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Annual Report 2008
Contents
Vision & Guiding Principle 4
Executive Director Report 5
Organisational Structure 6
Regional Managers Report 7
Avoided Deorestation 8
Regional Projects 10
Australia 12
Cambodia 14
Fiji 16
Maldives 18
Papua New Guinea 20
Solomon Islands 22
Vanuatu 24
Finances 26
Board o Trustees 30
Partners 31
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4 Vision & Guiding Principles
Vision & Guiding PrinciplesLive & Learn
Environmental Educations
mission is to reduce
poverty and oster greater
understanding and action
towards a sustainable
uture through education,
community mobilisation
and supportive
partnerships.
Our Purpose and Aims
Developandimplementprojects
and programs or teachers, schools,
communities and other target
groups in the ield o environmental
and development education.
Encourageindividualand
community attitudes, values
and actions that are ethical and
environmentally sustainable.
Shareknowledge,skills,learning
experiences and resources with
others or the beneit o the
physical and human environment.
Promotetheintegrationof
environmental, human, cultural and
peace concepts in all education
projects and programs.
Guiding Principles
Webelievethatlocalknowledge
and global understanding are the
starting points in developing an ethic
in environmental and developmenteducation. Local ownership o
environmental and development
education programs, open participation
and equality remain the oundation o
our organisation. We aim to strengthen
this oundation through the ollowing
guiding principles:
Live&Learnseekstoestablish
action-based, eective and creative
learning models and teaching
methodologies o environmentaland development issues in the
developed and developing world.
Live&Learnemphasisesthe
importanceoflinkingschools,
school managers and teacherswith the community, chies,
elders, parents and NGOs so that
communities in their entirety are
involved with environmental and
development education.
Live&Learnpromotesattitudes,
policies, institutions and practical
actions that support community-
based education and sustainable
development.
Live&Learnadvocates
and promotes peaceul and
humanitarian activities and actions
in recognition that peaceul and
cooperative partnerships are a
undamental oundation or building
sustainable utures.
Live&Learnstrivestoworkin
appropriate partnerships with local
teachers, communities, NGOs, and
government agencies, respecting
their position and addressing their
needs.
Live&Learnsharesknowledge,
inormation and lessons learnt with
national partners and colleagues
along with the wider regional and
international community.
Live&Learndoesnotdiscriminate
between gender, race, political
opinions, age, sexual preerences
or religion and does at all timespromote equality and airness
among sta, beneiciaries and
partners.
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Executive Director s Report 5
This past year Live & Learn
has ocused on diversiying our
supportbaseandnetworkswhile
continuing toensureourworkis
grounded in community-based
institutions and organisations.
The expansion o many local
economies has seen an increased
interest or natural resources, in
particular; timber, fsh and palm oil.
Thisoten unsustainableextractiono resources, especially orest
resources,hasescalatedrisks
associated with climate change
andprovisionofsafedrinkingwater.
Communities need to be able to
continually assess the broad range
ofrisksthatlarge-scaledevelopments
can bring andbased on such
knowledgeandanalysisofthose
risksbethenabletotakecharge
o their own development.
Live & Learn has continued to
advocate and provide support
or organising and mobilising
communities towards counteracting
increased pressure on natural
resources. This includes aligning
community structures and
processes with participatory
principles, transparency and
accountable leadership alongside
empowering all groups within
communities, especially women, to
be advocates or action and change.
InthecontextofLive&Learnswork
this particularly relates to mobilising
sustainable livelihoods, providing
sound environmental management,
construction and maintenance o
water and sanitation inrastructure,
and developing youth leadership.
One o the most signifcant
achievements o the past year was
theprovisionofsafedrinkingwater
and sanitation to more than 30,000
people in rural island communities
in Papua New Guinea and Fiji. Trials
on the development o composting
toilets, both in PNG and in Cambodia,
were also carried out with promising
preliminary results.
2007 has also seen a wealth o
education resource development;
signifcantly strengthened by our
use o local artists to ensure relevant
and amiliar illustrations, coupled with
proessional graphic design to ensure
that Live & Learn is at the oreront
or meeting high standards and
expectations or education materials.
All our education resources, research
fndings and technical reports are
available via our website www.
livelearn.org and we welcome their
use to support other programs and
organisationsintheirwork.
Climate change, water and orests
are three big thematic areas or the
year ahead. New programmes will
commence on sustainable livelihoods
and rural learning on the Tonle Sap
in Cambodia; community-based
environmental management and
gender training in the Maldives;
protection o orest and ree systems
in Papua New Guinea and the
Solomon Islands; climate change
and avoided deorestation in
Vanuatu and peace building and
waste management in Fiji.
The most valuable asset o Live &
Learn is the immense commitment
fromourstaffandnetworkpartners
towards improving living conditionsor thousands o people living in poor
and resource-constrained areas.
This commitment has strengthened
with new realities o climate change,
lackoffoodsecurityandconict
andmygreatestacknowledgement
goes to our sta and managers
thatareworkingandlivingmany
hours in the feld with communities
acing difcult challenges. This
commitment will pave the way or
urther achievements in the coming
years and we will continue to put
communities and people at the centre
o everything we do.
Christian Nielsen
Executive Director
Executive Directors ReportBuilding on strengths and commitment
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TechnicalAdvisoryCommitte
es
BoardofTrustees
MALDIVES
VANUATU
CAMBODIAAsia Regional
Office
Regional Office Country Office In-country Program
AUSTRALIAInternational
Office
AUSTRALIAIndigenous
Programs
FIJIPacific Regional
Office
VIETNAM PAPUA NEW
GUINEA
SOLOMON
ISLANDS
NAURU
6 Organisational Structure
Organisational Structure
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Regional Managers Report 7
Live & Learns long-term goal is to
establish Regional Management
Teams to encourage greater regional
co-operation,networkingandthe
conscious development o a regional
identity and ocus. The Asian regional
program has a ocus on Cambodia
and the Maldives. Over the past
12 months both country programs
have grown exponentially, now with
more projects and larger teams o
skilledandcommittedstaffthatwill
continuetoworkonarange
o challenging issues.
The Live & Learn Strategic Vision
2020, completed last year, has helped
to coordinate and ocus our approach.
The Maldives and Cambodia Live &
Learn teams have made signifcant
progress on developing their individual
country strategies that complement
and build upon the organisations
Strategic Vision. The thematic areas
o priority in the Asia program
include: water sanitation & hygiene,
sustainable use o biodiversity,
environmental governance, natural
resource-basedconictmanagement,
sustainable energy options, and
waste management.
Live&Learnstrivestoworkin
appropriate partnerships and we
areworkingwithawiderangeof
partners including: Government,
non-government organisations,
community-based organisations,
communities, special interest
groups, and students. Our Strategic
Vision covers a very diverse scope
o thematic areas and to eectively
cover these we have developed
strong partnerships to strengthen our
approach rather than to duplicate the
workofothers.Ultimatelywehope
that through such partnerships the
communitiesweworkwithcangain
increased benefts as the activities o
dierent organizations become more
coordinated.
In the Maldives we have ormed
some mutually benefcial corporate
partnerships such as with ecotourism
resortswhereweworkwiththeir
sta and local communities on
environmental management issues.
One o our larger organizational
partnerships has developed or
the specifc ocus o developing
a Floating Latrine Design in
collaboration with Engineers Without
Borders (EWB) as well as other
partners. This partnership helps us
to maximize the use o action-based
approaches: merging the technical
engineeringskillsofEWBwithLive
& Learns education and community
mobilizationskills.
Live & Learn is expanding in
response to interest rom individuals,
government and organizations in
othercountriesthatareseeking
a more sustainable quality o lie.
Over the past year the frst steps
towards setting up Live & Learn in
Vietnamweretakenandpotential
opportunities in South Asia,
particularly in response to specifc
requestsfromSriLanka,Bhutanand
India, will be pursued.
From its early Pacifc ocus Live &
Learn now truly has an Asia Pacifcocus, but it is not just geographical
it is philosophical: we are unifed
byadesiretoworktowardreducing
poverty and ostering greater
understanding and action towards a
sustainable uture through education
community mobilization and
supportive partnerships. It is certainly
challengingworkbutitisimportantto
remember that you are part o a large
andgrowingteamoflike-minded
people who are there to support
you. I wish you all lots o success in
youractivitiesforthefutureandlook
orward to continuing to strengthen
Live & Learn through our collaboration
with all the ofces.
Jady Smith
Regional Manager: Asia
Regional Managers ReportGrowing in a Sustainable Way
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8 Avoided Deorestation
Thoseworkingintheclimate
changearenaarelookingat
ways o mitigating dangerous
climate change through curbing
the manner in which we treat our
forests.Thereexistsakeyrelationship
between orests and climate change.
Deorestation and degradation
accounts or approximately 20% o
global anthropogenic greenhouse
gas emissions (Mollicone et al., 2007).
While this loss o orests contributes
to emissions, orest ecosystems
are also important or sequestering
and storing carbon. Forests, as large
stores and potential emitters ocarbonarethereforeakeyelement
o the climate change debate.
Among the many and varied tools
or mitigating climate change is
that o Avoided Deorestation. The
central idea is to create an economic
incentive to curb the need or
deorestation by orest dependent
people. For each tonne o carbon
not released through avoiding
deorestation and degradation othe worlds orests, one carbon
credit (equivalent to one tonne) can
be produced and sold into the ever
growingcarbonmarket.
This idea is gaining increasing
attention in both voluntary carbon
marketsandinmandatoryschemes.
These projects, otherwise
knownthroughtheReduced
Emissions through Deorestation
and Degradation (REDD) policymechanism, are on the table or
implementation within the post-
2012KyotoProtocolframework.
Governments, NGOs and international
organisations are turning their
attention to Avoided Deorestation
as a way to speed climate change
mitigation, conserve orestecosystems, pursue sustainable
development objectives and involve
developing nations urther in the
climate change agenda.
While Avoided Deorestation projects
provide an avenue or climate change
mitigation, ew examples o their
implementation and overall success
are currently available. Current
debates about how to structure
and manage these projects ocuson technical, political and fnancial
issues. The involvement o local orest
dependent people is, however, one
o the most important but under
emphasised issues in this debate and
deserves much attention.
Much o the worlds remaining
orests exist in developing nations,
especially tropical orest ecosystems.
The numbers o people dependant
on these orests or their livelihoods
is immense. A report by the World
Commission on Forests and
Sustainable Development states that
over 350 million o the worlds poorest
people rely almost entirely on orests
or their subsistence and survivalneeds(Salim&Ullsten,1999).
These least developed communities
ace continuing challenges as
their access and rights to orests
become increasingly restricted by
ranchers, loggers, public and private
expansion. Poorly managed Avoided
Deorestation projects could continuethis pattern o disenranchising and
urther marginalising local, orest
dependent communities. There is the
possibility that once large amounts
o money become available through
these projects, corruption and abuse
o community rights will increase as
land speculation, land grabbing and
increased state and expert control
over orests ensues.
Conversely, well managed AvoidedDeorestation projects can
recognise the important role o local
communities in sustainable orest
management by providing an avenue
or their continued or increased
stewardship. A well managed project
will create income generation, social
capital and raise living standards
through generating meaningul
involvement with local communities.
Involvement needs to start very early
on in the process where land rights
and general project viability is being
discussed.Conictsoverlandtobe
used under these projects can only
be resolved with the consultation and
involvement o locals.
Avoided DeorestationProtecting livelihoods and tackling climate change
I locals do not understand why international investors are sending
money, or even what the climate change issue is, it will be very dicult
to ensure that deorestation and degradation are avoided.
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An important aspect o the
involvement issue is that o
knowledgetransfer.Iflocalsdo
not understand why international
investors are sending money, or
even what the climate change issue
is, it will be very difcult to ensure
that deorestation and degradation
areavoided.Thisknowledge
transer to local communities
is especially important where
contracts will be signed between
local communities and companies.Without education and involvement
o local communities, these projects
could produce extremely negative
outcomes.
High level involvement rom local
communities will provide greater
opportunity or communication
and inormation exchange. In less
successul Avoided Deorestation
projects, there has been a large
communication gap betweenlocalcommunitiesandotherkey
players such as project developers,
governments and international
investors. This gap is oten seen
through power imbalances translated
throughlanguage,knowledgeand
inormation. In ailing to address
this inequity, these projects have
produced poor outcomes or local
communities and have damaged the
project overall.
NGOs can play an important role
in generating and supporting local
community involvement. Donor
agencies and NGOs may be central in
ensuring that the benefts o Avoided
Deorestation projects reach local
peoples. These organisations are
oten highly experienced in projects
within the developing world and bring
high-level experience and technical
knowledge.Inadditiontothis,they
aregenerallynotseekinglargeprots
or projects and come with a pro-
sustainable development mandate.
As project developers, they can
represent the rights o locals and incases be objective intermediaries.
Avoided Deorestation projects
address real and very necessary
environmental needs. Whether these
needs are eectively responded
to requires an understanding
that environmental, social and
economic issues are intrinsically
linked.Byensuringthemeaningful
involvement o local orest dependent
communities, Avoided Deorestation
projects may be highly successul.
This meaningul involvement will
require trust, responsibility and
partnership on behal o all players
but the projected outcomes morethan justiy this commitment.
Reerences
Mollicone, D. et al., (2007) Elements or
the expected mechanisms on reduced
emissions rom deorestation and
degradationREDDunderUNFCCC,
Environmental Research Letters, vol.2,
pp.1-7
Salim,E.&Ullsten,O.,(1999)Our
Forests, Our Future, Report o the World
Commission on Forests and Sustainable
Development,CambridgeUniversityPress
Written by Anjali Brown
AvoidedDeforestation9
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10 Regional Projects
The Education or Biodiversity
Conservation Project is a
EuropeanUnionfunded
regional project that aims to
strengthen the capacity o teachers
and educational institutions to deliver
quality education about biodiversity
conservation to communities across
the Pacifc.
The major achievement or
the Education or Biodiversity
Conservation Project or this year
was the completion o the teaching
and learning resource to support
the integration o Biodiversity
Conservation Education across the
region. Discovering Biodiversity
An Educators Guide to Exploring
Natures Varietyprovides teachers and
students with an opportunity to learn
about,investigate,andtakeactionto
conserve the amazing variety o lie inthe Pacifc.
The resource was developed to ulfl
the ollowing criteria;
Complementexistingcurricula,
Challengeeducatorstoadopt
student centred methods o
teaching and learning,
BerelevanttoaddresstheNational
Biodiversity Strategic Action Plan
priorities, and Beconducivetoincreasing
youth participation in sustainable
biodiversity management.
The completed resource contains:
AteachersguideincludingaHow
toUsetheResourcesection;an
introduction to student centred
learning; Teaching Techniques
and deinitions o best practice;
EnvironmentalEducation;andkey
biodiversity conservation concepts
Teacherspre-reading,ashorttext
that introduces the concept o
each learning outcome in detail or
preparation or each o the learning
activities.
35learningactivitiesfollowingthe
Inquiry Learning Model, designed
toteachthekeyconceptsand
learning outcomes in each module.
SchoolsActionProjectsection
designed to give teachers
inspiration and clear instruction as
to how to carry out ocused actionprojects to complement their
students learning.
Along with Live & Learns Biodiversity
Education team, this resource was
developed with assistance and
support rom many organisations,
teachers, government departments
and individuals. Considerable eort
has been made to ensure the fnal
resource is eective, appropriate and
adequatelyreectstheeducationalneeds, practical constraints and
biodiversity issues, which exist across
the region.
The Discovering Biodiversity
resource was launched in Vanuatu,
Solomon Islands and Papua New
Guinea on May 22nd to coincide with
local celebrations or the International
Day or Biological Diversity.
The next phase o the project will
see the Biodiversity Education team
runningtrainingworkshopsacross
the region aimed at strengthening the
capacity o teachers and educatorsto use the resource and become
eective acilitators o action based
and critical biodiversity education.
Another signifcant achievement or
this year was the regional project
being showcased at the 8th Pacifc
Islands Conerence on Nature
Conservation and Protected Areas,
in October 2007, in Alotau, Papua
New Guinea. The Conerence is a
keyregionalmeetingofgovernment
agencies, NGOs, community based
organisations, and donor bodies to
discuss and develop a joint vision or
conservation in the Pacifc islands.
At this conerence Live & Learns
Biodiversity Education project was
selected by the conerence drating
committee as one o the success
stories o biodiversity conservation
projects in the whole Pacifc Region.
Thisacknowledgementinfrontof
regional biodiversity conservationpeers will contribute signifcantly to
the success and acceptance o this
project across the region.
Regional Projects
Biodiversity Conservation Project
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Regional Projects 11
Building a Sustainable Future
is a regional project unded
by NZAID, which aims to
promote education or sustainable
development (ESD) within learning
institutions and communities in the
South Pacifc.
Communities in Vanuatu, Fiji,
Solomon Islands and Papua New
Guinea have been involved in pilot
activities since the beginning o 2007,
and will continue into 2008. The
pilot activities are designed to test
dierent and innovative approaches to
sustainable development using ESD
as a central activity.
Pilot activities have included
establishment o a Catchment
Group in Vanuatu, which mobilises
community learning and involvement
in land and water managementusing principles o integrated
water resource management
(IWRM). In the Solomon Islands
and Fiji, communities have explored
sustainable development concepts,
goodgovernanceandtakenaction
to develop alternative and more
sustainable ways to earn income.
Innovative actions initiated by
communities have ranged rom
soapmaking,toestablishinga
native tree nursery, and creation
o compost piggeries. In Papua
New Guinea, communities have
explored development issues
through inquiry learning, and have
established sustainable development
committees, which have ocused their
activities around improving water
and sanitation, including building pit
latrines.
The lessons learned rom the pilot
activities are being developed into
toolkits,whichprovideopportunitiesor replication. The willingness and
interest o government, NGOs and
communities to continue with the
programs beyond the project cycle,
has been a major outcome and
success o the project to date.
As part o the Building a Sustainable
Future project, Live & Learn also
aims to develop a module or
teacher training institutions that
ocuses on Education or Sustainable
Development. The ESD module will
give pre-service teachers (student
teachers) an understanding o ESD
goals, and provide them with the
knowledgeandskillstodeliverESD
in schools when they enter the
workforce.Live&Learnstafffromthe
fourtargetcountriesareworkingin
partnership with education ministries
and teachers colleges to develop the
ESD module, which will be available
forusein2009.
Building a Sustainable Future
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12 Australia
During 2007 the International
Ofce, Melbourne team
have continued the ocus
on strengthening organizational
governance including ull revisions o
the Live & Learn Best Practice Manual
and Finance Procedures Manual
(FPM). Managerial and fnance
support visits have been conducted
in each country where Live & Learn
has a presence. In addition twoAustralian Volunteer International (AVI)
accountants have assisted in the roll-
out o the FPM in Papua New Guinea,
Solomon Islands and Cambodia.
In November 2007 the Melbourne
ofce hosted the International
Forum on Climate Change 2007: a
stimulatingtwoweeks,fullofenergy,
passion, debate and laughter: a time
to be remembered by all and to guide
andstrengthentheworkofLive&Learn throughout the Asia Pacifc
region. In addition to the core Live &
Learn participants, we were delighted
to welcome representatives and
input rom International Womens
Development Agency (IWDA),
International Development Support
Services (IDSS), Australian Volunteers
International (AVI), Melbourne
UniversityandOxfam.Ofparticular
note was the excellent management
skillsbasedtrainingprovidedby
David Fair which will undoubtedly
support our move towards rising
to the challenge set down by
Steven Andrews o Carbon Balance
Consulting who guided us through the
technical terms o climate change and
led discussion on our direction and
vision or pioneering climate change
mitigation activities through Live &
Learn programmes. The fnal day at
CERES (the Centre or Education
and Research into Environmental
Strategies) provided a timely practical
demonstration o climate change andenvironmental education in action.
The closing ceremony held in a
traditional aboriginal meeting place
reminded us all o the importance o
ourwork;tomaintainandstrengthen
the environment o our oreathers
or the nurture and beneft o uture
generations.
Research, Monitoring and Evaluation
havetakenaleapforward.Amajority
o Live & Learn programmescommence with community
consultation and participatory
researchinordertoensureourwork
starts where the community is at.
Whilst all research is conducted in the
feld through the individual country
ofces, having a central research
advisor to ensure rigour in study
design, develop detailed acilitator
guides and support the analysis and
reporting o fndings ensures Live
& Learn maximizes the time and
energy given by the community
members who participate in research
activities. In the orthcoming
year our research capacity will be
expanded to incorporate monitoring
and evaluation, and in particular
to strengthen the use o Most
Signifcant Change methodology,
which collect stories straight rom the
intended benefciaries o Live & Learn
programmes.
The production o tools and resources
continues to be a growing area
o expertise or Live & Learn. The
graphic design team has been
hardatworkdesigningnumerous
manuals,toolkits,postersandother
resources or all the country ofces
to use in the feld. It is important that
these materials are relevant or their
intended audience and are robust
or the environment where they are
being used. The aim o the centralised
graphic design team is to provide
a consistent and ongoing technicalcapacity supporting the production
o high quality materials that provide
clear and eective communication
whilst being inspiring and inormative.
The international ofce maintains
the Live & Learn website, an integral
component or communicating the
outcomesofourworktotheglobal
community. Live & Learn maintains
a policy o broad dissemination o
our resources and these are madeavailable or download via the website
www.livelearn.org
AustraliaThe international oce, Melbourne provides a base or technical skills,
organisational governance and managerial support.
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Over the past 12 months,
the Cambodia program has
nurtured a strong place as
anationalNGOworkingtowards
sustainable development. The ocus
has been on the development o the
National Human Rights Education
Campaign, promoting Community
Fisheries through investments,
developing community-based
ecotourism, and most recently
workingwithuplandcommunities
on the development o Learning
Community models. Geographically
our coverage is becoming quite
comprehensivewithworkin10ofthe
21 provinces in Cambodia, includingthe lowlands, uplands protected areas
andworkwithshingcommunities,
agricultural communities, vulnerable
groups and ethnic minorities.
It has been an important year or
strengthening Live & Learn at an
international and national level. In
November2007keymembersof
the Cambodia team attended the
Live & Learn Management meeting
in Australia. More recently in April2008, the national Cambodia country
teamhadastaffretreatinRatanakiri.
During the sta retreat, we discussed
our vision or the country strategy.
Throughgroupdiscussion,keyissues
were highlighted and a common
vision or Live & Learn Cambodia
was drated: Education and Action
or Empowerment: Environmental,
Economic and Social Well Being in
the Sustainable way.
Human Rights Education
Campaign
This project aims to heighten national
awarenessofthelinksbetween
human rights and sae access to
land and orests. During the last
12 months the ocus has been in4 specifc areas: community, women,
schools and journalists. Many
Human Rights based materials have
been developed: A curriculum or
women and schools, act sheets and
media guides or journalists, land
law publications and a community
ipchart.Wehavealsoconducted
training on Basic Human Rights or
80 teachers and 162 women, and
training on child rights, genderconcepts and domestic violence or
160 women. Journalist training has
included4eldtripsfor59journalists
resultingin64articlesand39media
broadcasts through TV and radio.
The project is successully moving
towardsitsaimandstrongnetworks
have been ormed with other Human
Rights NGOs.
Domestic NGO Services
This project aims to establish relevant,
practical and beneft-generating
community based natural resource
management (CBNRM) activities in
community fsheries organizations
(CFOs)aroundTonleSapLake,the
projecthasworkedcloselywith
NGOs and CFOs. An Inception Report
has been developed including the
selection o 5 Subcontract Provincial
NGOs and 25 CFOs. A CFO Appraisal
Report and feld awareness raising
or the selected NGOs and CFOs
has been completed. We also
developed the CFO Investment
Manual and conducted training
on it which consists o our main
themes (inrastructure, conservation
and natural resource management,
livelihoods and social). The ProjectImplementationUnit(PIU),5NGOs
and25CFOsweregivenskillsto
develop CFO Investment Proposals
14 Cambodia
CambodiaEnvironmental Education, Human Rights and Sustainable Development
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to support natural resources
management around Tonle Sap.
Moreover we also developed the CFO
Management Guidelines to manage
the CFO investment activities.
Community Based
Ecotourism
Live & Learn has ventured into
supporting ecotourism initiatives with
aninnovativeIUCN-fundedprojectto
deliverecotourismandmountainbike
training to a small commune locatedin the Cardamom Mountains, in south
west Cambodia. The Cardamoms are
a global biodiversity hotspot, being
one o the last remaining elephant
corridors and large predator ranges in
the region. They host more than hal
o Cambodias 2300 bird species and
are home to 14 globally threatened
mammal species. The Cardamoms
comprisenearly20,000km2 o
contiguous orest cover including a
vast rainorest ecosystem and 16
dierent vegetation types, ranging
rom dense evergreen rainorest to
lowland orest to coastal mangrove
ecosystems. The mountains are a
mountain-bikingandhikingparadise.
They are criss-crossed with trails and
tracks,numerousriversandstreams,
wateralls and caves and cultural
artiacts such as unerary jars and
cofns.
The ecotourism project is an initiative
to provide an alternative livelihood
option and reduce the destructive
commercial exploitation o orest
products. Our training program
covers the areas o eco-awareness,
hospitality, frst aid, eco-guiding,
andmountainbiking.Atotalof76
participants, 26 o whom are women,
are currently involved in training.
We are developing and trialling an
innovative two-way communication
tooltoassistnon-Khmerspeaking
tourists to communicate their needs
to their home-stay and guesthouse
hosts.Aeetof12goodquality
mountainbikeshavebeenpurchased
anddeliveredtosite.Thesebikeswill
be used or training and will become
theeetthatcanbehiredbytourists.
The project is a collaboration
between Live & Learn and Wildlie
Alliance, who have a long-term
Community-Based Ecotourism (CBET)
development commitment at
Chi Phat.
Learning CommunityDevelopment Project
The LCDP project aims to develop
innovative models or learning
communities rom six pilot
communes in three targeted
provinces in Cambodia: two in Preah
Vihear,twoinRatanakiriandtwo
in Kratie. During the last 4 months,
we developed and published the
Inception Report including detailed
workplanandtravelschedulesto
present and distribute to the board
membersoftheproject(UNDP,
MAFF-PSUandLive&Learn).Wealso
developed RAP tools and conducted
the frst RAP in 2 communes in
Ratanakiriprovince.Theinnovative
nature o the project requires an
adaptive management approach,
resulting rom ongoing negotiation
with the donor to allow or such
reedom.
Live & Learn sta have been involved
in some short term consultancies.
Theyhaveworkedonthepromotion
o the Community Livelihood Fund,
development o project inormation
centres and coordination with other
projects. They have also trained
Bunong Facilitators on how to use
the Community Environmental
Awareness Flip chart. These
acilitators will incorporate the
dierent modules on environmental
awareness in their literacy program in
differentvillagesinMondulkiri.
In the year ahead we will continue to
ocus on our current projects, start
newworkonprotectionofnatural
resources; a component o the Tonle
Sap Sustainable Livelihoods Project.
Thisprojectincludesworkingwith
Engineers Without Borders on latrine
design. The Cambodia ofce is
workingtowardproducingacountry-
specifc strategy ollowing rom the
organisational Strategic Vision 2020.
Cambodiawillalsobeworkingclosely
with the new Vietnam ofce to assist
in its establishment in the region.
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16 Fiji
FijiLive & Learn Fiji team has had a busy year with our schools and community
education programs. We saw the completion o a 12 month project and the
beginning o another that takes environmental & development education to
the outer islands, a rst or Live & Learn Fiji.
Developing Sustainable
Communities
The Developing Sustainable
Communities project, unded
by Fiji Forum o Non State
Actors (FFONSA), was designed
to support the needs identifed by
the communities to strengthen
and build the capacity o the
Turaga-ni-koro(VillageHeadman)
as village administrator, initiate
actions to address their limited
sources o income and address
poor management o resources and
particularly, waste disposal practices.
It complemented the integrated water
management approach that was
undertakenaspartoftheGoverning
Water Programme in over 45
communities. The project began with
a rapid assessment o perceptions
(RAP) that established community
attitudes towards sustainable
development, opportunities and
constraints. It also identifed the
role education played in sustainable
practice, and how this practice should
be sustained. The identifcation o
the roles o various groupings inthe community in promoting and
mainstreaming sustainable living also
tookplace.TheRAPinformedthe
development o learning tools and
ormed the basis or evaluation.
Extensive training programs
delivered to target communities saw
the establishment o Community
Administration Centres or the
administration and coordination
o community-directed projects.
These centres also provide a ocal
point or coordination o urther
training programs; documentation
o village aairs and; dissemination
o inormation and the Community
Handbooksthatweredeveloped
on village health, micro-fnance and
village administration.
RiverCare Fiji
RiverCare Fiji is unded by Vodaone
ATH Fiji Foundation. The last year
has seen progress with student
andteachertrainingworkshops,
community outreach sessions and thestrengtheningofdistrictnetworks.
Schools have received training in
water quality monitoring and have
adopted waterways within their
schools locality and also together
asanetworkofschools.InSuva,
schoolshaveadoptedtheNabukalou
Creekandhavebeenactiveinraising
public awareness on the importance
o maintaining the health o this
waterway through improved wastemanagement practices. Research,
regular water quality monitoring
and awareness campaigns with
communities along the adopted
waterways have been initiatives led
by students throughout the year.
RiverCare schools are also engaged
in addressing waste management
issues together with reorestation
and beautifcation o their schools
environments.InSigatoka,the
establishment o the River to Ree
Networkhasinvolved schools along
theSigatokaRiverand coastal area.
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Imagining Tomorrow:
HOPE or PeaceThe Imagining Tomorrow: HOPE or
Peace project was launched in 2006
andfundedbytheEuropeanUnion.
The last year was an eventul year
with a mobile team o educators
traveling on the Peace Bus. The
colorul bus carrying the message
o peace has caught the attention
o many. Games and puppet
shows, in addition to peace and
environmental education activities,
havebeenundertakeninover
100 schools ocused on building
peace and multicultural dialogue.
Community outreach sessions were
alsofacilitatedandthisensuredlinks
were made between schools and
communities.
HOPE or Peace teacher training
workshopsheldduringtheyear
ocused on the theme o Weaving
in Peace echoing the importance
o peace education woven into
environmental sustainability.
Students rom HOPE or Peace
schools participated in Students
PeacePaintingWorkshops.The
paintings showcased the students
perception o peace. Schools in
Suva also celebrated World Peace
Day. The annual Peace Camp
which is a celebration o peace
involved youngsters congregating
and participating in peace and
environmental awareness raising
activities.
Districtsnetworkshavebeen
actively involved in setting up whole
school initiatives which include
peacegardens,peacetokens,
complimentary quilts and peace
ambassadors. The highlight o peace
initiatives and an outcome o the
Imagining Tomorrow: HOPE or Peace
project was the ormation o a group
o peace ambassadors, a group o
students trained by the HOPE orPeace team. The Peace Ambassadors
use peace and environmental
activities to empower their peers.
Water Education or
Teachers (WET)
The goal o Project WET Fiji is to
acilitate and promote awareness,
appreciation,knowledgeand
stewardship o water resources in Fiji.
Project WET is currently being undedby AusAID.
Project WET promotes critical
thinking,learningthrough
participation, and creating a sense
o ownership and values toward the
importance o clean water sources,
sanitation and sustainable livelihoods.
Activities or the year included the
development o WET resources,
WET training orums or a variety o
stakeholdersandconductingWater
Education Student Fair Days.
World Water Day 2008
The International theme or World
Water Day 2008 was Sanitation.
In partnership with the Pacifc Islands
Applied Geo Science Commission,
Live & Learn Fiji developed
educational and awareness resources
promoting hand washing based on
the regional theme o Sanitation
or Healthy Pacifc Communities.
This was promoted on radio, the
childrens television program, Get
Set, in the newspapers and inschool materials. The Wash Hands
resourcepackwithstickers,posters
and a Sanitation Fact Sheet have
been distributed regionally and many
schools participated in the water
and sanitation activities (many rom
Project WET) during the celebrations
organized on World Water Day, 22nd
March, in Suva.
The year ahead will see us continue
ourworkandalsobeginworkontheImprovingDrinkingWater
Quality in rural schools in Fiji project,
unded by the Fiji Education Sector
ProgramEuropeanUnion(FESP-
EU).Thisprojectaimstoimprove
living conditions or students and
community members in resources-
constrained rural and remote island
communities.
It is set to be another busy yet
rewarding year.
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18 Maldives
Mobilising communities
through community based
acilitators
Live & Learn Maldives, through
the Environmental Awareness
component o the Regional
Development Project (phase 2), isor
the frst timetrialing community
based acilitators to mobilise the
communities into action on issues
regarding water and sanitation, waste
and land and beach management.
Live & Learn discussed the approach
withstakeholdersandconsidered
the proposed approach or a number
ofreasons.Reectiononpast
activitiesidentiedsomeweaknesses
in previous approaches centered
on using only trained, employed
acilitators. Whilst there are benefts
to using trained and experienced
Live & Learn sta to conduct training
sessions there are also some
disadvantages; namely high travel
costs and lost time through travel,but most signifcantly there is the
methodologicalweaknessesof
reduced sustainability and potential
disempowerment o the community.
This is o particular concern when
communitymobilisationisakeygoalor the actions. The new approach
involves community acilitators,
trained as a core group o personnel,
to deliver training in the respective
communitiesandreportbackto
Live & Learn.
Two Community Facilitators have
been resourced by Live & Learn on
each island to deliver training. The
criteria used to select acilitators
were; having a teaching andfacilitationbackground;beingwell
respected by the members o the
communitiesinwhichtheywork
and live and their motivation and
enthusiasm to conduct training
in their own communities. These
community acilitators will receive
intensive training on how to deliver
and eectively use the training
materials and resources. This
approach is considered to be muchmore aligned with the aspirations o
regional development with multiple
benefts, including:
strengthening capacity at Atoll1.
level (capacity),
benefts would be sustained2.at local level (sustainability)
linksthecommunityandtrainers3.
(empowerment) and
signifcantly reduced travel costs4.
(time & money).
While the feld time o the Live &
Learn team will be slightly reduced,
the support role to the community
acilitators will signifcantly increase.
In terms o quality, Live & Learnwillensurethattheyup-skillthe
acilitators and also monitor their
perormance. This approach will
require increased monitoring and
evaluation to ensure quality control
but the sustainability o such an
approachishigherasmoreskillsare
developed within the community
and there is less reliance on external
inputs.
The modifed approach is stronglylinkedwithadaptationofmaterials
andspecicdevelopmentofskills
in local community acilitators
MaldivesThe Maldives oce has had a busy and productive year whilst also refecting on
their approaches. The sta constantly strive to improve community engagement
and empowerment.
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and is aimed to increase the local
capacity and support community
empowerment.
Training materials will be developed
basedonthecommunitytoolkitsfrom
the TA 4614-MLD Promoting Sound
Environmental Management in the
Atermath o the Tsunami Disaster.
Overall the programme incorporates a
wide variety o methods or planning,
action,recordkeeping,reection
and monitoring and evaluationrom
the beginning o the project to the
end. The methodology itsel has
application in project implementation
as well as management.
National Environmental
Studies curriculum
For the latter hal o 2007 Live
& Learn sta in the Maldives
concentrated on fnalising the
curriculum materials developed or
the Educational Development CenterundertheUNICEFfundedproject.The
materials have been fnalised with the
support o the respective sta rom
the Educational Development Center
andotherstakeholders.
An e-learning course has been
developed by Live & Learn or
the teachers in the outer island
communities to amiliarise
themselves with the approaches used
in the materials developed or theEnvironmental Studies curriculum.
Web and CD-based-courses have
been developed or teachers who
teach environmental studies in
primary schools.
Chilli project
The chilli project is a joint venture
between the International Womens
Development Agency (IWDA)
in Australia, the Live & Learn
Environmental Education Maldives
(LLEE) and Soneva Fushi Resorts.
This project, ofcially titled Towards
Environmentally Sustainable Equitable
and empowered communities is
unded via IWDA Board Member
Trisha Broadbridges annual Tsunami
anniversary undraising event and
donations made to IWDAs tsunami
appeal rom the Australian public.
The purpose o the project is to
enhance the strategic development o
women through capacity building in
livelihood opportunities and increasing
participationindecisionmaking
through gender and environment
training. The livelihood opportunity
comes in the orm o chilli cultivation
and the development o chilli sauce
whichwouldbetherstofitskind
in the Maldives as chilli sauce is
imported rom other countries rather
than processed locally. The island o
Kelaa in H. A Atoll has been selected
or the pilot phase o the project. The
activities o the project or the years
20082009willbebased on the
ollowing objectives.
Provide sustainable opportunity1.
to women armers in target
communities in Maldives;
Increase Womens participation in2.
decisionmakingandleadership
and increase awareness and
understanding o gender and
environment issues in target
community.
The activities looming ahead in
this Hot Project includes among
others, a recipe competition or the
chilli sauce, development o the
chilli production acility, training with
womens group on processing chilli
sauce and community training on
environment and gender.
National Public Awareness
Campaign on Waste
The National Public Awareness
Program has successully utilized
print and electronic media to convey
messages about waste management.
Furthermore sectoral and community
training were also conducted.
During 2008 we will concentrateon monitoring and evaluating the
campaign through training and other
mediums.
We have recently signed a
MemorandumofUnderstandingwith
the Ministry o Inormation Arts and
LegalReformandhaveembarkedon
ajointventureofproducingaweekly
TV program called Asseyri which is
aired on the local Television channel.
Theyearaheadlookspromisingandthe team is very much inspired by the
workcarriedoutintheL ive & Learn
Maldives Ofce.
Maldives19
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Our sta and partners
One o the pioneer members
o our sta, Mrs. Elyne
Jonda, has returned to
secondary school teaching. We
wouldliketoextendawarmthank
you or her contribution towards
the establishment and expansion o
Live & Learn PNG, since it started in
2004.Asmoothtransitiontookplace
in January as the reigns o Country
Manager were passed to Ben Ngava.
During 2007, the PNG ofce has
been ortunate to have had the
support rom several volunteers.
Robert and Kate, (Australian
Volunteers International (AVI)) have
provided immense technical input
and capacity building in the areas
o fnance and administration. The
Rural Water Supply and Sanitation
Project (RWSSP) is greatly assisted
by Engineers Without Borders and
also New Zealand Volunteer Services
Abroad (VSA) volunteer, Paul, who
will assist our national engineer with
project implementation.
RiverCare
The current RiverCare program was
successully completed this year. We
plantocontinuetheworkinourpilot
schools together with the Education
or Biodiversity Conservation project.
There is interest and desire to extend
the program into other schools in
the province and indeed throughout
PNG, however, such expansion is
dependent on unding.
Community-based WaterManagement and Education
To date this programme has seen the
completionof20tanksandover66
youths rom the target communities
trained in the construction and
maintenanceofferro-cementtanks.
To record the success, a flm crew
fromAsiaWorksTelevisionvisitedto
makeadocumentaryoftheproject.
In addition we were delighted with an
invitation or Ben Ngava to attend the
13th Poverty Environment Partnership
Conerence, Manila and share
experiences and lessons learned
with people rom organizations
rom other parts o the Asia Pacifc
regions unded under the Poverty
Environment Partnership Program.
This project is due to be completed
in mid-2008, however, we would
liketoseeitexpandedintoother
communities.
Education or Biodiversity
Conservation (EBC)
This has been a very busy andexciting year or the project in PNG.
Siwa Kupe and the PNG EBC team
haveworkedtirelesslyoverthepast
year in a coordinated eort with EBC
ofcers rom Vanuatu and Solomon
Islands and the regional coordinator
to develop and produce the Education
or Biodiversity Teachers Manual
which is now completed and printed.
Awarenessworkshopsandmeetings
wereheldbetweenstake-holders,
partners and teachers rom our pilot
schools throughout the period.
20 Papua New Guinea
Papua New GuineaLive & Learn PNG has continued to raise awareness o local and regional
environmental and social issues amongst the communities where we work.
It has been a very challenging but productive year.
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The EBC Teachers Manual was
ofcially launched in PNG on the 22nd
o May, International Biodiversity
day,attheIndependenceParkand
involved students and teachers rom
pilot schools and our partners; The
Nature Conservancy, Mahonia Na Dari
and New Britain Palm Oil Company.
It was a great success.
Education or Sustainable
Development (ESD)
PNG is part o the regional Education
or Sustainable Development project.
Following on romworkshopsheld
last yearand the results o the survey
carried out by the ESD committee
trainingworkshopswereheldto
address identifed needs and issues
aced by communities. Two o these
involved demonstrations and training
conductedbyourengineer,PeterPak,
in the construction o VIP latrines and
thethirdwasatrainingworkshopon
how to write project proposals and
makesubmissionsforfundingto
government agencies or community
projects. Another important activity,
led by Clarence Burain, was the
development o a traveling story
bookbasedonthepilotcommunitysexperience. This will be used as a
case study when the project moves
into its replication stage. With the
projectendinginearly2009,we
aremakingarrangementswiththe
Education Department, partners and
stakeholderstodevelopanESD
course or student teachers in teacher
training colleges.
Rural Water Supply and
Sanitation Project (RWSSP)This has been one o our most
challenging projects though we
have managed to meet many o our
targets.FundedbyEUunderthe
PNG Department o Health Rural
Health Improvement Program and
coordinatedbytheEUagency,Rural
Water Supply and Sanitation program,
the project aims to improve health
and living conditions o people in rural
communities. It has two components.
The education component aims to
provide educational training and
awareness on health and sanitation
issues and HIV/AIDS. The technical
component is responsible or theconstruction o water supply systems
and sanitation acilities (VIP toilets)
in target communities. Through
this project we have been able to
deliver health, hygiene and sanitation
education to more than 2500 people
in our communities and trained 35
HIV/AIDS community trainers. We
have also completed one gravity eed
water supply system, 24 rainwater
catchmentsandtanks,8borewells
and 360 VIP latrines.
Five year Strategic Plan
Thisyearmarksanothermilestone
or Live & Learn PNG. With the
assistance and guidance o our AVI
volunteer, Kate Mutsaers we have
been able to develop our 5 year
strategic action plan which sees us
through to 2013. The strategic action
plan covers 6 main thematic program
areas which we hope will shape our
workandprioritiesthroughtotheyear
2013. These thematic program areas
are consistent with the Live & Learn
2020 vision. The Live & Learn PNG
teamwouldliketoextendoursincerethankstoKateforherassistance.
Papua New Guinea 21
Through this project we have been able to deliver health, hygiene and
sanitation education to more than 2500 people in our communities and
trained 35 HIV/AIDS community trainers.
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22 Solomon Islands
Imagining Tomorrow:
Peace Building Education
in the Solomon Islands
T
he Imagining Tomorrow: Peace
Education project in Solomon
Islands has expanded its peace
educationnetworkprogramthrough
linkingandworkingwithpartner
organizations and schools. This was
done through several joint activities
with other partner organizations,
stake-holdersandschools.InJuly
2007,aYouthQuakeCulturalFestival
activity or the young people was
jointly conducted with Honiara
City Council in Honiara. The Youth
Cultural Festival is part o the local
governments youth developmentpolicies or young people and is aimed
at providing opportunity or young
people o dierent ethnic groups to
interact, share their experiences and
cultures. It also aimed to promote
indigenous Solomon Island cultures
and traditions and provide the
opportunity to compare changes
and to build understanding among
dierent ethnic groups through
interaction, dialogue and experiences.
Duringtheyouthfestivalweek,
Live & Learn conducted peace
education training sessions or young
people. A total o thirty students
including teacher guidance sta rom
Malaita and Guadalcanal provinces
participated in the training.
We were delighted to support
Nguvia Community High School o
Guadalcanal Province in organizinga Peace Education Club Speech
competition. The competition, based
on the theme With Peace We
Achieve The Best, drew more than
sixty students o dierent ethnic
backgroundstoparticipate.
Aswellasthestudentnetworking
activities, ongoing school based
peace education teacher training
orums were conducted by teachers
trained using the Peace Education
Modules.
Communities Learn
Livelihood Skills
More village women and men in rural
communities o Solomon Islands
havetakenaninterestinacquiring
knowledgeandskillsthatwould
support their livelihoods. This came
about ater several Education or
Sustainable Development (ESD)
training activities conducted by
Live&LearninMakinaandAola
communities, in Guadalcanal
Province.
InMakinaandAola,Live&Learn
conducted a series o Pilot
Demonstrated Activities (PDA) or
communities on a range o priority
issues surrounding sustainable
development. Reorestation, soap-
making,keroseneandstartingyour
own business are some o the PDAs
introduced to the communities.
The reorestation training has ocused
mainly on native orest governance,
reorestation o cleared lands and
planning and reservation o natural
orests. Most importantly, it aims
to help communities say no to
logging.Insoapandkerosenemaking
training, women and men in target
communities have the opportunity
Solomon Islands
More village women and men in rural communities o Solomon Islands
have taken an interest in acquiring knowledge and skills that would
support their livelihoods.
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Solomon Islands 23
tolearnskillsonhowtoproduce
these products using their available
resources such as coconuts.
Withgrowinginationand
increasing cost o goods in rural
areas, communities are unable to
meet some o their needs. Thus,
communitieshaveacknowledged
and appreciated that the appropriate
technologyskillstrainingprovided
will help use their environment in
a sustainable way.
Women have attended many otheseworkshopsfundedbyNZAID.
The ESD PDA training activities
also had ofcers rom government
departments and NGOs to
participating and providing expertise
in the feld o orestry governance
and business. More ongoing PDA
activities and partnerships are planned
or coming years.
Communities Participatingin Research
Participatory research introduces
communities to the concept oand
engages people in the process
odeveloping a project. The activity-
based approach o the research
encourages participants to explore
and share experiences, ideas and
opinions, question and clariy
environmental problems, their root
causesandtheirlinkstopeopleswellbeing.
Six communities in Choiseul province,
Solomon Islands participated in
researchactivitieslookingatpeoples
thoughts towards natural resource
basedconict.Thisresearchsought
to provide an understanding o the
perceptions held by community
members regarding their needs,
problems, opportunities and capacity
toundertakeprojectsassociated
with sustainable development. Over
135 men and women o various
ages, including youth participated.
Analyses o the fndings have been
documented into a report which is
available through the Live & Learn
Solomons Islands ofce or our
website.Theresearchundertaken
was part o the main activities
on the project Managing Coastal
CommunityConictandAdvancing
Marine Conservation.
AVI Volunteers, Perect
Combination
Two volunteers rom Australian
Volunteers International (AVI) joined
Live & Learns sta in late 2007 to
implement the East Rennell World
Heritage site (ERWHS) managementplan on the island o Rennell. The
twovolunteers,MikeHeywoodand
Kasia Gabrys have wide experience
in conservation management and
ecotourismandhavebeenworking
in Arican and Australian wildlie and
tourism projects.
The ERWHS project was originally
initiated rom the conservation and
resource management planning and
awareness programmes supported
byUNESCOandNewZealands
Overseas Development Agency
undertakeninpartnershipwithEast
Rennell communities in the late
1990s.
MikeandKasiasinvolvementwith
Live & Learn will help build the
capacity o the rural communities in
Rennell. Community members will
acquirebasicskillsandknowledgeto
be used together with their traditional
practices and current community-
based resource management
practices to manage their natural
resources.
Since their arrival, the two AVIs
have had frst hand experiences
participating in several Live & Learn
community outreach programmes
beore they head to the remote
island o Rennell in early 2008. Theywill settle in Rennell where they will
be spending the remainder o their
eighteen months assignment.
Six communities in Choiseul province, Solomon Islands have
participated in a RAP research activities looking at peoples thoughts
towards natural resource based confict.
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24 Vanuatu
Sustaining orests through
improved decision making
This project ocused on
improving the capacity o
communities to conserve
orest resources through sustainable
use, unded by Canada Fund, IWDA
& Global Green Grants. Education
tools, namely a Forest DVD, Forest
Education Manual, poster and
brochures were developed and
used to reach over 160 community
members, including 63 women.
The project assisted community
leaderstomakeinformeddecisions
about how they use their land,
particularly orest areas. Communities
identifed Oil Palm development on
Santo as a potential issue: Live &
Learnwasabletomobilizequicklyin
response by bringing the experience
o a Live & Learn, PNG sta member
to Santo to share her extensive
knowledgeandexperienceofOil
Palm impacts in PNG. CommunityworkshopsandforumsheldinSanto
and Vila raised awareness o the
issues and o sustainable alternatives.
Monitoring o community reactions
to the program demonstrated a
positive impact.
Education or sae drinking
water, hygiene and sanitation
Through education and awareness,
Live & Learn (with unding rom
SOPAC and WHO) aims to support
the implementation o the Water
Saety Plan project in Vanuatu through
provision o education and awareness
forsafedrinkingwater supplies,
hygiene and sanitation.
Thirty water ambassadors have been
trained in the pilot communities
o Luganville, Espiritu Santo and
Mele village, Eate. These water
ambassadorshavecompleted90
water saety surveys in households
around Luganville and 64 in Mele
village. The surveys were used to
develop local solutions to water
saety problems or households and
to identiy broader issues requiring
community level solutions.
Media was an important project
component completed during the
year. Posters conveying the message
o clean water being everyones
responsibility were designed,
printed and distributed in the two
pilotcommunities.Stickers,witha
message that prompts the audience
tothinkaboutthewatertheyare
drinkingbeforetheydrinkitand
mugs with the same message,
were also distributed. Brochures
were designed to convey inormation
on river care, well hygiene, caring or
watertanks,tapsandhygieneinthe
house, and water conservation. All
the media items were printed in thelocal vernacular o Bislama. Two radio
slots and one TV advert continue to be
aired on Television Blong Vanuatu
andRadioFM98,Vanuatu.
A teachers resource is currently being
produced and will be used as part o
the project next year.
Promoting Waste
Minimisation
This project is being carried out in Port
Vila and Luganville and is scheduled
or completion in December 2008.
VanuatuCommitment to communities and resource development have been the mainstay
o activities in Vanuatu over the last year, providing strength and sustainability to
already well-established projects.
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Finances
Income Statement or the year ended 30 June 2008Live&LearnEnvironmentalEducation:ABN44945150299
2008 2007
REVENUE $ $
Donations and gits - monetary and non monetary 48 -
Legacies and bequests - -
GRANTS
AusAID 189,109 77,343
Australian other - -
Overseas grants 1,823,611 2,550,337
Investmentincome 15,679 12,531
OtherIncome 30,345 35,009
TOTALREVENUE 2,058,792 2,675,220
EXPENSES
Overseas projects
Fundstooverseasprojects 1,877,252 1,849,101
Other project costs 213,228 166,617
Domestic projects - -
Community education - -
Fundraising costs
Public - -
Government, multilateral and private - -
Administration 174,460 115,785
TOTALEXPENSES 2,264,940 2,131,503
Excess o revenue over disbursements (shortall) (-206,148) 543,717
beore extraordinary items.
Extraordinary items. - -
Excess o revenue over disbursements (shortall)
rom continuing operations. (-206,148) 543,717
26 Finances
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Finances
Finances 27
Statement o Changes in Equity or Year Ending 30 June 2008
RETAINED EARNINGS RESERVES TOTAL
$ $ $
Balance 1-Jul-07 1,053,402 - 1,053,402
Excess o revenue over expenses -206,148 - -206,148
Amount transerred (to) rom reserves - - -
Balance 30-Jun-08 847,254 - 847,254
Balance Sheet as at 30 June 2008
2008 2007
ASSETS $ $
Current Assets
Cashandcashequivalents 790,853 1,154,733
FinancialAssets 794 794
Non-current Assets
Property,plantandequipment 87,824 94,114
Other 238,080 3,476
TOTAL ASSETS 1,117,551 1,253,117
CURRENTLIABILITIES
Trade and other payables 242,067 154,753
Provisions - -
NON-CURRENTLIABILITIES
Payables - -
Other 28,231 44,962
TOTALLIABILITIES 270,298 199,715
Net assets 847,253 1,053,402
EQUITY 1,053,402 1,053,402
Reserves - -
Funds available or uture use 847,253 1,053,402
EQUITY 847,253 1,053,402
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Finances
28 Finances
Cash Movements or Designated Purposes or year ended 30 June 2008
Cash available at Cash raised Cash disbursed Cash available
beginning o year during year during year at end o year
01-Jul-07 30-Jun-08
Public Fund 60 1,000 - 1,060
Project Suport - All Oices 14,700 727,308 734,672 7,336
GoverningWater 224,945 413,873 381,901 256,917
SolomonIslandsCommunityCapacity 26,601 223,690 179,156 71,135
& Sustainability Development
Cambodia-AsianDevelopmentBank 112,155 437,592 452,215 97,532& European Community -
NewZealand(1)RiverCare 99,195 203,131 278,319 24,007
Maldives-AsianDevelopmentBank 91,026 309,469 299,657 100,838
Maldives-UNICEF 3,432 25,338 28,523 247
Fiji-EuropeanCommunity-Regional 264,201 317,778 549,345 32,634
PapuaNewGuinea-AsianDevelopmentBank 29,397 46,659 73,591 2,465
EducationforSustainableDevelopment-Regional 63,775 140,231 198,683 5,323
GeneralReserve 3,137 44,542 47,596 83
SolomonIslands-MacArthurFoundation. 123,335 23,656 145,026 1,965VanuatuGlobalGreenGrants (10,000) 47,494 29,017 8,477
SolomonIslands-ImagingTomorrow 92,639 164,812 186,398 71,053
Cash on Hand 6,162 6,274 - 12,436
CambodiaDomesticNGOServices - 97,345 - 97,345
1,1154,733 3,230,192 3,584,099 790,853
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HayesKnightAuditPtyLtd G.S.Parker
Dated this 1st day o December 2008. Director
Melbourne
Report on the Financial Report
We have audited the accompanying fnancial report
o Live & Learn Environmental Education Inc which
comprises the summary balance sheet as at 30 June
2008, and the summary income statement, statement o
changes in members unds and table o cash movements
or designated purposes or the year ended on that date.
We expressed an unmodifed auditors opinion on
that fnancial report in our auditors report dated1 December 2008.
Board o Trustees Responsibility or the
Financial Report
The board o trustees o the association are responsible
or the preparation and air presentation o the fnancial
report in accordance with Australian Accounting Standards
(including the Australian Accounting Interpretations) and
theAssociationsIncorporationAct1981(Victoria).
Auditors Responsibility
Our responsibility is to express an opinion on the
summarised fnancial report based on our procedures,
which were conducted in accordance with Australian
Auditing Standards. These Auditing Standards require that
we comply with relevant ethical requirements relating to
audit engagements.
Auditors OpinionIn our opinion, the inormation reported in the summarised
fnancial report is consistent, in all material respects, with
the fnancial report rom which it was derived. For a better
understanding o the scope o our audit, this auditors
report should be read in conjunction with our audit report
on the fnancial report.
Independent Audit Report to the members o
Live & Learn Environmental Education: ABN 44 945 150 299
Finances29
Finances
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30 Board o Trustees
Live & Learn Environmental Education is a signatory to the Australian Council or International Development (ACFID) Code o
Conduct which defnes minimum standards o governance, management and accountability or non-government developmentorganisations. Adherence to the Code is monitored by an independent Code o Conduct Committee elected rom the NGO
community. Our voluntary adherence to the Code o Conduct demonstrates our commitment to ethical practice and public
accountability. More inormation about the ACFID Code o Conduct can be accessed at www.acfd.asn.au
Board o TrusteesOur Board o Trustees exists to ensure good governance, nancial integrity
and that the Organisations ocus remains true to its intended purpose.
The Trustees provide their time and expertise on a voluntary basis.
Christian Nielsen
Australia & Executive Director
Christianhasanextensivebackground
in educational management and
research in developing countries
with both government and non-
government organisations. Christian
hasapracticalbackgroundinlearning
methodologies and has applied these
skillsintheNGOenvironmentacross
the South Pacifc and in Australia.
Nikki Parker
Australia
Nikkiisanenvironmentalconsultant
and a board member o the Australian
ConservationFoundation.Akeen
campaigner, she has spearheaded
successul campaigns or protecting
areas o ecologically important
bushland and also has particularinterest in innovative community
education platorms, including
web-based tools.
Jai Prakash Narayan
Fiji
Jai is an active member o the Labasa
community as a teacher and a Vice
ChairmanoftheFijiTeachersUnion
Labasa Branch. Jai brings a wealth
ofgrass-rootsknowledgeaboutthe
teaching culture in Melanesia.
Waheed Deen& Abdullahi Majeedh
Maldives
Waheed, Bandos Islands Resort and
Abdullahi, Ministry o Environment,
Energy and Water joined our Board
in2007andreecttwofocusareas
ofworkintheMaldives;Government
partnership and collaboration and also
workingwiththemainindustry
o tourism.
Franco RodiSolomon Islands
Rodi is rom Vella lavella in the
Western Province o the Solomon
Islands. He is currently the Director
o the Curriculum Development
Centre in Honiara where he oversees
the management and development
o the Solomon Islands curriculum.
Rodi holds a Masters Degree in
Science and has more than 10 years
experience in curriculum development
in the Solomon Islands. He is a strong
advocate or environmental education
locally and regionally.
Morgan Wairiu
Solomon IslandsMorgan studied at the Ohio State
Universitywherehisresearchofsoil
and water quality in the Solomon
Islands earned him his Phd in Soil
Science. He has longstanding
involvement in peace education and
reconciliation, including advising
Marau leaders in the implementation
o the Marau Peace Plan.
Edward N. Molou
Vanuatu
EdwardhasworkedintheSupreme
Court in Vanuatu in civil and criminal
law. He has also been providing
legal advice to landowners regarding
logging agreements.
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With great appreciation The Board
o Trustees and the sta o Live
& Learn Environmental Education
wish to acknowledge the supportand valuable partnerships shared
with organisations, Governments
and communities in ulflling the
commitments o our work.
In particular we thank our
major donors; European Union.
Australian Agency or International
development, New Zealand Agencyor International Development,
Asian Development Bank, World
Bank, United Nations development
Programme, United Nations
Childrens Fund, Macarthur
Foundation, Packard Foundation,
Marisla Foundation, Global Green
Grants and Vodaone.
Partners & Ofces 31
Partners
AustraliaInternational Ofce
Executive Director: Christian Nielsen
Ross House - 4th Floor
247-251 Flinders Lane
Melbourne 3000 Victoria, Australia
P: +61 3 96501291
F: +61 3 96501391
E: livelearn@livelearn.org
Northern Territory
Manager: Robbie Henderson
PO Box 1444, Katherine
Northern Territory, 0850
Australia
M: +61 437 683 929
E: robbie.henderson@livelearn.org
Cambodia
Regional Advisor: Jady Smith
Country Manager: Bunthan Keat
MRC Building, 3rd Floor, Room 303
#364, Preah Monivong Blvd
Sangkat Phsar Domthkov
Khan Chamkarmorn
GPO Box 91, Phnom Penh
Cambodia
T: +855 23 997 753
T/F: +855 23 224 053
E: livelearn@online.com.kh
Fiji Islands
Country Manager: Doris Ravai
87 Gordon Street
Private Mail Bag
Suva Fiji
P: +679 3315 868
F: +679 3305 868
E: fji@livelearn.org
MaldivesCountry Manager:
Fathimath Shaeeqa
H. Huba 1st Floor
Medhuziyaaraiy Magu
Male Republic o Maldives
Tel: +960 330 3585
E: maldives@livelearn.org
Papua New Guinea
Country Manager: Ben Ngava
Talesea Local Level Government
OfcesPO Box 844
Kimbe, West New Britain Province
Papua New Guinea
P: +675 983 4716
P/F: +675 983 4237
E: png@livelearn.org
Solomon Islands
Country Manager: Jacob Zukuli
DSE Building Lombi Crescent Street
New China Town
PO Box 1454
Honiara Solomon Islands
P: +677 23697/24453
F: +677 24454
E: solomons@livelearn.org
Vanuatu
Country Manager: Kali Vatoko
Fres Wota Four
(opposite Fres Wota School)
PO Box 1629
Port Vila - Vanuatu
P: +678 27448
F: +678 27455
E: vanuatu@livelearn.org
Vietnam
Country Manager: Do Van Nguyet32 Xuan Dieu
Hanoi
Vietnam
M: +844 371 901 09
E: vietnam@livelearn.org
www.livelearn.org
Live&Learneomtl educto
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www.livelearn.org
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