the use of innovative learning approaches and tools to catalyze community-based conservation and...
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What is needed for successful community-based conservation, and how can we achieve it? What are the keys to success in encouraging communities to participate in conservation? CIFOR scientist Linda Yuliani answers these questions, giving examples and lessons her team learned, in this presentation she gave on 8 December 2011 at the 25th international congress of the Society for Conservation Biology. The theme of the congress was ‘Engaging Society in Conservation’ and more than 1,300 scientists, practitioners and students of conservation biology from around the globe attended.TRANSCRIPT
The use of innovative learning approachesThe use of innovative learning approaches and tools to catalyze community-based
conservation and monitoringconservation and monitoringElizabeth Linda Yuliani, Hasantoha Adnan Syahputra, Yayan Indriatmoko
THINKING beyond the canopy
Community based conservationCommunity‐based conservation• Aimed to better
recognize local people’s knowledge, interests, roles and rights in natural resources managementA d t th• As a respond to the failures of people‐exclusion conservationexclusion conservation and top‐down management
For CBC to workFor CBC to work• Socio‐ecological system: dynamics, complex,
multiscalemultiscale• Mutual trust, sharing of management power and
responsibility (vs consultation and passive p y pparticipation)
• Learning, building social capital, creativity, i i ili h i l linnovation, resilience, strengthening local leadership and institutions
• Equity and empowerment than monetaryEquity 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):621‐63018(3):621‐630
Pretty, J.N. and Smith, D. 2004. Social Capital in Biodiversity Conservation and Management. Conservation Biology 18(3):631‐638
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 senseKey stakeholders lack of sense
belonging• No one knows where the
data/maps/agreements after the project ended
ildi i l i l d ’ 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 deforestationLoss of biodiversity, deforestation, overexploitation continue
WHY???WHY???Our experience + observation + pdiscussions + 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 fl ibilitflexibility
• Bias towards facilitator’s/researcher’sfacilitator s/researcher s knowledge and preference
WHY???... (continued)WHY???... (continued)• Community is 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 communityby external actors, not community
6 98% Local communities
13.95%23.26%
6.98%
Government
34.88%20.93%
NGOs
Universities/Universities/ research institutionProjects/programs
What is the most important thing
from your
Source of income (fish, timber, honey,
rattan etc.)environment?
rattan etc.)
Community priority: economic
Participatory village sketch
• Cultural value• Social value• Food medicinal• Food, medicinal plants, water, fish breeding isites
• Environmental value
• Political value
• How they manage• How they manage• Roles, responsibilitiesh k l d• Sharing knowledge among members
The ‘ladder’ of For successful CBCThe ladder of participation Self‐
bili iBuilding self-confident, self-Interactive
mobilization
Most participatory Functional
motivatione a e
Strengthening local institutionsMost participatory
approaches and CBC projects Bought
Objectives are pre-determined by project
ConsultativeIncentives, food etc.
PassiveInterview, questionnaire,consultation
F ili i ti f Types of participation adopted from:Familiarization of new policy/program
Types of participation adopted from:Pretty, J.N. 1995. Participatory learning for sustainable agriculture.
World Development 23:1247‐1263
B t But… HOW???HOW???
How to facilitate trust‐building sharing power andHow to facilitate trust‐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 l h ld l d b h h ?learning process that could lead to behavior change?
Ch th d d thiChange the way we do and see things
• Appreciative Inquiry• Accelerated LearningAccelerated Learning
Appreciative Inquirypp 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 aseWestern Reserve University for promoting organizational change.
• Unlock people’s potentials and positive forces, create positive vision/dream, lead
i i ito 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 630inquiry. 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.
Accelerated LearningAccelerated Learning• Based on latest research on brain
function• Physical activity, creativity, music,
images, color, and other methods actively involving the whole persondeeply involved in their own learningdeeply involved in their own learning
• Positive feelings, joyful, relaxed, and engaging accelerate learningengaging accelerate learning.
• Negative feelings, stressful, painful, and dreary inhibit learning and dreary inhibit learningproblem‐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.
Accelerated LearningAccelerated Learning… (continued)
• The human nervous system: more of an image processor than a word processorprocessor
• Different learning style: community vs scientists and scholars
• Learning processes: various tools to accommodate different learning styleP 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.
How do we use AI + AL?How do we use AI AL?Vibrant facilitation
• ConfidenceRelaxing atmosphere
Inspiring conversation
Confidence• Creative ideas/strategies, notInspiring conversation,
affirmative topics
F d hi k
ideas/strategies, not BAU solutions
• Generate individual Freedom to think
Conventional
motivation
forms of learning, e.g. formal gmeetings, classroom
style
Whining or complaining
style
In capacity building/trainingevent• Discovery: build community’s self‐
confidence, e.g. draw a symbol that represent one achievement they mostrepresent one achievement they most proud of, share with others
• High paternalism: an important basisHigh paternalism: an important basis for the next processes
• Dream: in groups, draw what they g p , yexpect to have/see in their future life and communities within 1‐3 years (in terms of sustainable natural resources management, reasonable timeframe)
• Design: what will I (each g (participant) do to reach their dream?
• S lf t ib ti th th• Self‐contribution rather than pointing what other parties should do
• Deliver: identify how they would deliver their personal contribution to the societycontribution 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 isIn all stages: the use of text is kept to a minimum
Building trust, sharing power and responsibilityresponsibility• 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, opennessopenness
• Facilitate each group separately• Capacity building and learning
processes that catalyze power sharing and teamwork
• Games/interactive tools to level theGames/interactive tools to level the playing field and power
Examples from three case studiesp
• Community‐based wild orchid conservation• Reviving the indigenous knowledge and traditional systems for
community‐based Bornean orangutan protection• Microhydro
The location
The location
• One of largest wetlands in Asia, > 132,000 ha• Important ecosystem functions (key hydrology regulator of KapuasImportant ecosystem functions (key hydrology regulator of Kapuas
watershed; high biodiversity; largest supplier of West Kalimantan fish; largest deep peat deposit in the province)
• Local people income: US$11‐18 million/yr (traditional fishery + arowana breedingLocal 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
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 partiesand political parties
Community‐based wild orchid conservation• Community protection, declared as
•Media coverage•Visits by high
We have orchids too. l
Forest patch full h bl k h d declared as
SelimbauWild Orchid G d
officials, tourists, scientists
Please train us. with black‐orchid (Coelogynepandurata) –
Garden• In 8 months: district’s •Pride, more
motivation toTraining on orchids
protected by Indonesia law
decree
• Develop
motivation to conserve
•Motivate and
orchids (taxonomy, ecology, social) Forest full with Develop
customary law to protect the forest and the
train communities in other villages (self‐mobilization)What’s this
l t f ?
endemic orchids
forest and the trees
plant for? Outsiders pay us Rp. 100,000
Replicated, more forests conserved
(USD 12) to collect these.
Community‐based orangutan protectionFolkstories
Learn that ‘high’ orangutan population in
Awareness raising programs
Documentation of traditional
their village has attracted many visitors/ of traditional
land‐use systems,
t Traditional land‐
Communities form voluntary ‘orangutan
s to s/scientists
customary rules, folkstories
use systems and customary rules:• integrated into
orangutan study group’
•Community monitoring
•Rescuing integrated into park zoning system and district land use
A series of training‐workshop and
gorangutan
district land‐use planning
•used to h l
multistakeholderprocesses to foster collaboration
A work in progress
strengthen law enforcement
collaboration
MicrohydroMicrohydro•Benefits
•Funding to • Shared
enjoyed by all community members
Self‐organized proposal
buy turbine•Self‐sufficient
Self‐sufficient electricity
S a edlearning on microhydro
• Existence of
e be s•Better forest protection
•Self‐proposaldevelopment of small dam
yExistence of protected forest and river
Self‐mobilized monitoring
river
Self‐organizedSelf‐organized learning across villages
MonitoringTopic Monitoring on Objectives Who How
ild hid h d l d
g
Wild orchid forest
Orchid smugglers, district land‐use plan and policies that may
Manage and protect wild orchid forest, to
KWADS(Association of Danau Sentarum
Direct observation, patrol on
affect the forest, seasonal flowering variation
maintain village’s ‘heritage’
Wild Orchid Ecotourism)
rotating and/or volunteer basisOrangutan Hunter, poacher,
trader, dietary plants phenology, nesting
Involved in orangutan protection
Orangutan study group
p gy, gbehavior, crop‐raiding
pLearn more about orangutan
Microhydro River discharge water Maintenance of All villageMicrohydro River discharge, water quality, conditions of dam, turbines, electrical wiring
Maintenance of micro‐hydro
All village members, on rotating basis
electrical wiring
Results of AI + ALResults of AI + AL
• Self confidence self‐motivation self‐mobilizationSmugglers will be fined: Indonesian Rp. 2
million, foreigner USD 2,000.
• Increased creativity and adaptive strategies
g
• Increased ability to cope with shocks and complexitiesshocks and complexities
• Develop strategies, looking for information do necessary actionsinformation, do necessary actions
What factors motivate people?What factors motivate people?• Realized that they have rich knowledge
and strong potentials to make changesand 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, opportunityto learn new knowledgeF li fid• Feeling confident
• Feeling of being a well appreciated and trusted individual
• Freedom to think
Lessons our team learntLessons our team learnt• CBC that focus on particular
/ /f d /species/genera/forest product/ecosystem service could lead to protection of large extent of forest/landscape
• Snowball/multiplying effect of self‐mobilization: significant
Challengesg
• 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 andAI 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
Keys to successy• 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 actioncommunity s dream and planned action that beyond your project’s focus
• Exit strategy embedded since the gybeginning
• Cultural sensitive
Thank youy