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