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Annual Report 2008

Contents

Vision & Guiding Principle 4

Executive Director Report 5

Organisational Structure 6

Regional Managers Report 7

Avoided Deorestation 8

Regional Projects 10

Australia 12

Cambodia 14

Fiji 16

Maldives 18

Papua New Guinea 20

Solomon Islands 22

Vanuatu 24

Finances 26

Board o Trustees 30

Partners 31


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4 Vision & Guiding Principles

Vision & Guiding PrinciplesLive & Learn

Environmental Educations

mission is to reduce

poverty and oster greater

understanding and action

towards a sustainable

uture through education,

community mobilisation

and supportive

partnerships.

Our Purpose and Aims

Developandimplementprojects

and programs or teachers, schools,

communities and other target

groups in the ield o environmental

and development education.

Encourageindividualand

community attitudes, values

and actions that are ethical and

environmentally sustainable.

Shareknowledge,skills,learning

experiences and resources with

others or the beneit o the

physical and human environment.

Promotetheintegrationof

environmental, human, cultural and

peace concepts in all education

projects and programs.

Guiding Principles

Webelievethatlocalknowledge

and global understanding are the

starting points in developing an ethic

in environmental and developmenteducation. Local ownership o

environmental and development

education programs, open participation

and equality remain the oundation o

our organisation. We aim to strengthen

this oundation through the ollowing

guiding principles:

Live&Learnseekstoestablish

action-based, eective and creative

learning models and teaching

methodologies o environmentaland development issues in the

developed and developing world.

Live&Learnemphasisesthe

importanceoflinkingschools,

school managers and teacherswith the community, chies,

elders, parents and NGOs so that

communities in their entirety are

involved with environmental and

development education.

Live&Learnpromotesattitudes,

policies, institutions and practical

actions that support community-

based education and sustainable

development.

Live&Learnadvocates

and promotes peaceul and

humanitarian activities and actions

in recognition that peaceul and

cooperative partnerships are a

undamental oundation or building

sustainable utures.

Live&Learnstrivestoworkin

appropriate partnerships with local

teachers, communities, NGOs, and

government agencies, respecting

their position and addressing their

needs.

Live&Learnsharesknowledge,

inormation and lessons learnt with

national partners and colleagues

along with the wider regional and

international community.

Live&Learndoesnotdiscriminate

between gender, race, political

opinions, age, sexual preerences

or religion and does at all timespromote equality and airness

among sta, beneiciaries and

partners.


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Executive Director s Report 5

This past year Live & Learn

has ocused on diversiying our

supportbaseandnetworkswhile

continuing toensureourworkis

grounded in community-based

institutions and organisations.

The expansion o many local

economies has seen an increased

interest or natural resources, in

particular; timber, fsh and palm oil.

Thisoten unsustainableextractiono resources, especially orest

resources,hasescalatedrisks

associated with climate change

andprovisionofsafedrinkingwater.

Communities need to be able to

continually assess the broad range

ofrisksthatlarge-scaledevelopments

can bring andbased on such

knowledgeandanalysisofthose

risksbethenabletotakecharge

o their own development.

Live & Learn has continued to

advocate and provide support

or organising and mobilising

communities towards counteracting

increased pressure on natural

resources. This includes aligning

community structures and

processes with participatory

principles, transparency and

accountable leadership alongside

empowering all groups within

communities, especially women, to

be advocates or action and change.

InthecontextofLive&Learnswork

this particularly relates to mobilising

sustainable livelihoods, providing

sound environmental management,

construction and maintenance o

water and sanitation inrastructure,

and developing youth leadership.

One o the most signifcant

achievements o the past year was

theprovisionofsafedrinkingwater

and sanitation to more than 30,000

people in rural island communities

in Papua New Guinea and Fiji. Trials

on the development o composting

toilets, both in PNG and in Cambodia,

were also carried out with promising

preliminary results.

2007 has also seen a wealth o

education resource development;

signifcantly strengthened by our

use o local artists to ensure relevant

and amiliar illustrations, coupled with

proessional graphic design to ensure

that Live & Learn is at the oreront

or meeting high standards and

expectations or education materials.

All our education resources, research

fndings and technical reports are

available via our website www.

livelearn.org and we welcome their

use to support other programs and

organisationsintheirwork.

Climate change, water and orests

are three big thematic areas or the

year ahead. New programmes will

commence on sustainable livelihoods

and rural learning on the Tonle Sap

in Cambodia; community-based

environmental management and

gender training in the Maldives;

protection o orest and ree systems

in Papua New Guinea and the

Solomon Islands; climate change

and avoided deorestation in

Vanuatu and peace building and

waste management in Fiji.

The most valuable asset o Live &

Learn is the immense commitment

fromourstaffandnetworkpartners

towards improving living conditionsor thousands o people living in poor

and resource-constrained areas.

This commitment has strengthened

with new realities o climate change,

lackoffoodsecurityandconict

andmygreatestacknowledgement

goes to our sta and managers

thatareworkingandlivingmany

hours in the feld with communities

acing difcult challenges. This

commitment will pave the way or

urther achievements in the coming

years and we will continue to put

communities and people at the centre

o everything we do.

Christian Nielsen

Executive Director

Executive Directors ReportBuilding on strengths and commitment


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TechnicalAdvisoryCommitte

es

BoardofTrustees

MALDIVES

VANUATU

CAMBODIAAsia Regional

Office

Regional Office Country Office In-country Program

AUSTRALIAInternational

Office

AUSTRALIAIndigenous

Programs

FIJIPacific Regional

Office

VIETNAM PAPUA NEW

GUINEA

SOLOMON

ISLANDS

NAURU

6 Organisational Structure

Organisational Structure


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Regional Managers Report 7

Live & Learns long-term goal is to

establish Regional Management

Teams to encourage greater regional

co-operation,networkingandthe

conscious development o a regional

identity and ocus. The Asian regional

program has a ocus on Cambodia

and the Maldives. Over the past

12 months both country programs

have grown exponentially, now with

more projects and larger teams o

skilledandcommittedstaffthatwill

continuetoworkonarange

o challenging issues.

The Live & Learn Strategic Vision

2020, completed last year, has helped

to coordinate and ocus our approach.

The Maldives and Cambodia Live &

Learn teams have made signifcant

progress on developing their individual

country strategies that complement

and build upon the organisations

Strategic Vision. The thematic areas

o priority in the Asia program

include: water sanitation & hygiene,

sustainable use o biodiversity,

environmental governance, natural

resource-basedconictmanagement,

sustainable energy options, and

waste management.

Live&Learnstrivestoworkin

appropriate partnerships and we

areworkingwithawiderangeof

partners including: Government,

non-government organisations,

community-based organisations,

communities, special interest

groups, and students. Our Strategic

Vision covers a very diverse scope

o thematic areas and to eectively

cover these we have developed

strong partnerships to strengthen our

approach rather than to duplicate the

workofothers.Ultimatelywehope

that through such partnerships the

communitiesweworkwithcangain

increased benefts as the activities o

dierent organizations become more

coordinated.

In the Maldives we have ormed

some mutually benefcial corporate

partnerships such as with ecotourism

resortswhereweworkwiththeir

sta and local communities on

environmental management issues.

One o our larger organizational

partnerships has developed or

the specifc ocus o developing

a Floating Latrine Design in

collaboration with Engineers Without

Borders (EWB) as well as other

partners. This partnership helps us

to maximize the use o action-based

approaches: merging the technical

engineeringskillsofEWBwithLive

& Learns education and community

mobilizationskills.

Live & Learn is expanding in

response to interest rom individuals,

government and organizations in

othercountriesthatareseeking

a more sustainable quality o lie.

Over the past year the frst steps

towards setting up Live & Learn in

Vietnamweretakenandpotential

opportunities in South Asia,

particularly in response to specifc

requestsfromSriLanka,Bhutanand

India, will be pursued.

From its early Pacifc ocus Live &

Learn now truly has an Asia Pacifcocus, but it is not just geographical

it is philosophical: we are unifed

byadesiretoworktowardreducing

poverty and ostering greater

understanding and action towards a

sustainable uture through education

community mobilization and

supportive partnerships. It is certainly

challengingworkbutitisimportantto

remember that you are part o a large

andgrowingteamoflike-minded

people who are there to support

you. I wish you all lots o success in

youractivitiesforthefutureandlook

orward to continuing to strengthen

Live & Learn through our collaboration

with all the ofces.

Jady Smith

Regional Manager: Asia

Regional Managers ReportGrowing in a Sustainable Way


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8 Avoided Deorestation

Thoseworkingintheclimate

changearenaarelookingat

ways o mitigating dangerous

climate change through curbing

the manner in which we treat our

forests.Thereexistsakeyrelationship

between orests and climate change.

Deorestation and degradation

accounts or approximately 20% o

global anthropogenic greenhouse

gas emissions (Mollicone et al., 2007).

While this loss o orests contributes

to emissions, orest ecosystems

are also important or sequestering

and storing carbon. Forests, as large

stores and potential emitters ocarbonarethereforeakeyelement

o the climate change debate.

Among the many and varied tools

or mitigating climate change is

that o Avoided Deorestation. The

central idea is to create an economic

incentive to curb the need or

deorestation by orest dependent

people. For each tonne o carbon

not released through avoiding

deorestation and degradation othe worlds orests, one carbon

credit (equivalent to one tonne) can

be produced and sold into the ever

growingcarbonmarket.

This idea is gaining increasing

attention in both voluntary carbon

marketsandinmandatoryschemes.

These projects, otherwise

knownthroughtheReduced

Emissions through Deorestation

and Degradation (REDD) policymechanism, are on the table or

implementation within the post-

2012KyotoProtocolframework.

Governments, NGOs and international

organisations are turning their

attention to Avoided Deorestation

as a way to speed climate change

mitigation, conserve orestecosystems, pursue sustainable

development objectives and involve

developing nations urther in the

climate change agenda.

While Avoided Deorestation projects

provide an avenue or climate change

mitigation, ew examples o their

implementation and overall success

are currently available. Current

debates about how to structure

and manage these projects ocuson technical, political and fnancial

issues. The involvement o local orest

dependent people is, however, one

o the most important but under

emphasised issues in this debate and

deserves much attention.

Much o the worlds remaining

orests exist in developing nations,

especially tropical orest ecosystems.

The numbers o people dependant

on these orests or their livelihoods

is immense. A report by the World

Commission on Forests and

Sustainable Development states that

over 350 million o the worlds poorest

people rely almost entirely on orests

or their subsistence and survivalneeds(Salim&Ullsten,1999).

These least developed communities

ace continuing challenges as

their access and rights to orests

become increasingly restricted by

ranchers, loggers, public and private

expansion. Poorly managed Avoided

Deorestation projects could continuethis pattern o disenranchising and

urther marginalising local, orest

dependent communities. There is the

possibility that once large amounts

o money become available through

these projects, corruption and abuse

o community rights will increase as

land speculation, land grabbing and

increased state and expert control

over orests ensues.

Conversely, well managed AvoidedDeorestation projects can

recognise the important role o local

communities in sustainable orest

management by providing an avenue

or their continued or increased

stewardship. A well managed project

will create income generation, social

capital and raise living standards

through generating meaningul

involvement with local communities.

Involvement needs to start very early

on in the process where land rights

and general project viability is being

discussed.Conictsoverlandtobe

used under these projects can only

be resolved with the consultation and

involvement o locals.

Avoided DeorestationProtecting livelihoods and tackling climate change

I locals do not understand why international investors are sending

money, or even what the climate change issue is, it will be very dicult

to ensure that deorestation and degradation are avoided.


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An important aspect o the

involvement issue is that o

knowledgetransfer.Iflocalsdo

not understand why international

investors are sending money, or

even what the climate change issue

is, it will be very difcult to ensure

that deorestation and degradation

areavoided.Thisknowledge

transer to local communities

is especially important where

contracts will be signed between

local communities and companies.Without education and involvement

o local communities, these projects

could produce extremely negative

outcomes.

High level involvement rom local

communities will provide greater

opportunity or communication

and inormation exchange. In less

successul Avoided Deorestation

projects, there has been a large

communication gap betweenlocalcommunitiesandotherkey

players such as project developers,

governments and international

investors. This gap is oten seen

through power imbalances translated

throughlanguage,knowledgeand

inormation. In ailing to address

this inequity, these projects have

produced poor outcomes or local

communities and have damaged the

project overall.

NGOs can play an important role

in generating and supporting local

community involvement. Donor

agencies and NGOs may be central in

ensuring that the benefts o Avoided

Deorestation projects reach local

peoples. These organisations are

oten highly experienced in projects

within the developing world and bring

high-level experience and technical

knowledge.Inadditiontothis,they

aregenerallynotseekinglargeprots

or projects and come with a pro-

sustainable development mandate.

As project developers, they can

represent the rights o locals and incases be objective intermediaries.

Avoided Deorestation projects

address real and very necessary

environmental needs. Whether these

needs are eectively responded

to requires an understanding

that environmental, social and

economic issues are intrinsically

linked.Byensuringthemeaningful

involvement o local orest dependent

communities, Avoided Deorestation

projects may be highly successul.

This meaningul involvement will

require trust, responsibility and

partnership on behal o all players

but the projected outcomes morethan justiy this commitment.

Reerences

Mollicone, D. et al., (2007) Elements or

the expected mechanisms on reduced

emissions rom deorestation and

degradationREDDunderUNFCCC,

Environmental Research Letters, vol.2,

pp.1-7

Salim,E.&Ullsten,O.,(1999)Our

Forests, Our Future, Report o the World

Commission on Forests and Sustainable

Development,CambridgeUniversityPress

Written by Anjali Brown

AvoidedDeforestation9


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10 Regional Projects

The Education or Biodiversity

Conservation Project is a

EuropeanUnionfunded

regional project that aims to

strengthen the capacity o teachers

and educational institutions to deliver

quality education about biodiversity

conservation to communities across

the Pacifc.

The major achievement or

the Education or Biodiversity

Conservation Project or this year

was the completion o the teaching

and learning resource to support

the integration o Biodiversity

Conservation Education across the

region. Discovering Biodiversity

An Educators Guide to Exploring

Natures Varietyprovides teachers and

students with an opportunity to learn

about,investigate,andtakeactionto

conserve the amazing variety o lie inthe Pacifc.

The resource was developed to ulfl

the ollowing criteria;

Complementexistingcurricula,

Challengeeducatorstoadopt

student centred methods o

teaching and learning,

BerelevanttoaddresstheNational

Biodiversity Strategic Action Plan

priorities, and Beconducivetoincreasing

youth participation in sustainable

biodiversity management.

The completed resource contains:

AteachersguideincludingaHow

toUsetheResourcesection;an

introduction to student centred

learning; Teaching Techniques

and deinitions o best practice;

EnvironmentalEducation;andkey

biodiversity conservation concepts

Teacherspre-reading,ashorttext

that introduces the concept o

each learning outcome in detail or

preparation or each o the learning

activities.

35learningactivitiesfollowingthe

Inquiry Learning Model, designed

toteachthekeyconceptsand

learning outcomes in each module.

SchoolsActionProjectsection

designed to give teachers

inspiration and clear instruction as

to how to carry out ocused actionprojects to complement their

students learning.

Along with Live & Learns Biodiversity

Education team, this resource was

developed with assistance and

support rom many organisations,

teachers, government departments

and individuals. Considerable eort

has been made to ensure the fnal

resource is eective, appropriate and

adequatelyreectstheeducationalneeds, practical constraints and

biodiversity issues, which exist across

the region.

The Discovering Biodiversity

resource was launched in Vanuatu,

Solomon Islands and Papua New

Guinea on May 22nd to coincide with

local celebrations or the International

Day or Biological Diversity.

The next phase o the project will

see the Biodiversity Education team

runningtrainingworkshopsacross

the region aimed at strengthening the

capacity o teachers and educatorsto use the resource and become

eective acilitators o action based

and critical biodiversity education.

Another signifcant achievement or

this year was the regional project

being showcased at the 8th Pacifc

Islands Conerence on Nature

Conservation and Protected Areas,

in October 2007, in Alotau, Papua

New Guinea. The Conerence is a

keyregionalmeetingofgovernment

agencies, NGOs, community based

organisations, and donor bodies to

discuss and develop a joint vision or

conservation in the Pacifc islands.

At this conerence Live & Learns

Biodiversity Education project was

selected by the conerence drating

committee as one o the success

stories o biodiversity conservation

projects in the whole Pacifc Region.

Thisacknowledgementinfrontof

regional biodiversity conservationpeers will contribute signifcantly to

the success and acceptance o this

project across the region.

Regional Projects

Biodiversity Conservation Project


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Regional Projects 11

Building a Sustainable Future

is a regional project unded

by NZAID, which aims to

promote education or sustainable

development (ESD) within learning

institutions and communities in the

South Pacifc.

Communities in Vanuatu, Fiji,

Solomon Islands and Papua New

Guinea have been involved in pilot

activities since the beginning o 2007,

and will continue into 2008. The

pilot activities are designed to test

dierent and innovative approaches to

sustainable development using ESD

as a central activity.

Pilot activities have included

establishment o a Catchment

Group in Vanuatu, which mobilises

community learning and involvement

in land and water managementusing principles o integrated

water resource management

(IWRM). In the Solomon Islands

and Fiji, communities have explored

sustainable development concepts,

goodgovernanceandtakenaction

to develop alternative and more

sustainable ways to earn income.

Innovative actions initiated by

communities have ranged rom

soapmaking,toestablishinga

native tree nursery, and creation

o compost piggeries. In Papua

New Guinea, communities have

explored development issues

through inquiry learning, and have

established sustainable development

committees, which have ocused their

activities around improving water

and sanitation, including building pit

latrines.

The lessons learned rom the pilot

activities are being developed into

toolkits,whichprovideopportunitiesor replication. The willingness and

interest o government, NGOs and

communities to continue with the

programs beyond the project cycle,

has been a major outcome and

success o the project to date.

As part o the Building a Sustainable

Future project, Live & Learn also

aims to develop a module or

teacher training institutions that

ocuses on Education or Sustainable

Development. The ESD module will

give pre-service teachers (student

teachers) an understanding o ESD

goals, and provide them with the

knowledgeandskillstodeliverESD

in schools when they enter the

workforce.Live&Learnstafffromthe

fourtargetcountriesareworkingin

partnership with education ministries

and teachers colleges to develop the

ESD module, which will be available

forusein2009.

Building a Sustainable Future


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12 Australia

During 2007 the International

Ofce, Melbourne team

have continued the ocus

on strengthening organizational

governance including ull revisions o

the Live & Learn Best Practice Manual

and Finance Procedures Manual

(FPM). Managerial and fnance

support visits have been conducted

in each country where Live & Learn

has a presence. In addition twoAustralian Volunteer International (AVI)

accountants have assisted in the roll-

out o the FPM in Papua New Guinea,

Solomon Islands and Cambodia.

In November 2007 the Melbourne

ofce hosted the International

Forum on Climate Change 2007: a

stimulatingtwoweeks,fullofenergy,

passion, debate and laughter: a time

to be remembered by all and to guide

andstrengthentheworkofLive&Learn throughout the Asia Pacifc

region. In addition to the core Live &

Learn participants, we were delighted

to welcome representatives and

input rom International Womens

Development Agency (IWDA),

International Development Support

Services (IDSS), Australian Volunteers

International (AVI), Melbourne

UniversityandOxfam.Ofparticular

note was the excellent management

skillsbasedtrainingprovidedby

David Fair which will undoubtedly

support our move towards rising

to the challenge set down by

Steven Andrews o Carbon Balance

Consulting who guided us through the

technical terms o climate change and

led discussion on our direction and

vision or pioneering climate change

mitigation activities through Live &

Learn programmes. The fnal day at

CERES (the Centre or Education

and Research into Environmental

Strategies) provided a timely practical

demonstration o climate change andenvironmental education in action.

The closing ceremony held in a

traditional aboriginal meeting place

reminded us all o the importance o

ourwork;tomaintainandstrengthen

the environment o our oreathers

or the nurture and beneft o uture

generations.

Research, Monitoring and Evaluation

havetakenaleapforward.Amajority

o Live & Learn programmescommence with community

consultation and participatory

researchinordertoensureourwork

starts where the community is at.

Whilst all research is conducted in the

feld through the individual country

ofces, having a central research

advisor to ensure rigour in study

design, develop detailed acilitator

guides and support the analysis and

reporting o fndings ensures Live

& Learn maximizes the time and

energy given by the community

members who participate in research

activities. In the orthcoming

year our research capacity will be

expanded to incorporate monitoring

and evaluation, and in particular

to strengthen the use o Most

Signifcant Change methodology,

which collect stories straight rom the

intended benefciaries o Live & Learn

programmes.

The production o tools and resources

continues to be a growing area

o expertise or Live & Learn. The

graphic design team has been

hardatworkdesigningnumerous

manuals,toolkits,postersandother

resources or all the country ofces

to use in the feld. It is important that

these materials are relevant or their

intended audience and are robust

or the environment where they are

being used. The aim o the centralised

graphic design team is to provide

a consistent and ongoing technicalcapacity supporting the production

o high quality materials that provide

clear and eective communication

whilst being inspiring and inormative.

The international ofce maintains

the Live & Learn website, an integral

component or communicating the

outcomesofourworktotheglobal

community. Live & Learn maintains

a policy o broad dissemination o

our resources and these are madeavailable or download via the website

www.livelearn.org

AustraliaThe international oce, Melbourne provides a base or technical skills,

organisational governance and managerial support.


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Over the past 12 months,

the Cambodia program has

nurtured a strong place as

anationalNGOworkingtowards

sustainable development. The ocus

has been on the development o the

National Human Rights Education

Campaign, promoting Community

Fisheries through investments,

developing community-based

ecotourism, and most recently

workingwithuplandcommunities

on the development o Learning

Community models. Geographically

our coverage is becoming quite

comprehensivewithworkin10ofthe

21 provinces in Cambodia, includingthe lowlands, uplands protected areas

andworkwithshingcommunities,

agricultural communities, vulnerable

groups and ethnic minorities.

It has been an important year or

strengthening Live & Learn at an

international and national level. In

November2007keymembersof

the Cambodia team attended the

Live & Learn Management meeting

in Australia. More recently in April2008, the national Cambodia country

teamhadastaffretreatinRatanakiri.

During the sta retreat, we discussed

our vision or the country strategy.

Throughgroupdiscussion,keyissues

were highlighted and a common

vision or Live & Learn Cambodia

was drated: Education and Action

or Empowerment: Environmental,

Economic and Social Well Being in

the Sustainable way.

Human Rights Education

Campaign

This project aims to heighten national

awarenessofthelinksbetween

human rights and sae access to

land and orests. During the last

12 months the ocus has been in4 specifc areas: community, women,

schools and journalists. Many

Human Rights based materials have

been developed: A curriculum or

women and schools, act sheets and

media guides or journalists, land

law publications and a community

ipchart.Wehavealsoconducted

training on Basic Human Rights or

80 teachers and 162 women, and

training on child rights, genderconcepts and domestic violence or

160 women. Journalist training has

included4eldtripsfor59journalists

resultingin64articlesand39media

broadcasts through TV and radio.

The project is successully moving

towardsitsaimandstrongnetworks

have been ormed with other Human

Rights NGOs.

Domestic NGO Services

This project aims to establish relevant,

practical and beneft-generating

community based natural resource

management (CBNRM) activities in

community fsheries organizations

(CFOs)aroundTonleSapLake,the

projecthasworkedcloselywith

NGOs and CFOs. An Inception Report

has been developed including the

selection o 5 Subcontract Provincial

NGOs and 25 CFOs. A CFO Appraisal

Report and feld awareness raising

or the selected NGOs and CFOs

has been completed. We also

developed the CFO Investment

Manual and conducted training

on it which consists o our main

themes (inrastructure, conservation

and natural resource management,

livelihoods and social). The ProjectImplementationUnit(PIU),5NGOs

and25CFOsweregivenskillsto

develop CFO Investment Proposals

14 Cambodia

CambodiaEnvironmental Education, Human Rights and Sustainable Development


15/32

to support natural resources

management around Tonle Sap.

Moreover we also developed the CFO

Management Guidelines to manage

the CFO investment activities.

Community Based

Ecotourism

Live & Learn has ventured into

supporting ecotourism initiatives with

aninnovativeIUCN-fundedprojectto

deliverecotourismandmountainbike

training to a small commune locatedin the Cardamom Mountains, in south

west Cambodia. The Cardamoms are

a global biodiversity hotspot, being

one o the last remaining elephant

corridors and large predator ranges in

the region. They host more than hal

o Cambodias 2300 bird species and

are home to 14 globally threatened

mammal species. The Cardamoms

comprisenearly20,000km2 o

contiguous orest cover including a

vast rainorest ecosystem and 16

dierent vegetation types, ranging

rom dense evergreen rainorest to

lowland orest to coastal mangrove

ecosystems. The mountains are a

mountain-bikingandhikingparadise.

They are criss-crossed with trails and

tracks,numerousriversandstreams,

wateralls and caves and cultural

artiacts such as unerary jars and

cofns.

The ecotourism project is an initiative

to provide an alternative livelihood

option and reduce the destructive

commercial exploitation o orest

products. Our training program

covers the areas o eco-awareness,

hospitality, frst aid, eco-guiding,

andmountainbiking.Atotalof76

participants, 26 o whom are women,

are currently involved in training.

We are developing and trialling an

innovative two-way communication

tooltoassistnon-Khmerspeaking

tourists to communicate their needs

to their home-stay and guesthouse

hosts.Aeetof12goodquality

mountainbikeshavebeenpurchased

anddeliveredtosite.Thesebikeswill

be used or training and will become

theeetthatcanbehiredbytourists.

The project is a collaboration

between Live & Learn and Wildlie

Alliance, who have a long-term

Community-Based Ecotourism (CBET)

development commitment at

Chi Phat.

Learning CommunityDevelopment Project

The LCDP project aims to develop

innovative models or learning

communities rom six pilot

communes in three targeted

provinces in Cambodia: two in Preah

Vihear,twoinRatanakiriandtwo

in Kratie. During the last 4 months,

we developed and published the

Inception Report including detailed

workplanandtravelschedulesto

present and distribute to the board

membersoftheproject(UNDP,

MAFF-PSUandLive&Learn).Wealso

developed RAP tools and conducted

the frst RAP in 2 communes in

Ratanakiriprovince.Theinnovative

nature o the project requires an

adaptive management approach,

resulting rom ongoing negotiation

with the donor to allow or such

reedom.

Live & Learn sta have been involved

in some short term consultancies.

Theyhaveworkedonthepromotion

o the Community Livelihood Fund,

development o project inormation

centres and coordination with other

projects. They have also trained

Bunong Facilitators on how to use

the Community Environmental

Awareness Flip chart. These

acilitators will incorporate the

dierent modules on environmental

awareness in their literacy program in

differentvillagesinMondulkiri.

In the year ahead we will continue to

ocus on our current projects, start

newworkonprotectionofnatural

resources; a component o the Tonle

Sap Sustainable Livelihoods Project.

Thisprojectincludesworkingwith

Engineers Without Borders on latrine

design. The Cambodia ofce is

workingtowardproducingacountry-

specifc strategy ollowing rom the

organisational Strategic Vision 2020.

Cambodiawillalsobeworkingclosely

with the new Vietnam ofce to assist

in its establishment in the region.

Cambodia 15


16/32

16 Fiji

FijiLive & Learn Fiji team has had a busy year with our schools and community

education programs. We saw the completion o a 12 month project and the

beginning o another that takes environmental & development education to

the outer islands, a rst or Live & Learn Fiji.

Developing Sustainable

Communities

The Developing Sustainable

Communities project, unded

by Fiji Forum o Non State

Actors (FFONSA), was designed

to support the needs identifed by

the communities to strengthen

and build the capacity o the

Turaga-ni-koro(VillageHeadman)

as village administrator, initiate

actions to address their limited

sources o income and address

poor management o resources and

particularly, waste disposal practices.

It complemented the integrated water

management approach that was

undertakenaspartoftheGoverning

Water Programme in over 45

communities. The project began with

a rapid assessment o perceptions

(RAP) that established community

attitudes towards sustainable

development, opportunities and

constraints. It also identifed the

role education played in sustainable

practice, and how this practice should

be sustained. The identifcation o

the roles o various groupings inthe community in promoting and

mainstreaming sustainable living also

tookplace.TheRAPinformedthe

development o learning tools and

ormed the basis or evaluation.

Extensive training programs

delivered to target communities saw

the establishment o Community

Administration Centres or the

administration and coordination

o community-directed projects.

These centres also provide a ocal

point or coordination o urther

training programs; documentation

o village aairs and; dissemination

o inormation and the Community

Handbooksthatweredeveloped

on village health, micro-fnance and

village administration.

RiverCare Fiji

RiverCare Fiji is unded by Vodaone

ATH Fiji Foundation. The last year

has seen progress with student

andteachertrainingworkshops,

community outreach sessions and thestrengtheningofdistrictnetworks.

Schools have received training in

water quality monitoring and have

adopted waterways within their

schools locality and also together

asanetworkofschools.InSuva,

schoolshaveadoptedtheNabukalou

Creekandhavebeenactiveinraising

public awareness on the importance

o maintaining the health o this

waterway through improved wastemanagement practices. Research,

regular water quality monitoring

and awareness campaigns with

communities along the adopted

waterways have been initiatives led

by students throughout the year.

RiverCare schools are also engaged

in addressing waste management

issues together with reorestation

and beautifcation o their schools

environments.InSigatoka,the

establishment o the River to Ree

Networkhasinvolved schools along

theSigatokaRiverand coastal area.


17/32

Imagining Tomorrow:

HOPE or PeaceThe Imagining Tomorrow: HOPE or

Peace project was launched in 2006

andfundedbytheEuropeanUnion.

The last year was an eventul year

with a mobile team o educators

traveling on the Peace Bus. The

colorul bus carrying the message

o peace has caught the attention

o many. Games and puppet

shows, in addition to peace and

environmental education activities,

havebeenundertakeninover

100 schools ocused on building

peace and multicultural dialogue.

Community outreach sessions were

alsofacilitatedandthisensuredlinks

were made between schools and

communities.

HOPE or Peace teacher training

workshopsheldduringtheyear

ocused on the theme o Weaving

in Peace echoing the importance

o peace education woven into

environmental sustainability.

Students rom HOPE or Peace

schools participated in Students

PeacePaintingWorkshops.The

paintings showcased the students

perception o peace. Schools in

Suva also celebrated World Peace

Day. The annual Peace Camp

which is a celebration o peace

involved youngsters congregating

and participating in peace and

environmental awareness raising

activities.

Districtsnetworkshavebeen

actively involved in setting up whole

school initiatives which include

peacegardens,peacetokens,

complimentary quilts and peace

ambassadors. The highlight o peace

initiatives and an outcome o the

Imagining Tomorrow: HOPE or Peace

project was the ormation o a group

o peace ambassadors, a group o

students trained by the HOPE orPeace team. The Peace Ambassadors

use peace and environmental

activities to empower their peers.

Water Education or

Teachers (WET)

The goal o Project WET Fiji is to

acilitate and promote awareness,

appreciation,knowledgeand

stewardship o water resources in Fiji.

Project WET is currently being undedby AusAID.

Project WET promotes critical

thinking,learningthrough

participation, and creating a sense

o ownership and values toward the

importance o clean water sources,

sanitation and sustainable livelihoods.

Activities or the year included the

development o WET resources,

WET training orums or a variety o

stakeholdersandconductingWater

Education Student Fair Days.

World Water Day 2008

The International theme or World

Water Day 2008 was Sanitation.

In partnership with the Pacifc Islands

Applied Geo Science Commission,

Live & Learn Fiji developed

educational and awareness resources

promoting hand washing based on

the regional theme o Sanitation

or Healthy Pacifc Communities.

This was promoted on radio, the

childrens television program, Get

Set, in the newspapers and inschool materials. The Wash Hands

resourcepackwithstickers,posters

and a Sanitation Fact Sheet have

been distributed regionally and many

schools participated in the water

and sanitation activities (many rom

Project WET) during the celebrations

organized on World Water Day, 22nd

March, in Suva.

The year ahead will see us continue

ourworkandalsobeginworkontheImprovingDrinkingWater

Quality in rural schools in Fiji project,

unded by the Fiji Education Sector

ProgramEuropeanUnion(FESP-

EU).Thisprojectaimstoimprove

living conditions or students and

community members in resources-

constrained rural and remote island

communities.

It is set to be another busy yet

rewarding year.

Fiji 17


18/32

18 Maldives

Mobilising communities

through community based

acilitators

Live & Learn Maldives, through

the Environmental Awareness

component o the Regional

Development Project (phase 2), isor

the frst timetrialing community

based acilitators to mobilise the

communities into action on issues

regarding water and sanitation, waste

and land and beach management.

Live & Learn discussed the approach

withstakeholdersandconsidered

the proposed approach or a number

ofreasons.Reectiononpast

activitiesidentiedsomeweaknesses

in previous approaches centered

on using only trained, employed

acilitators. Whilst there are benefts

to using trained and experienced

Live & Learn sta to conduct training

sessions there are also some

disadvantages; namely high travel

costs and lost time through travel,but most signifcantly there is the

methodologicalweaknessesof

reduced sustainability and potential

disempowerment o the community.

This is o particular concern when

communitymobilisationisakeygoalor the actions. The new approach

involves community acilitators,

trained as a core group o personnel,

to deliver training in the respective

communitiesandreportbackto

Live & Learn.

Two Community Facilitators have

been resourced by Live & Learn on

each island to deliver training. The

criteria used to select acilitators

were; having a teaching andfacilitationbackground;beingwell

respected by the members o the

communitiesinwhichtheywork

and live and their motivation and

enthusiasm to conduct training

in their own communities. These

community acilitators will receive

intensive training on how to deliver

and eectively use the training

materials and resources. This

approach is considered to be muchmore aligned with the aspirations o

regional development with multiple

benefts, including:

strengthening capacity at Atoll1.

level (capacity),

benefts would be sustained2.at local level (sustainability)

linksthecommunityandtrainers3.

(empowerment) and

signifcantly reduced travel costs4.

(time & money).

While the feld time o the Live &

Learn team will be slightly reduced,

the support role to the community

acilitators will signifcantly increase.

In terms o quality, Live & Learnwillensurethattheyup-skillthe

acilitators and also monitor their

perormance. This approach will

require increased monitoring and

evaluation to ensure quality control

but the sustainability o such an

approachishigherasmoreskillsare

developed within the community

and there is less reliance on external

inputs.

The modifed approach is stronglylinkedwithadaptationofmaterials

andspecicdevelopmentofskills

in local community acilitators

MaldivesThe Maldives oce has had a busy and productive year whilst also refecting on

their approaches. The sta constantly strive to improve community engagement

and empowerment.


19/32

and is aimed to increase the local

capacity and support community

empowerment.

Training materials will be developed

basedonthecommunitytoolkitsfrom

the TA 4614-MLD Promoting Sound

Environmental Management in the

Atermath o the Tsunami Disaster.

Overall the programme incorporates a

wide variety o methods or planning,

action,recordkeeping,reection

and monitoring and evaluationrom

the beginning o the project to the

end. The methodology itsel has

application in project implementation

as well as management.

National Environmental

Studies curriculum

For the latter hal o 2007 Live

& Learn sta in the Maldives

concentrated on fnalising the

curriculum materials developed or

the Educational Development CenterundertheUNICEFfundedproject.The

materials have been fnalised with the

support o the respective sta rom

the Educational Development Center

andotherstakeholders.

An e-learning course has been

developed by Live & Learn or

the teachers in the outer island

communities to amiliarise

themselves with the approaches used

in the materials developed or theEnvironmental Studies curriculum.

Web and CD-based-courses have

been developed or teachers who

teach environmental studies in

primary schools.

Chilli project

The chilli project is a joint venture

between the International Womens

Development Agency (IWDA)

in Australia, the Live & Learn

Environmental Education Maldives

(LLEE) and Soneva Fushi Resorts.

This project, ofcially titled Towards

Environmentally Sustainable Equitable

and empowered communities is

unded via IWDA Board Member

Trisha Broadbridges annual Tsunami

anniversary undraising event and

donations made to IWDAs tsunami

appeal rom the Australian public.

The purpose o the project is to

enhance the strategic development o

women through capacity building in

livelihood opportunities and increasing

participationindecisionmaking

through gender and environment

training. The livelihood opportunity

comes in the orm o chilli cultivation

and the development o chilli sauce

whichwouldbetherstofitskind

in the Maldives as chilli sauce is

imported rom other countries rather

than processed locally. The island o

Kelaa in H. A Atoll has been selected

or the pilot phase o the project. The

activities o the project or the years

20082009willbebased on the

ollowing objectives.

Provide sustainable opportunity1.

to women armers in target

communities in Maldives;

Increase Womens participation in2.

decisionmakingandleadership

and increase awareness and

understanding o gender and

environment issues in target

community.

The activities looming ahead in

this Hot Project includes among

others, a recipe competition or the

chilli sauce, development o the

chilli production acility, training with

womens group on processing chilli

sauce and community training on

environment and gender.

National Public Awareness

Campaign on Waste

The National Public Awareness

Program has successully utilized

print and electronic media to convey

messages about waste management.

Furthermore sectoral and community

training were also conducted.

During 2008 we will concentrateon monitoring and evaluating the

campaign through training and other

mediums.

We have recently signed a

MemorandumofUnderstandingwith

the Ministry o Inormation Arts and

LegalReformandhaveembarkedon

ajointventureofproducingaweekly

TV program called Asseyri which is

aired on the local Television channel.

Theyearaheadlookspromisingandthe team is very much inspired by the

workcarriedoutintheL ive & Learn

Maldives Ofce.

Maldives19


20/32

Our sta and partners

One o the pioneer members

o our sta, Mrs. Elyne

Jonda, has returned to

secondary school teaching. We

wouldliketoextendawarmthank

you or her contribution towards

the establishment and expansion o

Live & Learn PNG, since it started in

2004.Asmoothtransitiontookplace

in January as the reigns o Country

Manager were passed to Ben Ngava.

During 2007, the PNG ofce has

been ortunate to have had the

support rom several volunteers.

Robert and Kate, (Australian

Volunteers International (AVI)) have

provided immense technical input

and capacity building in the areas

o fnance and administration. The

Rural Water Supply and Sanitation

Project (RWSSP) is greatly assisted

by Engineers Without Borders and

also New Zealand Volunteer Services

Abroad (VSA) volunteer, Paul, who

will assist our national engineer with

project implementation.

RiverCare

The current RiverCare program was

successully completed this year. We

plantocontinuetheworkinourpilot

schools together with the Education

or Biodiversity Conservation project.

There is interest and desire to extend

the program into other schools in

the province and indeed throughout

PNG, however, such expansion is

dependent on unding.

Community-based WaterManagement and Education

To date this programme has seen the

completionof20tanksandover66

youths rom the target communities

trained in the construction and

maintenanceofferro-cementtanks.

To record the success, a flm crew

fromAsiaWorksTelevisionvisitedto

makeadocumentaryoftheproject.

In addition we were delighted with an

invitation or Ben Ngava to attend the

13th Poverty Environment Partnership

Conerence, Manila and share

experiences and lessons learned

with people rom organizations

rom other parts o the Asia Pacifc

regions unded under the Poverty

Environment Partnership Program.

This project is due to be completed

in mid-2008, however, we would

liketoseeitexpandedintoother

communities.

Education or Biodiversity

Conservation (EBC)

This has been a very busy andexciting year or the project in PNG.

Siwa Kupe and the PNG EBC team

haveworkedtirelesslyoverthepast

year in a coordinated eort with EBC

ofcers rom Vanuatu and Solomon

Islands and the regional coordinator

to develop and produce the Education

or Biodiversity Teachers Manual

which is now completed and printed.

Awarenessworkshopsandmeetings

wereheldbetweenstake-holders,

partners and teachers rom our pilot

schools throughout the period.

20 Papua New Guinea

Papua New GuineaLive & Learn PNG has continued to raise awareness o local and regional

environmental and social issues amongst the communities where we work.

It has been a very challenging but productive year.


21/32

The EBC Teachers Manual was

ofcially launched in PNG on the 22nd

o May, International Biodiversity

day,attheIndependenceParkand

involved students and teachers rom

pilot schools and our partners; The

Nature Conservancy, Mahonia Na Dari

and New Britain Palm Oil Company.

It was a great success.

Education or Sustainable

Development (ESD)

PNG is part o the regional Education

or Sustainable Development project.

Following on romworkshopsheld

last yearand the results o the survey

carried out by the ESD committee

trainingworkshopswereheldto

address identifed needs and issues

aced by communities. Two o these

involved demonstrations and training

conductedbyourengineer,PeterPak,

in the construction o VIP latrines and

thethirdwasatrainingworkshopon

how to write project proposals and

makesubmissionsforfundingto

government agencies or community

projects. Another important activity,

led by Clarence Burain, was the

development o a traveling story

bookbasedonthepilotcommunitysexperience. This will be used as a

case study when the project moves

into its replication stage. With the

projectendinginearly2009,we

aremakingarrangementswiththe

Education Department, partners and

stakeholderstodevelopanESD

course or student teachers in teacher

training colleges.

Rural Water Supply and

Sanitation Project (RWSSP)This has been one o our most

challenging projects though we

have managed to meet many o our

targets.FundedbyEUunderthe

PNG Department o Health Rural

Health Improvement Program and

coordinatedbytheEUagency,Rural

Water Supply and Sanitation program,

the project aims to improve health

and living conditions o people in rural

communities. It has two components.

The education component aims to

provide educational training and

awareness on health and sanitation

issues and HIV/AIDS. The technical

component is responsible or theconstruction o water supply systems

and sanitation acilities (VIP toilets)

in target communities. Through

this project we have been able to

deliver health, hygiene and sanitation

education to more than 2500 people

in our communities and trained 35

HIV/AIDS community trainers. We

have also completed one gravity eed

water supply system, 24 rainwater

catchmentsandtanks,8borewells

and 360 VIP latrines.

Five year Strategic Plan

Thisyearmarksanothermilestone

or Live & Learn PNG. With the

assistance and guidance o our AVI

volunteer, Kate Mutsaers we have

been able to develop our 5 year

strategic action plan which sees us

through to 2013. The strategic action

plan covers 6 main thematic program

areas which we hope will shape our

workandprioritiesthroughtotheyear

2013. These thematic program areas

are consistent with the Live & Learn

2020 vision. The Live & Learn PNG

teamwouldliketoextendoursincerethankstoKateforherassistance.

Papua New Guinea 21

Through this project we have been able to deliver health, hygiene and

sanitation education to more than 2500 people in our communities and

trained 35 HIV/AIDS community trainers.


22/32

22 Solomon Islands

Imagining Tomorrow:

Peace Building Education

in the Solomon Islands

T

he Imagining Tomorrow: Peace

Education project in Solomon

Islands has expanded its peace

educationnetworkprogramthrough

linkingandworkingwithpartner

organizations and schools. This was

done through several joint activities

with other partner organizations,

stake-holdersandschools.InJuly

2007,aYouthQuakeCulturalFestival

activity or the young people was

jointly conducted with Honiara

City Council in Honiara. The Youth

Cultural Festival is part o the local

governments youth developmentpolicies or young people and is aimed

at providing opportunity or young

people o dierent ethnic groups to

interact, share their experiences and

cultures. It also aimed to promote

indigenous Solomon Island cultures

and traditions and provide the

opportunity to compare changes

and to build understanding among

dierent ethnic groups through

interaction, dialogue and experiences.

Duringtheyouthfestivalweek,

Live & Learn conducted peace

education training sessions or young

people. A total o thirty students

including teacher guidance sta rom

Malaita and Guadalcanal provinces

participated in the training.

We were delighted to support

Nguvia Community High School o

Guadalcanal Province in organizinga Peace Education Club Speech

competition. The competition, based

on the theme With Peace We

Achieve The Best, drew more than

sixty students o dierent ethnic

backgroundstoparticipate.

Aswellasthestudentnetworking

activities, ongoing school based

peace education teacher training

orums were conducted by teachers

trained using the Peace Education

Modules.

Communities Learn

Livelihood Skills

More village women and men in rural

communities o Solomon Islands

havetakenaninterestinacquiring

knowledgeandskillsthatwould

support their livelihoods. This came

about ater several Education or

Sustainable Development (ESD)

training activities conducted by

Live&LearninMakinaandAola

communities, in Guadalcanal

Province.

InMakinaandAola,Live&Learn

conducted a series o Pilot

Demonstrated Activities (PDA) or

communities on a range o priority

issues surrounding sustainable

development. Reorestation, soap-

making,keroseneandstartingyour

own business are some o the PDAs

introduced to the communities.

The reorestation training has ocused

mainly on native orest governance,

reorestation o cleared lands and

planning and reservation o natural

orests. Most importantly, it aims

to help communities say no to

logging.Insoapandkerosenemaking

training, women and men in target

communities have the opportunity

Solomon Islands

More village women and men in rural communities o Solomon Islands

have taken an interest in acquiring knowledge and skills that would

support their livelihoods.


23/32

Solomon Islands 23

tolearnskillsonhowtoproduce

these products using their available

resources such as coconuts.

Withgrowinginationand

increasing cost o goods in rural

areas, communities are unable to

meet some o their needs. Thus,

communitieshaveacknowledged

and appreciated that the appropriate

technologyskillstrainingprovided

will help use their environment in

a sustainable way.

Women have attended many otheseworkshopsfundedbyNZAID.

The ESD PDA training activities

also had ofcers rom government

departments and NGOs to

participating and providing expertise

in the feld o orestry governance

and business. More ongoing PDA

activities and partnerships are planned

or coming years.

Communities Participatingin Research

Participatory research introduces

communities to the concept oand

engages people in the process

odeveloping a project. The activity-

based approach o the research

encourages participants to explore

and share experiences, ideas and

opinions, question and clariy

environmental problems, their root

causesandtheirlinkstopeopleswellbeing.

Six communities in Choiseul province,

Solomon Islands participated in

researchactivitieslookingatpeoples

thoughts towards natural resource

basedconict.Thisresearchsought

to provide an understanding o the

perceptions held by community

members regarding their needs,

problems, opportunities and capacity

toundertakeprojectsassociated

with sustainable development. Over

135 men and women o various

ages, including youth participated.

Analyses o the fndings have been

documented into a report which is

available through the Live & Learn

Solomons Islands ofce or our

website.Theresearchundertaken

was part o the main activities

on the project Managing Coastal

CommunityConictandAdvancing

Marine Conservation.

AVI Volunteers, Perect

Combination

Two volunteers rom Australian

Volunteers International (AVI) joined

Live & Learns sta in late 2007 to

implement the East Rennell World

Heritage site (ERWHS) managementplan on the island o Rennell. The

twovolunteers,MikeHeywoodand

Kasia Gabrys have wide experience

in conservation management and

ecotourismandhavebeenworking

in Arican and Australian wildlie and

tourism projects.

The ERWHS project was originally

initiated rom the conservation and

resource management planning and

awareness programmes supported

byUNESCOandNewZealands

Overseas Development Agency

undertakeninpartnershipwithEast

Rennell communities in the late

1990s.

MikeandKasiasinvolvementwith

Live & Learn will help build the

capacity o the rural communities in

Rennell. Community members will

acquirebasicskillsandknowledgeto

be used together with their traditional

practices and current community-

based resource management

practices to manage their natural

resources.

Since their arrival, the two AVIs

have had frst hand experiences

participating in several Live & Learn

community outreach programmes

beore they head to the remote

island o Rennell in early 2008. Theywill settle in Rennell where they will

be spending the remainder o their

eighteen months assignment.

Six communities in Choiseul province, Solomon Islands have

participated in a RAP research activities looking at peoples thoughts

towards natural resource based confict.


24/32

24 Vanuatu

Sustaining orests through

improved decision making

This project ocused on

improving the capacity o

communities to conserve

orest resources through sustainable

use, unded by Canada Fund, IWDA

& Global Green Grants. Education

tools, namely a Forest DVD, Forest

Education Manual, poster and

brochures were developed and

used to reach over 160 community

members, including 63 women.

The project assisted community

leaderstomakeinformeddecisions

about how they use their land,

particularly orest areas. Communities

identifed Oil Palm development on

Santo as a potential issue: Live &

Learnwasabletomobilizequicklyin

response by bringing the experience

o a Live & Learn, PNG sta member

to Santo to share her extensive

knowledgeandexperienceofOil

Palm impacts in PNG. CommunityworkshopsandforumsheldinSanto

and Vila raised awareness o the

issues and o sustainable alternatives.

Monitoring o community reactions

to the program demonstrated a

positive impact.

Education or sae drinking

water, hygiene and sanitation

Through education and awareness,

Live & Learn (with unding rom

SOPAC and WHO) aims to support

the implementation o the Water

Saety Plan project in Vanuatu through

provision o education and awareness

forsafedrinkingwater supplies,

hygiene and sanitation.

Thirty water ambassadors have been

trained in the pilot communities

o Luganville, Espiritu Santo and

Mele village, Eate. These water

ambassadorshavecompleted90

water saety surveys in households

around Luganville and 64 in Mele

village. The surveys were used to

develop local solutions to water

saety problems or households and

to identiy broader issues requiring

community level solutions.

Media was an important project

component completed during the

year. Posters conveying the message

o clean water being everyones

responsibility were designed,

printed and distributed in the two

pilotcommunities.Stickers,witha

message that prompts the audience

tothinkaboutthewatertheyare

drinkingbeforetheydrinkitand

mugs with the same message,

were also distributed. Brochures

were designed to convey inormation

on river care, well hygiene, caring or

watertanks,tapsandhygieneinthe

house, and water conservation. All

the media items were printed in thelocal vernacular o Bislama. Two radio

slots and one TV advert continue to be

aired on Television Blong Vanuatu

andRadioFM98,Vanuatu.

A teachers resource is currently being

produced and will be used as part o

the project next year.

Promoting Waste

Minimisation

This project is being carried out in Port

Vila and Luganville and is scheduled

or completion in December 2008.

VanuatuCommitment to communities and resource development have been the mainstay

o activities in Vanuatu over the last year, providing strength and sustainability to

already well-established projects.


25/32


26/32

Finances

Income Statement or the year ended 30 June 2008Live&LearnEnvironmentalEducation:ABN44945150299

2008 2007

REVENUE $ $

Donations and gits - monetary and non monetary 48 -

Legacies and bequests - -

GRANTS

AusAID 189,109 77,343

Australian other - -

Overseas grants 1,823,611 2,550,337

Investmentincome 15,679 12,531

OtherIncome 30,345 35,009

TOTALREVENUE 2,058,792 2,675,220

EXPENSES

Overseas projects

Fundstooverseasprojects 1,877,252 1,849,101

Other project costs 213,228 166,617

Domestic projects - -

Community education - -

Fundraising costs

Public - -

Government, multilateral and private - -

Administration 174,460 115,785

TOTALEXPENSES 2,264,940 2,131,503

Excess o revenue over disbursements (shortall) (-206,148) 543,717

beore extraordinary items.

Extraordinary items. - -

Excess o revenue over disbursements (shortall)

rom continuing operations. (-206,148) 543,717

26 Finances


27/32

Finances

Finances 27

Statement o Changes in Equity or Year Ending 30 June 2008

RETAINED EARNINGS RESERVES TOTAL

$ $ $

Balance 1-Jul-07 1,053,402 - 1,053,402

Excess o revenue over expenses -206,148 - -206,148

Amount transerred (to) rom reserves - - -

Balance 30-Jun-08 847,254 - 847,254

Balance Sheet as at 30 June 2008

2008 2007

ASSETS $ $

Current Assets

Cashandcashequivalents 790,853 1,154,733

FinancialAssets 794 794

Non-current Assets

Property,plantandequipment 87,824 94,114

Other 238,080 3,476

TOTAL ASSETS 1,117,551 1,253,117

CURRENTLIABILITIES

Trade and other payables 242,067 154,753

Provisions - -

NON-CURRENTLIABILITIES

Payables - -

Other 28,231 44,962

TOTALLIABILITIES 270,298 199,715

Net assets 847,253 1,053,402

EQUITY 1,053,402 1,053,402

Reserves - -

Funds available or uture use 847,253 1,053,402

EQUITY 847,253 1,053,402


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Finances

28 Finances

Cash Movements or Designated Purposes or year ended 30 June 2008

Cash available at Cash raised Cash disbursed Cash available

beginning o year during year during year at end o year

01-Jul-07 30-Jun-08

Public Fund 60 1,000 - 1,060

Project Suport - All Oices 14,700 727,308 734,672 7,336

GoverningWater 224,945 413,873 381,901 256,917

SolomonIslandsCommunityCapacity 26,601 223,690 179,156 71,135

& Sustainability Development

Cambodia-AsianDevelopmentBank 112,155 437,592 452,215 97,532& European Community -

NewZealand(1)RiverCare 99,195 203,131 278,319 24,007

Maldives-AsianDevelopmentBank 91,026 309,469 299,657 100,838

Maldives-UNICEF 3,432 25,338 28,523 247

Fiji-EuropeanCommunity-Regional 264,201 317,778 549,345 32,634

PapuaNewGuinea-AsianDevelopmentBank 29,397 46,659 73,591 2,465

EducationforSustainableDevelopment-Regional 63,775 140,231 198,683 5,323

GeneralReserve 3,137 44,542 47,596 83

SolomonIslands-MacArthurFoundation. 123,335 23,656 145,026 1,965VanuatuGlobalGreenGrants (10,000) 47,494 29,017 8,477

SolomonIslands-ImagingTomorrow 92,639 164,812 186,398 71,053

Cash on Hand 6,162 6,274 - 12,436

CambodiaDomesticNGOServices - 97,345 - 97,345

1,1154,733 3,230,192 3,584,099 790,853


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HayesKnightAuditPtyLtd G.S.Parker

Dated this 1st day o December 2008. Director

Melbourne

Report on the Financial Report

We have audited the accompanying fnancial report

o Live & Learn Environmental Education Inc which

comprises the summary balance sheet as at 30 June

2008, and the summary income statement, statement o

changes in members unds and table o cash movements

or designated purposes or the year ended on that date.

We expressed an unmodifed auditors opinion on

that fnancial report in our auditors report dated1 December 2008.

Board o Trustees Responsibility or the

Financial Report

The board o trustees o the association are responsible

or the preparation and air presentation o the fnancial

report in accordance with Australian Accounting Standards

(including the Australian Accounting Interpretations) and

theAssociationsIncorporationAct1981(Victoria).

Auditors Responsibility

Our responsibility is to express an opinion on the

summarised fnancial report based on our procedures,

which were conducted in accordance with Australian

Auditing Standards. These Auditing Standards require that

we comply with relevant ethical requirements relating to

audit engagements.

Auditors OpinionIn our opinion, the inormation reported in the summarised

fnancial report is consistent, in all material respects, with

the fnancial report rom which it was derived. For a better

understanding o the scope o our audit, this auditors

report should be read in conjunction with our audit report

on the fnancial report.

Independent Audit Report to the members o

Live & Learn Environmental Education: ABN 44 945 150 299

Finances29

Finances


30/32

30 Board o Trustees

Live & Learn Environmental Education is a signatory to the Australian Council or International Development (ACFID) Code o

Conduct which defnes minimum standards o governance, management and accountability or non-government developmentorganisations. Adherence to the Code is monitored by an independent Code o Conduct Committee elected rom the NGO

community. Our voluntary adherence to the Code o Conduct demonstrates our commitment to ethical practice and public

accountability. More inormation about the ACFID Code o Conduct can be accessed at www.acfd.asn.au

Board o TrusteesOur Board o Trustees exists to ensure good governance, nancial integrity

and that the Organisations ocus remains true to its intended purpose.

The Trustees provide their time and expertise on a voluntary basis.

Christian Nielsen

Australia & Executive Director

Christianhasanextensivebackground

in educational management and

research in developing countries

with both government and non-

government organisations. Christian

hasapracticalbackgroundinlearning

methodologies and has applied these

skillsintheNGOenvironmentacross

the South Pacifc and in Australia.

Nikki Parker

Australia

Nikkiisanenvironmentalconsultant

and a board member o the Australian

ConservationFoundation.Akeen

campaigner, she has spearheaded

successul campaigns or protecting

areas o ecologically important

bushland and also has particularinterest in innovative community

education platorms, including

web-based tools.

Jai Prakash Narayan

Fiji

Jai is an active member o the Labasa

community as a teacher and a Vice

ChairmanoftheFijiTeachersUnion

Labasa Branch. Jai brings a wealth

ofgrass-rootsknowledgeaboutthe

teaching culture in Melanesia.

Waheed Deen& Abdullahi Majeedh

Maldives

Waheed, Bandos Islands Resort and

Abdullahi, Ministry o Environment,

Energy and Water joined our Board

in2007andreecttwofocusareas

ofworkintheMaldives;Government

partnership and collaboration and also

workingwiththemainindustry

o tourism.

Franco RodiSolomon Islands

Rodi is rom Vella lavella in the

Western Province o the Solomon

Islands. He is currently the Director

o the Curriculum Development

Centre in Honiara where he oversees

the management and development

o the Solomon Islands curriculum.

Rodi holds a Masters Degree in

Science and has more than 10 years

experience in curriculum development

in the Solomon Islands. He is a strong

advocate or environmental education

locally and regionally.

Morgan Wairiu

Solomon IslandsMorgan studied at the Ohio State

Universitywherehisresearchofsoil

and water quality in the Solomon

Islands earned him his Phd in Soil

Science. He has longstanding

involvement in peace education and

reconciliation, including advising

Marau leaders in the implementation

o the Marau Peace Plan.

Edward N. Molou

Vanuatu

EdwardhasworkedintheSupreme

Court in Vanuatu in civil and criminal

law. He has also been providing

legal advice to landowners regarding

logging agreements.


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With great appreciation The Board

o Trustees and the sta o Live

& Learn Environmental Education

wish to acknowledge the supportand valuable partnerships shared

with organisations, Governments

and communities in ulflling the

commitments o our work.

In particular we thank our

major donors; European Union.

Australian Agency or International

development, New Zealand Agencyor International Development,

Asian Development Bank, World

Bank, United Nations development

Programme, United Nations

Childrens Fund, Macarthur

Foundation, Packard Foundation,

Marisla Foundation, Global Green

Grants and Vodaone.

Partners & Ofces 31

Partners

AustraliaInternational Ofce

Executive Director: Christian Nielsen

Ross House - 4th Floor

247-251 Flinders Lane

Melbourne 3000 Victoria, Australia

P: +61 3 96501291

F: +61 3 96501391

E: [email protected]

Northern Territory

Manager: Robbie Henderson

PO Box 1444, Katherine

Northern Territory, 0850

Australia

M: +61 437 683 929


Cambodia

Regional Advisor: Jady Smith

Country Manager: Bunthan Keat

MRC Building, 3rd Floor, Room 303

#364, Preah Monivong Blvd

Sangkat Phsar Domthkov

Khan Chamkarmorn

GPO Box 91, Phnom Penh

Cambodia

T: +855 23 997 753

T/F: +855 23 224 053


Fiji Islands

Country Manager: Doris Ravai

87 Gordon Street

Private Mail Bag

Suva Fiji

P: +679 3315 868

F: +679 3305 868


MaldivesCountry Manager:

Fathimath Shaeeqa

H. Huba 1st Floor

Medhuziyaaraiy Magu

Male Republic o Maldives

Tel: +960 330 3585


Papua New Guinea

Country Manager: Ben Ngava

Talesea Local Level Government

OfcesPO Box 844

Kimbe, West New Britain Province

Papua New Guinea

P: +675 983 4716

P/F: +675 983 4237


Solomon Islands

Country Manager: Jacob Zukuli

DSE Building Lombi Crescent Street

New China Town

PO Box 1454

Honiara Solomon Islands

P: +677 23697/24453

F: +677 24454


Vanuatu

Country Manager: Kali Vatoko

Fres Wota Four

(opposite Fres Wota School)

PO Box 1629

Port Vila - Vanuatu

P: +678 27448

F: +678 27455


Vietnam

Country Manager: Do Van Nguyet32 Xuan Dieu

Hanoi

Vietnam

M: +844 371 901 09


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