Key issues

• Why – objectives: CBM (in this case) but be clear on each stakeholder’s objectives

• What is their involvement – level of participation identified and clear from the outset

• Who is involved – Stakeholders identified and kind of participation agreed and clear

• How – attitudes and behaviour, methods and process design

• Attitudes and behaviour √

• Methods – e.g. PRA/PLA tools

• Good process

How (to facilitate participation)?

1. What is our situation?

1 Situation analysisGenerate relevant information for discussion and analysis about the local environment, resource use and problems

•Mapping

•Historical profile / timeline

•Seasonal calendar

2. Why these problems and what can we do?

2 Learning & AwarenessDiscuss traditional and scientific information important for understanding issues and planning actions

•Ecological and traditional knowledge•Stakeholders•Problem trees

3. Can the community agree a way forward?

3 Action PlanningSelect priority issues and develop actions to address these including time frame and responsible people/agencies

•Issue discussion / ranking

•Action plan / matrix

4. How can we tell our plan is working?

4 Monitoring planDevelop and implement a monitoring plan during subsequent workshops and follow up

•Link to Action plan

Community steps

Facilitation steps

PLA tools

Tools specific to CBRM

• Traditional knowledge and management

• Ecological knowledge

• Monitoring plans

Traditional and local knowledge

• Kinds of traditional knowledge – useful for management?

• Traditional management practices?

Traditional knowledge for management List from participants

Traditional knowledge for management

• Stone wall trap (high tide / low tide)• Turtle harvest with yam harvest (VAN)• Bush rope for trapping fish• Tabu place (spirits)• Bamboo fishing rod• Kite fishing with spider web• Kura• Fishing net with coconut leaf• Bow and arrows• Spears• Fish poison – e.g. Tuva in gela• Surrounding fish with canoes• Rabbit fish migration (october)• “boneless” fish migration• Seasons for poisonous fish • Coral fish houses (FJ)• Smoking fish for preservation• Stone clappers to scare dolphins or rope and coconut shell• Flying fish netting• Mix of line and poly – Long Tom = local knowledge• Blacklip lure or bait for bonito

List from participants

Traditional knowledge for management

• Fish seasonality• Tabu setting and demarcating• Tabu ecological function• Location of certain species in relation to time and

weather• Feeding grounds• Fishing experts e.g. Gonedau• Methods sust and not • Times to set tabu• Special resource rights for particular people e.g Vanuatu

for chiefs• Etc. etc etc

List from previous participants

Western scientific knowledge

Ask participants to discuss and list the kinds of question that communities most often ask about their resources…

Ways of presenting scientific/outside knowledge -

Ideas?• Posters

• Theatre

• Group work and tools

• Resource people

• Key government or institutional contacts

• Etc?

Posters

Video

• Science of marine reserves

Theatre

• Wan Smol Bag

Group work tools

Sell/ Consume

Consume

Consume

Grouper

Juveniles

Corals

Tiny organisms

Group work1. Divide into groups2. Choose 2 marine resources3. Draw the food pyramid for each resources.

• Groups of 4 – one acts as facilitator• Brainstorm (check the definition of this

tool) a list of the detailed types of information that communities may need to be able to plan management.

• Discuss the list as a group, agree and decide priorities (use ranking if possible, beans are available).

• Draw the following matrix

Local and outsider’s knowledge Matrix

Local and outsider’s knowledge

They know They don’t know

We know

We don’t know

Stakeholders• This covered in previous exercises• Communities should discuss and consider this –

tools can include Venn diagram• Things to generate discussion on;

– Who are the decision makers– Who are the resource users– Who are the implementers of any plans– Is the traditional mechanism working– Do any other mechanisms need to be introduced– Do any other bodies need to be started e.g.

committees– Are women, marginal, silent and outside groups

considered– What is a realistic role for government agencies

1. What is our situation?

1 Situation analysisGenerate relevant information for discussion and analysis about the local environment, resource use and problems

•Mapping

•Historical profile / timeline

•Seasonal calendar

2. Why these problems and what can we do?

2 Learning & AwarenessDiscuss traditional and scientific information important for understanding issues and planning actions

•Ecological and traditional knowledge•Stakeholders•Problem trees

3. Can the community agree a way forward?

3 Action PlanningSelect priority issues and develop actions to address these including time frame and responsible people/agencies

•Issue discussion / ranking

•Action plan / matrix

4. How can we tell our plan is working?

4 Monitoring planDevelop and implement a monitoring plan during subsequent workshops and follow up

•Link to Action plan

Community steps

Facilitation steps

PLA tools

How to reach a management plan

• Problems – from maps, calendars, discussion etc.

• Sort and prioritize problems: using Problem tree / root cause / direct-indirect causes tools

• Action matrix / plan• Discuss, check stakeholders, consult and

agree formally on plan and who does what and when…

Problems

• Make a full list of all the problems you have on your map and also ones you have heard from other groups

Ranking

• Ranking is used to encourage discussion and comparison of issues and their importance, if this is achieved then it is sufficient to gain a broad understanding of the relative importance of the different issues.

• Ranking can be carried out in a number of ways but it is important that the facilitator and group not become too obsessed with obtaining a rank or score.

• The criteria chosen to rank is most important. E.g. for a community plan one needs to choose criteria such as “what is the most important problem for the community to address” as otherwise problems that are totally beyond the control of the community may be chosen

Problem ranking - example tools

• Matrix and voting

• Pairwise ranking

• Indirect / direct causes (e.g. LMMA)

Problem Identified RANK

Reef edges are shallow 1

Rubbish on seashore 5

Overfishing 5

Coral Harvesting 5

Destructive Fishing -duva-iron rod use-smaller fishing net sizes -coral destruction

5

Shoreline erosion 2

Depletion of mangrove 4

Increase in Sargassum population. 2

Soil erosion 3

Less fruit trees and more non-endemic tree species.

3

Tidal wave 2

Problem identification example

Problem trees

• To help participants find and agree the underlying causes of problems and examine the links between these root causes and their effects. This provides a basis for discussion of solutions in either this exercise or an action matrix.

• Full description in Handout

Overfishing

Fish for sale

Few sources of income

Financial problems

Uncaring byCommunity members

Too much monetary

obligations

Coral harvesting

Destructive fishing methods

Too many fishing licences

laiseni

Increase in population

Overfishing

Fish for sale

Few sources of income Financial problems

Uncaring byCommunity members

Too much monetary

obligations

Coral harvesting Destructive fishing methods

Too many fishing licences

laiseni

Increase in population

• In your groups, produce a problem tree for the problem of “Lack of fish” or “overfishing” in the lagoon

• Use the handout as guidance

Problem trees

Less income from fishing families

PROBLEM TREE

2. Effects

1. Problems

3. Causes

SOLUTION TREE

Objective

4. Solutions

5. Actions

6. Who

Low fish catches

LACK OF FISH IN THE LAGOON

Too many people fishing

Not enough fish to breed

Use of destructive fishing methods

Less people fishing in lagoon

a) Declare fish reserve b) Set fish size limits

a) Ban on useof dynamite, clorox

etc b) Reduce number of fish traps to two

Government/NGO (technical advice/training)

Community

a) Encourage fishing offshore b) Develop fish

farms

More fish breeding in lagoon

Reduce use of destructive methods

(Sufficient lagoon fish)

Figure 3: Example of a Problem/Solution Tree (simplified to address only one problem).

1. What is our situation?

1 Situation analysisGenerate relevant information for discussion and analysis about the local environment, resource use and problems

•Mapping

•Historical profile / timeline

•Seasonal calendar

2. Why these problems and what can we do?

2 Learning & AwarenessDiscuss traditional and scientific information important for understanding issues and planning actions

•Ecological and traditional knowledge•Stakeholders•Problem trees

3. Can the community agree a way forward?

3 Action PlanningSelect priority issues and develop actions to address these including time frame and responsible people/agencies

•Issue discussion / ranking

•Action plan / matrix

4. How can we tell our plan is working?

4 Monitoring planDevelop and implement a monitoring plan during subsequent workshops and follow up

•Link to Action plan

Community steps

Facilitation steps

PLA tools

Action matrix / management plan

• Examine the problem trees and think which root causes you may be able to do something about.

• Select 1-2 and fill in the action plan as the following matrix

PROBLEMPrioritized Problems/Threats(Most feasible and urgent)

SOLUTIONWhat has to be done to address the problems

ACTIONSAgreed activities

WHOStakeholders to implement (include responsible person / organization)

WHENTimeframe for Implementation

Rubbish thrown in sea

Provide waste bins and awareness

1. Meet council

2. Get empty containers and paint – sponsored by Coop

3. Radio awareness and school competition

1. Fish Warden

2. John and family

3. Mary and Parents association

10 April

5 May

10 May

Action matrixPROBLEMPrioritized Problems/Threats

(most urgent to address)

SOLUTIONWhat has to be done to address the problems

ACTIONSAgreed activities

WHOStakeholders to implement

(Try to ensure mainly local people or if other institutions that they are present)

WHENTimeframe for Implementation

IDENTIFIED PROLEMS

PROPOSED SOLUTIONS WHO IS RESPONSIBLE FOR THE TASKS?

WHEN ARE THE TASKS TO BE IMPLEMENTED What has been done

about the problem? Na cava sa qaravi oti

Proposed Tasks to resolve the problem

Within the tikina of korolevu-iwai

From outside the tikina of Korolevu-I-

Non-compliance to conservation resolutions

Reafforestation on shorelines “coast care”

Awareness programs on conservation of marine resources.

ChiefWorkshop participantsEnvironment comm

Fijian Affairs Board, Prov. officeFLMMA

Village meeting in November, 2002.

Collection of rubbish from seashores (Resort and communities).

Environment Committee of Korolevu-i-Wai

Ratu TimociVillage HeadmanCommittee member for Youth

After workshop on Nov. 7 after creation of environm.comm.

Rubbish clearing from the sea “Earth Day”

Map boundaries of fishing area for subsistence and ‘reserve area’.

Environment Committee

Fisheries (to provide map)

Dig a big proper rubbish pit for the village

Declaration of Marine Reserve Area

Destruction of Reef

Nothing has been done about this

Awareness campaign about the coral destruction is not beneficial to the community.

Workshop ParticipantsEnvironmentCommittee

FisheriesBogiva (FAB – Research Unit).OISCA

December 2002

1. What is our situation?

1 Situation analysisGenerate relevant information for discussion and analysis about the local environment, resource use and problems

•Mapping

•Historical profile / timeline

•Seasonal calendar

2. Why these problems and what can we do?

2 Learning & AwarenessDiscuss traditional and scientific information important for understanding issues and planning actions

•Ecological and traditional knowledge•Stakeholders•Problem trees

3. Can the community agree a way forward?

3 Action PlanningSelect priority issues and develop actions to address these including time frame and responsible people/agencies

•Issue discussion / ranking

•Action plan / matrix

4. How can we tell our plan is working?

4 Monitoring planDevelop and implement a monitoring plan during subsequent workshops and follow up

•Link to Action plan

Community steps

Facilitation steps

PLA tools

Tools for community resource management

• Information of use to communities includes ways that other communities and countries have managed their resources

• Many options can be considered but these need to be compared against the problems identified and the capacity to implement

• E.g. no use choosing technical fixes that require substantial outside support

Group work on management tools

• Consult your handout and problem tree and discuss the list of 28 management options in the handout and suggest appropriate ones for Funafuti and your problem tree.

• BUT – only select options that are FEASIBLE with minimum money or effort.

Group work on designating closed marine areas

• Consult the “tabu area” handout - Discuss and draw area or areas which might be good closed areas if you wanted to improve fishing.

Other PLA tools

• Extra tools if time allows or needed

Venn diagramAim• To identify the important stakeholders and how they relate in

order to provide the basis for discussions on who can be involved in putting plans into action and where relations could be improved.

Process• Participants split into groups and brainstorm a list of possible

stakeholders• Discuss the relative importance of each stakeholder to the

community or the management of the resources. Based on this cut out a circle of paper or card proportional to the importance of the stakeholder and label it. The bigger the circle the more important the stakeholder.

• Position the circles on butcher paper where the centre represents the community making sure that the distance of the circles from the centre reflects the amount of interaction that the stakeholder has with the community. Nearer is more interaction.

Methods

Venn - Stakeholders

HEALTHY MARINE

ENVIRONMENT

FLMMA

Forestry Department

Environment Department

OISCA

Education

FIJIAN AFFAIRS

FISHERIES

YAVUSA

HEALTHCHURCH

YavusaChief Village

Meeting

Tourism

HOTEL

Transect walk

• Practical (see handout) or IIED video if too wet.• A transect is a cross section or straight route through a

selected area which is followed by a team with the purpose of observing & recording information on the area’s natural environment, human use and management. In a relatively short time, transects allow communities to put forward their assessment of the state of habitats, record land use practices and generate a list of management issues.

• Information collected along the transect include details on the environment (type of soil & habitat); human use (specific resource use for subsistence, cash, customs or spiritual use; known shortages or threats; community management ( existing rules on use of the area or resources and ideas for development which involve the site or resources present.

Methods

Practical transect walk

Example transect from Fiji

Forest StationQueens Road

Vunasivi Old saw mill

Old playground (Naculava)

NaibujubujuSiliva i yata

River Resource scarcity

Resource scarcity

Resource scarcity Resource scarcity Resource scarcity Resource scarcity

Land Not fertile Not fertile Not fertile Mixed soil Votivoli Waitaci, volivoli

Forest Pine - (sautu) Moli, quwawa, mimi, qasima

(Sautu) Ivi, vala, tawa, haviwa, uci, kura

Mangrove -

Gardens Cassava, banana

- Danudanu makawa - - -

Old village - - - Thick forest - -

Problems Soil erosion at mouth of river (shallow)

Lots of non-endemic tree species

Too much drainage system

Mixed soil (sandy soil)

Indiscriminate rubbish dumping

Reforestation Endemic tree species to be preserved

- - Dig a proper rubbish pit

Three useful trees Kura, moli, togo, dawa

• Do a simple example yourself of major educational and work events in your life.

• Try another format, a diagonal line with crosses or ticks and the dates and events:

Historical profile / timeline

19821989

1995

Born kindyKGVI

Methods

1800-CENTURY

Decision made on 3 districts 3 district- “Davutukia”

To strengthen ties of kinship

1840 Delaikoroinahau became a separate“vanua”

Beginning of the Tikina

Sega ni matata nai tavi kei nai tutuDua na kemai taratara

1843 Introduction of Christianity (Vunisese)

Village receivedChristianity

1850 Tidal wave Fish resources disappeared

1906 Village founded Namada

1912 Register Tikina T/K/ Baravi Korolevu-i-wai

1936 Construction of Queens Highway

Road Scarce income

1945 Hotel construction Development Unemployment

1983 Tarsealing of Queens Road Easy transportation means taking less time

1970 Electrification started Electricity billingChange from thatched houses to wood and iron

Fijian thatched houses were becoming expensive

1980’s ChurchSchool

Veisau 4, 6, 8 Class 8

1990 Depletion of sea resources Fishes became scarce

Need for conserving marine resources

1998 Beginning of coral harvesting Depletion of fish Ban on coral harvesting and search for substitute

Pairwise ranking

• Think of ways of doing ranking• Individual voting or beans, group voting or

beans, others??• See handout for pairwise ranking and try

out in plenary using the following threats to fish catches: dynamite fishing, gill nets, outsiders poaching, broodstock overfished, rubbish in sea, traditional fish poison (Threat 1) (Threat 2) (Threat 3) (Threat 4) (Threat 5) (Threat 6) (Threat 7) (Threat 8) (Threat 9)

(Threat 1) (Threat 2) X (Threat 3) (Threat 4) (Threat 5) (Threat 6) (Threat 7) (Threat 8) (Threat 9)

PRA/PLA Do’s and Don’ts

• Take 2 slips of paper each

• Read and make sure you understand – ask or check course materials if necessary

• When trainer gives the word check the slips of as many of your colleagues as possible and compile a list in 6 minutes

• The list must follow the format DO (or DON’T) … and then the text.

Attitudes and behaviour