Pre-requisites None Milestones / Indicators

Participants can explain the importance of a constitution to their conservancy, and the constitution’s components. They understand how conservancy members can be effectively involved in a constitution consultation process

Rating / Priority

When necessary

Technical Expertise Required

Experienced Trainer with: Detailed understanding of constitutions and their drafting; Ability to adapt guidelines to suit a specific situation; Ability to address special circumstances of a given conservancy & community; English and Afrikaans language; and Ability to work with an interpreter when necessary.

Training Delivery

As preparation for actual constitution revision. Delivered in conservancy. Support NGOs & MET should attend and support consultation and communication processes.

Example of existing training material

Constitution Revision Process Manual (IWG)


Institutional Training ModuleTheme 1.2 Annual General Meeting (AGM) Management (covers CNA Theme 1.2)Key Topics 1. Preparation (scheduling, notice to members, planning, logistics, inclusive &

realistic agenda preparation); 2. Preparing and presenting reports: content and approach, distribution prior to meeting; 3. Chairing meetings, ensuring wide input, managing time and conflict resolution; 4. Managing elections and voting including secret ballots/confidentiality; 5. Record keeping of meetings; 6. Ensuring fair representation and high attendance; and 7. Assessing member satisfaction.


Detailed understanding of preparation needed for an effective AGM; How to manage, facilitate and record the AGM.

Target group Conservancy Staff, Manager and Management Committee.

Why needed To ensure: Time management; Agenda items are properly addressed; Wide discussion; Participation in decision-making; and Accurate recording of meetings.

Level of Effort - No. Days

2

Pre-requisites Basic literacy and numeracyMilestones / Indicators

Participants can explain: The importance of preparing for an AGM; The aspects of an effective AGM; and How to facilitate and record the meeting. Successful AGM held.

Rating / Priority

ESSENTIAL


Experienced Trainer with: Detailed understanding of the function of AGMs; Facilitation Skills; Experience with community-level planning and logistics; English and Afrikaans language; and Ability to work with an interpreter when necessary.

Training Delivery

In the conservancy, linked to preparation for an actual AGM. Support NGOs should attend and support the consultation and communication processes.


AGM Manual & Minute Taking Manual (IWG), Conservancy Management Framework.


Institutional Training ModuleTheme 1.3 Management Committee Training (covers CNA Theme 1.4) Key Topics 1. Importance of the position and representing the community;

2. Specific roles and responsibilities; 3. Members’ rights and obligations; 4. Conflict resolution between members and staff; 5. Decision-making process; 6. Meeting frequency and agenda setting; 7. Financial management role and tasks; 8. Confidentiality; 9. Communicating of decisions; and 10. Record keeping and handover to new members.


Detailed understanding of the roles and responsibilities of the Management Committee; and

Best practices for; – decision-making, – communications, – record keeping, and – handover to new members.

Target group Manager and Management Committee.

Why needed To induct new Management Committee members, and to refresh old members, of: Their roles and responsibilities; Effective working relationships; Transparency; and Communication strategies.


4


Participants understand: Their roles and responsibilities as part of the Management Committee, How to make effective and fair decisions; How to manage the logistics of meetings; and Communications, record keeping, and handover to future new members.

Rating / Priority

ESSENTIAL


Experienced Trainer with: Detailed understanding of roles and responsibilities of a Management

Committee and conservancy governance; and Ability to adapt materials to the specific circumstances and constitution of each

conservancy; and English and Afrikaans language and ability to work with an interpreter when

necessary. Training Delivery

In the conservancy. Support NGOs should attend and support implementation of the training.


Conservancy Management Framework, Advocacy in Action Manual (LAC), Facilitators Toolbox


Institutional Training ModuleTheme 1.4 Stakeholder Communication and Relationship Management (Covers all CNA

themes ) Key Topics 1. Importance of communication and management of stakeholder relationships;

2. Identifying key stakeholders from government, ministries, NGOs, community-based organisations (CBOs), private sector, donors, Traditional Authority, community, and elsewhere; 3. Identify the role of each stakeholder group’s current relationship to the conservancy and identify the ideal relationship; 4. Identify how relationships could be maximised through communication and active management e.g., inclusion in meetings, consultation, etc.; and 5. Develop a basic communication and relationship management plan for all important stakeholders.


Understanding the importance of communicating and building relationships with stakeholders and how to go about doing it.


Why needed To improve communication and relationships with stakeholders, so that their actions do not undermine but rather support the conservancy.


2


Participants identify their key stakeholders and their importance to the conservancy;

Communication & relationship management plan developed. Rating / Priority

IMPORTANT


Experienced Trainer with: Detailed understanding of conservancies and the relationships with other

stakeholders, communication approaches, and cultural issues that may impact on them;

English and Afrikaans language and ability to work with an interpreter when necessary.

Training Delivery

Provided to groups of conservancy staff, with small group working on specific conservancy communication plans. Support NGOs should attend and support implementation of the training.


N/A


Institutional Training ModuleTheme 1.5 Gender Awareness Training (Covers CNA Theme1.5)Key Topics 1. The importance of female and male involvement and representation;

2. Practical ways of ensuring gender balance in decision-making; 3. Integrating gender balance into committees; and 4. Action plan to improve gender balance in conservancy governance, and to address gender issues within the conservancy.


Detailed understanding of gender issues and how to address the issues within the conservancy, and knowledge of how to improve gender balance in conservancy governance.

Target group Conservancy Staff, Manager and Management Committee.Why needed To raise awareness of gender issues, and to integrate gender best practices in

conservancy governance. Level of Effort - No. Days

2


Participants Understand gender issues; Understand how gender issues are important in their conservancy; and Are able to plan specific actions to address them. Plan developed.

Rating / Priority

ESSENTIAL


Experienced Trainer with: Specific gender expertise, including legal knowledge relating to gender issues

and understanding of gender in local cultures; English and Afrikaans language and ability to work with an interpreter when


Provided to groups of conservancy staff, with small group working on specific conservancy issues. Support NGOs should attend and support implementation of the training


Gender Training Manual & Advocacy in Action Manual (LAC)


Institutional Training ModuleTheme 1.6 Public Speaking and Presenting (in particular for women) (Covers CNA Theme

1.5) Key Topics 1. Gender balance and giving women and men an equal voice;

2. How to prepare for public speaking or presenting; 3. Tips and techniques for speaking and presenting in public; and 4. Practicing speaking in front of an audience.


Confidence to speak in public and an understanding of the need for women to represent themselves.

Target group (Female) Staff, Management Committee members, and female community representatives.

Why needed To provide (female) community representatives with the skills to represent themselves and to feel confident enough to speak out in meetings and other public fora.


2


Participants: Understand how to effectively present and speak in public; and Have increased confidence in public speaking.

Rating / Priority

PREFERABLE


Experienced Trainer with: Specific understanding of gender/cultural issues that impact public speaking

and presenting; Expertise in public speaking; English and Afrikaans language; and Ability to work with an interpreter when necessary.

Training Delivery

To small (female) groups of approximately 10. Support NGOs should attend and support implementation of the training.


Gender Training Manual & Advocacy in Action Manual (LAC)


Institutional Training ModuleTheme 1.7 Policy & Legislation (Additional to CNA Themes)Key Topics 1. Conservancy policy & legislation (knowledge of & compliance with);

2. Concessions Policy; 3. Communal Land Act (& role of Land Boards and Traditional Authorities in land allocation); 4. Traditional Authorities Act; 5. Water Point Committees (legal basis and links to conservancies); and 6. Community Forests (legal basis and links to conservancies). 7. International Conventions relevant to conservancy wildlife management such as CITES and the Convention on Biological Diversity


Detailed understanding of: Conservancy policy & legislation; How other relevant legislation affects conservancies; and How conservancies can integrate/cooperate with other legal community bodies.


Why needed To ensure that the conservancy knows its legal rights, understands its opportunities under different policy and legislation, is in compliance with the law, and understands how it is impacted by other legislation and institutions created by other laws.


2


Participants can describe: Conservancy rights; How to be legally compliant; How other legislation impacts conservancies; and How conservancies can legally interact or integrate with other community

bodies. Rating / Priority

ESSENTIAL


Experienced Trainer with: Extensive knowledge of the relevant legislation; Understanding of government structures and roles; and English and Afrikaans language and ability to work with an interpreter when


Delivered to clusters of conservancies at a training site, with small groups working on specific conservancy issues. Support NGOs should attend and support implementation of the training.


Relevant Acts, existing conservancy “Tool Box,” LAC Land Board Training.


Institutional Training ModuleTheme 1.8 Financial Management (Covers CNA Themes 2.1-2.2)Key Topics 1. Principles of financial management;

2. Financial Policies; 3. Accounting Records - cash book, petty cash, bank accounts; 4. Budgeting; 5. Financial monitoring and reporting; and 6. How to develop/revise a sustainability plan


Detailed understanding of: Financial management best practices; and How to implement them in the conservancy.


Why needed To ensure that everyone understands the overall financial system and their role within it.


5

Pre-requisites Basic literacy and numeracy.Milestones / Indicators

Participants understand: The financial processes of the conservancy; and Their role in terms of managing or reviewing finances.

Rating / Priority

ESSENTIAL


Experienced Trainer with: Extensive accounting/financial management experience; Ability to simplify information for general consumption; and English and Afrikaans language and ability to work with an interpreter when

necessary Training Delivery

Course to be delivered in the conservancy or at a training site for one conservancy at a time, so that existing documentation can be reviewed. Local NGOs should attend and support implementation of the training.


Namibia Nature Foundation (NNF)/ IWG, NACSO/Southern Africa Regional Programme Office (SARPO), & Integrated Rural Development and Nature Conservation (IRDNC) Financial Training Manuals; Conservancy Management Framework, Facilitators’ Toolbox.


Institutional Training ModuleTheme 1.9 Conservancy Framework/Management Plan Development (Covers CNA

Themes 2.3, 9.1 & 9.2) Key Topics 1. Conservancy Vision;

2. Conservancy objectives; 3. Expected Outcomes; 4. 5 year plan; 5. Plan for the following year including benefit plan; and 6. Monitoring and reporting on activity against plan.


Understanding of the purpose and general contents of a conservancy management plan;

Ability to develop conservancy vision and objectives; and Understanding of how to develop and implement the basic components of a

practical management plan. Target group Conservancy Staff, Manager and Management Committee.

Why needed To provide a framework for conservancy planning and implementation of plans;

To allocate responsibilities; and To ensure outputs are achieved.


5


First draft of conservancy vision, objectives, outcomes; five year and one year plan (including benefit plan), with agreed approach for monitoring and end of year reporting.

Rating / Priority

ESSENTIAL


Experienced Trainer with: Extensive experience of developing conservancy objectives and plans; English and Afrikaans language, and ability to work with an interpreter when


Linked to the actual development of vision, objectives, and plans. Held in the conservancy or at a training site for one conservancy at a time. Support NGOs should attend and support implementation of the training.


Facilitators’ Toolbox.


Institutional Training ModuleTheme 1.10 Staff Management (Covers CNA Theme 2.3)Key Topics 1. Labour Law;

2. Job advertising, selection and recruitment; 3. Staff Job Descriptions and Contracts; 4. Performance Management; 5. Staff policies and procedures; 6. Conflict Resolution and discipline procedures; and 7. Development of specific elements for the conservancy.


Detailed understanding of: Labour law; and Staff related activities required of the conservancy.

Target group Conservancy Staff, Manager, and Management Committee.

Why needed So that: The conservancy complies with legislation; All staff and MC members understand their responsibilities; and Procedures are in place for dealing with staff issues.


5


Participants can Describe how labour law applies to the conservancy; Understand labour and staffing issues; Policies & procedures developed; Plan established to develop any contracts, job descriptions, policies etc. that do

not exist, but are required Rating / Priority

ESSENTIAL


Experienced Trainer with: Extensive knowledge of the labour law, staff policy development and human

resources management; and English and Afrikaans language, and ability to work with an interpreter when


Linked to development/revision of actual staff policies & procedures. Conducted in the conservancy or at a training site for one conservancy at a time. Support NGOs should attend and support implementation.


IWG Training Manual, Facilitators’ Toolbox.


Institutional Training ModuleTheme 1.11 Project Management (Covers all CNA themes)Key Topics 1. Stages of a project: idea, plan, (proposal), implement, monitor, and report;

2. Types of projects arising from AGM, Benefit Distribution, Community Projects, etc.;3. Basic requirements and best practices at each stage of any project; and 4. Practical exercise using one of the conservancy major activities/projects.


Basic understanding of project management.

Target group Conservancy Staff, Manager, and Management Committee.

Why needed To improve planning, implementation, monitoring, and reporting. Level of Effort - No. Days

3


Participants can describe the basic sequence and best practices for any project or major activity they implement; and

A major conservancy activity is successfully planned, with management procedures developed.

Rating / Priority

PREFERABLE


Experienced Trainer with: Detailed understanding of conservancies, their processes, and the cultural issues

that may impact on their operations and communications; Experience successfully overseeing the planning, implementation and

monitoring of projects in rural communities, English and Afrikaans language, and ability to work with an interpreter when


Linked to development/revision of actual staff policies & procedures. In the conservancy or at a training site for one conservancy at a time. Support NGOs should attend and support implementation.


N/A


4.1.2 Institutional: Technical Assistance Modules

Institutional Technical Assistance ModuleTheme 2.1 Governance Key Topics 1. Constitution development/review if necessary;

2. AGM Preparation and Management; 3. Management Committee effectiveness; 4. Gender; Involvement and representation; 5. Communication with the community including translation and presentation of materials; 6. Conflict Resolution; 7. Adherence to Conservancy related Acts; and 8. Monitoring member satisfaction.


Understanding of good governance requirements; and Ability and plan to fulfil requirements.

Target group Conservancy Staff, Management Committee, and Conservancy members. Why needed To provide technical inputs to support ongoing promotion of good governance,

assist where problems emerge, help conservancy adapt systems, procedures if necessary.


Fledgling Conservancy: 24 days per year / conservancyExperienced Conservancy: 12 days per year/ conservancy

Pre-requisites Basic literacy, numeracy (ability to use a calculator and understand %). Milestones / Indicators

Constitution reviewed if necessary; AGM is well run and minutes available; Management Committee is effective in decision-making; Meeting minutes are available; Gender targets are met; and Evidence of ongoing communication with community.

Rating / Priority

ESSENTIAL


Experienced conservancy governance advisor; Knowledge of Communal Lands Act and other Acts relevant to conservancies;

and Extensive facilitation skills and ability to mediate.

TA Delivery Conducted in the conservancy, in the form of one-on-one or small group working depending on which aspect of governance being addressed.


Institutional Technical Assistance ModuleTheme 2.2 Financial ManagementKey Topics 1. Review adherence to financial policies;

2. Review accounting records; 3. Support budgeting; 4. Support Monitoring and reporting against budget; and 5. Development, implementation and review implementation of sustainability plan.


Understanding of the status of financial management and how to improve it.

Target group Conservancy Staff and Management Committee.Why needed To provide technical support to help ensure finances well managed and

transparent; To assist where problems emerge; and To help conservancy adapt systems & procedures where necessary.


Emerging: 40 days per year / conservancy; andEstablished: 20 days per year/ conservancy.

Pre-requisites Basic literacy, numeracy (ability to use a calculator and understand %) Milestones / Indicators

Financial policies being implemented;Full monthly reconciliation of bank and cash records; Budget being implemented; and Financial reports being provided to Management Committee and Community.

Rating / Priority

ESSENTIAL


Experienced conservancy financial advisor; Willing to work in detail with the conservancy to ensure implementation of

financial policies; and Full financial reconciliation and reporting.

TA Delivery To be implemented in the conservancy, in the form of one-on-one or small group working depending on which aspect of financial management being addressed.


Institutional Technical Assistance ModuleTheme 2.3 Framework/ Management Planning and Implementation Key Topics 1. Communication of framework/plan;

2. Implementation of plan; 3. Reporting against plan; 4. Implementation of Benefit plan; 5. Reporting against Benefit plan; and 6. Monitoring (business, institutional, and natural resource management (NRM)).


Understanding of what needs to be implemented and how to achieve it.

Target group Conservancy Staff and Management Committee.Why needed To assist conservancy in ongoing implementation of framework; and

To assist with revisions/adaptations as necessary, assist in problem solving. Level of Effort - No. Days

Emerging: 20 days per year / conservancy,Established: 10 days per year/ conservancy


Framework/Management Plan completed and communicated to community; Progress on implementation against plan reported; and Benefit plan agreed, implemented and reported on.

Rating / Priority

ESSENTIAL


Experienced conservancy framework/management/benefits planner, with knowledge of the conservancy plan and issues.

TA Delivery In conservancy through one-on-one or small group work, depending on which aspect of planning is being addressed.


Institutional Technical Assistance ModuleTheme 2.4 Staff ManagementKey Topics 1. Implementation of staff policies;

2. Recruitment of staff; 3. Staff management – contracts, conflict resolution, performance and disciplinary; 4. Implement plan from staff management training; and 5. Salaries/bonuses.


Understanding of labour laws and activities required for effective and staff management

Target group Conservancy Staff and Management Committee.Why needed To assist conservancy with legal interpretation, development of additional

procedures identified during training. Level of Effort - No. Days

Emerging: 20 days per year / conservancy.Established: 5 days per year/ conservancy.


Staff roles and responsibilities clear and being implemented effectively; andAny staff issues resolved legally.

Rating / Priority

ESSENTIAL


Experienced conservancy human resources advisor;Good knowledge of the labour law; and Able to deal with staff conflict if necessary.

TA Delivery In the conservancy through one-on-one or small group work, depending on which aspect of staff management is being addressed.

Institutional Study Tours

N/A

Institutional In-Service Modules

N/A


4.1.3 Business and Tourism: Training Modules

Business and Tourism Training ModuleTheme 1.1 Basic Business: (Covers CNA Theme 6.1)Key Topics 1. Basic business concepts: market, consumers, competition, supply & demand, fixed

& variable costs, marketing; 2. Ownership & Management models: community run, joint venture, shareholding, individual ownership; 3. How to assess business opportunities; and 4. Business & financial planning.


General understanding of the key elements of a business, and in particular a business related to tourism or natural resources.

Target group All Conservancy Staff, All Enterprise Staff, Management Committee, and Enterprise Committee if it exists.

Why needed Will help conservancy to function better as a "social enterprise," if all staff and employees have a basic understanding of business and how this affects the conservancy.


2

Pre-requisites Basic literacy, numeracy (ability to understand %).Milestones / Indicators

Participants can explain the general principles of business especially: Supply & demand; Business & financial planning; and Different ownership & management models.

Rating / Priority

ESSENTIAL


Experienced Trainer with: Understanding of Small and medium business; Understanding of conservancies and issues affecting them; Understanding of conservancy tourism and other business opportunities; Ability to adapt material to special circumstances of conservancy & community; Flexibility to prepare based on conservancy specific information; and English and Afrikaans (NW) language, and ability to work with an interpreter

when necessary. Training Delivery

Implemented in the conservancy or at a regional centre nearby. Could be provided to several conservancies at the same time, but will require a more generic approach to tourism & business opportunities (suggest maximum 30 persons). Support NGOs should assist with the identification of participants and should attend the training (to ensure common understanding of issues).


Basic Business Training for Conservancies (Integrated Community-based Ecosystem Management Project [ICEMA]/Business, Enterprise, and Livelihoods Working Group [BELWG]).


Business and Tourism Training ModuleTheme 1.2 Tourism Awareness: (Covers CNA Themes 6.1, 7.1)Key Topics 1. What is tourism: tourist, source markets, market segments, attractions, products,

tourism supply chain; 2. Tourism product opportunities: accommodation, tour operator, tour guide, activity supplier, crafts; 3. The tourism big picture: international, regional (southern Africa), Namibia and conservancy; and 4. Key elements of tourism: customer service, 24 hrs a day, time is important.


General understanding of tourism and what opportunities exist in a particular conservancy.

Target group All Conservancy Staff, All Enterprise Staff Management Committee and Enterprise Committee if it exists.

Why needed Since tourism (photographic & hunting) is a core conservancy activity, the institution will function better if all staff and employees have a basic understanding of tourism and how this affects the conservancy.


3

Pre-requisites Basic literacy, numeracy (ability to understand %).Milestones / Indicators

Participants: Can explain the tourism supply chain; Have a reasonable idea of tourism numbers in Namibia and their region; Know where tourists are coming from and why; and Can identify a range of opportunities in their conservancy and explain how these

would be viable. Rating / Priority

ESSENTIAL


Experienced Trainer with: Understanding of tourism and, in particular tourism, in conservancy areas and

the issues affecting them; Ability to adapt material to special circumstances of conservancy & community; Flexibility to prepare based on conservancy specific information. English and Afrikaans (NW) language, and ability to work with an interpreter

when necessary.

Training Delivery

Implemented in the conservancy or at a regional centre nearby. Could be provided to several conservancies at same time, but will require a more generic approach to tourism opportunities (suggest 50 persons maximum). Support NGOs should assist with the identification of participants and should also attend the training.


Namibian Academy of Tourism and Hospitality (NATH) Tourism Awareness (NACOBTA), Hotel Association of Namibia (HAN) tourism awareness manual


Business and Tourism Training ModuleTheme 1.2 Tourism Awareness (general overview):* (covers CAN theme 6.1.7.1)

*This is a less detailed course that contains the same main components as the tourism awareness course above, but is aimed at the members of a conservancy.

Key Topics 1. What is tourism: tourist, source markets, market segments, attractions, products, tourism supply chain; 2. Tourism product opportunities: accommodation, tour operator, tour guide, activity supplier, crafts; 3. The tourism big picture: international, regional (southern Africa), Namibia, and conservancy; 4. Key elements of tourism: customer service, 24 hours a day, time is important.


Overview of tourism

Target group Conservancy Members

Why needed Members need to understand tourism issues so they can contribute to discussions and meetings, and they need to understand how to be good hosts to tourists.


1


Members can explain: What a tourist is; Why tourists come to Namibia and their region; Different types of tourism products and what can influence growth of these

businesses; and What the conservancy must do to attract tourists and develop viable tourism

products. Rating / Priority PREFERABLE Technical Expertise Required

Trainer needs to have a reasonable understanding of tourism and should be comfortable with a large group (50-100). It should be possible for a local NGO staff member to provide this training. Local language presentation will be necessary.

Training Delivery

To be implemented in the conservancy, should attract as many members as possible.


NATH Tourism Awareness (NACOBTA), HAN tourism awareness manual


Business and Tourism Training ModuleTheme 1.3 Tourism JV Development: (Covers CNA Themes 6.2, 6.3, 7.1, 8.1, 8.2, 8.3, 8.4,

8.5) Key Topics 1. Current JV models in Namibia, constraints, regional background;

2. Site/opportunity identification; 3. Assessing the site/opportunity; 4. Preparing the conservancy: JV lodge business plans & financial projections, agreements, negotiations; 5. Approaches for finding a JV partner: call for proposals, operator-initiated, existing lodges; 6. Assessing the proposal: adjudication process, financial & business, environment, empowerment; 7. Community capital contribution; 8. Leasehold process; 9. Negotiations; 10. Contract/Agreements process and content; 11. Environmental management plan; 12. Joint Management Committee: structure, content, and process; and 13. Annual business review.


General understanding of all aspects of developing a tourism JV.

Target group Conservancy Manager, Management Committee, Enterprise Committee, or JV Reference Group if it exists.

Why needed To enable a core group (Reference Group) that will consistently represent the conservancy throughout the process. This Reference Group is normally drawn from the Manager, a few representatives from the Management Committee, Enterprise Committee, and any other individual who can add value.


5

Pre-requisites Reasonable level of literacy and numeracy (Grade 12).Milestones / Indicators

Participants can explain: Different JV models; Key factors affecting lodge performance; Different processes for finding a JV partner; What to look for in the business/financial proposal; How to move from the proposal to agreement; Basics of negotiating; Legal requirements; Rights/responsibilities that come with an agreement; and Why a JMC is needed; and How to establish a JMC.

Rating / Priority

ESSENTIAL


To be implemented in the conservancy or at a regional centre nearby. Could be delivered to several conservancies at the same time, but this would require a more generic approach to tourism JV opportunities (suggest 25 persons maximum). Support NGOs should assist with identification of participants and should attend the training.

Training Delivery

Conducted in the conservancy.


BELWG JV Training Course and Manual, Negotiations Training Manual (IRDNC Caprivi). Modified version for conservancies still required.


Business and Tourism Training ModuleTheme 1.4 Tourism Small and Medium Enterprise (SME) Product Development: (Covers

CNA Themes 6.1, 6.3, 7.1, 7.2, 7.3) Key Topics 1. Planning; tourism planning, business planning, design, enterprise funding, profit

management, legal requirements; 2. Development; management structures, training, contracts, construction; 3. Operational; administration & finance systems, marketing, monitoring systems; and 4. Future; annual business review, new product development.


General understanding of all aspects of developing tourism SMEs.

Target group All Enterprise Staff, Conservancy Manager, Management Committee and EnterpriseCommittee if it exists.

Why needed In most cases tourism SMEs are operated by staff appointed by the conservancy. An understanding of the different management and monitoring systems is important for both the enterprise manager & staff and the conservancy; and

The conservancy needs to manage the business relationship with the enterprise; and

The Manager and the Enterprise Committee should represent the conservancy. Level of Effort - No. Days

5 days (modified version of above) + Technical Assistance over several months.

Pre-requisites Reasonable level of literacy and numeracy (Grade 12).Milestones / Indicators

Participants can explain The process for tourism SME development and the different components

involved; The process of identifying a tourism opportunity and how to demonstrate

viability through a business plan; Different management structures and the basic management systems that need

to be in place; The relationship between the SME and the conservancy and how this should be

managed with simple monitoring systems. Rating / Priority

ESSENTIAL


Experienced Trainer with the following: Understanding of tourism and conservancy SMEs in particular; Understanding of how conservancies operate and the issues affecting them; Ability to adapt material to special circumstances of conservancy & community; Flexibility to prepare modules based on conservancy specific information; and English and Afrikaans (NW) language, and ability to work with an interpreter

when necessary. Training Delivery

To be implemented in the conservancy or at nearby regional centre. Could be delivered to several conservancies at the same time, but will require a more generic approach to tourism SME opportunities (suggest 25 persons maximum). Local NGOs should assist with the identification of participants and should attend the training.


BELWG CBT Training Course & Manual, Enterprise Committee training NACOBTA business training course. (Additional material for Tour Guide businesses is available from Conservation International/IRDNC Caprivi).


Business and Tourism Training ModuleTheme 1.5 Tourism GuidingKey Topics 1. What is a tour guide;

2. Customer service; 3. Developing a tour; 4. Presentation skills; 5. Gathering information; 6. Managing a group; 7. Timing; and 8. Health & safety/first-aid.


Entry-level guiding knowledge and skills suitable for local level guiding (e.g., rock art, village visits, guided walks, etc.)

Target group Guide staff related to existing or planned tourism SMEs (no training should take place if not associated with an existing or planned SME).

Why needed Tourism guides require the technical skills to develop and operate guided activities.Level of Effort - No. Days

5 days (+ Technical Assistance over several months aimed at establishing the guide product.)

Pre-requisites High level of literacy (Grade 12) & confident outgoing personality. Milestones / Indicators

Participants can: Describe and demonstrate the main functions of a tour guide; Explain how to develop a tour and the key components to include; Explain the techniques for presentation and how to manage a group; Explain key issues related to health and safety; Explain how they will develop their own tour guide product.

Rating / Priority

AS REQUIRED (When a viable Tour Guide opportunity exists)


Experienced Tour Guide Trainer who also has a reasonable understanding of conservancies and the issues affecting them. Could be affiliated with an operator, e.g., Wilderness Safaris Namibia, who is undertaking their own in-house training program.

Training Delivery

In the field at an appropriate site where practical guiding can take place,


NATH/NACOBTA Tour Guide training, Rock Art Guiding. Wilderness Safaris Namibia.


4.1.4 Business and Tourism: Technical Assistance Modules

Business and Tourism Technical Assistance ModuleTheme 2.1 Basic Business Key Topics 1. Understanding basic business concepts: market, consumers, competition, supply &

demand, fixed & variable costs, marketing; 2. Ownership & Management models: community run, joint venture, shareholding, individual ownership; and 3. How to assess business opportunities: business & financial planning.


Ability to understand how to identify and develop business opportunities in the conservancy

Target group Conservancy Staff, Management Committee, Enterprise Committee, and Joint Management Committee if it exists.

Why needed To assist these staff & committee members to: Take advantage of business opportunities; Develop business plans; and Manage the conservancy’s own businesses or business agreements.


Average 10 days per year / conservancy


Participants can: Explain the general principles of business especially: supply & demand, business

& financial planning, and different ownership & management models; and Demonstrate these principles in actual enterprise development or business

transactions in the conservancy. Rating / Priority

ESSENTIAL


Experienced business and tourism advisors or consultants with: Understanding of small and medium business; Understanding of conservancies and issues affecting them; Understanding of conservancy tourism and other business opportunities; Ability to explain process and business tools according to the ability of the

conservancy; Ability to assist the conservancy colleagues to learn by doing; and Ability to develop and maintain links with other CBNRM service providers

(especially NACSO members) to ensure a consistent approach. TA Delivery To be implemented in the conservancy. Support provided in the form of one-on-one

or small group advice, explanation, and facilitated activities (such as the development of a sustainability plan and integration of this plan into annual budgeting process).


Business and Tourism Technical Assistance ModuleTheme 2.2 Financial Sustainability PlansKey Topics 1. Understanding of what financial sustainability means for the conservancy;

2. Key components of a financial sustainability Plan; 3. Vision; 4. How does the plan fit into overall conservancy financial planning; 5. Product identification – current and projected sources of income; 6. Current and projected expenditure; 7. Financial projections – plotting the graph; 8. Competition; 9. Marketing; 10. How does the conservancy create a conducive environment for enterprise development; and 11. Performance monitoring.


Ability to understand the importance of conservancy sustainability and to plot this out in realistic figures.

Target group Conservancy Staff & Management Committee

Why needed To assist these staff & committee members to plan the future sustainability of the conservancy.


6 days, including an initial 2 day workshop.


Participants can: Explain the general principles of conservancy financial sustainability; Identify the key components of a financial sustainability plan and how to gather

and analyse the information; and Demonstrate how the plan should be linked to the overall conservancy financial

management and performance monitoring systems. Rating / Priority

ESSENTIAL


Experienced NGO advisors or consultants with an understanding of: What makes a conservancy sustainable; How do the conservancy financial management systems work; and Business and tourism enterprises and opportunities within a conservancy, and

expected level of returns from these. Ability and willingness to: Undertake thorough preparation and to gather relevant existing material prior to

undertaking planning workshop; Assist the conservancy colleagues to learn by doing so as to produce their own

sustainability plan; and Be adaptive and to provide consistent follow up to ensure integration of

sustainability plan into financial planning systems. TA Delivery To be implemented in the conservancy. Support in the form of an initial workshop

followed by one-on-one or small group advice, explanation, and facilitated activities as part of basic business advice.


Business and Tourism Technical Assistance Module Theme 2.3 Tourism JV Development: (primarily tourism lodges)Key Topics 1. Current JV models in Namibia, their constraints, regional background;

2. Site/opportunity identification; 3. Assessing the site/opportunity; 4. Preparing the conservancy: JV lodge business plans & financial projections, agreements, negotiations; 5. Approaches to finding JV partner: call for proposals, operator-initiated, existing lodges;6. Assessing the proposal: adjudication process, financial & business, environment, empowerment; 7. Community Equity; 8. Leasehold process; 9. Negotiations; 10. Contract/Agreements process and content; 11. Environmental management plan; 12. Joint Management Committee structure, content, and process; and 13. Annual business review.


Ability to understand how to identify and develop JV tourism opportunities in the conservancy.

Target group Conservancy Manager, Management Committee or Executive Committee or JV Reference Group if it exists.

Why needed To assist the above group with technical support and advice; and To facilitate the JV process from the identification of an opportunity through to

signing an agreement and managing the relationship. Level of Effort - No. Days

Average 60 days per year / conservancy.


Participants can explain: The key steps and the process of developing a JV tourism business (e.g., tourism

planning, expression of interest, assessing a business proposal, negotiating, drafting a contract, etc.);

The expected nature of the JV lodge in their conservancy (size, market, approximate financial projections, number of jobs, other benefits); and

The proposed structure of the JV lodge in their conservancy (ownership, management, rights & responsibilities).

Participants can demonstrate these principles in actions that contribute to the development of a JV in their conservancy.

Rating / Priority

AS REQUIRED – Where viable JV opportunity exists


Experienced business and tourism advisors or consultants with the following: Understanding of tourism and in particular JV lodge development (especially analysis

of business plans and financial projections); Ability to communicate and negotiate with private sector; Understanding of conservancies and issues affecting them; Ability to operate as an "honest broker" and gain trust of both parties; Ability to explain process and introduce JV business tools according to the ability of

the conservancy; Ability to assist the conservancy colleagues to learn by doing; and Ability to develop and maintain links with other CBNRM service providers (especially

NACSO members) to ensure a consistent approach. TA Delivery To be implemented both in the conservancy and at other locations as required. Much of

the analysis and discussions with private sector will be done in Windhoek, while most of the capacity building, advice and consultation will be done in the conservancy. Continuity of persons involved is important. Once approved by the conservancy, the same individuals should provide TA for the duration of a JV process, which can sometimes take several years. TA will be provided in form of facilitation, ensuring the conservancy fully understands all aspects of entering into a JV and then assisting identification of an opportunity through to signing an agreement and managing the relationship.


Business and Tourism Technical Assistance ModuleTheme 2.4 Legal Support: (primarily for Joint venture lodges and hunting) Key Topics 1. Leasehold arrangements;

2. JV contract drafting; and 3. JV dispute mediation.


Understanding of legal issues related to JV Agreements and land tenure.

Target group Conservancy Manager, Enterprise Committee, Management Committee or JMC.Why needed To assist the above group with legal support and advice related to JV issues.Level of Effort - No. Days

8 days per JV per year

Pre-requisites Basic literacy. Milestones / Indicators

Participants understand the legal advice provided.

Rating / Priority

AS REQUIRED


Qualified lawyer with: Experience of communal land, land tenure, tourism, and business; Experience working with communities; and Experience of joint venture in particular would be useful.

TA Delivery Support should be provided where appropriate, either as desk top work in Windhoek in the conservancy when necessary.


Business and Tourism Technical Assistance ModuleTheme 2.5 Tourism SME Product Development: (Includes all types: campsites, guides,

craft centres, local operators, cultural products etc.) Key Topics 1. Planning: tourism planning, business planning, design, enterprise funding, profit

management, legal requirements; 2. Development: management structures, training, contracts, construction; 3. Operational: administration & finance systems, marketing, monitoring systems; and 4. Future: annual business review, new product development.


Ability to understand how to identify and develop business opportunities in the conservancy.

Target group Enterprise Staff and Conservancy Manager, Management Committee, or Enterprise Committee if it exists.

Why needed To assist the above group with technical support and advice; and To facilitate the SME development process from the identification of an

opportunity through to the development and operation of the facility or activity. Level of Effort - No. Days

Average 60 days per year / SME

Pre-requisites Good level of literacy, numeracy (ability to use a calculator and understand %),Grade 12 +

Milestones / Indicators

Recipients can: Explain the key steps and the process of developing an SME tourism business

(e.g., tourism planning, business planning, design, construction, management systems, etc.);

Explain the expected nature of the SME tourism product (size, market, approximate financial projections, number of jobs, capital required) and the proposed structure (ownership, management, rights, responsibilities); and

Demonstrate these principles in actual enterprise development or in the conservancy.

Rating / Priority

AS REQUIRED – Where a viable SME opportunity exists


Experienced business and tourism advisors or consultants with: Understanding of tourism and in particular SME product development

(especially business planning, financial projections, and administrative and financial management systems);

Understanding of conservancies and issues affecting them; Ability to explain process and introduce SME business tools according to the

ability of the enterprise staff and conservancy; and Ability to assist the enterprise staff and conservancy colleagues to learn by

doing; Ability to develop and maintain links with other CBNRM service providers (especially NACSO members) to ensure a consistent approach.

TA Delivery To be implemented in the conservancy and at other locations as required. Much of the analysis and discussions with the tourism sector will be done in Windhoek, while most of the capacity building and consultation will be done in the conservancy at the SME. Continuity of persons involved is important. Once approved by the conservancy, the same individuals should provide TA for the duration of an SME development process, which can sometimes take one to three years. TA will be provided in the form of facilitation, ensuring that the conservancy fully understands all aspects of developing an SME and assisting them with the process from identifying an opportunity through to the development and operation of the facility or activity.


4.1.5 Business and Tourism: Study Tours

Business and Tourism Study TourTheme 3.1 Tourism AwarenessKey Topics 1. Understanding tourism attractions (in the region of the conservancy);

2. Assessing different types of tourism products: accommodation, tour guides, activity products, crafts; 3. Understanding tourism circuits and where tourists go in the region of the conservancy and Namibia; 4. Understanding tourist behaviour and customer service; and 5. Experiencing products as a tourist.


Practical understanding of tourism and what a tourist wants and why; Exposure to different attractions and tourism products; and Understanding how conservancy potential fits in to the bigger picture in the

region of that particular conservancy. Target group All Conservancy & Enterprise Staff, Management Committee, and Enterprise

Committee if it exists. Why needed Exposure to tourism attractions, facilities, and tourists will enhance this group’s

understanding of tourism issues and the implementation of tourism activities in the conservancy.


5

Pre-requisites Reasonable level of literacy & numeracy (Grade 12), but with interpreters if required.


Participants can: Describe regional tourism attractions and why tourists visit them; Explain tourism circuits and how these are linked to their own conservancy; Describe different types of tourism product and the different markets that use

them; and Review and perhaps revise the potential tourism enterprises identified in their

own conservancy. Rating / Priority

ESSENTIAL


Experienced Trainer with: Understanding of tourism and, in particular, tourism in conservancy areas and

the issues affecting them; Ability to adapt material to special circumstances of conservancy and

community; and Willingness to prepare by obtaining information relevant to the conservancy(s);

and English and Afrikaans (NW) language, and ability to work with interpreter where

necessary (this is important as issues need to be discussed in detail). Study Tour Delivery

Crucial to the success of a study tour is the facilitator, who should be capable of encouraging observation and discussion from participants, but also must ensure that participants are obtaining the correct understanding and impression of different tourism products, activities, and issues. Study Tours should take place in the region around the conservancy so that participants can see how tourism circuits and attractions in their area are linked to their own conservancy. A full range of attractions and products should be visited, and careful facilitation should bring out the key issues. With respect to lodging during the training, camping provides the most flexibility, but it is useful to try to stay for at least one night in a mid-high market lodge so that participants can experience this as a tourist.


Business and Tourism Study TourTheme 3.2 Tourism JV DevelopmentKey Topics 1. Understanding tourism attractions and tourist circuits and the link with lodge

accommodation; 2. Assessing different types of JV tourism lodge products, especially ones that are similar to the type of lodge proposed for the conservancy; and 3. Understanding process and JV issues by meeting and discussing with other conservancies and operators.


General understanding of all aspects of developing a tourism JV.

Target group Conservancy Manager, and Management Committee or Enterprise Committee or JV Reference Group if it exists.

Why needed Exposure to other JV Lodge developments and in particular other conservancies who have already been through the process will enhance this group’s understanding of JV tourism issues and their implementation of JV activities in the conservancy.


5

Pre-requisites Reasonable level of literacy and numeracy (Grade 12), but with interpreters if required.


Participants can explain: Different types of JV lodges and the tourists that visit them; Different JV models (community equity, shareholding, etc.); Some of the issues encountered by other conservancies / operators and how

these were overcome; The process of tourism JV development; and What they need to do in order to achieve their JV objectives.

Rating / Priority

ESSENTIAL


Experienced Trainer with: Understanding of tourism & conservancy JVs in particular; Understanding of how conservancies operate and the issues affecting them; Ability to develop and facilitate a study tour that provides useful examples and

exposure relevant to the particular conservancy; and English and Afrikaans (NW) language, plus ability to work with interpreter where

necessary. Study Tour Delivery

Crucial to the success of a study tour is the facilitator, who should be capable of encouraging observation and discussion from participants but also must ensure that participants are obtaining the correct understanding and impression of different JV tourism products and issues. Study Tours should take place in the region around the conservancy where possible, but it may be necessary to travel further afield in order to visit the types of lodge and conservancies that can provide the most relevant experience. With respect to lodging during the training, camping provides the most flexibility, but it is useful to try to stay for at least one night in a lodge similar to the one proposed for their conservancy so that participants can experience this as a tourist.


Business and Tourism Study Tour

Theme 3.3 Tourism & Business Awareness: (Lodge placements) Key Topics Understanding all aspects of operating a tourism lodge business, including:

Tourist behaviour, wants, and needs; Customer service; Tourist activities; Food and beverages;

Administration and finances; Staff management; and Facilities & equipment management & maintenance.


Practical understanding of tourism lodge business and logistical management.

Target group Conservancy ManagerWhy needed The Conservancy Manager is often one of the longer serving staff members and is

frequently involved in day-to-day issues related to the JV lodge and the partnership. An in-service placement will give him or her a more detailed understanding and appreciation of lodge management. This should help the Manager in his or her dealings with their own JV partner.


14

Pre-requisites Good level of literacy & numeracy (Grade 12), and enthusiasm to learn from the experience.


Participant can describe: Activities and competencies required in day-to-day management of a tourism

lodge; The challenges faced by the lodge and how these were resolved; The level of effort and approach to customer service including their own

personal experience of working in different positions; and How their experience is relevant to their own conservancy JV opportunity.

Rating / Priority

PREFERABLE


Experienced tourism lodge partner willing to accommodate an in-service placement from a conservancy; and willing to develop a structured learning program that will expose the participant to all aspects of lodge management.

Study Tour Delivery

Placement should be at a lodge that is similar in nature to the one that is exists or proposed in his or her conservancy. Funding should be made available to subsidise the placement if required (from a donor or the conservancy).

NRM Training Module


Theme 1.1 Event book system: (covers CNA Theme 4.1 & 4.2)Key Topics 1. Choosing themes for monitoring;

2. Data gathering and recording; 3. Monthly/quarterly reporting; 4. Annual collation and summary of data; 6. Reporting and analysing long-term trends; 7. Interpretation and use of data recorded (e.g., for quota setting, and management interventions); and 8. Monitoring of introduced game (including telemetry).


Ability to record data and maintain data files on wildlife, human-wildlife conflict (HWC) incidents, key plant species, and other topics chosen by the conservancy;

Understanding of use of trend data; Ability to monitor and track (with telemetry) introduced game.

Target group Community game guards, Conservancy Manager, Management Committee Why needed Game guards: to enable game guards to monitor wildlife and other key aspects to

establish trends to support decision-making on utilisation/conservation. Manager: to enable effective supervision of game guards and to ensure that the system is working properly. Committee: Overall supervision; Understanding of importance & uses of the data.


8 days over 18 months

Pre-requisites Basic literacy and numeracy


Ability to properly complete monthly reporting charts; Ability to complete annual reporting maps; and Ability to complete red long-term trend reporting charts.

Rating / Priority

ESSENTIAL


Knowledge and understanding of monitoring methods; Knowledge and understanding of event book system; Experience working with local communities; and Training and facilitation skills.

Training Delivery

On-site practical training/facilitation to be delivered in the conservancy with timed interventions according to progress in implementing the event book system. Facilitation required to help the conservancy choose themes, and to adapt the system to the conservancy’s own needs.


Event book materials


4.1.6 Natural Resources Management: Training Modules

NRM Training ModuleTheme 1.2 Game Count Training: (covers CNA Theme 4.1)Key Topics 1. Methods (including foot transects, vehicle-based road counts, sampling, data

recording); 2. GPS (including purpose, use & data entry); and 3. Field-based data analysis for generating field population estimates and creating population trend charts.


Ability to carry out game counts and record data; Use of GPS; and Basic knowledge of producing population estimates and trend charts.

Target group Community game guards, Conservancy ManagerWhy needed Game guards: To enable game guards to participate in game counts, and to use GPS

to record data and produce population estimates and trend charts for use in utilisation/conservation decision-making.

Manager: To enable manager to provide supervision.


2 days (1 day on methods, 1 day on GPS & mapping) – must be followed with mentoring by someone skilled in GPS

Pre-requisites Basic literacy and numeracy.


Successful completion of one game count with accurate data recording; Production of basic population estimates and trend charts; Updated trend charts; and Data used for decision-making (quota setting).

Rating / Priority

ESSENTIAL


Knowledge & understanding of game count methods; Knowledge & understanding of use of GPS; Experience working with local communities; and Training skills.

Training Delivery

Training to be provided on-site immediately prior to involvement in actual game count.


NACSO NRM Working Group Game count manual for vehicle count


NRM Training ModuleTheme 1.3 Quota Setting: (covers CNA Theme 6.3)Key Topics 1. Data storage and use for quota setting;

2. How to assess status of population; 3. Appropriate take-off percentages; 4. Calculating the permitted number for harvesting; 5. Application to MET for annual quota; and 6. Reporting to MET on use of quota.


Ability to assess population status and set sustainable off-take level for different species.

Target group Conservancy staff and Management Committee

Why needed To ensure staff and committee understand principles of quota setting and can apply these to ensure that wildlife is harvested sustainably.


2

Pre-requisites Basic literacy and numeracy.


Successful setting of annual quotas for different types of use; Successful quota application to MET; and Accurate completion of annual utilisation report to MET.

Rating / Priority

ESSENTIAL


Knowledge of quota setting methods; Knowledge of MET quota application & reporting procedures; Experience working with local communities; and Training and facilitation skills.

Training Delivery

To be implemented on-site, linked to actual quota setting and application to MET for individual conservancies.


The NACSO NRM Working Group is developing an off-take manual, which is 90% complete at the time of report writing.


NRM Training ModuleTheme 1.4 Game Utilisation: (Not covered by CNA tool, but emerged from assessment &

identified by stakeholders) Key Topics 1. Knowledge & understanding of pros & cons of different forms of utilization; 2.

How to avoid/mitigate conflicts between uses ( e.g., between different types of hunting, and between hunting and photographic tourism); 3. Hunting (marksmanship, safe storage & use of firearms, types of guns, stalking/tracking); and 4. Meat & skin processing and storing.


Understanding of different types of utilisation and their advantages/disadvantages;

Understanding of why and how to avoid conflicts between uses; and Hunting skills, including proper use of firearms.

Target group Community Game Guards: 1-4. Conservancy Manager: 1,2,4. Management Committee: 1-2.

Why needed To ensure optimal use of game; To avoid conflicts between different uses; and To ensure efficient & safe hunting, and production of good quality meat and

skins. Level of Effort - No. Days

5 days total course

Pre-requisites None


Development of strategies to mitigate/avoid conflicts between uses; Safe & efficient hunt conducted; and Meat & skins appropriately processed & stored after hunt.

Rating / Priority

ESSENTIAL


Knowledge and understanding of pros and cons of different types of utilisation; Knowledge and understanding of conflict avoidance/mitigation strategies; Knowledge of hunting techniques and firearms use; Knowledge of proper processing and storage of meat and skins; and Training and facilitation skills.

Training Delivery

To be implemented on-site, with practical exercises. Facilitate the articulation of strategies to mitigate/avoid conflict between uses. Link hunting, shooting, and meat skin storage to actual hunt.


N/A


NRM Training ModuleTheme 1.5 Human-Wildlife Conflict management: (Covers CNA theme 5) Key Topics 1. MET HWC policy/policy implementation;

2. How to develop an HWC management plan; 3. Principles & implementation of Human Animal Conflict Compensation Self-insurance Scheme (HACCSIS); 4. Prevention of predation on livestock; 5. Prevention of damage to crops (e.g., use of chilli); and 6. Protection of water infrastructure (reservoirs, pipes, pumps, etc.)/provision of alternative water points for elephants.


Knowledge & Understanding of: MET HWC policy; HACCSIS principles and how to implement HACSIS; How to prevent HWC; and How to develop HWC management plan

Target group Community Game Guards, Management Committee, Conservancy Manager, Farmer representatives from each village within the Conservancy

Why needed For conservancy to prevent and mitigate HWC so that support for wildlife is not undermined by conflict. Management Committee and Manager need to know and understand prevention options, community game guards and farmers need practical skills for avoiding HWC.


5 days total course – must be followed by ongoing TA for implementation of methods to prevent damage to crops.

Pre-requisites None


Management Committee, Manager, and community game guards demonstrate understanding of MET policy. HWC management plan developed. Management Committee and community game guards demonstrate understanding of HACCSIS. Manager and community game guards implement prevention and protection measures

Rating / Priority

ESSENTIAL


Knowledge and understanding of MET HWC management policy; Knowledge and understanding of HACCSIS; In-depth experience with implementing HWC prevention and protection

measures; Training and facilitation skills.

Training Delivery

Three part course on-site: 1. Overall knowledge and understanding for all participants; 2. Facilitation of development of HWC plan; and 3. Practical skills for manager, community game guards and farmer representatives in prevention & protection. Area specific, e.g., crocodile fences for NE rivers, water point protection NW.


HACCSIS documentation. Existing HWC management plans. Documentation of HWC prevention/protection measures (e.g., WWF Namibia, IRDNC).


NRM Training ModuleTheme 1.6 Management planning & zoning (Covers CNA Theme 3.1) Key Topics 1.Development of Game Management and Utilisation Plan (GMUP) as required by

MET; 2. Importance & use of zoning in planning; 3. Development of integrated NRM plans including zoning; 4. Implementation of plan: roles & responsibilities, enforcement. 5. Integration of wetlands management and its relationship to international treaties such as RAMSAR (where relevant)


Ability to meet MET requirement for GMUP; Understanding of need for zoning; and Ability to develop and implement integrated NRM plans.

Target group Management Committee, manager, community game guards Why needed To ensure conservancy can meet legal requirements; and

To ensure conservancy can develop & implement integrated NRM plans Level of Effort - No. Days

3 days

Pre-requisites Basic literacy and numeracy, map reading Milestones / Indicators

Production of GMUP. Development & implementation of integrated NRM plan with zoning.

Rating / Priority

ESSENTIAL


Knowledge and understanding of MET requirements for GMUP; Knowledge and understanding of management planning and zoning; and Training and facilitation skills.

Training Delivery

Combined training (transfer of knowledge and skills), and facilitated development of plans & zoning & implementation strategies.


MET GMUP guidelines. ICEMA-supported conservancy Integrated Ecosystem Management plans.


NRM Training ModuleTheme 1.7 Wildlife biology/behaviour: (covers CNA themes 4.3 & 4.4) Key Topics 1. Understanding habitat needs and behaviour of key species (main problem species,

main species for utilisation); 2. Understanding habitat needs and behaviour of introduced species 3. Predator-prey relationships; 4. Water management for wildlife; 5. Tracking (especially elephant & rhino) and behaviour when near dangerous species; and 6. Understanding the relationship between wildlife biology and utilisation (e.g., need to understand biology of mountain zebra for setting off-takes).


Understanding of wildlife behaviour & habitat needs in order to help prevent HWC and to improve wildlife management.

Target group Management Committee and Conservancy Manager: topics 1-4 Community Game Guards: full course

Why needed For Management Committee and staff to take appropriate wildlife management decisions; and

To enable community game guards to develop skills to track key species and behave appropriately in presence of dangerous species.


3 days


Management Committee takes decisions using knowledge of wildlife habitat and behaviour; and

Community game guards carry out successful tracking of key species. Rating / Priority

ESSENTIAL


Knowledge and understanding of wildlife biology & behaviour; Knowledge of use of water for wildlife management; Tracking skills; and Training skills.

Training Delivery

To be implemented on-site. Practical tracking training for community game guards.


N/A. Need to develop manual on main biological factors for main species.


NRM Training ModuleTheme 1.8 Law enforcement: (Covers CNA Theme 3.2)Key Topics 1. Knowledge and understanding of MET legislation regarding use of wildlife;

2. Knowledge and understanding of authority and responsibilities of community game guards under the law; and 3. Develop reporting procedure for suspected poaching incidents.


Knowledge and understanding of existing legislation and authority, and roles of community game guards.

Target group Management Committee, Conservancy Manager, and community game guards

Why needed To enable community game guards to effectively carry out anti-poaching functions.Level of Effort - No. Days

1 day


Community game guards are able to describe their authority & responsibility under the law.

Reporting procedure in use. Rating / Priority

PREFERABLE


Knowledge and understanding of legislation; and Training and facilitation skills.

Training Delivery

Training implemented on-site for each conservancy, engaging the Management Committee, Manager, and community game guards as a team.


N/A


NRM Training ModuleTheme 1.9 NRM management (plant/veld management): (covers CNA theme 3.1) Key Topics 1. Sustainable plant harvesting (medicinal, for craft, or commercial sale such as

Devil's Claw); 2. Fire management (including early burning);* and 3. Grazing management/Veld condition assessment.*


Knowledge & understanding of sustainable harvesting, fire management, grazing assessment.

Target group Resource harvesters, community game guards, Conservancy Manager Why needed So that the conservancy can:

Ensure sustainable resource harvesting; Manage fire; and Manage grazing.


3 days (1 day per topic)


Harvesters are able to remove plants/parts of plants sustainably; and Conservancy has a fire management plan, conservancy implements fire and

grazing management. Rating / Priority

ESSENTIAL


Knowledge of sustainable harvesting methods, fire management, and veld condition assessment.

Training skills. Training Delivery

Implemented on-site using practical exercises with relevant persons in conservancy (harvesters; community game guards – fire management/veld condition).

Fire management training must be linked to implementation of fire mgt. plan. Example of existing training material

N/A

*Although fire management and grazing management/veld condition do not contribute directly to poverty alleviation in the same way as does commercial use of indigenous plants, poor fire and grazing management will undermine and ultimately diminish the wildlife and tourism potential of the conservancy.


4.1.7 Natural Resources Management: Technical Assistance Modules

NRM Technical Assistance ModuleTheme 2.1 Event Book SystemKey Topics 1. Assist conservancies to review, revise, improve system if necessary;

2. Regular "check-ups" to ensure system being properly implemented, community game guards are recording data appropriately, and data appropriately entered; 3. Development of conservancy’s own stationery for ongoing implementation; and 4. Ensure that the committee is able to manage the event book system.


TA helps the conservancy to ensure that the system remains properly implemented and managed.

Target group Conservancy Management Committee, Conservancy Manager, community game guards

Why needed To ensure that the conservancy receives follow up on initial training and "check ups"; and

To monitor event book implementation. Level of Effort - No. Days

4 days per conservancy


N/A

Rating / Priority

ESSENTIAL


Knowledge & understanding of monitoring methods; Specific knowledge & understanding of event book system; Experience working with local communities; and Training & facilitation skills.

Training Delivery

To be implemented in the conservancy, and provided as required. Aimed at assisting conservancy to improve the event book system and to streamline its implementation and management.


NRM Technical Assistance ModuleTheme 2.2 Management Planning & ZoningKey Topics 1. Assist conservancies to review, and where appropriate revise, existing

management plans; 2. Assist conservancies in the integration of existing plans (wildlife, water, forestry, tourism, etc.) into management plans; and 3. Assist in identifying means to enforce zoning and plans.


Ability to review and revise existing plans; Ability to integrate existing plans; and Ability to enforce zonation and plans.

Target group Management Committee, Manager, and community game guards.

Why needed To ensure development of integrated NRM plans and enforcement of zones and plans.


4 days per conservancy

Pre-requisites Basic literacy, numeracy Milestones / Indicators

N/A

Rating / Priority

ESSENTIAL


Knowledge and understanding of management planning and zoning. Training and facilitation skills.

Training Delivery

To be implemented in the conservancy and provided as required.


NRM Technical Assistance ModuleTheme 2.3 NRM rules and regulationsKey Topics 1. Assist conservancies to develop rules and regulations for resource use;

2. Assist conservancies to formalise existing rules & regulations for resource use; and3. Assist conservancies in identifying means to ensure enforcement (working with relevant institutions such as the Traditional Authority).


Ability to develop rules for resource use; Ability to formalise existing rules; and Ability to ensure enforcement.

Target group Management Committee, Manager and community game guards.

Why needed Conservancies have requested assistance in developing & formalising rules.Level of Effort - No. Days

2 days per conservancy.

Pre-requisites Basic literacy, numeracy.Milestones / Indicators

Rules developed and/or formalized.

Rating / Priority

ESSENTIAL


Experience in NRM and facilitation skills.

Training Delivery

To be implemented in the conservancy, through facilitated discussion and documentation.


NRM Technical Assistance ModuleTheme 2.4 Human Wildlife ConflictKey Topics 1. Assist conservancies to review and revise existing HWC plans/strategies in line

with MET policy; 2. Assist in developing HACCSIS; and 3. Provide guidance in the implementation of HWC mitigation techniques.


Improved/updated HWC plans/strategies; New HACCSIS schemes developed; and HWC mitigation techniques effectively implemented.

Target group Management Committee, Manager, community game guards, farmer representativesfrom each village within the conservancy.

Why needed To ensure that HWC plans/strategies are in line with new MET policy and are updated;

To assist conservancies without HACCSIS to develop their own scheme; and To provide essential oversight and guidance in the implementation of HWC

mitigation techniques (e.g., consolidated field locations, chili pepper production and use, crocodile fencing)


HWC plans/strategies: 3 daysHACCSIS: 5 days HWC mitigation techniques: intermittent ongoing, depending upon level of experience of the conservancy.

Pre-requisites Basic literacy, numeracy.Milestones / Indicators

HWC plans and strategies updated. HCCSIS developed.

Rating / Priority

ESSENTIAL


Knowledge & understanding of MET HWC management policy; Knowledge & understanding of HACCSIS; Direct experience with HWC prevention and protection measures; and Training and facilitation skills.

Training Delivery

To be implemented in the conservancy through facilitation and assistance in documenting revisions to plans, in developing written frameworks and rules for HACCSIS schemes, and in implementing HWC mitigation techniques.


NRM Technical Assistance ModuleTheme 2.5 Quota setting Key Topics 1. To amalgamate data; and

2. To improve decision-making on quotas and utilisation through adaptive management.


Improved decision-making related to game utilisation and management.

Target group Management Committee, Manager and community game guards. Why needed To ensure conservancies start to use data collected for decision-making, particularly

quota setting. Level of Effort - No. Days

5 days

Pre-requisites Basic literacy, numeracy Milestones / Indicators

Conservancy uses data for decision-making sets quotas using data.

Rating / Priority

ESSENTIAL


Knowledge and understanding of quota setting techniques and adaptive management approach, experience working with local communities. Training and facilitation skills.

Training Delivery

To be implemented in the conservancy through facilitation and demonstration of how data should be used for decision-making. Should be linked to conservancy quota setting needs.


5 Sequencing of Modules13

5.1 Institutional The diagrams below show the sequencing and recipients of training for emerging conservancies receiving Institutional Training.

13 MCA-N Conservancy Needs Assessment Scope of Services Task 3.2.2.4, 3.2.3.2


As Required

Management Committee

Conservancy Manager

Conservancy Staff

GOVERNANCE - CONSTITUTION DEVELOPMENT

COMMUNAL LANDS AND OTHER RELEVANT ACTS

CONSERVANCY FRAMEWORK/MANAGEMENT PLANNING

FINANCIAL MANAGEMENT

MANAGEMENT COMMITTEE TRAINING

STAFF MANAGEMENT

GENDER AWARENESS TRAINING

AGM MANAGEMENT

STAKEHOLDER COMMUNICATION AND RELATIONSHIP MANAGEMENT

PUBLIC SPEAKING AND PRESENTING

PROJECT MANAGEMENT


The diagrams below show the sequencing and recipients of training for experienced conservancies receiving Institutional Training.


Conservancy Manager

Conservancy Staff

COMMUNAL LANDS AND OTHER RELEVANT ACTS

CONSERVANCY FRAMEWORK/MANAGEMENT PLANNING

STAFF MANAGEMENT

GENDER AWARENESS TRAINING

As Required

GOVERNANCE - CONSTITUTION DEVELOPMENT

AGM MANAGEMENT

MANAGEMENT COMMITTEE TRAINING

FINANCIAL MANAGEMENT

STAKEHOLDER COMMUNICATION AND RELATIONSHIP MANAGEMENT

PUBLIC SPEAKING AND PRESENTING

PROJECT MANAGEMENT


The following table shows the ideal sequencing of the Institutional modules.

Module Sequence for an Emerging Conservancy (number indicates order)

Sequence for an Experienced Conservancy (number indicates order)

Training

Governance - Constitution Development/Revision 1 As required

AGM Management 8 As required

Management Committee Training 5 As required

Stakeholder Communication and Relationship Management 9 As required

Gender Awareness Training 7 4

Public Speaking and Presenting As required As required

Communal Lands and Other Relevant Acts 2 1

Financial Management 4 As required

Conservancy Framework/Management Planning 3 2

Staff Management 6 3

Project Management As required As required

TA

Governance 1 1

Financial Management 2 2

Framework/Management Planning 3 As required

Staff Management 4 3

Study Tours

N/A

In-Service

N/A


5.2 Business and Tourism The diagrams below show the sequencing and recipients of training for emerging conservancies receiving Business and Tourism Training.


Management Committee or

Enterprise Committee or JV Reference Group

Conservancy Manager

Members SME Manager / Staff

Conservancy Staff

TOURISM & BUSINESS AWARENESS In-Service

BASIC BUSINESS Training

TOURISM AWARENESS GENERAL Training

TOURISM AWARENESS Study Tour

TOURISM JV DEVELOPMENT Training

TOURISM JV DEVELOPMENT Study

TOURISM SME DEVELOPMENT Training

TA Study Tour

T SME DEV Training

TOUR GUIDE Training

TOURISM AWARENESS OVERVIEW

Training

Assumptions: An “Emerging” conservancy is assumed to have no understanding of tourism and is unlikely to have existing JVs or SME product developments (campsites etc.) As a result it is proposed that priority should be given to general business and tourism awareness training first in order to establish a foundation of knowledge and skills amongst the Staff and MC. More focused training on JVs and tourism SME business should follow afterwards as it is expected that they will then be in a better position to benefit from this more complex material.


The diagrams below show the sequencing and recipients of training for experienced conservancies receiving Business and Tourism Training.

TOURISM AWARENESS OVERVIEW

Training

Management Committee or

Enterprise Committee or JV Reference Group

Conservancy Manager

Members SME Manager / Staff

Conservancy Staff

TOURISM & BUSINESS AWARENESS In-Service

BASIC BUSINESS Training

TOURISM AWARENESS GENERAL Training

TOURISM AWARENESS Study Tour

TOURISM JV DEVELOPMENT Training

TOURISM JV DEVELOPMENT Study Tour

TOURISM SME DEVELOPMENT Training

TA Study Tour

T SME DEV Training

TOUR GUIDE Training

Assumptions: An “Experienced” conservancy is assumed to already have a general understanding of tourism through existing JVs or SME product development (campsites etc.) As a result it is proposed that priority should be given to more focussed training on business and JVs, followed by SMEs, with further general tourism awareness training only

coming later to add to their existing knowledge.


The following table shows the ideal sequencing of the Business and Tourism modules.



Training

Basic Business 1 1

Tourism Awareness - General 2 7

Tourism Awareness - Overview 9 9

Tourism JV Development 4 2

Tourism SME Development 7 5

Tour Guiding 8 6

TA

Basic Business 1 1

Sustainability Planning 5 3


Legal Support N/A N/A

Tourism SME Development 7 5

Study Tours

Tourism Awareness 3 8


In-Service

Tourism & Business Awareness 6 4


5.3 Natural Resource Management The diagrams below show the sequencing and recipients of training for emerging conservancies receiving NRM Training.


Conservancy Manager

Community game guards

MANAGEMENT PLANNING AND ZONING

EVENT BOOK TRAINING

HWC MANAGEMENT

GAME COUNT TRAINING

LAW ENFORECEMENT

As Required

QUOTA SETTING

GAME UTILISATION

WILDLIFE BIOLOGY/BEHAVIOUR

NRM MANAGEMENT


The diagrams below show the sequencing and recipients of training for experienced conservancies receiving NRM Training.


Conservancy Manager

Conservancy Staff

As Required

EVENT BOOK TRAINING

GAME COUNT TRAINING

QUOTA SETTING

GAME UTILISATION

WILDLIFE BIOLOGY/BEHAVIOUR

LAW ENFORCEMENT

HWC MANAGEMENT

MANAGEMENT PLANNING AND ZONING

NRM MANAGEMENT

Community game guards

Resource Harvesters


The following table shows the ideal sequencing of the Natural Resource Management modules.



Training

Event Book 2 As required

Game Count Training 4 As required

Quota setting As required As required

Game utilisation As required As required

HWC management 3 As required

Management planning & zoning 1 As required

Wildlife biology/behaviour As required As required

Law enforcement 5 As required

NRM Management As required As required

TA

Event book As required 1

Management planning & zoning As required 2

NR rules As required 4

HWC As required 3

Study Tours

N/A

In-Service

N/A


6 Template Sustainability Plan14 The CBNRM Program in Namibia has already begun to consider ways in which conservancies can assess their current and future financial sustainability. The Business Enterprise and Livelihoods Working Group (BELWG) of NACSO has developed a process for producing Conservancy Financial Sustainability Plans. This process has been tested in several conservancies15 with the support of the Institutional Working Group and the Integrated Community-based Ecosystem Management (ICEMA) project of MET. The material used has proven effective, but the implementation process still requires some adjustment. Any future support for the development of Financial Sustainability Plans through the MCA-N Project should use the materials and lessons learned from this NACSO process as its basis.

In order to become financially sustainable, a conservancy needs to generate more income than it spends so as to cover its operational costs as well as to provide benefits to members. Projections of both expected income and future expenditure are therefore important to conservancies’ financial planning and management.

A Financial Sustainability Plan will guide the conservancy in the management of its business interests and will assist in the overall management of the conservancy’s finances. In addition, for conservancies that are emerging or that currently still require external donor grants for operational costs, the Plan will also show when and at what rate donor funding can be reduced or stopped, in line with increasing income generated by the conservancy from other business sources (tourism, hunting, natural products, etc.)

The Financial Sustainability Plan should contain two main parts, as agreed through the NACSO, ICEMA Financial Sustainability Planning Process:

A Financial Sustainability Graph, showing financial projections for income & expenditure; and

A written Business Plan that accompanies the graph, and includes more information about the

business activities and how they should be managed.

14 Conservancy Needs Assessment SOS Task 3.2.3.3 15 Although not all were completed, these included the following conservancies: Gamaseb, Sorris Sorris, Doro

Nawas, Huab, Khoadi Hoas, Sheya Uushona, Uukolonghadi-Ruacana, N≠jaqna, Joseph Mbambangandu, Muduva Nyangana, George Mukoya, Kasika, and Impalila.


Some Conservancies may decide to use only the graph, while others may choose to have both the graph and the written Business Plan.

6.1 Sustainability Graph The Financial Sustainability Graph should contain all of the relevant financial information needed to project five years into the future, and should provide the conservancy with a reasonably accurate projection of income and expenditure. The development and review of the graph should be a key activity incorporated into the overall financial management planning undertaken by each conservancy annually.

The working groups of NACSO (BELWG and Institutional) determined that expenditure should be captured under the following 3 main categories, following consultation within the CBNRM program and field testing:

Operational Costs;

Benefit Distribution; and

Savings & Investment.

When using these categories, the conservancy must include pre-determined amounts for benefit distribution and savings and investment in its annual budget, rather than merely expecting these important components to be the result of any surplus of operational expenditure.

Income figures captured in the graph should include all sources, including donor grants. The accuracy of these income projections (as well as the accuracy of cost projections) is critical to the utility of the graph as a planning tool. Therefore, they should be based on documents such as business plans, JV agreements, and hunting agreements. Compiling these figures will generally require external expert input for certain components, such as JV tourism and hunting income projections.

An example template of a Financial Sustainability Graph is provided below.


Graph 1: Conservancy Financial Sustainability Graph, Accompanying Figures & Comments

0

100,000

200,000

300,000

400,000

500,000

600,000

700,000

800,000

900,000

1,000,000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

N$

Income

Expenditure (Operational Costs)

Donor Grant


An accurately completed Financial Sustainability Graph such as the example in Graph 1 above can provide most of the information that the conservancy requires for decision-making regarding its financial situation. The graph and accompanying figures also provide adequate information to donors that should assist them to plan together with the conservancy, when donor funding can be reduced or stopped.

Production of additional simple graphs (such as displayed in Graphs 2-4 below) can provide useful information to the conservancy regarding the proportion of expenditure being used for each of the main categories, as well as the actual amounts and projections regarding long-term savings and investments and bank balances.

Graph 2: Proportion of Expenditure allocated to each main category.


Graph 3: Actual Expenditure of each main category

Graph 4: Cumulative totals of Savings & Investment and Bank Accounts


6.2 Business Plan The second part of the Financial Sustainability Plan is the written “Business Plan.” Some conservancies may decide to only complete the Financial Sustainability Graph, which is the most crucial part of the Plan. However, producing a written business plan for the conservancy is useful as it helps the conservancy to develop a clear vision, to identify specific enterprise opportunities, and to clarify what needs to be done to achieve this. Overall the Business Plan should provide clear direction to the staff, Management Committee, and support organisations for the implementation of income generating opportunities. It should also be clearly linked to the Financial Sustainability Graph and include the following sections:

Introduction;

Vision;

Product (business opportunities and income sources);

Operational and Capital Costs;

Financial Projections (incorporating the financial sustainability graph);

Competition and Demand;

Marketing;

Management, Staff, and Operational Procedures; and

Performance Monitoring / Indicators.

Conservancies will most likely require external assistance in order to write the Business Plan, but care should be taken to ensure that the conservancy has the opportunity to provide input and has “ownership” of the final document. This written Business Plan can also be used by the conservancy to attract investors and to obtain support from donors.

Existing material / documents that can provide further and more detailed information on the development of and process for developing a Financial Sustainability Plan include:

How to develop (Financial) Sustainability Plans, a step-by-step guide (BELWG);


Examples of conservancy (Financial) Sustainability Plans (e.g., Khoadi Hoas) (BELWG); and

How to identify accurate Income Projections (BELWG).

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