Key issues

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Key issues

• Why objectives CBM (in this case) but be
  clear on each stakeholders objectives
• What is their involvement level of
  participation identified and clear from the
  outset
• Who is involved Stakeholders identified and
  kind of participation agreed and clear
• How attitudes and behaviour, methods and
  process design

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How (to facilitate participation)?

• Attitudes and behaviour v
• Methods e.g. PRA/PLA tools
• Good process

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Community steps
Facilitation steps
PLA tools
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Tools specific to CBRM

• Traditional knowledge and management
• Ecological knowledge
• Monitoring plans

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Traditional and local knowledge

• Kinds of traditional knowledge useful for
  management?
• Traditional management practices?

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Traditional knowledge for management
List from participants
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Traditional knowledge for management
List from participants

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

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Traditional knowledge for management
List from previous participants

• Fish seasonality
• Tabu setting and demarcating
• Tabu ecological function
• Location of certain species in relation to time
  and weather
• Feeding grounds
• Fishing experts e.g. Gonedau
• Methods sust and not
• Times to set tabu
• Special resource rights for particular people e.g
  Vanuatu for chiefs
• Etc. etc etc

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Western scientific knowledge
Ask participants to discuss and list the kinds of
question that communities most often ask about
their resources
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Ways of presenting scientific/outside knowledge -
Ideas?

• Posters
• Theatre
• Group work and tools
• Resource people
• Key government or institutional contacts
• Etc?

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Posters
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Video

• Science of marine reserves

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Theatre

• Wan Smol Bag

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Group work tools

• Group work
• Divide into groups
• Choose 2 marine resources
• Draw the food pyramid for each resources.

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Local and outsiders knowledge Matrix

• Groups of 4 one acts as facilitator
• Brainstorm (check the definition of this tool) a
  list of the detailed types of information that
  communities may need to be able to plan
  management.
• Discuss the list as a group, agree and decide
  priorities (use ranking if possible, beans are
  available).
• Draw the following matrix

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Local and outsiders knowledge
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Stakeholders

• This covered in previous exercises
• Communities should discuss and consider this
  tools can include Venn diagram
• Things to generate discussion on
• Who are the decision makers
• Who are the resource users
• Who are the implementers of any plans
• Is the traditional mechanism working
• Do any other mechanisms need to be introduced
• Do any other bodies need to be started e.g.
  committees
• Are women, marginal, silent and outside groups
  considered
• What is a realistic role for government agencies

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Community steps
Facilitation steps
PLA tools
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How to reach a management plan

• Problems from maps, calendars, discussion etc.
• Sort and prioritize problems using Problem tree
  / root cause / direct-indirect causes tools
• Action matrix / plan
• Discuss, check stakeholders, consult and agree
  formally on plan and who does what and when

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Problems

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

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Ranking

• Ranking is used to encourage discussion and
  comparison of issues and their importance, if
  this is achieved then it is sufficient to gain a
  broad understanding of the relative importance of
  the different issues.
• Ranking can be carried out in a number of ways
  but it is important that the facilitator and
  group not become too obsessed with obtaining a
  rank or score.
• The criteria chosen to rank is most important.
  E.g. for a community plan one needs to choose
  criteria such as what is the most important
  problem for the community to address as
  otherwise problems that are totally beyond the
  control of the community may be chosen

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Problem ranking - example tools

• Matrix and voting
• Pairwise ranking
• Indirect / direct causes (e.g. LMMA)

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Problem identification example
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Problem trees

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

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Overfishing
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Overfishing
Too many fishing licences laiseni
Coral harvesting
Destructive fishing methods
Fish for sale
Too much monetary obligations
Few sources of income
Financial problems
Increase in population
Uncaring by Community members
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Problem trees

• In your groups, produce a problem tree for the
  problem of Lack of fish or overfishing in the
  lagoon
• Use the handout as guidance

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Community steps
Facilitation steps
PLA tools
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Action matrix / management plan

• Examine the problem trees and think which root
  causes you may be able to do something about.
• Select 1-2 and fill in the action plan as the
  following matrix

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Action matrix
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Community steps
Facilitation steps
PLA tools
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Tools for community resource management

• Information of use to communities includes ways
  that other communities and countries have managed
  their resources
• Many options can be considered but these need to
  be compared against the problems identified and
  the capacity to implement
• E.g. no use choosing technical fixes that require
  substantial outside support

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Group work on management tools

• Consult your handout and problem tree and discuss
  the list of 28 management options in the handout
  and suggest appropriate ones for Funafuti and
  your problem tree.
• BUT only select options that are FEASIBLE with
  minimum money or effort.

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Group work on designating closed marine areas

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

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Other PLA tools

• Extra tools if time allows or needed

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Venn diagram
Methods

• Aim
• To identify the important stakeholders and how
  they relate in order to provide the basis for
  discussions on who can be involved in putting
  plans into action and where relations could be
  improved.
• Process
• Participants split into groups and brainstorm a
  list of possible stakeholders
• Discuss the relative importance of each
  stakeholder to the community or the management of
  the resources. Based on this cut out a circle of
  paper or card proportional to the importance of
  the stakeholder and label it. The bigger the
  circle the more important the stakeholder.
• Position the circles on butcher paper where the
  centre represents the community making sure that
  the distance of the circles from the centre
  reflects the amount of interaction that the
  stakeholder has with the community. Nearer is
  more interaction.

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Venn - Stakeholders
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Transect walk
Methods

• Practical (see handout) or IIED video if too wet.
• A transect is a cross section or straight route
  through a selected area which is followed by a
  team with the purpose of observing recording
  information on the areas natural environment,
  human use and management. In a relatively short
  time, transects allow communities to put forward
  their assessment of the state of habitats, record
  land use practices and generate a list of
  management issues.
• Information collected along the transect include
  details on the environment (type of soil
  habitat) human use (specific resource use for
  subsistence, cash, customs or spiritual use
  known shortages or threats community management
  ( existing rules on use of the area or resources
  and ideas for development which involve the site
  or resources present.

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Practical transect walk
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Example transect from Fiji
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Historical profile / timeline
Methods

• Do a simple example yourself of major educational
  and work events in your life.
• Try another format, a diagonal line with crosses
  or ticks and the dates and events

1995
1989
1982
KGVI
Born
kindy
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Pairwise ranking

• Think of ways of doing ranking
• Individual voting or beans, group voting or
  beans, others??
• See handout for pairwise ranking and try out in
  plenary using the following threats to fish
  catches dynamite fishing, gill nets, outsiders
  poaching, broodstock overfished, rubbish in sea,
  traditional fish poison

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PRA/PLA Dos and Donts
Attitudes and behaviour

• Take 2 slips of paper each
• Read and make sure you understand ask or check
  course materials if necessary
• When trainer gives the word check the slips of as
  many of your colleagues as possible and compile a
  list in 6 minutes
• The list must follow the format DO (or DONT)
  and then the text.