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The use of innovative learning approaches and tools to catalyze community-based conservation and monitoring
The document discusses innovative learning approaches to enhance community-based conservation (CBC) by emphasizing local knowledge, trust-building, and empowerment over top-down management. It highlights the challenges of project dependency and inadequate representation in conservation efforts, advocating for inclusive processes that foster resilience and creativity. Successful implementation relies on flexible facilitation and the integration of traditional ecological knowledge, ultimately leading to sustainable practices and stronger community engagement in environmental stewardship.
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The use of innovative learning approaches and tools to catalyze community-based conservation and monitoring
- 1. The use ofinnovative learning approaches and tools to catalyze community-based conservation and monitoring Elizabeth Linda Yuliani, Hasantoha Adnan Syahputra, Yayan Indriatmoko THINKING beyond the canopy
- 2. Community‐based conservation Community based conservation • Aimed to better recognize local people’s knowledge, interests, roles and rights in natural resources management • A As a respond to the d t th failures of people‐ exclusion conservation exclusion conservation and top‐down management
- 3. For CBC to work For CBC to work • Socio‐ecological system: dynamics, complex, multiscale • Mutual trust, sharing of management power and responsibility (vs consultation and passive p y p participation) • Learning, building social capital, creativity, innovation, resilience, strengthening local i i ili h i l l leadership and institutions • Equity and empowerment than monetary Equity and empowerment than monetary incentives • Local and traditional ecological knowledge co‐ management and empowerment Berkes, F. 2004. Rethinking Community‐Based Conservation. Conservation Biology 18(3):621‐630 Pretty, J.N. and Smith, D. 2004. Social Capital in Biodiversity Conservation and Management. Conservation Biology 18(3):631‐638
- 4. Complaints/challenges we often find • High dependency to the project • No continuation after the project No continuation after the project ended • Key stakeholders lack of sense Key stakeholders lack of sense belonging • No one knows where the data/maps/agreements after the project ended ildi i l i ld ’ l d • Building social capital doesn’t lead to stakeholders behavior change • Incentives/PES ICDPs don’t work Incentives/PES, ICDPs don t work Loss of biodiversity, deforestation, Loss of biodiversity deforestation overexploitation continue
- 5. WHY??? Our experience + observation + p discussions + literature reviews: • Lack of knowledge on local social context, e.g. paternalism, complexities, unclear tenure • Not prioritize processes for trust Not prioritize processes for trust‐ building, sharing power and responsibility, learning, self‐ mobilization and resilience • Predetermined objectives, no flexibility fl ibilit • Bias towards facilitator s/researcher s facilitator’s/researcher’s knowledge and preference
- 6. WHY???... WHY???... (continued) • Communityis too narrowly defined, seen as one interest group does not lead to well representation and equity • Stakeholders is too broadly defined: all groups/institutions who have interests vs groups that make decision and/or affected by any decisions made dominated by external actors, not community by external actors not community Local communities 6.98% 6 98% 13.95% Government 23.26% NGOs 34.88% 20.93% Universities/ Universities/ research institution Projects/programs
- 7. What is the most Source of income important thing (fish, timber, honey, from your rattan etc.) rattan etc.) environment? Community priority: economic
- 8. Participatory • Cultural value village sketch • Social value • Food medicinal Food, medicinal plants, water, fish breeding sites i • Environmental value • Political value • How they manage How they manage • Roles, responsibilities • Sharing knowledge h k l d among members
- 9. The ladder of The ‘ladder’ of For successful CBC participation Self‐ mobilization bili i Building self- Interactive ea e confident, self- motivation Strengthening Functional local institutions Most participatory Most participatory approaches and CBC Objectives are pre- projects Bought determined by project Incentives, Consultative food etc. Interview, questionnaire, Passive consultation Types of participation adopted from: Types of participation adopted from: Familiarization f F ili i ti of new Pretty, J.N. 1995. Participatory learning for sustainable agriculture. policy/program World Development 23:1247‐1263
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- 11. How to facilitate trust‐building, sharing power and How to facilitatetrust‐building sharing power and responsibility, learning, self‐mobilization and resilience? How to catalyze community’s initiatives without creating dependency to external facilitation and assistance, now and after the project ends? the project ends? Learning forum 2 days – 2 weeks ‐> what kind of learning process that could lead to behavior change? l h ld l d b h h ?
- 12. Change the way we do and see things Ch th d d thi • Appreciative Inquiry • Accelerated Learning Accelerated Learning
- 13. Appreciative Inquiry pp q y • Action research, 4D cycle (discover, dream, design, deliver) dream design deliver) • Primarily developed in the 1980s by David L. Cooperrider and his colleagues at Case oope de a d s co eagues a ase Western Reserve University for promoting organizational change. • Unlock people’s potentials and positive forces, create positive vision/dream, lead ii i to positive action Cooperrider, D. L., and S. Srivastva. 1987. Appreciative inquiry in organizational life. Research in Organizational Change and Development 1:129‐169. Cooperrider, D. L., and D. Whitney. 2001. A positive revolution in change: appreciative inquiry. Public Administration and Public Policy 87:611‐630. inquiry Public Administration and Public Policy 87:611 630 Russell, D., and C. Harshbarger. 2003. Groundwork for community‐based conservation ‐ strategies for social research. AltaMira Press, Walnut Creek, California, USA.
- 14. Accelerated Learning Accelerated Learning • Based on latest research on brain function • Physical activity, creativity, music, images, color, and other methods actively involving the whole person deeply involved in their own learning deeply involved in their own learning • Positive feelings, joyful, relaxed, and engaging accelerate learning engaging accelerate learning. • Negative feelings, stressful, painful, and dreary inhibit learning and dreary inhibit learning problem‐based approach rarely work Meier, D. 2000. The accelerated learning handbook: a creative guide to designing and delivering faster, more effective training programs. McGraw‐Hill, New York, USA.
- 15. Accelerated Learning Accelerated Learning… (continued) • The human nervous system: more of an image processor than a word processor • Different learning style: community vs scientists and scholars • Learning processes: various tools to accommodate different learning style • P l ld d h People would act towards the most memorable experience and emotions Meier, D. 2000. The accelerated learning handbook: a creative guide to designing and delivering faster, more effective training programs. McGraw‐Hill, New York, USA.
- 16. How do we use AI How do we use AI + AL? Vibrant facilitation • Confidence Relaxing atmosphere • Creative Inspiring conversation, Inspiring conversation ideas/strategies, not ideas/strategies, not affirmative topics BAU solutions • Generate individual Freedom to think F d hi k motivation Conventional forms of learning, e.g. formal g meetings, Whining or classroom complaining style
- 17. In capacity building/training event • Discovery: build community’s self‐ confidence, e.g. draw a symbol that represent one achievement they most represent one achievement they most proud of, share with others • High paternalism: an important basis High paternalism: an important basis for the next processes • Dream: in groups, draw what they g p, y expect to have/see in their future life and communities within 1‐3 years (in terms of sustainable natural resources management, reasonable timeframe)
- 18. • Design: what will I (each g ( participant) do to reach their dream? • S lf Self‐contribution rather than t ib ti th th pointing what other parties should do • Deliver: identify how they would deliver their personal contribution to the society, contribution to the society what they needed to learn to support their plan, how they would learn, and how they would cope with challenges. • In all stages: the use of text is In all stages: the use of text is kept to a minimum
- 19. Building trust, sharing power and responsibility • Start from ourselves, e.g. the way Sta t o ou se es, e g t e ay we manage the project, inclusive & respectful communication, openness • Facilitate each group separately • Capacity building and learning processes that catalyze power sharing and teamwork • Games/interactive tools to level the Games/interactive tools to level the playing field and power
- 20. Examples from three case studies p • Community‐based wild orchid conservation • Reviving the indigenous knowledge and traditional systems for community‐based Bornean orangutan protection • Microhydro
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- 22. The location • One of largest wetlands in Asia, > 132,000 ha • Importantecosystem functions (key hydrology regulator of Kapuas Important ecosystem functions (key hydrology regulator of Kapuas watershed; high biodiversity; largest supplier of West Kalimantan fish; largest deep peat deposit in the province)
- 23. • Local people income: US$11 18 million/yr (traditional fishery + arowana breeding Local people income: US$11‐18 million/yr (traditional fishery + arowana breeding farms + organic wild‐bee honey) • 43 villages : 5 Iban Dayak, 38 Malay (32 permanent, 6 seasonal) • Each ethnic group has different traditional tenure and natural resources Each ethnic group has different traditional tenure and natural resources management
- 24. Local context • Strong government paternalism, treat communities as powerless ‘victim’ mentality high dependency to outsiders • All land surrounding the park are allocated for oil palm, threatening biodiversity and local people’s livelihoods • Unclear tenure, overlapping claim over land • Government policies/decisions: strongly influenced by corporations and political parties and political parties
- 25. Community‐based wild orchid conservation We have • Community •Media coverage orchids too. Forest patch full protection, •Visits by high Please train us. l with black‐orchid h bl k hd declared as declared as officials, tourists, (Coelogyne Selimbau scientists pandurata) – Wild Orchid protected by Garden G d Indonesia law • In 8 months: Training on •Pride, more district’s orchids orchids motivation to motivation to decree (taxonomy, conserve ecology, social) Forest full with •Motivate and • Develop Develop endemic orchids train communities customary law in other villages What’s this to protect the (self‐mobilization) plant for? l tf ? forest and the forest and the Outsiders pay trees us Rp. 100,000 (USD 12) to Replicated, more collect these. forests conserved
- 26. Community‐based orangutan protection Awareness raising Learn that ‘high’ Folkstories programs orangutan population in their village has Documentation attracted many of traditional of traditional visitors/ s to s/ land‐use Communities scientists systems, form voluntary Traditional land‐ orangutan ‘orangutan customary t •Community use systems and study group’ rules, monitoring customary rules: folkstories g •Rescuing •integrated into integrated into A series of orangutan park zoning training‐workshop system and and district land‐use district land use multistakeholder planning A work in processes to foster •used to progress collaboration strengthen law h l enforcement
- 27. Microhydro •Benefits enjoyed by all community • Shared S a ed •Funding to members e be s learning on Self‐ buy turbine Self‐ •Better forest microhydro organized •Self‐ sufficient protection • Existence of Existence of proposal sufficient electricity y Self‐ •Self‐ protected development mobilized forest and of small dam monitoring river Self‐organized Self‐organized learning across villages
- 28. Monitoring g Topic Monitoring on Objectives Who How Wild orchid Orchid smugglers, ild hid hd l Manage and d KWADS Direct forest district land‐use plan protect wild (Association of observation and policies that may orchid forest, to Danau Sentarum , patrol on affect the forest, maintain village’s Wild Orchid rotating seasonal flowering ‘heritage’ Ecotourism) and/or variation volunteer Orangutan Hunter, poacher, Involved in Orangutan study basis trader, dietary plants orangutan group phenology, nesting p gy, g protection p behavior, crop‐raiding Learn more about orangutan Microhydro River discharge water Maintenance of River discharge, water Maintenance of All village All village quality, conditions of micro‐hydro members, on dam, turbines, rotating basis electrical wiring electrical wiring
- 29. Results of AI + AL Results of AI + AL • Self confidence self‐motivation Smugglers will be fined: Indonesian Rp. 2 g million, foreigner USD 2,000. self‐mobilization • Increased creativity and adaptive strategies • Increased ability to cope with shocks and complexities shocks and complexities • Develop strategies, looking for information, do necessary actions information do necessary actions
- 30. What factors motivate people? What factors motivatepeople? • Realized that they have rich knowledge and strong potentials to make changes and strong potentials to make changes in their lives and help them move forward • The processes result in practical vision, they knew how to achieve it and had self confidence • Passion, strong motivation, opportunity to learn new knowledge • F li fid Feeling confident • Feeling of being a well appreciated and trusted individual • Freedom to think
- 31. Lessons our team learnt Lessons ourteam learnt • CBC that focus on particular species/genera/forest product/ecosystem / /f d / service could lead to protection of large extent of forest/landscape • Snowball/multiplying effect of self‐ mobilization: significant
- 32. Challenges g • Strong paternalism; government’s programs contradict to conservation principles • Nurturing new knowledge, passion and positive spirit generated through the AI approach, and make AI principles become a new thinking culture and AI approach, and make AI principles become a new thinking culture and applied in daily behavior • Problem‐based approach ‐> weaken the positive thinking we build • Top‐down approach and break the trust • Rotation of government agencies we have been working with
- 33. Keys to success y • Facilitation skills • AI AL Asset‐based thinking AI, AL, Asset‐based thinking • Working with the right ‘agent of change’ ‐> social change • Right key affirmative questions • External knowledge shared in the right way, under the right context • Flexible, tactful and creative. Allow community s dream and planned action community’s dream and planned action that beyond your project’s focus gy • Exit strategy embedded since the beginning • Cultural sensitive
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