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Ministry of Environment and Tourism Training:
Understanding and facilitating CBNRM
Harmony Centre, Windhoek
09 – 20 October, 2000
MET, Rössing Foundation and WWF-LIFE
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SESSION: Introductory Session
Welcoming and opening remarks
started at 08H00
The workshop was officially opened by J. Hazam a CBNRM consultant in MET/DRM.
In his opening remarks he mentioned that MET is closely working with various partners
such as NGOs, the private sector and international aid agencies. The NGOs are currently
doing ground work in conservancy facilitation while DRM is in the process of reorienting
itself to provide more hands on support to communities involved in CBNRM. This
training workshop is the first of many upcoming training opportunities for DRM staff to
better support the implementation of CBNRM. He presented different skills/knowledge
categories needed such as use of GPS, wildlife counting, cybetracking, mapping NR
inventory, development of management plans with communities, etc. He then presented
the DRM‟s objectives for (5YRS) for the CBNRM programme, which was developed at a
previous strategic planning workshop for senior DRM staff.
Participants introduction and expectations
Objectives
To introduce participants to each other.
To develop workshop expectations by sharing individual expectations.
For facilitators to get to know participants.
Procedure
The facilitator scattered pictures cut up in halves on the floor.
Each participant had to collect one piece of a picture.
Then they searched for a partner with the matching piece of the picture.
Once in pairs, participants were to find the following information form their partners:
name; working place; designation; a wild animal they would like to be associated
with and why.
Then the facilitator distributed two cards of different colours per participant.
On one card they were to put down their expectations and on the other, their fears (all
hopes on one colour, and all fears on another).
The facilitator collected the cards and pasted them on the board.
Each participant then introduced their partner to the entire group.
The facilitator clustered and shared the expectations and fears with the whole group.
Outcome
Expectations Count
Team work and fun 1
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Learn more and hope for success of the course 4
CBNRM understanding 10
CBNRM might be a conflict of interest due to uncoordinated activities in different 1
directories
Learn more to take back home/community and success of the course 4
To work better with community 4
All participate and work hard 3
How to solve conflict 1
Fears Count
Starving 2
Loose my voice 1
Course seems to be difficult 1
English as medium of instruction might be difficult/express better in Afrikaans 3
To speak in front of people 1
To get sick and miss some session 1
Forget my shoes at Keetmanshoop 1
Might come late 1
Too many commitments in town/absenteeism 2
Loose my occupation or weak in my field 1
Training might not be followed up 1
Quota granted are too high led to limited number of Kudus 1
Feedback on pre-course questionnaire
The facilitator distributed the analysis of the pre-course questionnaire to the participants
and presented details of the results from the questionnaire. See annex 2
Course objectives / linked with expectations
The facilitator presented the course objectives and asked participants for their comment.
The workshop objectives were then linked to the participants‟ expectations, and read as
follows:
To deepen understanding of the role indigenous communities played in the
management of natural resources in the past, and how local management institutions
have been weakened by conventional conservation.
To explore how the CBNRM legislation enables strengthening of local management
institutions, and promotes rights and responsibilities over wildlife by local
communities.
To explore to what extent gender can affect the successful implementation of
CBNRM and how MET staff can help promote closer collaboration of men and
women in making decisions about CBNRM.
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To expand understanding and competencies (skills, knowledge and attitudes) related
to:
i. The role of the MET officer as a facilitator;
ii. The attitudes underlying the process of facilitation;
iii. The range of tools and techniques available;
iv. Strategies for more effective communication.
v. Strategies for handling conflict.
To strengthen teamwork skills.
Methodology / proposed schedule
The facilitator presented workshop methodology as having two inter related components.
These are being process oriented and participant centered.
Informal and
relaxed
Experiential
Encourage learning
spontaneouty
and creativity
Process Focus on the
oriented journey
Variety of
activities Flexible and
negotiable
Learning together programme
Learn by Every idea
doing counts
Collective Help each
memory Participant other
centered
Participants Believe in
responsible for participant‟s
their own learning knowledge and
skills
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The proposed overall schedule for the two weeks and a more detailed schedule for the
first day was presented. See annex 3.
Workshop Norms
Procedure
The facilitator asked participants to come up with a set of guidelines they want to lay
down for themselves for the duration of the course.
Outcome:
Stick to time
Active participation
Use both english and afrikaans
Mutual co-operation/ team work
Energizers and smoke breaks
Flexibility
Daily Time Schedule
08H00: Start
09H30: Smoke break
10H30: Tea break
10H50: Resume
13H00: Lunch Break
14H00: Resume
15H30: Tea Break
15H45: Resume
17H00: End
Session end by 10H55
10H55 Tea break
SESSION: DRM/MET vision/strategy planning for CBNRM
started by 11H15
John Hazam gave a background on the three day strategic planning workshop (5 years
vision) for DRM held in July 2000. He defined vision as a long-term goal aimed at a
specified period. After the specified time, one can then assess whether what have been
aimed at was achieved or not. A definition of CBNRM was given as a method of
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managing natural resources through local communities for their own benefit. See John „s
handout
Started by 11H55
CBNRM partners roles and responsibilities
John presented the possible different roles played by different CBNRM practitioners
including MET, in terms of policy, law enforcement, gazzeting conservancies,
fencing/infrastructure development, capacity building, community mobilization. He gave
an example of the CBNRM partner, The Rössing Foundation and the advantages for
having them as a local organisation. He highlighted the expectation of conduct between
the MET, conservancies, NGOs, regional and local authorities. Participants were then
asked to mention any NGOs working closely with MET at the grassroots level. They
mentioned some such as Rössing, NNF, CCN, CCF. Level of good co-operation/team
work amongst each other expressed.
Session end by 11H15 followed by smoke break for 5min.
Resumed by 11H20
SESSION: CBNRM Policies and Legislation
Objectives
To enhance understanding of the range of different policies and legislation relevant to
CBNRM
To increase knowledge about conservancy legislation.
Procedure
The facilitator introduced the session by mentioning that we will explore CBNRM related
policies, and asked participants to mention any policies and legislation relevant to
CBNRM.
Outcomes
Policies relevant to community / social development
Traditional Authorities Act; to better understand the roles and powers of Traditional
Authorities in relation to Conservancies.
National Gender Policy; to better understand the sharing of decision making between
men and women, about communal resources.
Decentralization Policy; to speed up / improve government role in resource
management at local level.
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Policies relevant to natural resources
Communal Land Bill; to understand the effects of land rights on resource
management.
*Conservancy Policy / Wildlife Management, Utilization and Tourism in Communal
Areas.
*Nature Conservation Amendment Act, 1996.
*Amendment of Regulations related to Nature Conservation, 1996.
*Community Based Tourism Policy.
Communal Area Forest Reserve Policy.
Community Water Based Management.
*focus for the workshop purpose
The group commented that discussions around conservation legislation be approached
with caution to avoid confusion; e.g. there are court cases going on, and since 1992, no
one can tell whether ostriches are domestic or wild animals. Furthermore, some of the
water point committees, under the Community Based Water Management Programme,
operate without support from their Traditional Authorities, although the policy was
approved by cabinet. Where are we going if there is competition among partners? For e.g.
each one is trying to establish it‟s own committee in the same region or constituency,
which can create conflict. Co-ordination is vital in terms of sharing the planned activities
and objectives because the target groups are the same people.
Session end by 13H00 then Lunch
Resumed by 14H00
The facilitator made a presentation on the following:
Policy on Wildlife Management, Utilization and Tourism in Communal Areas.
Objectives
1. To improve the conservation of natural resources, by wise and sustainable resources
management, and the protection of biodiversity.
2. To establish an economically based system, for the management and utilisation of
wildlife and other renewable living resources on communal land.
3. To redress past discriminatory policies and practices, which gave substantial rights
over wildlife to commercial farmers, and ignored communal farmers.
Provisions of policy
Definitions and rights
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Requirements
Discussion on policy and legislation
It seems that the current legislation does not automatically give rights to control tourism
to any given conservancy in their area. One example was cited when a tour operator
wanted to promote 4x4 tourism drives in one of the conservancies, without any
agreement with the conservancy. The operator approached higher authorities to seek
support on this matter. The local personnel are not informed on the outcome of that
meeting.
Currently it seems that only the conservancy management is benefiting while other
farmers do not. For example, during trophy hunting, only those who are actively
involved are benefiting from the generated money. It is suggested to change the
immediate financial benefit distribution, so that CGGs for example can start as volunteers
for five years, and only getting non financial benefits e.g. training. The community
should not view the conservancy as an overnight money making business, but a longer-
term investment. “Note; You need to invest before you tap from what you invested”.
The facilitator continued presenting the conservancy committee work as it is stipulated
in MET legislation as follows: Particia’s notes
The facilitator then presented the difference between the conservancy and wildlife
council.
See MET ordinance Patricia
Conservancies Wildlife councils
Benefit registered members within defined Benefit people outside conservancy areas.
boundaries.
Specific communities through membership Broader communities
Community level institution of the Government institution
members/No govt. membership
Enter directly into agreement with private Cannot enter into agreement with private
sector sector
Members decide on spending of income Council decide how to spent revenue
Revenue for projects or household Money used for area development
distribution
Q. What is the appropriate size for either conservancies or wildlife councils?
R. The size or number of members is not specified but can be related to CBNRM
principles, thus socially manageable and ecologically viable units.
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Q. What could the government do if the community is not interested in any one of the
above for wildlife management?
Q. Are the high authorities including business people aware that they are the major
source of conflict at the community level, because they are afraid of loosing power?
Community Based Tourism/CBT Policy
Objectives and Provisions
Opportunities for rural communities in tourism industry
Greater access to benefits from tourism on their land
Development of tourism appropriate/acceptable to local people
Link formal and informal tourism sectors
Environmentally sustainable tourism development
*strategies for implementation
Energizer for 5min.
SESSION: Namibia conservation history
Procedure:
Participants broke into three groups to discuss and develop role plays, showing
conservation in Namibia since pre-colonial times till present, considering the
following:
Group 1: Pre-colonial
Identify tales, stories or believes regarding the conservation of
natural resources.
Group 2. Colonial conservation situation
Management of resources/rights
Land use/structures
Problem animal handling
Tourism activities
Group 3. Post independent
Management/benefit/rights
Opportunities
Income sharing/ownership
Report back 16H00
Outcomes
Group 1
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Single household hunting and distributing meat to every household in the community. Headman decided
when to hunt and households alternate. Aseggai were used, not riffles. Free wildlife movements from one
place to another. Traditional chiefs grant permission.
Group 2
Role-play: removal of people from their original land then National park establishment. Displaced people
became labourers for infrastructure development fencing, water pipes in the parks. Commercial farmers
hunt on their farmers. Tourism activities only at places where no war took place. Police conservation
creates enemies in the community. One had to be military oriented to be a conservationist. Conservationists
only visited the community when they were suspected of poaching. Central government decided about, and
controlled all the natural resources. Community continued poaching.
Group 3
Negotiation between MET and communities about conservancy establishment, benefits to the community,
income from trophy hunting directly to the community, sustainable use of land and resources.
Communities‟ previous experiences might negatively affect the CBNRM activities therefore facilitators
should built trust through regular visits. Yes, but this might involve ministry logistical matters such as
monthly kilometer limitation, S&T, overtime.
Feedback end by 16H45
Session: Advantages of post independence conservation
Procedure
The facilitator asked participants to break into two groups and discuss the advantages
of the new conservation approach to:
The state - Group 1,
The communities - Group 2.
Outcomes
Group 1 - advantages to the state
Easy to hear about problems / issues in the community.
Less poaching.
More people become aware of environmental trends and changes.
Facilitators input
The development of sustainable utilisation strategies for wildlife.
More effective co-operation and support between the community and the MET
(partnership in conservation).
Reintroduction of game species to areas where they no longer occur.
Creation of buffer zones around game reserves through the establishment of
conservancies adjoining parks.
Improved standing and management practices in the eyes of local and international
organisations.
Community area support for biodiversity
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Group 2 - advantages to the communities
Empowered community in natural resources management.
Job creation opportunities.
Attract investors and NGOs.
Increase of wildlife.
Reliability.
Skill development.
Sharing benefits and losses.
Gender balance.
Session end by 19H00
CBNRM and CBT videos
The participants were shown 3 videos on CBNRM and CBT, and discussed it afterwards.
Outcomes: Issues observed by participants
Video 1, There is a better life at hand
Role of traditional authority
Monitoring of wildlife
Use of local language
Traditional dancing, craft production
New technology
Game relocation
Benefits/money to community
Teamwork
Tourism activities
Exposure/exchange visits
Tradition in relation to game
Use experience for future planning
Game mortalities and research
Diverse resources, including thatching grass
Increase of game – attract tourists
Integrated approach with a bit of law enforcement on traditional side.
Video 2, New direction by NACOBTA
Promotion of tourism in communal areas
Promotion of wilderness concept
Provision of training to communities
Promotion of different cultures and traditions
Standard of tour guiding improve value of country for tourists
Camel drives and rhino monitoring/tracking for tourists
Success in CBNRM
Video 3, CBNRM/CBT Botswana experience
Different sources of income
Value added to natural resources and sustainability
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Community gaining income by informing tourists about their culture/promote culture and indigenous
knowledge
Joint venture agreements
Community trusts established
Women planning and organisation, gender promotion
Facilitator' summary.
Government management of problem animals not successful.
Experience from exchange visit. ???
Q: How does one use mopane worms sustainably?
R: It is up to the community to set up rules and decide on the utilisation of their
resources.
Q: How VAT will affect communal conservancies?
R: Not aware of VAT charged to communal conservancies, probably to commercial
conservancies. Generally, taxes are usually charged according to income per capita which
might be applicable to commercial conservancies because of few members; unlike in the
communal areas where the conservancies are owned by many people.
End by 20H45
DAY 2, 10 October 2000
08H00 Started with recap on day 1 and presentation for day 2 schedule, followed by the
mood meter result.
End by 08H40
SESSION: Understanding CBNRM, CBT and the principles of
CBNRM
Objectives
To clarify the meaning of CBNRM and CBT.
To explore underlying principles of CBNRM, and identify examples of CBNRM and
CBT that illustrate these principles.
Procedure
Participants broke into regional groups i.e. South, Namib, Central, North east, North
central.
The facilitator asked participants to define the abbreviations CBNRM and CBT
(Community Based Natural Resources Management and Community Based Tourism)
on cards as follows:
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Colour 1 - Meaning of CBNRM
Colour 2 - Meaning of CBT
Then each group was given an envelope with 3-4 principles on separate slips together
with an explanation of each principle.
Groups were asked to match each principle with an explanation, through discussion
and clarification.
Then they had to give an example of a CBNRM or CBT activity in their region,
where the specific principle is applicable.
Groups then presented each principle with an explanation and example where
applicable, together with definitions of CBNRM and CBT, in plenary after 30
minutes, for discussion and clarification.
The facilitator highlighted common descriptions of CBNRM and CBT.
Outcomes
Central/Opuwo
Principle Explanation Example in the region
15. Capacity of community Capacity, skills and knowledge, must be increased so Driehoek, Ehirovipuka and
and institutional actors that communities can implement activities well. Omatendeka triangle
Hoanib – dorsland trekkers
monument.
16. Development objectives Conservation for rural farmers is an investment in the Devil‟s claw - Gobabis,
are critical sustainable use of their resources. Their objective to Okakarara, Opuwo
maintain or improve their lives is most important. The
conservation objective, under the right conditions,
may also be achieved.
17.The same institution should This will facilitate links between cost and benefit, Purros Conservancy – Purros
manage the resources and authority and responsibility. campsite, unfair distribution of
their benefits. benefits
CBNRM – nursery and cultural
centre in Okakarara, Ovahimba
traditional village at Okatjetjete
CBT – U-penduka, Marienfluss
South
Principle Explanation Example in the region
1. Clearly defined boundaries The boundaries of the area managed must be clearly
defined and agreed upon by both members of the 1. Kalkplateau
community and outsiders/neighbours
2. Communities hold These rights must include the right to determine how, 2.Ai-Ais hotspring
responsibility authority over when, who and where resources are used, and the Ganibobes hot spring
resources through legally- right to benefit fully from management. Rights need Brukaros mountain
recognized rights to provide the long term security to make future
investments worthwhile
3. Clearly defined community Individuals or households who have rights to exploit 3. CBNRM
resources must be clearly identified Kalkplateau game viewing
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4. Community must be Community must be small enough, within ecological Ganigobes hot spring and game
appropriate size and social limits, to rely on face-to-face interactions viewing
and be able to make decisions together. A community
must be small enough to share a collective interest, 3. CBT
exert control on each other, and reside in close Tourist attraction landscape
proximity to the resources Hot spring
Hardap game park
Namib
Principle Explanation Example in the region
5. Stakeholders are identified Members of a community are not at all the same and CBNRM
and included in planning, the different interests must be identified and Brandberg- managed by the
implementation and considered. Institutions must be representative of this community
monitoring diversity of stakeholders, so that most needs and
motivations are addressed. CBT
6. Community need to be Local institutions should be able to overcome Sptizkoppe community rest
united community differences so that collective interest is camp
stronger than individual ones
7. Conflict resolution Resources users need to be able to use quick, low-cost
mechanisms mechanism to solve conflicts among users.
8. Recognition the legitimacy The rights of the users to make rules are not
of the local institution and challenged by outside authorities. Community must be
community able to call upon a higher authority to enforce their
rights. Community institutions must be able to state
their views to outsiders.
North East
Principle Explanation Example in the region
12. Graduated punishment Users of the resource who break rules are likely to
face punishments which become tougher depending
on seriousness of the offense. Sanctions are assessed Salambala
and imposed by fellow users, or official accountable
to them
13. The resources must be To be able to determine whether the benefit of taking Salambala/ CBT Lizauli
worth something care resources is worth the effort and costs, the traditional village
resource must have measurable value to the
community
14. People who have the most Those communities living with the resources and thus
costs from wildlife get the bearing a higher cost should receive higher benefits
most benefits than those who do not.
North central
Principle Explanation Example in the region
Constitution, nature
9. Appropriate rules for using Rules need to limit when, how, who and where conservation, conservancy
and maintaining the resource resources can be used. Rules are appropriate to the committee, NGO
resource and easily understood
CBT
10. Agreement to rules by all The people affected by the rules must be able to NACOBTA is waiting for the
involved participate in changing them. to start with tourism activities
e.g. opening of Andoni gate,
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construction of lodges and rest
11. Effective monitoring Monitors of the rules are either users of the resources, camp
procedures or people accountable to them. Monitoring must be
easy to carry out CBNRM
There is CBNRM committees
for Omuthiya constituency and
others
Facilitator’s summary
What is CBNRM?
CBNRM is method of planning and implementing sustainable natural resources
management in communal areas through local communities for their benefit.
SESSION: What is a conservancy? How many are there? Where?
Objectives
To develop a common understanding of what we mean by conservancy.
Procedure
The facilitator posed a question, how do you understand the word conservancy?
Participants broke into three groups to come up with a common understanding on
what a conservancy is.
After the presentation of the group outcome, the facilitator presented the Namibian
map with both registered, emerging communal conservancies and concessions in the
country (see conservancies map in appendix )
Outcomes
Group 1
It is an area demarcated for the conservation of natural resources. The empowerment of communities to
manage and utilise natural resources sustainably. It is a group of people living in the defined area.
Group 2
A group of people who reside in geographical area/boundary who share natural resources sustainably for
the benefit of all.
Group 3
Conservancy is a certain piece of land managed by a group of people and the conservation of the natural
resources for their own benefit on a sustainable basis. The conservation of natural resources and the
utilisation there of.
The facilitator asked participants to pin point the similarities/common words from each group result:
Group of people, geographical area/boundary, natural resources, sustainable, benefit, utilisation.
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Facilitator’s definition
A conservancy consists of a group of commercial farms or communal land on which
neighbouring land owners or members have pooled resources for the purpose of
conserving and using wildlife sustainably. Members practice normal farming activities
and operations in combination with wildlife use on a sustainable basis. The main
objective is to promote greater sustainable use through co-operation and improved
management. Conservancies are operated and managed by members through a
committee.
End by 11H35
SESSION: Conservancy card game (NB. Participants asked
translation of steps in local languages)
Objectives
To introduce the steps required for the formation of conservancies.
Procedures:
The facilitator introduced the card game as an educational tool in the conservancy
formation process. Explanation was given on how to play it. Participants broke into three
groups and played the game.
Comments on how the game could be related to real life experiences.
Community resistance to conservancy formation – e.g. people may have the card but
not releasing it.
Neighbours disturbing, obstacle to others if they are finished with certain steps.
End by 12H40
SESSION: Difficulties and hints in implementing steps in conservancy
formation.
Objectives:
To discuss what difficulties might occur at each step and propose how to
overcome these.
Procedure:
The facilitator reflected on the conservancy definition as well as on the card game
played in the previous session.
The facilitators asked the participants as CBNRM facilitators what are the possible
difficulties at each step during the conservancy formation process, and what possible
solutions would they propose for these difficulties.
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Participants broke into two groups; group 1 worked on steps 1-4, and group 2 worked
on steps 5-8.
13H00 Lunch
Outcome
Step 1. Information and forms from the MET
Possible difficulties Possible solutions
Misinformed communities Updated meetings, more staff, transport.
Poor dissemination of information by staff. Translation of materials into local language
Language barriers Translating into local languages.
Dissemination of conservancy information restricted Capacity building at all levels
only to the information warden
Part-time farmers Call meetings on weekends to includ them
Step 2. Define membership
Poor Co-operation. More Extension work to be done.
Lack of Co-operation, More Extension to locals in their language
number of members: low/high.
ID Lacking. Get Min. of Home Affairs mobile team through the
councillor.
Step 3. Elect conservancy committee
Bias Election. Fair elections.
Reliability of committee members. (lack). Reliable.
Gender balance, More involvement of all members.
Ignorance when giving meetings notice.
Step 4. Consult and agree on boundaries
Disagreements in boundaries. Proper negotiation by both parties
Conflicts of interests (politics, culture, history, Proper negotiation by both parties.
territorial fences, availability of resources).
Step 5. Develop constitution
People are not legally informed. Difficulty in Call Legal Assistance Centre to assist.
agreeing on constitution.
Step 6. Plan for equitable distribution of benefits
Unequal distribution of benefits Management Plan must be adhered to.
Step 7. Submission to MET
Lack of information documents, lack of procedural Consultation of all stakeholders.
sequence.
Waiting too long Regular enquiries and feedback
Step 8. Conservancy gazetted
NONE. NONE.
Session end by14h30
15H00 five min. break
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SESSION: Presentation from NACOBTA Maxi Louis
The presenter started defining the abbreviation of NACOBTA, and explained how it was
formed and when. The organisation‟s objectives and area of operation were also
highlighted. Impact of the programme such as positive attitudes and great awareness at
different levels in the tourism sector were emphasised as per programme evaluation
results. Networking with other CBNRM partners such as Rossing, MET to mention two,
is also part of the programme.
Hindering factors
Government
No tourism policy in the government, lack of communal land bill/land board impact
on CBNRM/CBT. Absence of clear guidelines on joint venture initiatives. PTO
process is lengthy, unclear and not transparent. Government approach to concessions
in communal areas is unclear. Conservancy rights over National Monuments need
clarification. Although government supports CBT in principle, there is not enough
active support. Government staff are under sourced and often appear unfamiliar with
CBT.
Training
Difficulty in identifying training partners with community and tourism skills and
knowledge. Identifying appropriate participants has been difficult – communication
and lack of information sharing with CBTEs.
NGOs
Partners are often too busy and have limited staff (and skill) to ensure good co-
operation.
Perceived lack of commitment to sharing information and co-ordination.
Others
Lack of incentives for investors to develop tourism in communal areas.
Presentation concluded with a map on how NACOBTA would like to see beautiful
country Namibia with tourism, aeroplane, biodiversity (wildlife and insects, ants), income
generation for the community.
End by 16H00 then 10min. break
SESSION: Money manager game
Procedure
The facilitator introduced the conservancy money manager game, how it was
developed and the rules for how to play.
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The participants broke into two groups and played the game.
There was a discussion about the game afterwards, and the facilitator wrote down the
comments from the participants, as follows:
Comments
It is not clear where the money from PTO charges, grazing fees and water fees should
go, but it was suggested during the game that it all goes to the conservancy
development fund.
Money receiving cards are too many compared to paying cards.
N$20 000 at the beginning – too much.
Encourage players to develop their places.
Read out chance cards.
Participants played up to18H00
Day 1 and 2 Evaluation plus the mood meter.
The facilitator explained the evaluation wheel method and gave stickers / dots equal to
the number of sessions in the wheel. Participants placed dots against the session
according to the level of understanding.
DAY 3 11 October 2000
Reflection and house keeping. Facilitator asked participants to reflect on day 2 activities.
Feedback from evaluation results and mood meter. Present day 3 programme.
08H20
SESSION: Impact of wildlife management on other forms of livelihood.
Objectives:
To discuss the effects of wildlife management on other forms of livelihoods, and propose
how to minimise these effects.
Procedure
Participants broke into three groups, and discussed the following two questions in
relation to three different forms of livelihoods:
1. How will increase in wildlife affect other forms of livelihood?
2. What actions would conservancies have to take to integrate wildlife with these
different forms of livelihood?
Each group had to discuss these questions for either one of the following forms of
livelihoods:
1. Livestock farming
2. Vegetable/crop farming
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3. Tourism activities
Outcomes
Tourism
Effects Action
Positive – Increased game numbers attract more
tourists to the area.
When elephants are too many –destruction of forest Control elephant numbers; trophy hunting
Problem animals kill tourists More trained tour guides to be appointed
Overgrazing- when to many game Culling operation, game capture and translocated
Crop farming
Effects Actions
Crop destruction Fencing of fields
Intense competition in food and space Integrated farming e.g. wildlife and crop
Decrease of crop fields Wildlife population harvesting
Starvation Compensation
Livestock farming
Effects Action
Competition for water and grazing Equal balance, translocation, auctions, culling
Trampling – soil erosion/desertification Soil management – tree planting, rotational grazing,
camp resting, seasonal grazing
Spreading of diseases Vaccination, quarantine camps
Competition - marketing Increase livestock marketing prices
SESSION: What is a community? What groups make up a community?
Objectives:
To consider the different groupings that constitute “community”.
To identify different target groups who might be involved when working with a
community in a CBNRM programme.
Procedure
The facilitator mentioned that all along we have been talking of a community, and
asked the participants how they understand what a community is.
The facilitator further introduced the session by giving the following hints as food
for thought: if we are talking of community we are mostly referring to the rural
people; people with common interest, sharing same territory, culture, social,
historical background.
Participants broke into two groups to answer the following questions:
Question 1 to be answered by drawing a community.
1. What is a community?
2. Which groups make-up the community?
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3. Who from above is the least represented and the least involved
Group results were reported in plenary and discussed in depth.
Outcomes
Group 1
Drawing shows a village, mountain, rivers, kraals, children, headmen, schools, mahangu field, games,
conservancy.
Least represented and participating Women, children, elders
Group 2
Drawing shows women, children, men, unemployed youth, pastor, teachers, nurses, politicians, nurses
farmers, businesses people, grass harvester, artists/craft makers, police, same interest, integrated cultures,
background.
Least represented and participating. Women and children
Group 3
Drawing shows group of organisms, people, rivers, houses, insects, (everything) in a given geographical
area/boundary sharing same resources/common interest.
Least represented and participating. People outside the community/organisms e.g. outsiders who are partly
participating in the conservancy.
Facilitator‟s definition of community:
A social unit with members who interact directly and have a collective identity both self
and other defined, conformity to group norms is achieved through peer pressure.
Session end by 10H25 the tea/coffee break for 20min
SESSION: Community level institutions and their effect on CBNRM /
CBT
Objectives:
To encourage participants to consider the various institutions with which they will
interact when working in the villages.
Procedure
Participants were divided in three regional groups, and asked to identify
community level institutions that affect/influence CBNRM/CBT.
Participants were asked to identify all institutions/structures that may influence/be
influenced by CBNRM/CBT activities in their area.
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They were then asked to place a card for CBNRM/CBT in the middle of the
flipchart and other cards indicating all institutions around at different distances to
indicate the extend of influence on activities.
Material provided: scissors, cards, flipchart, markers.
Outcomes
Group1
RWS
Mines and
Energy
Traditional
IRDNC leaders NNF
WWF/LIFE
CBNRM Regional
Game product Councilors
trust fund /CBT
MET
Rossing Self driving
NACOBTA
tour safari
Road Agrifutura
contractor
RISE
SRT
Raleigh
international
Group 2
Media
Trad. leaders
Private Community
sector NAPCOD
NNF
CBNRM Rossing
/CBT
NACOBTA
MET
WWF IRDNC MAWRD
MLRR
GTZ
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Group 3
IRDNC
Governor
WWF/Life
MET/DRM
Headman
Rossing
CBNRM
NACOBTA
Regional. /CBT
councilor NDT
SRT NNF
DRFN
Min of CCF
health NDC
MLRR
MAWRD
NARREC
SESSION: What do institutions do in CBNRM?
Procedures
The facilitator made an overhead presentation on what institutions like conservancies
should do in CBNRM, and how they should be formed. (Turner, Steve; Programme for
Land and Agrarian Studies, University of Western Cape - Institutional Development:
developing local level natural resource management capacities)
What are institutions?
Agreed ways in which people behave towards each other and the outside world.
These structures of behaviour last a long time.
They serve purposes that the group or community believes in.
Examples are Traditional Leadership; a Village Council; a Village Committee; the
National Parliament.
Organisations are similar, but less formal, may not last so long.
What is CBNRM about?
Managing nature
Managing people
Managing enterprises and revenue
Linking community activities and priorities into larger frameworks
CBNRM is about governance
CBNRM needs ownership
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What do institutions do in CBNRM?
Manage nature
- Manipulate eco-systems
- Use and harvest natural resources sustainably
- Protect and conserve natural resources
Manage people
- Control access to resources
- Control use of resources
- Resolve conflicts
- Administer and regulate
Manage enterprises and revenue
- Oversee business ventures set up in public interest
- Receive, hold, spend, invest public money
Link the community to outside frameworks
- Represent the people to higher authorities.
- Represent the authority of the state in the community.
CBNRM is about participation
- Institutions are the structure through which participation happens.
CBNRM is about ownership
- Institutions own land and resources on behalf of the people.
CBNRM is about the governance of people who act together in the public interest
- Institutions are the structure of governance, through which people act together and
control each other‟s behaviour.
- Institutions express, represent and guard the public interest.
Namibian Conservancy Committees:
Represent interests of conservancy members in matters related to natural resource &
wildlife management and use within the conservancy.
Oversee management of conservancy income and expenditure.
Represent conservancy in negations with business ventures.
Discuss policy issues with Ministry.
Arrange Annual General Meetings of Conservancy.
Keep conservancy members informed and consulted on critical issues such as ???
Represent interests of conservancy members in matters related to natural resource &
wildlife management and use within the conservancy.
Oversee management of conservancy income and expenditure.
Represent conservancy in negations with business ventures.
Discuss policy issues with Ministry.
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Arrange Annual General Meetings of Conservancy.
Keep conservancy members informed and consulted on critical issues such as the
distribution of money and use of resources.
Apply to Ministry for quotas on use of wildlife.
Determine how game will be used once quotas are set.
Determine what technical assistance is needed from Ministry and other organizations.
Determine training needs of conservancy.
Initiate projects for improved wildlife management within the conservancy.
Establish a practical problem animal management programme.
Develop tourism initiatives within the conservancy.
Manage, if necessary, a community/conservancy game guard system.
Other coordination activities, as appropriate.
Developing CBNRM: Old Institutions or new ones?
As a rule, we should not try to establish new institutions unless we are sure there is no
old institution that can do the job
Institutions that have grown organically are usually much stronger than those recently
established by development workers
How to establish local institutions for CBNRM:
First, be sure it‟s really necessary
A participatory process of explanation and consultation
Seek endorsement from exiting institutions
Seek endorsement from all sectors of community
Seek endorsement and legal status from outside authorities
Agree and facilitate a culturally and politically acceptable selection process
Agree and facilitate an appropriate constitution and operating rules and procedures
How to develop local Institutions for CBNRM:
Promote representation of all sectors of community
Promote democratic practice
Facilitate and advocate linkages with outside authorities
Facilitate networking
Training and capacity building
- Democratic institutional procedure
- Consultation and reporting
- Technical skills
- Financial skills
- Legal and regulatory issues
- Project management
- Conflict resolution
- Negotiation
- Roles and interaction with outside authorities
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Features of a healthy CBNRM institution:
Representative of all sectors of community
Respected
Transparent, not corrupt
Subject to some form of democratic control
Accountable
Not dominated by party politics
Able to control access
Able to regulate resource use and apply sanctions
Cooperates well with other local institutions and power structures
Technically competent and confident
Able to represent local interests in interactions and joint management with higher
authorities
Has necessary legal status
Hazards to avoid:
Artificial institutions
Corruption
Political strife
Disdain/indifference form outside authorities
Poor consultation and reporting
Failure to represent all sectors of community
Gender insensitivity
Lack of public respect and authority
Stagnation, slow death of institution
Session end by 12H45
Lunch
14H05
SESSION: Gender and CBNRM
The facilitator gave cards to participants to write down what they expect from the
session.
Summary of participants’ expectations
Expectation Count
What gender is/understanding gender 6
Gender issue is men and women 2
Deliver message back in the field 2
Hear more song “gender balance” 3
Integrate gender in CBNRM/CBT/development 2
Role of gender in CBNRM 3
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The facilitator presented the session objectives as follows:
1. To enable participants to use gender analysis in analysing roles, responsibilities,
constraints and opportunities in the development process in general, and natural
resources management in particular.
2. To enable participants to formulate strategies for gender imbalances.
Part one: Introduction to gender concepts
Objectives
After part one, you should be:
Able to define and differentiate between gender and sex;
Aware that gender issues are not the same as women issues;
In a position to appreciate that gender roles are learned and therefore can be
unlearned;
Able to recognise that gender roles are socially constructed, culturally specific,
change over time, are learnt behaviours and vary from one place to another.
Aware that gender roles are assigned by society or community as it evolves and hence
gender roles between households, communities, religions, nations and the world over,
are unlikely to be the same.
The facilitator gave a case story form Ogongo conservancy for participants to analyse in
pairs, and answer the attached questions. Participants were then to define the term gender
on cards.
Q1 is Mr. Mwela’s reaction justified?
No, each and everyone can be appointed in any position.
Yes, he was brought up like that. He came from a different community.
Yes, to him it was a taboo to see women in chairing positions.
No, as time goes on things are changing.
No, because the conservancy was running well, making money.
No, time is changing.
No, gender illiterate.
Didn‟t, because it is a painful story.
No, women can get high positions.
Facilitators’ input
No, positions goes with capability to do the job.
Yes, because he was from a different society.
Q2. Our forefathers’ view
Sure, they will be shocked because the situation is different from when they left.
Yes, forefathers will go back to their graves by seeing people turning against the
culture.
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Q3.Action by Mwela to understand better
He could have respected the progress of the conservancy.
He could have held a meeting with the people and find out whether these were the
only people with qualifications.
Participants definition of gender?
A strategic way of understanding men and women right in development.
Gender is just about men and women.
Gender is understanding roles and responsibilities played by men and women in their
society.
Note: Women have become the victim of our forefathers‟ education.
Facilitators’ definition
“Telling as it suppose to be”
Gender, refers to social differences between men and women i.e. the different
responsibilities of women and men in a given culture or location. These roles of
women and men are learned and change as the society evolves.
What do you expect form children who were brought up in the skyrocketed war countries,
or in dark, closed rooms? elaborate
15H40 tea break
16H00
Part Two: Learning from our own experiences
Procedure:
Participants broke into four groups to discuss their experiences regarding gender as
follows:
1. What has changed since over 100 years ago?
2. What are the contributing factors towards this change?
3. Give examples of popular songs, myths, that reinforces stereotypes.
The group then came together for presentation of the outcome.
Outcomes
Group 1
Girls, were not to be seen for three months when they reached maturity.
*Changed due to elimination of the culture.
Couples were not allowed to see each other after engagement until after marriage.
*Changed due to civilisation and movements to town.
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Girls were looking after cattle.
*Changed, because of believes.
Boys taught to hunt, fetch wood, school (marriage).
Women beaten for administration e.g. coming late at home.
*Changed, due to politics.
Cooking done by women .
*Changed, men/women cooking – economic reasons.
Group 2: North central and east
Women were restricted in the houses.
Men were no allowed to do household work.
Girls were next to their mothers helping them.
Boys were herding cattle and next to their fathers.
Why changed?
Because of education.
Political freedom.
Human rights (development).
Economic factors.
Songs
Omukahintu hamuntu, epunga hanyama
Omukiintu kena mutima
Adam and eve
Omukahintu ongala
Ko rio tinto omeme ya tewako
Group 3: West
Girls Boys
Cooking Hunting
Collecting water Looking after herds
Milking Sent to different places
Firewood Warrior dance
Pounding
Washing
Man head and the woman a vice of household,
today man is the vice and woman is head.
Today Cooking
Playing football Washing clothes
Smoking
Boxing
Driving vehicle
Lecturing
Riding horses
Drinking like men
We adopted the western culture
Contributing factors: economics, politics, education
Other songs
Aise mamase
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Koe-e !garabe #na !garabe taese !gaisa
Group 4: Central and south
Men: veld, war, nomadic
Women: domestic work, needle work, baking, gardening
Boys; assist father in farming
Girls with mothers
Today, equal sharing in activities due to economic and social pressure.
Songs; no more war
Myths; men of steel
Women
No women no cry
Sweety lavo
Myth
Beautiful like a flower
You have got eyes shining like a diamond.
Note: We should go back to our traditional way of doing things e.g. dressing, food
etc.
No! it is too late we have changed and this took time.
We should draw issues of importance from our culture, things like indigenous
knowledge e.g. location of underground water fit for human consumption. elaborate
08H00
Feedback on mood meter; appoint evaluation team; and recap on day three (gender)
Lessons (case story)
Do not underestimate others.
Respect peoples‟ position/perceptions.
Move away from oppressing women, grant then opportunities if they are capable of
doing things.
Promote gender balance when we are doing things.
Gender concepts
Raised consciousness.
To better understand/appreciate other peoples‟ cultures.
Don‟t try to change people‟s behaviours/attitudes in a short time. Social changes
require longer timeframes.
Learning from our experiences
Everyone should get a chance in life to proof himself/herself.
Balance life so men and women support each in form of partnership.
Roles evolve with time.
Respect each other.
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Do not just promote women because they are women, but because they are capable.
Provide equal opportunities for men and women.
Wrap up
At least now we are sensitised. It is the day to day fear that men would be overruled,
as some women would like to take over. All these are due to misinterpretation and
misunderstanding of gender. Therefore we should differentiate between gender
balance and mechanical equality between men and women.
5 min energiser Rhythm Lucas - Maria
Part three: Case story - role of experts assisting communities in
development
Procedure
Participants broke into three groups, and were given the above mentioned case story to
analyse and answer the following three questions: (see accompanying handout in annex
6)
Q.1 Positive impact of this case.
Q.2 Negative impact.
Q.3 Plans to reduce negative impact.
Outcomes
Positive: Experts realise the potential for wildlife management.
Negative: Lack of community consultation.
Reduce negative impact: Community consultation - determine the need/priority of the
community, attend to it and build trust.
Part four: Gender analysis
What will be your first conclusion if you see a person come in this room and start crying?
He/she is mad.
Why might the person be crying?
Because of whatever happened before coming to the room.
What are main constraints/challenges in conservancies?
Lack of knowledge and skills (untrained staff/management).
Diverting money from original purposes.
Skill development/capacity building.
Awareness raising in CBNRM concepts.
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Marketing of the conservancy.
Refusal to move out from the core wildlife area.
Steps in gender analysis
Step 1. Find out about the bigger picture (context profile)
What is getting better in my community? infrastructure, increase of wildlife numbers,
relationships changed, self restore.
What is getting worse in my community?
Is there any poaching? If yes, why?
Does community cut trees without replacing them? If yes, why?
Are there success stories in the way the community is managing natural resources?
Are they forming conservancies? What about CBT?
Economic; are men and women getting richer or poorer?
Do men and women, boys and girls (including the disadvantaged) have access to new
technology?
Do all groups in the community have access to natural resources management
benefits?
Social. Do people move out to towns?
Political, do both men and women (and disadvantages) have leadership roles?
Who are the disadvantaged people? People like widows, with disabilities.
10H30 tea/coffee break
Gender analysis videos
The participants were shown 3 videos on gender analysis, and observed the following:
Video 1 FAO - Lessons learnt
Cultures differ (land ownership, control of money, men buy land women buy food).
Responsibilities shift – as a result of changes in circumstances.
Number of programmes to help in gender understanding.
Joint meetings/gender balanced meetings.
Supportive roles e.g. men cook when women gave birth.
Video 2 FAO gender analysis, why? - Lessons learnt
Both men and women should be included in planning and decision making.
Needs cannot be separated.
Long working hours for women, while men have access to training.
Arrange training for off seasons.
Both women and men working in the farms together.
11H35 Five min break
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Video 3. Gender analysis Namibia - Lessons learnt
Derived our livelihood from land.
In rural villages 30% of households headed by women.
Women are not included in decision making in some parts of the country.
Women evicted from the land when husbands die.
Women needs differ according to age, ethnicity, status.
Gender issue in the MAWRD started 1995.
Natural resources; rivers source of life.
Alcohol abuse, both sexes.
Regular contact between extension workers and the communities.
Degradation of the culture – imitation of western cultures.
Environmental degradation.
Move of youngsters to town and don‟t want to work anymore.
Extension workers and policy makers faced a challenge – bridge the gap between
today and yesterday.
Support to women financially, morally, politically, socially.
Self motivation and dedication to both men and women.
What are the differences and similarities between the videos?
Different Similarities
Sharing of responsibilities Farming
Decision making
Things people thought women cannot do:
Piloting - make them infertile.
Operating a caterpillar.
Working in a mine – drilling machine.
Holly fire - ask the right questions to find out.
Women not fit to be a “fishermen”.
13H00 Lunch
14H00 resume
The facilitator presented a cartoon on approaches to development, “Technology who need
it?” (See attached as annex )
Participants gave their views on the picture as it was a “top down approach”.
Examples from own experiences: bore holes drilled without consultation - underground
water was salty; - white elephant.
Quarantine camp built for farmers without consultation, now abandoned - white elephant.
Bordering fences between the two neighbouring countries -white elephant.
How can one really get to know what people need?
Interview different people, start from different angles, ask the right people, make a
follow up. Community, like any other people can change their minds immediately,
due to peer pressure.
35
Participants broke into three groups to do the context and activity profiles for their
respective areas.
Reporting back 15H10
Outcomes
Group 1 North east, North central, north west
1. Getting better? Conservancies, people are forming conservancies.
2. Getting worse? Politics, lack of bore holes, no control of veld fires.
3.NRM problems? Yes, lack of skills in NR management.
Cutting of trees? Yes, building houses, kraals, fire-wood.
4. Poaching? Why? Yes, poverty.
5. Success in NRM? Yes, because wildlife is increasing.
6. Conservancies? Yes, both conservancies and CBT.
7. Richer or poorer (M&W)? Get richer.
8.All access to new technology? Yes.
9.Access to NRM information? Not all of them.
10.Youth moving out? Girls & boys move out, men and women move in.
11.Boys/girls go to school? Yes.
12.Leadership role M&W? Only men.
13.Who decide and participate in CBNRM/CBT? Community.
14. Bulb? Bright
Group 2 Central (okakarara)
1. Getting better? Predator control (LADP).
2. Getting worse? Land degradation.
3.NRM problems? Yes, exploitation on devil‟s claw to get income.
Cutting of trees? Yes, because building kraal, fencing.
4. Why poaching? Yes, wildlife regarded as a govt. property
5. Success in NRM? None
6. Conservancies? No, currently information given by MET.
CBT - Cultural centre.
7. Richer or poorer (M&W)? Equal.
8. All access to new technology? New solar/ultra telephone.
9. Access to NRM information? Some do, some not.
10. Youth moving out? Yes, because of urbanisation.
11. Boys/girls go to school? Yes.
12. Leadership role M&W? No women, only men.
13. Who decide? Regional councillor.
14. How bright? Poor picture.
Group 3 South and Namib
1. Getting better? Up coming conservancies, water point committees.
2. Getting worse? Crime rate, poaching.
3.NRM problems? Yes.
4. Cutting of trees? Yes.
5. Poaching? Yes.
6. Success in NRM? No.
7.Conservancies? Yes.
CBT? Yes
8. Richer or poorer (M&W)? Yes
9. All access to new technology? Yes, kalkplateau conservancy.
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10. Access to NRM information? Yes.
11. Youth moving out? Yes, only for shopping.
12. Boys/girls go to school? No all of them.
13. Leadership role M&W? Yes.
14. Who decide? Community
15. How bright? Dark, but there is hope; “each dark cloud does have a shinning edge” (light bright)
Activity profile W = Women, M = Men
Activity South & namib North East & West Central
Processing W W W
Handcrafts W M M
Crop production M M W
Livestock W M M
Home management W M/W W
Community M/W M/W M
Possible solutions
1. Formulate gender policy.
1. Implement gender policy.
2. More extension workers.
3. Educate both men and women about gender policy.
4. Organising more training for affected areas, extend awareness programme on
poaching and tree planting.
5. Empowering women to participate in development activities.
6. Continuos assessment.
7. Reach out to schools and youths.
Strategy to address gender imbalances
Process of strategy formulation
Questions to ask when formulating strategy for gender imbalance:
What does the vision, mission, goals, objectives of MET stipulate in relation to
gender imbalance?
What about the gender policy?
What do directives from the cabinet say about gender imbalance?
What is the existing personnel of MET?
What is the level of expertise between men and women?
The issue; Where are we now?
Where do we want to go?
How do we hope to get there?
In short, the process require a SWOT analysis.
Goal; Strategy How Who
Eliminate gender imbalance: 30% female
wardens by 2010.
Requirements for warden: Diploma in First educate How many Who will be
37
Nature Conservation. women. intakes for responsible for
Popularise the idea for further training of Create a data base diploma course? follow up after
women. to monitor the training?
process.
Session end by 17H05
DAY 5, 13 October 2000
08H00
Recap of previous day.
Feedback of mood meter by participants.
SESSION: Introduction to conflict
Activity:
A brain teaser to illustrate how working together can be mutually beneficial for the
parties involved.
Procedure
Participants broke into four groups and were provided with segments of a puzzle
cut into strips. (Pictures are of a sequence of two donkeys tied together eating
hay).
Participants are instructed to work together, to come up with the correct sequence
of the story as depicted in the puzzle.
Groups display the results of their puzzles, and corrections are made where
necessary.
Outcome
Two of the groups had it the same, and expected way, while the others differed.
What is a conflict?
The facilitator asked participants to brainstorm, how one could tell that there is a
conflict?
Outcomes
Bitter words, disagreements, no negotiation, anger, physical pulling, ignoring each other, body language,
arguments, shouting, abusive language, insult each other, no co-operation, different goals, disputes, status,
38
authorities, confusion, misunderstanding, getting personal, dishonesty, disrespect, greediness, selfishness,
being offensive, hatred, intimidation, disappointment, harassment, death, confrontation.
Levels of conflict
Procedure
The facilitator explained three different levels of conflict using a triangle with
three stages as follows:
Posted on the flipchart
Crisis - When relationship may end / risk / violence / extreme relations
Clash - When power play or non-communication are routine method
Blip - Anger mild, passes quickly, not continued feeling of announcement
Able to maintain trust and openness towards each other
The facilitator then gave an exercise to the participants to share their experiences in
terms of crises, clashes and blips. Participants shared their experiences in plenary as
follows:
Outcomes
Blips
Being beaten by fellow pupil at the school.
Met some one under the influence of alcohol at the office.
Drinking beer then someone came to drink my beer uninvited.
Sent to fetch cattle, he dotched, cattle eaten up by lions, father start looking for him.
Clashes
Stubborn single lady occupy a double room which is supposed to be given to married couple.
MET officers threatened by community members.
MET officers abused by introducing new method for monitoring attendance.
Crises
1987 soccer matches, heavily tackled by opponents followed by physical fight then game ended.
Car accident, police came, he shot in the air, police ran away but came the next day to arrest him. He
was imprisoned and discharged after two days.
In a room with a girl friend, quarrelled, then shot her in the shoulder.
Collecting farewell party drinks then hit from behind by taxi driver, taxi driver beat the other driver
until the police came and took the taxi driver to the police station because he was a guilty party.
Effects of conflict
The facilitator asked participants to brainstorm positive and negative effects of conflict.
39
Positive effects
Respect “enforced”.
Better / improve mutual understanding.
Feeling better emotionally.
Creating a way of solving problems.
Attract attention./.create awareness.
Increase confidence.
Learn to listen.
Facilitator’s summary
Long standing problems surfaced and are dealt with.
Tension highlighted interest and stimulated creative thinking.
Clarifies people‟s view points.
Produce better ideas, people are forced to look for new approaches.
It‟s an opportunity for people to test their abilities.
Negative effects
Costly to resolve, Create disunity, Spoil atmosphere/fun, Physical injuries/pain, Loss of reputation and
credibility, Loss of property, Loss of confidence, Hatred, Loneliness, death, war/resistance,
inferior/humiliated, defeated, demoralised, block channels of communication, stress/high blood pressure,
suspicion, distrust.
Facilitator’s summary
Climate of suspicion and distrust developed.
Reduce contact between people, some stop communicating.
Some people feel defeated, demoralised, embarrassed.
Co-operation is overwhelmed by self-interest, which results in resistance instead of
teamwork.
Some people may/will leave the group/organisation.
Session end by 10H35
Resumed at 11H55
Causes of conflict
The facilitator reflected on the previous session and highlighted the causes of conflict as
follows:
Different goals, personality dynamics, limited resources, perceptual differences,
personality clashes, influences from outside, priority or values difference, different
expectations, self-esteem/status threat.
From the above, the facilitator focussed on different types of need and perceptions, to
show how it may lead to conflict.
Needs:
The facilitator presented three different types of need that often lead to conflict if they are
not met. i.e. substantive needs, procedural needs, and psychological needs as follows:
40
Concluded by “avoid the D-A-D approach”, Decide Announce Defend the project.
Perceptions
Objectives
1. To give participants insight into how conditioning influences what we see, and how we
understand and interpret what we see.
2. To exemplify how personal perceptions mean that people may have different outlooks.
Procedure
The facilitator interprets the term perception as follows:
What we see
How we interpret and understand the world
“Map” of the way things are; the way things should be
The participants broke into two groups, and moved away from each other.
They were given different pictures to look at for about 3 minutes (one of an old
lady and the other of a young lady).
They then came together and the facilitator put a third picture, which is a
composite of the first two pictures, which participants had viewed in small groups.
The participants were asked to describe what they see in the third picture.
Outcome
Two faces, the old and young lady
Old lady, wearing traditional jacket “kappie”
Young lady within the face of old lady
Only the old lady
Young lady only
Young lady wrapped in the blanket
Facilitator summary
Some participants, mainly those who were given the picture of an old lady, said they
see an old lady.
Some participants, mainly those who were given the picture of a young lady, said
they see a young lady.
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After some argument, and convincing of each other, some people started to see both
the old and young ladies in the third picture.
What causes us to see different pictures
One group had young lady‟s picture while the other had old lady‟s picture
Previous experiences influence our world-view. This also applies to communities.
We assume our perceptions are right, accurate. Our perceptions guide our actions and
thoughts. Our perceptions can sometimes be distorted and do not always give accurate
information, often leading to conflict.
12H10
Conflict analysis and Management
Objectives
1. To highlight the value of understanding conflict, and provide one structure with
which to analyse a conflict.
2. To get perspective on our personal ways of handling conflict so that we can know
which areas we need to work on improving.
Procedure
The facilitator reflected on previous sessions, and state that for us to understand conflict,
we need to map it in terms of:
Who are involved?
History and context
Issues and stage of conflict
Positions and interests
The facilitator presented the above as follows:
(See annex 8 for the accompanying handout)
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Positions What you say you want.
What you decide to do.
What you present as a solution.
Interests Underlying fears, need, hopes, desires, expectations.
What caused the conflict.
What caused you to decide to act.
What you really want.
The facilitator gave an example of a conflict between a certain community and the
state as follows:
Community’s position We want land.
We have no where else to live.
We will move back to our ancestors‟ land.
Government position You are acting illegally.
We will deal with you according to the law.
Community’s interest The drought is killing us.
We need better grazing for our livestock.
We need access to development.
Government interest We need to maintain the park.
We need to separate human needs from park management goals.
We can provide you better farming near Grootfontein, Gobabis etc.
Agreement reached: Better farming near Grootfontein.
Why are interests hidden?
Strategically better.
Intense conflict may confuse position and interest (equating the two).
Fear loss of face, insecurity.
Interests not known by parties themselves.
The facilitator presented a strategy to conflict management
Build
rapport Demonstrate
Genuine
Build concern
trust How can we
move from Use open non
Do not positions to threatening
Press parties to interests questions
“back off”
from solution
43
Ask parties for
Point out agreement
common option
ground
Intervention strategies in conflict
Facilitation
A facilitator structures discussion. It may be an outsider or respected member of one of
the parties, provided impartiality towards issues under discussion is not compromised.
A facilitator has no decision making authority but assist parties reaching agreements.
Mediation
A mediator is an independent, impartial third party requested by all disputing parties. A
mediator has no settlement authority, but play more active role than facilitator and takes
greater responsibility for settlement of disputes. A mediator attempts to ensure parties
adhere to principles of fair play, while empowering them to reconcile their needs and
interests.
Arbitration
An arbitrator is a third, independent party with legal background. Have decision making
power over and above that of the disputing parties.
Triangulation
Looking at an issue from different points of view and seek for arrows of evidence.
Conflict management styles
The facilitator presented and distributed a handout on self-test for participants to reflect
on themselves, how they manage conflict individually. The self-test is generally self
explanatory, with clear instructions and include a response sheet that explains the
meaning of each option on the scoring sheet. (see annex 9 for accompanying handout)
Session end by 13H20
followed by week 1 evaluation
Day end by 13H30
WEEK 2
Day 6. 16 October 2000
44
8H00
Started with welcoming, gallery walk, summary of week 1 evaluation, sessions covered,
daily schedule, appointing a time keeper and evaluation team.
End by 08H40
Conflict Analysis (continued)
Uukwaluudhi case (incomplete, just example for practice)
Parties Position Interest
Conservancy committee and the Core area establishment (for Re-introduce wildlife in
king wildlife) conservancy for tourism,
utilisation, biodiversity, money,
better management of resources,
improved livelihood.
Grazing committee Core area for livestock Grazing best (politics), personal
ambitions. Minimise cost of
livestock production.
Approach was not good
(procedural need)
MET
Rossing Foundation
LIFE
Regional Councillor
09H15
SESSION: Understanding Development
Objectives
To explore the meaning of development.
To develop insight into different aspects of “development”.
Procedure
The facilitator introduced the topic to the participants by mentioning that we have
been talking of the word, development, “what is development?”
Participants broke into three groups to draw pictures of how they understood what
development meant.
Results were presented and discussed in plenary.
09H35 reporting back
45
Outcome
Group 2
Donkey carts to cars
Traditional homestead to nice building
Firewood to nice building and electricity
Key words: upgrading, improvement, advancing, growing, enhancement, forward.
Group 1
Gravel with potholes.
Now, cars, solar panel, cell phones, NBC tower, DSTV, street lights, Improvement
Group 3
To improve the quality of life in rural areas. Renovated building now with TV, telephone, trees around, air
condition, green lawn.
Facilitators’ definition of development ( See annex 10)
The concept of sustainable development (development that meets the needs of the
present without compromising the ability of future generations to meet their own needs)
was shared and reinterpreted as follows:
Development: A change leading to improvement or progress. It is a value-laden concept
because “improvement” and “progress” imply ethical judgements.
Economic development: An improvement in a set of social and economic
characteristics desired by society. Improvement is desired in characteristics such as
income, education, and health. The desired goals of society may change over time and
therefore make “economic development” a moving target to some extent.
Thus, modernisation is not always equivalent to development.
End by 10H05
SESSION: The role of CBNRM facilitators
Objectives
To illustrate and reflect on different approaches to community development (the
difference between “leading” and “carrying”).
Procedure
The river code
Role-play on crossing the river: Play involves three people, two travellers and one
villager. Two travellers were trying to cross the river and the villager found them fearing
and doubting on how to cross. The villager then carried one across, but the second one
46
refused to be carried, and asked to be led across by the hand. (see annex 11 for
accompanying handout)
Role play discussion
1. What did you see and hear in the role-play?
People afraid of crocodile.
Strong river flooded.
Two people were trying to cross the river.
Selfish people who left one behind on the island.
Two people were afraid to cross the river.
All people relying on one person for help.
2. Which of the two people are likely to cross the river next time?
The one who was not carried.
The one who was left half way has no choice other than to cross.
Person on the island has courage for next time, the other one may not have the
necessary courage.
3. Give real life examples where people have been
Carried
“Impalila tour operators”.
GIS mapping projects (participation bought).
Drought relief aid.
Quarantine camp.
Led
Conservancies, farming extension, saamstaan bou projek / building together project.
Summary: dependency (carried) vs. self reliance (led), (doing something with the people
vs. doing things for the people).
10H50 Tea break
Community based development and development based in the community
The facilitator asked participants what do we mean by “community based” development?
Outcomes
Community involved in planning and implementation.
Community derived benefits from activities.
Community empowered to control.
Members of the community are involved in development activities.
Community involved in management.
47
Community actively participating.
Community setting priorities.
Community initiating the activities.
Identifying problems and resources.
“Bottom up approach to development”
The facilitator asked participants what do we mean by “development based in the
community”?
Outcomes
Community might be involved partially.
Opposite of the above.
Community not benefiting directly.
Development already planned and brought to the community by Mr. X.
Community participating passively.
“Top down approach to development”
Facilitator’ summary
Community based development
Has active community participation in
decision making
setting priorities
initiating activities
identification of problems and resources
the contribution of resources
Development based in the community
planned for and brought to the community
SESSION: Who knows most about the community? (box game)
Objectives
To confirm the fact that local people know more about their own lives and environment
than outsiders or even regular visitors
Procedure
The facilitator pre-prepared a closed box, full of objects, some wrapped in paper,
others loose.
The box was placed in the middle of the room and three volunteers had to guess
what was inside it as follows: The first volunteer could only shake it and guess
what is inside; the second person was blind folded, and could open the box, and
touch, feel and smell the objects and then guess what they were; and the third
48
person had no constrains, he could open up everything and tell the rest what was
inside the box.
Outcome
First person
Tins with something inside; Markers
Second person
Piece of paper; Closed box with something in it; Paper clips; booklets; Empty box; Rubber; Markers
x3; Cup; Booklet x4; Cards x2; Markers; Calculator; Small box; Not know; Masking tape; Staplers;
Pritt with something else; Pins; material bag with something else; plastic box; pen; pencils; screw
driver; stapler remover; something in the box; matches; pens or something; spray paint; paper holder
x4; needles; not know this; cap; Glue stick x4;
Third person
Pen / pencils x 8; Flat screw driver; Boxes for the stickers; Empty film box; Empty clips box; 2 x box
stickers; 1 x box of staples; six markers wrapped in brown paper; rolled paper; box of the paper clips; 2
x batteries; little card-books x 5; glass with paper box
What did we see from the three people?
Person 1 -shaking box to hear what is inside – did not know what is inside,
~ like an outsider, eg. law makers.
Person 2 -feel, smell what is inside – guess and know some things
~ like regular visitors, eg. community workers / NGOs.
Person 3 -looked and saw what is inside – know physically what is there
~ like a person from the community itself
Facilitator’s summary/conclusion: The persons are like:
First: a person who has heard about the place but never been there.
Second: a person who went to the place but did not get to know it.
Third: a person who lives there.
To confirm the fact that local people know more about their own lives and
environment than outsiders or even regular visitors.
End by 12H25
Five min. for energiser swimming
SESSION: Adult learning and motivation
Objectives
1. To examine special needs and circumstances of adult learning.
2. To raise the challenge of motivating adults and examine methods which can be used
when working with them. (see Annex 13 for accompanying handout)
49
Procedure
The facilitator put up pictures on the pin-board for participants to examine, and then
raised the following questions:
What do you see in the first, second and third pictures?
Does it happen? Examples?
Why does it happen?
What other ways can we find to work with adults?
Outcome
Picture 1
People coming together attending the class
Two women with kids/children
Three men joining them
Instructor preparing on the board
Clock indicating class/session
Day indicating date/day for gathering
Coming from different places
Carrying books
School 2+2
Empty chairs
Picture 2
Inside classroom – reading/writing
Asking questions
One men reading
Kid sleeping on back of the mother
Reading on board
Literacy class busy for half an hour
Picture 3
Conflict
Cultivating
Collecting fire wood
Too old to learn
Not all went to school
Does it happen in the communities?
Yes, it start off well, active participation, but no longer the case/only few attended
due to other commitments.
Semi or circular sitting arrangement to see, talk to each other.
Small intervals.
Suggestion to work with adults
Participatory approaches/methods.
Study their daily activities – programme your classes accordingly.
Involve them actively.
Give them clear vision and end result; motivate them practically.
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Don‟t treat them like children.
Tables away.
Must share the experiences/create informal atmosphere.
Consider level of understanding - use simple languages, teacher to be flexible.
Hints on adult psychology
Adults have a wide experience, they have learnt a lot from life. Create an informal
atmosphere to share experiences. Adults are interested in learning things relevant to
their real situation. They have a sense of personal dignity e.g. don‟t embarrass them,
they need great respect. When adults grow, memory get weaker but their power of
observation and listening grow stronger.
14H00 resume
SESSION: Understanding Facilitation
Objectives
To explore the nature of facilitation, comparing formal teaching methods with
facilitation.
Procedure
The facilitator put up a statement “there is no difference between a good teacher
and a good facilitator”.
The participants had to decide individually whether they agreed with the statement
or not. They were then given a sticky dot each to vote in secret whether they agree or
disagree with the statement.
They were randomly divided into two groups and asked to come up with reasons
on cards why that statement might be true for one group, and why that statement
cannot be true for the other group, regardless of what they voted.
After generating cards for about 15 minutes, the debate starts.
The first group read out their first card and pin up, in support of the statement.
The second group read out their first card and pin up, against the statement.
The two groups continue countering each other, until all their cards are finished,
they are allowed to generate more cards as the debate continues.
After the debate, the participants are given sticky dots again, to vote their opinion
a second time.
The results of both votes are displayed, and a general discussion held about all the
cards on the board.
Outcome
Agree Disagree
Before debate 9 9
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After debate 6 12
Outcomes
Agree Disagree
Both has a common goal Teachers are class bound, facilitator not always needed
Both try to impart knowledge Teacher do not share experience, facilitator share experiences
Both act like professionals according to their Teachers impose information, facilitator sharing information
knowledge experiences Teacher focus on youth, facilitator focus on adult/elderly
Both has the knowledge of their subjects Teacher need requirement, facilitator, no requirement
Both have the same method of Teacher telling him/what is it, facilitator assist him/her to know what
teaching/education it is
Both have to prepare before the session Teacher more formal, facilitator less formal
Both use the same resources Teachers use learners, facilitator use participants
Both make sure the learners understand the Teacher more on theory, facilitator theory and practical
subject Teacher indirect facilitate development
Both teacher and facilitator need qualification
to do their works
Both use theory and practical
Both educate their learners what is valid or
important
Both work with communities
Participants given stickers to vote again on the same statement. Results, see above
Discussion:
The debate process
Forced into position not supporting
Cards limit expression of ideas
Cards stimulate opposing arguments
Starting group in advantaged position
2nd group not clear whether to oppose or just read any cards they have
Reasons for forming groups regarding their support
Avoid uneven number between the groups
Creative thinking
Cards use, it is easy to capture ideas
Cards avoid arguments / over excitement / sometimes physical fighting.
Cards content
SESSION: Qualities of a facilitator
52
Objectives
To find qualities of a good facilitator in every day objects.
Procedure
Participants were to use their own experience to consider what would be good
qualities in /of a facilitator.
They were to find an object close at hand (e.g. leaves, stone, paper), that resembles
a facilitator in one way or the other.
They then took turns describing at least two qualities of the chosen object that
resembles a good facilitator.
Outcomes
1. Toothpick - Clear minded/relevant
The qualities are - Sorting out problems/disagreements.
2. Marker - Consistency.
Qualities are:
3. Stone
Qualities are - Building agent, material used to build and facilitator can be used to build a community.
- Infusing. Problem solver.
4. Card - Clear and Understanding.
5. Ruler - Message of facilitator must be straight and direct.
6. Cigarette lighter - Facilitator‟s message must be strong.
7. Watch - Punctual/Stick to time.
Time-span/lifespan of community.
8. Green leaf - Supply unit.
9. Tree - Produce fruit.
- Nursery/Produce self-sufficiency/self reliance.
10. Cell-phone/Pink flower - Reliability- for information/ for .
- Trust.
11. Pen - Fluency; not confusing.
12. Light - Optimism.(Light for development). Produce knowledge
13. Yellow flower.
14. Shoes - Cover one‟s feet when walking over rough areas/Support during difficult times.
15. Spectacles -Value different perceptions.
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16. Sandals - Comfort.
Facilitator’s summary
React positively to show you are listening.
Keep eye contact.
Guide the process.
Design a structure.
Create process.
Energisers
Relaxed.
Help keep within time constraints.
Focus on task and process.
Formulate questions – open ended.
Ask if agree.
Summarise key points.
Sharing personal experience.
Encourage others to talk, to try something.
Speak slowly and clearly- aware of own tone.
08H00
Reflection on day 6 and housekeeping
08H20
SESSION: Facilitation Process Skills
Open and Close – ended Questions
Procedure
The facilitator shared with the participants some examples of open and close-ended
questions, and asked them to add some more examples.
Outcomes
Examples of close ended questions: Did you enjoy your breakfast this morning? Do you speak German?
Are you working for MET?
Examples of open ended questions: How? What is your opinion?
Participants also gave their own examples as follows:
Eddie, are you married? Yes.
Gerson, do you play soccer/football? Yes.
Inges, did you enjoy gender session? No.
54
Listening as a skill in facilitation
Procedure
Two volunteers were sent out and the third one stayed in the room, as the first
listener.
The facilitator tells a story to all participants, including the first listener.
The second volunteer was called in, to be told the story by the first listener.
The last volunteer was then called in, to be told the story by the second listener.
Then the third listener tells the story to all the participants.
All the versions of the story were recorded as told.
The facilitator again read the same story to compare it with the told versions.
Outcome
First listener
Message from robbery,
she was at the
someone was
report to the police
What are the similarities?
Robbery, police, gun, leather jacket, big stomach
Different from original story?
Colour of the shoes, somebody passed away
The participants were requested to listen carefully to what happened to the story as it
was told over and over.
They were also to observe what influenced the process of communication.
The participants then suggested reasons for distortion of information, as well as how
to improve communication of information.
What happened to the story?
Contributing factors
Tone of voice
Not speaking loud and clear
Story was too long
Tend to remember/concentrate on main issue/key words
Lack of concentration from the first listener
55
Sequence of the message changes as the story goes on
Expression of words/accent/pronunciation language
Own interpretation
Suggestion for improvement
Paraphrasing as a skill in facilitation
2 Facilitators demonstrated paraphrasing by one of them telling the Sesfontein
conservancy situation, and the other one listening through paraphrasing. The listener keep
on asking by using the word “am I understanding you well that you did……., you mean
that the people were…….., did you say that the situation is like………… (see Annex 14
for accompanying handout)
Paraphrasing
“Paroff-phrasing
Why How
Clarification when confusing Use your own words to repeat / summarise
long convoluted information.
Calming It sounds like you………
Helping thinking out loud Let us see if I understand ……..
Summarising to get things clear as a listener. It is most useful in conflict situation to get
things clear. Interruption to avoid being told a long story without understanding it.
Shortened sentences by summarising. Affirming by saying am I understanding you, are
you saying, did I get you well, and get the confirmation from the teller.
End by 9H45
SESSION: Facilitation tools, methods and skills
Procedure
The facilitator introduced the session as basically a recap of the entire workshop process.
The facilitator asked participants to brainstorm the tools, methods and skills used during
this workshop and others from their own experiences.
56
Outcomes
Tools
Flipcharts/papers, overhead projectors, markers, masking tapes, TV/video, bostik, laptop, coloured cards
and scissors, pencils, brown paper, paper glue , games and slides, photo and video cameras, note pads, cold
water, tables, blackboard, venues, generators, micro phones, radio/tapes recorders
Methods
Role plays, group discussions, video shows, presentations, discovery methods, debate, smoke break,
energisers, brainstorming, assimilation, buzz groups, drawings, jargon grinder, case studies, jig saw
puzzles, mood meter/questionnaire
Facilitation skills
Paraphrasing, interpretation, communication, listening, debating, observations, questioning, gesturing, eye
contact
SESSION: Participatory Methods
Introduction to Visualisation In Participatory Programmes (VIPP)
Basically the use of cards, different sizes, shapes
Cards writing rules were also introduced (see annex…..)
10H50
Introduction to Participatory Rural Appraisal (PRA)
Objectives
To provide preliminary information on PRA.
Procedure
Facilitator started explaining the abbreviations:
RRA -Rapid Rural Appraisal
PRA -Participatory Rural Appraisal
PLA -Participatory Learning and Action
What is PRA/Participatory Rural Appraisal?
PRA is a family of approaches that enables local people and their communities to share,
enhance and analyse their perceptions and knowledge of their conditions and to plan, act,
monitor and evaluate these conditions. (Chambers, 1997)
57
It is an extensive and growing menu of methods, which centre around:
Visualisation
Diagramming
Semi-structured interviews to enhance learning by outsiders of perceptions and values
of communities.
Principles of PRA
Reversing learning -development workers learn from rural people
Rapid and progressive -learning is quick and flexible
Relaxed -PRA is not hurried and involves listening
Being aware of biases -opinions of marginal group are sought
Applying „optimal ignorance” –
Verifying information
Handing over
Sharing and returning
PRA tools
Timelines
It is a list of key significant events in the history of a community that help to identify past
trends and events. This help the community to understand what events they consider
important to their history, how such events affected their lives and how these have shaped
their lives.
Seasonal calendar
Highlight the specific time when the community are doing most of their activities. It
helps development agents to know when the community is busy in order for the
development activities not to clash with community works.
Venn diagram
Shows the key institutions and individuals in the community and their relationships and
importance for decision making.
* To explore how relationships and communication channels can be improved.
Steps:
Identify key institutions and individuals responsible for decision making in the
community.
Identify degree of contact and overlap between them in terms of decision making
Obtain secondary information.
Social map
Purpose is to identify local resources and environmental features, e.g. water points, roads,
boundaries of the areas, infrastructures, physical, economical and historical resources.
Maps put villages in perspective and ensure that partners have common understanding of
the local reality.
58
Transect
A zigzag walk across the landscape, whenever possible in mixed groups of outsiders and
villages. It compares the main features, resources, uses and problems of different zones,
socio economic factors (pit latrines, types of houses, productivity levels) etc.
Decide on the topic e.g. access to water, availability of water resources, fire wood, veld
products, land use, grazing, etc. before the walk.
Procedure/preparation of transect
Define/decide on a route-starting and ending point. Find/ask community members who
are knowledgeable, and willing to participate in the walk through their village and the
surrounding.
Ranking
Purpose; to identify priorities
Wealth ranking,
Preference ranking,
Pairwise ranking
PRA video
End by 13H15
14H00
SESSION: Team work (silent shapes)
Objectives
To explore how we as individuals help and/or hinder teamwork
(see Annex 16 for accompanying handout)
Procedure
Participants broke into four groups, given cards of different shapes from the same cuts
and the following instructions:
1. Arrange the available shapes in squares of the same size.
2. No talking is allowed during the activity.
3. Only receive what you are given by others, do not take pieces from them.
4. Once you have finished forming your squares, regroup.
59
What were your feelings?
Annoyed, frustration, upset, confused, stressed, joy/happy, hopeless, challenged,
rushing, selfish, zero-communication, time consuming, fed up.
Why did we have difficulties?
No communication,
No co-operation
Lack of team work/individuality
Slow to find the card
How did we manage to finish?
Sharing cards, observation, some are good in geometry, team work, by luck,
challenging, change the speed.
Other lessons learned
Lack of communication can cause problems, therefore effective communication is
very important
Be patient with selfish people
Perservere don‟t give up
To be fast, is not always best
Make sure information is correctly understood from the beginning
Break 15H15
15H30 resume
SESSION: Effective communication (Presentation / Public Speaking
skills)
Objectives
To illustrate typical problems, proper planning, and delivery of a presentation.
Procedure
Participants watched a video on presentation skills, which involved three different
speakers.
Participants were given opportunity to comment on the presentation style of each
of the different speakers.
Observations
First speaker
Chief‟s voice is clear and short, autocratic, D-A-D approach, frightening people, lost touch of the
participants, facing participant/eye contact, poor pronunciation, repeating himself, chief create
different expectation
60
Second speaker
No clue of what he is talking about, unprepared, off target, childish, nervous, playing with his
money/keys in his pocket, frightened, people lose interest and concentration, no eye contact,
distracting audience by paging in his book, reading from piece of paper, wrong venue, lost touch of
audience, not sure of what to say, no specific target group, passive voice tone, not a facilitator but a
scientist, inappropriate dressing.
Third speaker
High level of terminology/scientific, doesn‟t consider the audience, give information not needed by
audience, no eye contact, top down approach/imposing ideas in the community, long boring speech.
DAY 6 and 7th evaluation
SESSION understood Least Not understood
understood
Analysing Uukwaluudhi case 11 6 1
Who knows most about the community 18 1 1
What is development 18 1 0
Understanding facilitation 15 4 0
Adult learning 15 4 0
Approaches to development 17 2 0
Qualities of a facilitator 16 3 0
Paraphrasing 10 7 2
Facilitation tools, methods, skills 19 0 0
VIPP rules 6 13 0
Participatory methodologies PRA,RRA, PLA 11 7 0
Group dynamics (silent shapes) 16 4 0
Effective communication 14 4 0
DAY 8
Reflection day 7 session and feedback on day 6 and 7 evaluation
Facilitator asked participants to mentioned positive words for the three days left.
Outcomes:
Progress, patient, enthusiasm, alert, participation, co-operation, team work, success, achievements,
punctuality, goals, objective oriented, expectation, good, safe travelling back home, don‟t drink and drive,
everlasting, cold water, workshop end remarks, proud MET officials after the workshop.
08H45
SESSION: Practice Presentation Skills
Procedure
Participants were given an exercise to plan and prepare their own presentations.
(They were to choose a topic that was covered in the workshop thus far).
61
Participants broke into three groups, where individuals presented the topic of their
choice while fellow team colleagues evaluated the presenter according to
predetermined criteria, using an evaluation sheet. (See attached sheet, as annex 15)
The assessments were then shared and commented as per presenter.
Following are some of the comments and presented topics:
End by 10H30, then tea/coffee break
SESSION: Introduction to MET toolbox, facilitators’ handbook and
mind maps(as planning tools)
Theatre Performance Briefing
Linda Baker from MET briefed the participants about the regional Community Outreach
Programme (COP) which is being jointly implemented by Africa Resources Trust (ART)
and Theatre for Africa. She mentioned that the programme has been operating for the
last year in 7 different countries in Southern Africa, and that they will be coming to
Namibia as part of their road show in November. Their play called Khaya Afrikha has a
central conservation message, and would be useful to all involved in conservation. MET
staff are invited to attend (need to organise tickets) either in Windhoek or Kasane,
Botswana. Linda was busy organising a group of traditional leaders, conservancy
representatives and other interested parties from Caprivi to attend in Kasane.
MET Toolbox
Linda Baker introduced the MET toolbox as containing CBNRM policies, legislation,
guidelines and general information, useful for all involved in CBNRM. She mentioned
that the current version is being revised, and that MET officers were welcome to give
input. Copies will be distributed later in the workshop.
Facilitator’s handbook
Linda Baker introduced the facilitators‟ handbook as a collaborative effort between
trainers and facilitators from different CBNRM implementing agencies. The aim is to
provide an hands on guide to trainers and facilitators of conservancies. The guide
primarily focuses on how to facilitate the eight steps in conservancy formation.
11H50 smoke break
resumed by 11H55
62
SESSION: Mind maps (planning tool)
Objectives
To provide participants with a planning tool.
Procedures
The facilitator gave some examples of mind maps, where the event / activity to be
planned is divided up into sub-activities plus sub-sub activities, and who will be
responsible for each of those. She then asked the participants to plan for the event of
their choice. They chose a farewell party, and planned as follows:
Farewell party
Venue: swimming pool, permission, braai facilities, water, light, grill
Budget: Rössing, WWF – Submit proposal N$5000.
Menu: Salad, sauce, meat, sweets, chips, snacks, ice cream,
Dress: non-formal
Music: tapes, CDs, DJ
BAR: bar men and bar women, soft drinks, hot-stuff whisky, brandy
Transport: Bakkie 4x4, combi, driver
Logistics: first aid kit, sober one, glasses, plates, matches
Programme: master of ceremony, pastor,
Time: 6H00 for warm up
For monitoring purposes, draw a table
Task Date due Done Person Comment
12H35
SESSION: Getting organised (part of facilitators’ handbook)
The facilitator distributed copies of that section from the facilitators‟ handbook, and went
through it in detail.
End by 13H10
Resumed by 14H10
SESSION: Team work practice (fish bowl)
Procedures
1. Use “fishbowl” method to practice teamwork skills during a planning process.
63
2. This technique work as follows:
A small group of people perform an activity in the centre of the large group circle,
while the participants in the large group observe and evaluate (rate) how they do.
3. The small groups take turns to allow everybody to practice their group planning
skills; so that when group 1 performs, group 2 and 3 will observe and evaluate;
when group 2 performs, groups 1 and 3 will observe and evaluate; and when group 3
performs, groups 1 and 2 will observe and evaluate.
4. The evaluators will use the following sheet to rate what they observe (go through
sheet, see annex 17).
5. The groups will be announced and called one by one to the centre, and given their
topic then.
6. At the same time, the others are given the evaluation sheets to start observing and
rating as soon as the group meeting starts.
7. After each performance, evaluation forms will be handed to the facilitators for
summary and feedback: first give feedback and discuss one group, then the next group,
then the next group).
8. In conclusion ; how well have you done overall? Good/average/poor?
Outcome
Comments: Group 1
2 out of 5 were dominating
Eye contact not good enough, because not enough talking
Sharing of roles and responsibilities
no programme planning (but all other planning well done)
Spontaneous leadership
Comments: Group 2
Great involvement of participants
Good planning
Comments: Group 3
No eye contact – all not looking at each other, but looking at the board
No active listening - talking at the same time
Nothing on programme content e.g. who will be the speakers
All in all - good
How do you think of your teamwork performance?
Overall - very good.
Group three learnt from the first two groups.
There is room for improvement.
SESSION: CBNRM / Enterprise Development Work
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DAY 9 19 October 2000
Recap day 8, housekeeping and feedback on day 8 mood meter.
SESSION: Revisit VIPP rules
The facilitator presented and distributed copies of the Card writing rules, Involvement of
participants, Rules for group works, Rules for presenting group work results. (see annex
?)
09H50
SESSION: Introduction to toolbox
Objectives
To pre-test about three tools from the facilitator‟s toolkit.
Procedure
Participants broke into three groups to prepare facilitating one of the following
three tools per group:
1. Conservancies and wildlife councils.
2. Roles and responsibilities of different agencies.
3. Ethics of being a committee member.
Each small group will facilitate a tool as a team, using the remaining two teams as
participants.
Each team then evaluated their tools for the following:
1. Is the layout clear? Yes/no.
What suggestions do you have for improvement?
2. Is there enough background/information for facilitator?
3. Are instructions clear?
4. Is the language suitable?
Any words not clear? Which need explanation?
Tea break 10H30
Group 3: Tool 2 - Roles and responsibilities of different agencies
Objective: To identify the roles of the conservancy committee, MET, NGOs, and
facilitator in conservancy development.
Procedures: Participants broke into three groups. Each group provided with a number of
cards to identify their roles and responsibilities, as NGOs / facilitators, MET, and
Conservancies committee.
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Outcome
MET Conservancy committee NGOs and Facilitators
Make communities Develop a constitution planning workshops
aware of the Networking with other stakeholders budget and distribution
conservancies Conservancy policy transport
Help them to form Legislation of the conservancy training
conservancies Promote management activities
Inform them about the Ensure sustainable use of natural resources
legislation Distribution of benefits
PTO inspection Finance control
Assist in meetings Control tourism activities
Marketing
Involve all parties on equal basis (gender)
Job description and distribution
Group 2: Tool 3 - Ethics of being conservancy committee members
Objectives:
1. Raise awareness of the importance of ethical behaviour by conservancy committee
members and staff.
2. To examine the impact of unethical behaviour on conservancy operations.
Procedure:
Group performed three role plays to demonstrate ethical and unethical behaviours:
Role-play 1 - committee member sent to collect chairs for the meeting, but ending up
doing other things and delaying meeting;
Role- play 2 - conservancy committee member sent to town to buy refreshments for
conservancy meeting. The man went to enjoy himself in a five star hotel, and went back to
the treasurer to request for more money;
Role play 3 - meeting for appointing the conservancy driver.
Participants expressed their observations on all plays as follows:
Observations - role 1
Corruption, irresponsibility/drinking on duties, empty promises, not on time, misuse of power and
conservancy properties, disrespectful.
Observations - role 2
Misuse of funds, irresponsibility, treasurer not accountable, dishonesty,
Observations - role 3
Bad influence, nepotism/favouritism, ecocentric, dominating, unprofessional, irresponsibility,
Was the behaviour appropriate?
No, because it will cause the downfall to the conservancy
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Participants broke into two groups to discuss common examples of ethical and
unethical behaviours respectively.
Outcomes
Unethical behaviours Ethical behaviours
transportation of family members to flexibility
hospital/clinic good consultation and decision making
use conservancy money for a “cash loan” commitment
use of conservancy telephone for private use responsibilities
bias in dividing fund honesty
committee tend to forget community when it reliability
comes to benefits team work/ integrity
selfless
What should be done with unethical members?
Advising them, discipline according to the conservancy constitution, double check.
How can you promote ethical behaviours?
Workshops to exchange/share information, good relationship and build trust,
communication at grassroots level, orientation of constitution, set example.
12H50 group 1 and 2 finish, then break for the lunch
resumed by 14H50 toolkit continue
Group 3: Tool 1 - Conservancies and Wildlife Councils
Objective: To deepen participants‟ understanding about the difference between
conservancies and wildlife councils.
Procedure:
Group representative stated “there is no difference between conservancies and
wildlife councils, they all serve the same purpose”.
Participants to vote whether they agree or disagree with the above statement.
Participants broke into two groups to come up with arguments on cards for and
against the statement.
Groups debated, using cards as follows:
Outcomes
Disagree/con Agree/pro
Wildlife Council called by Minister Both concerned about natural resources
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Decisions made in governors‟ office Both have committee members
No wildlife council in the conservancy area Both for sustainable utilisation of resources
Some representatives outside the communities Both use money for development
No direct benefits to community from wildlife Both have regulations
council Both got responsibilities towards the
Income go to governors‟ office community
Game counting only by MET Both benefit the community
Community has no responsibilities over CBT
Hunting rights only given by MET
Voting Scores before and after the debate:
Agree/pro Disagree/cons
Before 2 9
After 0 11
How did you understood the tool?
Understood when the handout given
Educative and informative
Steps were clear
Steps are familiar
Helpful tool to convey the information to community
An eye opener
Upgrading knowledge e.g. between wildlife and conservancies
Encourage team work
Helps in planning of activity
Users friendly/easy to understand
Tell different roles and responsibility
What should be amended?
Ethics of conservancy members is OK
Conservancy and wildlife council is OK
Roles and responsibilities is OK
End by 15H00
SESSION: Support materials
The facilitator introduced and shared available support materials for facilitating CBNRM.
They were:
Conservancy toolbox (MET) – distributed.
CBNRM videos – previously distributed.
Conservancy card game – distributed.
CBNRM facilitator‟s guide – only selected tools distributed, full guide not ready for
distribution yet.
Trophy hunting slides – not ready yet.
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Training manuals (still in the draft form) – not distributed yet.
Conservancy awareness and formation
Developing conservancy constitutions
Roles and responsibilities of conservancy committee members
Joint venture negotiation skills
Developing benefits distribution plans
Day 8 and 9 evaluation; and mood meter .
SESSION Happy?
Maybe (yes) Maybe not (not)
Practice presentation skills 16 0
Introduction toolbox and facilitator‟s handbook 16 0
Mind map 17 0
Fishbowl 14 0
CBNRM / enterprise development work 14 0
Revisit VIPP rules 14 0
Application of toolbox exercise 14 0
Support materials 14 0
DAY 10 20 October 2000
Start 08H00
Recap on day 9 and feedback on evaluation and mood meter.
08H30
SESSION: Development of regional plans of action
Objectives
To develop regional plans of action.
Procedure
Participants broke into regional groups (six), to identify three main activities they
anticipate over the next six months where they will apply/use some of the information,
approaches and tools/materials gained during this workshop. Also to identify the kind of
support they might need, and how they will get that support.
Outcome
North west
Activity Resources/support needed How acquired
Boundary dispute meeting Needed director from MET, who Sources needed to support WWF,
between Sesfontein and has most experience, to be Rossing, NACOBTA, IRDNC
Warmquelle facilitator in this meeting; also
need MET-Opuwo, Khorixas,
Outjo; MLRR, MRLGH
(Councillor) Traditional Leaders.
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Namib region
Activity Resources Sources
Omihana conservancy formation Mr. Weaver, regional councillor, Rossing, NNF, WWF
– agreement letter Omihana Governor, MET
Follow up annual game count MET MET, community
Mining activity Mines inspection C.W Braby Mines and energy, WWF, Rise,
Land & resettlement, headman
Central, (Waterberg, Okakarara, WHK)
Activity Resources Sources
Facilitate a boundary dispute Regional councillor, governor, WWF, Rossing, NNF, DoT/MET
meeting between Otjituuo and headman/chiefs, MLRR, Vets,
Western Bushmanland MET, Wimsa
community area (driehoek)
Envi. Education workshop (2 NEEN, CCF, Africat NNF (sponsor if possible),
weeks) school environmental NEEN, CCF and Africat
clubs (april 2001)
Community forest development Forest experts, MET, MAWRD, NNF, NACOBTA, WWF/LIFE,
as a CBT project (programme). MLRR, local people, MRLH, Finida, Rossing
Rehoboth Feb/Mar 2001 Gabes Gariseb
North Central
Activity Resources Sources
Ekangonde reserve area Money, wild animals, fencing, MET, Rossing, WWF, NNF,
water point, CGGs Namwater, MAWRD
Ogongo env. Education centre Money, wild animal, CGGs MET, Rossing, WWF, NNF,
MAWRD
Okashana reserve area Money, wild animals, fencing, MET, Rossing, WWF, NNF,
water point, CGGs MAWRD
North east
Activity Resources Sources
Impalila and Kasika conservancy. Visit the community NNF, NACOBTA, Rossing
Transport costs from Kasika to Skilled facilitator (IRDNC)
Impalila and vice-versa
Conduct conservancy information Facilitators, MET NNF, NACOBTA, Rossing
sharing meeting
Problem animals MET director of RM MET director RM
Hippo, elephant, buffaloes, lions,
killing people, destroy crops,
eating livestock
South
Activity Resources Sources
Kalkpleau Visit community, inform NDT, NACOBTA,
governor‟s office, invite MET/consultant
traditional leaders and
community to MET/GPs mapping
meeting
Game utilisation programme Governor‟s office MET, Governor‟s office,
Traditional Leaders Traditional Leaders
Additional community members
Hunting season reports Governor‟s office, Traditional MET, Governor‟s office
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leaders
SESSION: Individual commitments
Objectives
To develop an individual commitment letter that would serve as a reminder of what
participants plan to do at their work place.
Procedure
Individuals were asked to write to themselves a letter of commitment on what they have
planned to execute for up coming three months. The written letter were returned back to
the facilitator who will post them to the owners after three months to remind them on
what they have promised to do. The idea behind it is to encourage, motivate, and remind
participants of what they had in mind.
SESSION: Course evaluation
SESSION: Closure
The workshop was officially closed by Mrs. Maria Kapere, the Director of Resource
Management in MET. In her closing remarks she acknowledged the work done by both
participants and facilitators.
Jargon grinder
Term/word Explanation
CBNRM Community Based Natural Resources Management
CBT Community Based Tourism
Non-consumptive benefits E.g. game viewing, cultural observation
PTO Permission To Occupy
Community
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Week 1. Mood meter
Mood Mon Tues Wed Thurs Fri
9 14 16 14 16
5 1 1 0 0
4 1 1 0 1
Week 2. Mood meter
Mood Mon Tues Wed Thurs Fri
15 15 12 13
0 0 3 1
3 3 4 0
Followed by overall workshop content as follows:
Introduction session
What is CBNRM
Understanding and working with communities and local management institutions in
CBNRM
Understanding development, and link between development and conservation
Conflict management
Facilitation techniques and skills
Communication and teamwork skills
Planning and organizing events
Support materials for facilitating CBNRM
Evaluation and follow up
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