Rapid Assessment of Perceptions: Forests, Climate Change ... · Perceptions of advantages (pros) and disadvantages (cons) of commercial logging ... of deforestation created by traditional

Rapid Assessment of Perceptions: Forests, Climate Change and REDD in Choiseul Province, Solomon Islands - Live & Learn Environmental Education

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Contents Contents ............................................................................................................................ 2

Introduction....................................................................................................................... 3

Executivesummary............................................................................................................ 4SummaryofKeyfindings ............................................................................................... 4SummaryofKeyRecommendations .............................................................................. 5

ResearchApproach ............................................................................................................ 8KeyResearchQuestions................................................................................................. 8

RAPMethodology.............................................................................................................. 9

Participation&Location .................................................................................................. 10

RAPResults...................................................................................................................... 12Perceptionsofforestusesandvalues .......................................................................... 12Economicvalue(equivalent)providedbytheforesttothecommunity........................ 13

Recommendations..........................................................................................................14Knowledgeandperceptionsoflocalforestandland‐usechange.................................. 15Perceptionsoflocalcausesanddriversofdeforestation.............................................. 16

Recommendations..........................................................................................................17Currentknowledgeandperceptionsofclimatechange,thecarboncycleandREDD+‐whataretheknowledgegaps? .................................................................................... 18

Recommendations..........................................................................................................22Perceptionsoflanduseanddevelopmentalternatives,includingREDD+..................... 23

Recommendations..........................................................................................................24Perceptionsofadvantages(pros)anddisadvantages(cons)ofcommercialloggingandREDD+ ......................................................................................................................... 25Perceptionsofcommunitystrengths,assetsandexistingcapacity ............................... 29

Recommendations..........................................................................................................31Perceptionsofrolesandresponsibilitiesaccordingtogenderandgroup ..................... 32

Recommendations..........................................................................................................36PerceptionsofREDD+projectrisksandpossiblesolutions ........................................... 37

Recommendations..........................................................................................................38

Conclusion ....................................................................................................................... 39

Annex1: .......................................................................................................................... 40

RapidAssessmentofPerceptions:Forests,climatechangeandREDDinChoiseulProvince,SolomonIslandsAugust2012DevelopedbyPrudenceReveli,StephenSuti(NRDF),CarolineKauongo(NRDF)andRobbieHendersonLive&LearnEnvironmentalEducationwww.livelearn.org DSEBuilding,LombiCrescentStreetNewChinaTownPOBox1454Honiara,SolomonIslands


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Introduction

Live&LearncommencescommunitydevelopmentworkwithanassessmentofcommunityneedsandcapacityusingtheRapidAssessmentofPerceptions(RAP)approach.Live&Learnhas developed and implemented the RAP extensively in Melanesia and South East Asia,where ithasbeenhighlyeffective in creatinganenvironment for communitymobilisationandempowerment.

The RAP is a strength based participatory research and education process that examinedcommunityperceptionsandknowledgeofclimatechangeandissuesrelatedtoREDD+fromenvironmental, cultural, social and economic perspectives. It explored communities’capacityforchange,includinggovernancestructuresandtheirimplications.Italsoexaminedcommunitystrengths(usinganassetbasedcommunitydevelopmentapproach).TheRAPisan empowering 2‐way process, whereby both parties had opportunities to learn, andencouragedtheparticipantstotakeahighdegreeofownershipinapotentialprojectfromtheoutset. Theparticipatoryapproachof theRAPencouragedparticipants toexploreandshareexperiences, ideasandopinions,andtoquestionandclarify issues,theirrootcausesandtheirlinkstopeople’swellbeing.

REDD+ is a very new concept to the communities,whomwill potentially be involved in apilotactivity.Itiscriticallyimportanttoacknowledgecommunityperceptionsofforestusesand values, knowledge gaps, needs and existing strengths. The findings of the RAP willinformthedetaileddesignandimplementationprocessofconceptforaREDD+pilotactivity.

RAP implementationwas very flexible and responsive to theneedsof theparticipants. Itcomprised two days of participatory workshop activities that aimed to allow equitablerepresentationofcommunitydiversitysuchasclangroup,age,genderandrole(e.g.leaders,church representatives).Workshops were held separately formen andwomen to ensurethatwomeninparticularcouldbeencouragedexpresstheirviews.

ThisRAPstudywas implemented inTanaboVillage (Sasamungga)andNggoreabaraVillageon Choiseul Island in the Solomon Islands. The key research questions and facilitatedactivities were developed with the goal of informing the design of a community‐basedREDD+ project model, to ensure that it adequately responds to community aspirations,needsandrealities.


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Executivesummary SummaryofKeyfindings TheRAPfindingsareorganisedaccordingtothekeyresearchquestionsandpresentedwithinthebodyofthisreport.Howeveranumberoffindingswereidentifiedasbeingofparticularsignificance,andthesearerepeatedbelowwithintheexecutivesummary. • Itisclearthatforestsprovideveryimportantgoodsandservicestothecommunitiesin

thepastandthatthesearestillrelevantinpresenttimes.Mostforestusesinthepastarestillpracticed

• Participants(maleandfemale)readilyidentifiedgoodsandservicesfromtheforestthat

haveaneconomicvalue,onanannualbasisthisrangedbetweenSBD$13,345and$47,046perfamily.Theyalsoidentifiedanumberofservices(e.g.culturalandenvironmental)thatcouldnotreadilybeattributedwithaneconomicvalue

• Thepracticeoforganicgardening(asopposedtoshiftingcultivation)wasperceivedtohaveincreasedinthecommunities.Theimportanceofmaintainingsoilfertilitywasrecognised

• Commercialloggingwasperceivedtohaveincreasedinthearea(whichcouldbetaken

torefertoChoiseulIslandinthisinstance).Theimpactswereclearlyperceivedtobenegative,includingthecomments“Verydestructiveduetoheavymachinesinvolvedinlogextraction,”and“fastandeasyincomebutdestructive.”

• Althoughforestareahasdecreasedthedesiretoundertakeconservationordevelop

protectedareaswasreportedtohaveincreased:“Thedesiretoconserveisincreasingaswehaveexperiencedthebenefitofforestconservation.”(Maleparticipant,Tanabo)

• Maindriversforlandclearingnowbesidesloggingareclearingforagriculturalactivities

e.g.gardensandcashcroppingtoearnmoneytopayforschoolfees,foodforthefamily,foodforfeasts,foodforsaleatlocalmarkets,compensationetc.Commercialsmall‐scalemillingisalsogoingoninChoiseul,especiallyforexporttoHoniara.

• Allgroupshighlightedtheneedformoneytopayforbasicneedsandservices,making

gardensforfood(for‘survival’)asthemaincausesfordeforestationandforestdegradation.

• Participants(particularlymen)hadsomepriorknowledgeaboutclimatechange,howeverallparticipantshadverylittlepriorknowledgeorunderstandingaboutREDD+

• AllgroupsfromNggoreabara(menandwomen)consideredthemselvestobeinterested

inforestprotectionforREDD+.ThemajorityofTanabowomenandmenconsideredthemselvestobe‘veryinterested’(4outof6groups)or‘interested‘(2groups).Everygroupratedgrowinggardensforfoodandlocalmarketasanactivityofthehighestpriority

• NegativeperceptionsofREDD+mostlyfellwithinthefollowingthreecategories;(i)

concernsaboutaccesstoresourcesforcurrentandfuturegenerations,(ii)socialissues


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arisingfrominequitablebenefitsharing,jealousyanddisputes,(iii)problemscreatedbecauseofcashincome

• ChoiseulisunderaPatrilinealsystemthereforedecision‐makingatthecommunityor

triballevelisdonebymen,especiallyonlandissuesandtambusitesofthetribes.• Eachtribehasachiefandagroupofelderswhoarethemaindecisionmakers

consideringlandandresources.Thisgroup,asitsnamesuggests,ismadeupofelderlymen,noyouthandnowomen.Itisveryclearthattheeldersortribegroupisthedecisionmakingbodyandthechiefisjustaspokesmananddoesnothavetotalpoweroveranyresources.

• Maleandfemaleparticipantsreportedthatimprovementstodecision‐makingprocesses

wouldincludebettergenderbalanceindecision‐making.Theyidentifiedaneedtoinvolveyouth&widercommunityconsultationonissuesrelatingtoresources.Howeverthisisclearlynotpracticedinthevillagesatpresent

SummaryofKeyRecommendations RecommendationswereformulatedinresponsetotheRAPfindings,andarepresentedaccordingtothekeyresearchquestionsinthebodyofthisreport.Howeveranumberofrecommendationshavebeenselectedtobeofparticularnote,andthesearerepeatedbelow. • Theessentialcontributionthatforestgoodsandservicesplayinsupportingsubsistence

livelihoodsshouldbeacknowledgedandaffordeddueconsiderationwhenundertakingassessmentsof‘opportunitycosts’orundertakingacostbenefitanalysisofvariousdevelopmentalternatives,includingREDD+.

• AloggedtoprotectedforestREDD+projecttypeiswellalignedwithcommunity

interestsandislikelytobelocallysupported,itwouldprovidefinancialbenefitsthatarerelevanttoaddressaperceivedcoredriverofdeforestation;theneed/desiretogeneratecashincome

• Thepracticeofcommercialsmall‐scalemillingwillrequirecarefulmanagementinthe

scenarioofaloggedtoprotectedareaREDD+project.Unlesscarefullymanageditcouldthreatenpermanenceandprovideasourceoflocalleakage

• AREDD+projectshouldfurtherconsiderandpotentiallysupportfurtherdevelopmentof

thepracticeof‘organicgardening’andincreasingsoilfertilitythatwasidentifiedbyandalreadyofinteresttocommunitymembers.Thispracticemayhaveanimportantroleinreducingthelocaldriverofdeforestationcreatedbytraditionalshiftingcultivation(slashandburn)techniques,particularlygiventherisinglocalpopulation.

• ProfitsfromaREDD+projectneedtobecarefullymanagedtoensurethattheyare

availabletomeettheidentifiedneedsforearningmoneysuchaspayingforeducation(e.g.schoolfees),healthandmedicalservices,transportationandfamilyobligations/needs.Failuretoensurethismayresultincontinueddemandforincomefromactivitiesthatdrivedeforestationandforestdegradation.


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• An‘integrated’orholisticREDD+projectshouldconsiderpopulationgrowthasakeyconcernandconsiderlinkingtheprojecttofamilyplanninginitiativesasalongtermsustainabilitystrategy

• Inordertorespecttherightofindigenouscommunitiestoprovideorwithholdtheirfree

priorandinformedconsenttoinvolvementinREDD+activities,aREDD+projectdeveloperwillneedtoinvestinaprocessofeducation.Educationshouldincludebutnotbelimitedtoandunderstandingof:

‐ WhyREDD+schemeshavebeendeveloped(understandingofclimatechange)‐ Roleofforestsinthecarboncycle‐ Carbonmarkets‐ REDD+projectrulesandstandards‐ REDD+costsandbenefits(includingopportunitycosts)

• Verifiableindicatorsshouldbedevelopedtoqualitativelyandquantitativelymeasure

thesuccessofeducationforREDD+inenablingindigenouspeopletomake‘informed’decisions(ratherthanmeasuringoutputssuchasinformationprovidedorworkshopsdelivered)

• Activitiessuchasfirewoodcollectionandsubsistence/small‐scalecommercial

gardeningwouldbeverylikelytocontinuewithincommunitiesthatdecidetoundertakeREDD+.SuchactivitiesshouldbedirectlyconsideredinthedesignofaREDD+projectandwithinactivitiessuchaslanduseplanningandprotectedareamanagementplans

• AparticipatoryprocessoflanduseplanningshouldaccompanyanyREDD+projectto

ensurethatneedsofcurrentandfuturegenerations(intermsoflivingspace,foodsecurityandaccesstoforestresourcesetc)canbeadequatelyconsideredandplannedfor

• DevelopinganagreementonbenefitsharingarrangementsforREDD+(orother

developments)willbeveryimportanttoavoidconflict,jealousyandelitecapture• Investmentinfinancialplanning,educationandsupportwillbecriticaltoensuringthat

financialincomefromanydevelopment(includingREDD+)contributestowardsachievingtheaspirationsofindividuals,familiesandthecommunityingeneral.Thisisessentialtoavoidpredictableperversesocialimpactsthathavebeencausedasaconsequenceofmoneyinthesecommunitiesinthepast.Financialplanning,educationandsupportwillreduceriskstosustainabilityofREDD+enterprisesandprojectpermanence.

• A‘strengthsbasedapproach’dodevelopingaCommunity‐basedREDD+projectshould

bepursued,asisevidencedbythebroadarrayofexistingskillsandknowledgethatiscurrentlyavailableinthecommunities.Suchanapproachwillpromoteempowermentandreducetherisksofcommunitiesbecomingoverly(unsustainably)reliantuponoutsidesupport

• Projectdevelopersshouldtakeearlystepstoinvestigatethefeasibilityoflegally

clarifyingland/resourceownershippriortosignificantinvestmentinaREDD+projectforaparticularsite.Althoughprocessesareinplacetoresolvelanddisputes,theymaybeexpensiveandlengthyandnotpossiblewithintheconstraintsofprojectdevelopmenttimeframes


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• Newprojectswillrequireexternalstart‐upfinance,ascommunitieslackthefinancial

resourcestofundset‐upcostsorsecureloans• Projectdevelopersshouldinvestineducationandsupportforgoodgovernanceand

managementofcommunitybasedREDD+enterprises.Theeducationshouldbepracticalratherthantheoreticalanddealdirectlywithcommunityrealitiesaroundissuessuchasbenefitsharing,transparency,jealousyetc

• Issuesofgenderequityinparticipationindecision‐makingandbenefitsharingshouldbe

incorporatedintoREDD+projectplanningasahighpriority.Althoughtheresearchindicatesthatparticipantsrecognisevalueinchangingwomen’sroles,itisclearthatwomen’srolesarelargelysubordinatetomenwithrespecttodecision‐making,andchangecouldbeexpectedtobesensitive.Projectdevelopersshouldseektofacilitateaprocessofchangethatis‘owned’bymenandwomeninthecommunities,asexternallyimposedgenderpoliciesarelikelytobeineffectiveandmaycreateconflict


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ResearchApproachTheRapidAssessmentofPerceptionsusesanapproachsimilartothatofParticipatoryRuralAppraisals(PRA),whereresearchinvolvescommunitymembersexploringissuesthroughhighlyparticipatoryactivities.InPRAandtheRAP,theactivitiesprovideresearcherswithinformationandunderstandingaboutissues,whileparticipantsalsogainnewinsightsbysharinginformationandopinions.PRAhasbeenusedasaprocesstoachieveresearch,learningandactionoutcomesforavarietyofpurposesincludingagriculture,health,genderequityandnaturalresourcemanagement(Shah1997,Doyle&Kransy2003).KeyResearchQuestionsTheRAPwasdesignfocusedonfacilitatingdialogueandfeedbackcentredonanumberofkeyresearchquestions(seebelow).Thefacilitateddialoguewasconstructedinsuchawaythatitwouldleadparticipantsintoadeepexplorationofissuesandhencerevealconnectionsbetweenfactorsthatpreviouslymayhavenotbeenconsidered.Whatdomenandwomencurrentlyknoworperceiveregarding:KRQ:1. Howareforestsusedandvalued?(Economic/environmental/andsocialor

cultural)KRQ:2. Economicvalue(equivalent)providedbytheforesttothecommunity?KRQ:3. Howhasforestandland‐usechanged?

KRQ:4. Localcausesanddriversofdeforestation?KRQ:5. Climatechange,thecarboncycleandREDD+?Whataretheknowledgegaps?KRQ:6. Interestinlanduseanddevelopmentalternatives,includingREDD+?KRQ:7. Advantages(pros)anddisadvantages(cons)ofcommercialloggingandREDD+?KRQ:8. Communitystrengths,assetsandexistingcapacity?KRQ:9. Decisionmakingaboutlandanditsmanagement?(Howarerolesand

responsibilitiesdifferentiatedbygender/age/family/title?)KRQ:10. RiskstothesuccessofaREDD+projectfromwithinthecommunityandpossible

solutions?


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RAPMethodologyTheRAPconsistedofparticipatoryworkshopsinvolvingfacilitatedfocusgroupdiscussions&activities.FocusgroupdialogueandinterviewsandquestionnaireswerecompletedinSolomonIslandsPijin.TheRAPmethodologyusedisdetailedinaguidedevelopedbyLiveandLearnEnvironmentalEducationentitled“RapidAssessmentofPerceptions:ResearchFacilitator’sGuide”whichincludes;

• Explanationoftheresearchapproach,• Keythemesandresearchquestions,• Guidelinesforthefacilitator,• Participatorytools–includingfacilitationdirections&backgroundinformation,and• Guidanceandinstructionsregardinginterviews.

TheparticipatorytoolsusedinthisRAPworkshoparedescribedinAnnex1,whichisthefacilitatorsguideusedintheworkshops.Itshouldbenotedthatthiswasusedasaguideonly,andaflexibleapproachtoimplementationwastaken.Inresponsetoparticipantsneeds,variousaspectsofactivitiesdescribedinthefacilitatorsguideweremodifiedduringimplementation.


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Participation&Location TheRAPworkshopswereheldinTanaboVillage(Sasamungga)andNggoreabaraVillage,locatedonthewesterncoastofChoiseulintheSolomonIslands.Twoworkshopswereheldineachvillagebeingcomprisedofa2‐dayworkshopforwomenandaseparate2‐dayworkshopformen.Communityleaderswereaskedtonominate20representativesfromeachgendercoveringawideagedistributionforeachworkshop.Asdemonstratedbelow(Table1),theworkshopwaswellattendedinNggoreabara.WhilenumbersweresmallerinTanabo,itwasstillconsideredsufficienttogainausefulrepresentationandunderstandingofcommunityperceptions.Table1:ParticipationintheRAPworkshopbylocationandgenderVillage Male Female TotalTanabo(Sasamungga)

13(14–55years)

14(20‐48years)

27

Nggoreabara 17(16‐59years)

20(16‐64years)

37

Total 30 34 64


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Sasamungga

Nggoraembara

ThemapsbelowshowthelocationofChoiseulandtheparticipatingvillageswithintheSolomonIslands.


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RAPResultsPerceptionsofforestusesandvaluesParticipantswereinvolvedinsmalldiscussiongroupsandaskedtoIdentifywaysthatforestswereusedinthepastandinpresenttimes.Participant’sattitudesandperceivedvaluestowardforestswereexploredandshared.Findings:• Itisclearthatforestsprovideveryimportantgoodsandservicestothecommunitiesin

thepastandthatthesearestillrelevantinpresenttimes.Mostforestusesinthepastarestillpracticed

• Itissignificantthatpresentforestusesincludecommercialexploitationoftimberthatis

soldtogenerateincome.Commercialusewasnotpracticedinthepast• Participantswerekeentohighlightthatalotoffoodcanbeobtainedfreelyfromthe

forest• Table2belowsummarisesperceivedpastandpresentforestusesidentifiedbymaleand

femaleparticipantsfromNggoreabaraandTanabovillages,highlightingthatforestsstillprovideawiderangeofgoodsandservices(genderandvillagedifferenceswerenotsignificant)

Table2:PastandpresentforestusesPast PresentMakeCustomaxeLiveintheBushBuildingmaterial(leafhouse)CollectingfirewoodHunting(pigs/birds)TreetrapsCollectingfoodCustommedicineConservation(Buni)KastomLight‐(nonogoto)Kastomclothes–KabilatoWoodenbell,bowl,spoonSpearCanoePaddleLekoFishinglineBartersystemTribeprotectionTambusiteWorshipCustomburialsiteWatersourceCustomBasket

FirewoodMilltimberforhousesBuildingmaterial(copperhouse)CollectSagopalmleafCollectropeUseplantsforcustommedicineHuntinggroundforpig/birdFood(e.g.fruits,nuts,bushcabbageCuttimbertosellforincomeResearchMTNewsettlementsMTGreenLeafMoney–SBDWaterSourceHabitatMatchesPaddleLekoCanoeWoodenSpoonCustombasket


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Economicvalue(equivalent)providedbytheforesttothecommunityParticipantsweretakenthroughafacilitatedactivitytocalculatethereal(economic)valueofthegoodsandservicesthatareprovidedbythelocalforestforfree.Thesewerecalculatedbyworkingouthowmuchthesegoodsorservices(ortheiralternatives)wouldcostinrealtermsfromthemarketorastore.Theactivityprovidedanopportunitytoreflectontheextenttowhichthetruevalueofforestsisconsidered(ornotconsidered)whenmakingdecisionsaboutlanduseanddevelopment. Findings:• Participants(maleandfemale)readilyidentifiedgoodsandservicesfromtheforestthat

haveaneconomicvalue,onanannualbasisthisrangedbetweenSBD$13,345and$47,046perfamily.Theyalsoidentifiedanumberofservices(e.g.culturalandenvironmental)thatcouldnotreadilybeattributedwithaneconomicvalue

• Table3belowsummarisesthetotalvalueofforestgoodsandservicestoafamilyinone

year,calculatedbyestimatingreplacementvaluebymenandwomenfromNggoreabaraandTanabovillages:

Table3:TotalvalueofforestgoodsandservicestoafamilyinoneyearVillage Gender Totalvalueofforestgoodsand

servicetoafamilyinoneyear(SBD)Men $47,046TanaboWomen $13,345Men $34,680NggoreabaraWomen $21,212

• ThelistofforestgoodsandservicesidentifiedbyTanabomenispresentedbelow(Table

4)asanexampleofhowthevalueswerecalculatedTable4:ExampleofforestgoodsandservicecalculationForestgoodsorservice

Use Alternative Costtopurchaseatstore/market

Costtofamilyinoneyear

Pig Food Pig 1pig@$1500 $16000/yrFirewood Cooking GasStove 2burner–SBD480

9kg@$277.50$3,366/yr

Hornbill(bird) Food Chicken 3chickenperwk.@$70x3‐$210

$10,920

Kumara(sweetpotato)

Food Rice 10kgperweek@$120/bag

$6,240

Providecleanwater

Drink WaterTankBottlewater

800gallon@$120003bt.x$18/day

$2,400$6,120

Erosioncontrol HoldSoil Planttrees $2pertreefor1000seedlings

$2,000

TOTAL $47,046


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• Themenfrombothvillagesestimatedhighervaluesformostgoodsandservices,whilewomenidentifiedalongerlistofitems.TheTanabomenidentifiedpigsasbeingveryimportant($16,000annualreplacementvalue),thiswasabsentfromNggoreabarausesduetoreligion(SeventhDayAdventists).Eachgroupidentifieddifferentusesandnolistwascomprehensive,suggestingthateachlistisanunderestimateofrealvalueofforestgoodsandservices

RecommendationsTheessentialcontributionthatforestgoodsandservicesplayinsupportingsubsistencelivelihoodsshouldbeacknowledgedandaffordeddueconsiderationwhenundertakingassessmentsof‘opportunitycosts’orundertakingacostbenefitanalysisofvariousdevelopmentalternatives,includingREDD+.CommunityengagementandeducationprogramsforREDD+shouldprovideopportunitiesforforestdependantpeopletousetheirlocalknowledgetoexamineandrecognisethevalueofforestsgoodsandservicesaspartofaplanningprocess.


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Knowledgeandperceptionsoflocalforestandland‐usechangeGroupswereaskedtoconsiderandsharetheirknowledgeaboutlocallandusepatternsandhowlandusehaschangedthroughtimeinlandsownedbythecommunities.Variouslanduseactivitieswereexaminedtodevelopanunderstandingofhowtheyhadchanged,theimpactofchanges,andperceptionsofwhythechangeshadoccurredFindings• Findingsonlandusechangeanditslocaldriverswerehighlyconsistentamongmaleand

femaleparticipantsfrombothNggoreabaraandTanabovillages• Thegardeningpracticeofshiftingcultivationhasdecreasedfrompasttimes.Thiswas

perceivedtohaveapositiveornegativeeffectontheenvironment,particularlybecauseofthepracticeofburning.Nggoreabaramenperceivedthattheimpactlessenedifthepracticewas‘wellmanaged’

• Thepracticeoforganicgardening(asopposedtoshiftingcultivation)hasincreased.The

importanceofmaintainingsoilfertilitywasrecognised.Differentgroupsperceivedtotheimpactonthecommunitypositiveandnegative.Negativeimpactswerenotfullyarticulated,howeverlandqualitywassaidtohaveincreasedthroughthispracticeandparticipantsfromNggoreabaraandTanabosuggestedthatitcreatedimprovedsoilfertility

• Commercialloggingwasperceivedtohaveincreasedinthearea(whichcouldbetaken

torefertoChoiseulIslandinthisinstance).Theimpactswereclearlyperceivedtobenegative,includingthecomments“Verydestructiveduetoheavymachinesinvolvedinlogextraction,”and“fastandeasyincomebutdestructive.”

• Areaofforestwasperceivedtohavedecreased.Observationsincluded:

“Inthepaststoneaxeusedthereforedoesnotcutdownbigtreeshencelessdestruction.Todayforestisdestroyedduetodeforestationforagriculturalactivitytomeettheneedsofpopulationgrowthandloggingforcashincome.”(Maleparticipant,Nggoreabara)“Forestusehasdecreased‐duetodeforestationmainlyasaresultoflogging,gardeningornewsettlements”(Maleparticipant,Tanabo)

• Althoughforestareahasdecreasedthedesiretoundertakeconservationordevelop

protectedareaswasreportedtohaveincreased:“Thedesiretoconserveisincreasingaswehaveexperiencedthebenefitofforestconservation.”(Maleparticipant,Tanabo)

• Newsettlementsforhousingwereperceivedtobeincreasingduetopopulationincrease.Thiswasseentohaveanegativeimpactonlandbecauseitusesupthebestflatandproductivelandthatmayotherwisebeusedforgardening.Participantsrecognizedthatthiscouldindirectlyputpressureonforests

• Maindriversforlandclearingnowbesidesloggingareclearingforagriculturalactivitiese.g.gardensandcashcroppingtoearnmoneytopayforschoolfees,foodforthefamily,foodforfeasts,foodforsaleatlocalmarkets,compensationetc.Commercialsmall‐scale


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millingisalsogoingoninChoiseul,especiallyforRoseWoods,koiloandvitexforexporttoHoniara.

PerceptionsoflocalcausesanddriversofdeforestationParticipantswereinvolvedinsmalldiscussiongroupsandaskedtoListofcausesofdeforestation/forestdegradationandtoprovideexplanationsaboutwhytheactivitiesthatcausedeforestationordegradationtakeplace.Findings:• Themaincausesofdeforestationlistedincluded:gardening(slashandburn),coconut

andcocoaplantations,timbermillingandlogging(commercial)• Maincausesofdegradationwerereportedascommerciallogging,mining(althoughno

miningoccursonthevillageownedlands),landslidesandcyclones• Landslideswereidentifiedastheoutcomeofhumanheavyactivitiescausedby

deforestationandforestdegradation• Allgroupshighlightedtheneedformoneytopayforbasicneedsandservices,making

gardensforfood(for‘survival’)asthemaincausesfordeforestationandforestdegradation.

• ThemainneedsformoneywerefurtherexplainedbythemenfromTanaboand

includedthefollowing:‐ Education(e.g.schoolfees)‐ Medical‐ Church‐ Transportation‐ Familyobligations/needs

• Thedesirefor“fast/freemoney,”andassetssuchas‘newtrucks’andoutboardmotors

(locallyexpressedasOBM’s)werealsohighlightedbymenasdriversofdeforestation• Othercausesofdeforestation/degradationidentifiedincludedtheneedtobuild

shelters(homes)andpopulationincrease• Cyclonesweresuggestedasanaturalcauseofdeforestation,whilelandslideswhere

attributedtonaturalandhumancauses.Participantsalsolinkedclimatechangetotheseevents,suggestingtheypossessexistingknowledgeabouttheimpactsofclimatechange


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RecommendationsAloggedtoprotectedforestREDD+projecttypeiswellalignedwithcommunityinterestsandislikelytobelocallysupported,itwouldprovidefinancialbenefitsthatarerelevanttoaddressaperceivedcoredriverofdeforestation;theneed/desiretogeneratecashincomeThepracticeofcommercialsmall‐scalemillingwillrequirecarefulmanagementinthescenarioofaloggedtoprotectedareaREDD+project.UnlesscarefullymanageditcouldthreatenpermanenceandprovideasourceoflocalleakageAREDD+projectshouldfurtherconsiderandpotentiallysupportfurtherdevelopmentofthepracticeof‘organicgardening’andincreasingsoilfertilitythatwasidentifiedbyandalreadyofinteresttocommunitymembers.Thispracticemayhaveanimportantroleinreducingthelocaldriverofdeforestationcreatedbytraditionalshiftingcultivation(slashandburn)techniques,particularlygiventherisinglocalpopulation.TheriskofcyclonesshouldbefactoredintoariskmanagementandinsurancestrategyforaREDD+project,forexamplewhendeterminingthepercentageofcreditsplacedintoabufferaccountProfitsfromaREDD+projectneedtobecarefullymanagedtoensurethattheyareavailabletomeettheidentifiedneedsforearningmoneysuchaspayingforeducation(e.g.schoolfees),healthandmedicalservices,transportationandfamilyobligations/needs.Failuretoensurethismayresultincontinueddemandforincomefromactivitiesthatdrivedeforestationandforestdegradation.An‘integrated’orholisticREDD+projectshouldconsiderpopulationgrowthasakeyconcernandconsiderlinkingtheprojecttofamilyplanninginitiativesasalongtermsustainabilitystrategy


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Currentknowledgeandperceptionsofclimatechange,thecarboncycleandREDD+‐whataretheknowledgegaps?Participantswereprovidedwithopportunitiestoindependently‘selfassess’howwelltheybelievetheyunderstandvariousclimatechangeandREDD+topics.Thiswasfacilitatedbystatingatopicorquestionandaskingparticipantstoindicateiftheyunderstooditwell,alittleornotatall.Furtherqualitativeinformationwasgatheredbyaskingvariousindividualstoexplaintheirunderstandingaboutvarioustopics.Thisprovideda‘qualityassurance’crosschecktodetermineifthosewhoreportedhavingagoodunderstandingactuallyunderstoodthetopicwell.Anymisconceptionswerenoted.ResultsandfindingsGeneralfindingsonexistingknowledgeandknowledgegaps• Femaleparticipantsgenerallyreportedlesspriorknowledgethanmen,forexample

noneofthewomensurveyedconsideredtheyunderstoodanyoftheclimatechangeorREDDtopicsthatwerepresented‘well.’

• Althoughcommunitieshavemadesomecommitmentstolocalforestconservation,they

havedonesowithlittlepriorknowledgethattheirstandingtreescanbringthemsomeincome.REDD+andorcarbontradingisanewconceptthatpeoplehaveverylittleknowledgeabout.

• NosignificantmisconceptionsaboutclimatechangeorREDDwerenoted.InParticular

participantsdidnotappeartohavepre‐conceivedideasaboutwhatREDDmaybringintermsofincome

Understandingofthecausesofclimatechange• Only9%reportedunderstandingthecauseofclimatechangewell,andnotablyallof

theseweremenfromNggoreabara

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Understandingofthepossible(local)impactsofclimatechange• NoneofthewomenfromNggoreabaraorTanaboreportedunderstandingthepossible

impactsofclimatechangewell.Otherwiseresultswererelativelyuniformforlocationandgender

Understandingofwhatlocalactionscanbetakentomitigateclimatechange• Aswiththequestionofclimatechangeimpacts,noneofthewomenfromNggoreabara

orTanaboreportedunderstandingofpotentialactionstomitigateclimatechange

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Understandingofwhatisacarboncredit?Andwhatactivitiescanbeundertakentoproducecarboncredits

Understandingofwhowouldbuyacarboncredit

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21

UnderstandingofthepotentiallevelsofincomethatcouldbemadefromproducingandsellingcarboncreditsthroughREDD+

Whatdoparticipantswanttoknoworlearnmoreabout?ParticipantsfromeachworkshopwereaskedtoidentifyparticularclimatechangeorREDD+relatedtopicsthattheywouldliketoknowmoreabout.Responseswereconsistentbetweengroupsandquitegeneral.Participantswantedtoknowmoreaboutclimatechangecausesandimpacts,andalsoaboutREDD+andcarbontradingingeneral.Thegeneralisedresponsesareconsistentwiththeknowledgeassessment(seegraphsabove).Participantshadageneralunderstandingaboutthecausesofclimatechangeandtherelationshipbetweencarbondioxideandoxygenexchange.Howevertheyrequireamoreindepthknowledgeaboutclimatechange(inparticularthecarboncycle)andREDD+inordertobeabletomake‘informed’decisionsaboutinvolvementinREDD+.

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22

RecommendationsInordertorespecttherightofindigenouscommunitiestoprovideorwithholdtheirfreepriorandinformedconsenttoinvolvementinREDD+activities,aREDD+projectdeveloperwillneedtoinvestinaprocessofeducation.Educationshouldincludebutnotbelimitedtoandunderstandingof:‐ WhyREDD+schemeshavebeendeveloped(understandingofclimatechange)‐ Roleofforestsinthecarboncycle‐ Carbonmarkets‐ REDD+projectrulesandstandards‐ REDD+costsandbenefits(includingopportunitycosts)VerifiableindicatorsshouldbedevelopedtoqualitativelyandquantitativelymeasurethesuccessofeducationforREDD+inenablingindigenouspeopletomake‘informed’decisions(ratherthanmeasuringoutputssuchasinformationprovidedorworkshopsdelivered)Priorknowledgeaboutclimatechangeexists,especiallyinmen(inthecommunitiesstudied).Peoplewithsuchknowledgeshouldbeencouraged/empoweredtoeducateothersEnsurewomenhaveequalopportunitiestoattendandparticipateduringconsultationandeducationactivities,asassessmentofpriorknowledgeindicatedthatwomenhavehadfeweropportunitiesinthepast


23

Perceptionsoflanduseanddevelopmentalternatives,includingREDD+Participantswerepresentedwithavarietyoflocallyrelevantscenariosforalternativewaysthatlandcouldbeusedordeveloped,includingusesthatprovideforlivelihoods(subsistenceorcasheconomy).Thefirstfacilitatedgroupactivityrequiredparticipantstoratetheirinterestinavarietyoflandusesaccordingtothecategories‘veryinterested,’‘interested,’‘tellmemore,’or‘notinterested.’PriortoassessingperceptionsaboutofvariouslandusesthatincludedREDD+,itwasnecessarytoprovideparticipantswithagoodexplanationofthebasicelementsofREDD+.ThiswasachievedthrougheducationalactivitiesthatdescribedREDD+actors(buyers/sellers),describedhowcarboncreditsareproducedandexploredtheconceptsofadditionality,opportunitycostsandpermanence.‘Interest’invariouslanduses&livelihoodsParticipantswereorganisedintosmallgroupsdeterminedbyage(oldest,middleaged,youth)torateinterestindifferentlanduses.Hencetherewere3groupsforeachgenderintwovillages(12groupsintotal).Therewasahighlevelofconsistencybetweengroups(gender,age,village)intermsofinterestinparticularlanduses.Findings• AllgroupsfromNggoreabara(menandwomen)consideredthemselvestobeinterested

inforestprotectionforREDD+.ThemajorityofTanabowomenandmenconsideredthemselvestobe‘veryinterested’(4outof6groups)or‘interested‘(2groups).

• Participantsgenerallyconsideredthemselvestobe‘interested’incashcropping(usually

referringtococonutplantationsforcopraproduction).Aminorityofgroupsratedthisactivityas‘tellmemore.’

• Allgroupsconsideredthemselves‘interested’or‘veryinterested’infirewoodcollection,

highlightingtherelianceonthisactivityasa‘dailyneed’forfuel(i.e.cooking)• Allgroupswerehighlynegativeaboutcommercial(industrial)loggingandconsidered

themselves‘notinterested.’Avarietyofcommentsweremadeinjustification,whicharefurtherexpandedbelow

• Allgroupsconsideredthemselves‘notinterested’inmining• Mostgroupsrespondedwith‘tellmemore’withregardtocattlegrazing.Thiswaslikely

duetoalackofpriorknowledgeoforexperiencewiththisindustrythatwouldallowadefinitiveresponse


24

RecommendationsFurtherinvestmentincommunities‘interested’inREDDshouldbe‘staged’toensurethecommunitycontinuestoprovideamandatefortheproject(free,priorandinformedconsent),andtoensurethattheprojectisviablepriortosignificantfundinginvestmentActivitiessuchasfirewoodcollectionandsubsistence/small‐scalecommercialgardeningwouldbeverylikelytocontinuewithincommunitiesthatdecidetoundertakeREDD+.SuchactivitiesshouldbedirectlyconsideredinthedesignofaREDD+projectandwithinactivitiessuchaslanduseplanningandprotectedareamanagementplans


25

Perceptionsofadvantages(pros)anddisadvantages(cons)ofcommercialloggingandREDD+Participantswereorganisedintosmallgroups(basedonage)andexploredthepositives‘pros’andnegatives‘cons’ofcommercialloggingandREDD+.PerceivedprosandconsofcommercialloggingParticipantswereabletoprovideadetailedanalysisoftheprosandconsofcommercialloggingduetotheirpreviousexperienceswithloggingoccurringinChoiseul.Ingeneralparticipantshavelearnedfromexperiencethatloggingprovides‘easymoney’butthatpeoplesufferaftertheresourceshavebeendepleted.CommunitymembershavealsohadfirsthandexperienceinobservingenvironmentalimpactsandsocialimpactsassociatedwithroyaltypaymentsFindings

• Table5(below)isanaggregatedlistofprosandconscreatedbythevariousgroups.No

significantdifferenceswereobservedinrelationtoage,genderorvillageTable5:ProsandconsofcommercialloggingPerceivedPros(positives) PerceivedCons(negatives)

• Createeasyroadaccesstothegardens

• Gardening–useclearedareastomakegardeninthebush

• Providesmoney–“fastcash”• Royaltyfortribe‐Schoolfee,

clothing&shelter• “Freecashforoldpeople”• Providesfreetransportto

HoniaraandGizo• Transporttothegarden(on

Loggingcompanytruck)• Providesemployment• Peoplesocialize• Marketingservicestoall

especiallynearbycommunities

• Destroyssoilfertility• Soilerosion• Damagewatersources,Pollutesriversandthe

sea• Destroystambusites• Destroyshabitatforbirds,frogsandotherwild

lifeincludingrareplantspeciesandtrees.• Destroysgardenswhilemakingroadfor

transportinglogstologpond• Royaltiesareonlyasmallamountofmoney

(andnotthefullpaymentforthevalueoftheresourcestotheresourceowners).

• Corruptioninvolved–unequalsharingofroyaltieswhichleadstodivisionamongstfamilyortribalmembers

• Createslanddisputes• Familyproblems(norespect)• Causeaccidents• Causesmento‘runloose,’whichrefersto“men

usingthisfundstoluregirlswhoareonlyinterestedinthesemenwhentheyhavethemoneybutwouldleavethemwhentheyrunoutofmoneywiththeendresultbeingreturningbackhomewithnothing”

• Airpollution(machines)• Socialproblems(Foreignersabusesologirls–

referringtosexualexploitation)


26

PerceivedprosandconsofforestprotectionforREDD+ParticipantswereabletoprovideadeepandthoughtfulanalysisoftheprosandconsofREDD+,suggestingthattheeducationprovidedaboutREDD+waseffectiveinengenderingabasicunderstanding.Findings

• Table6(below)isanaggregatedlistofprosandconscreatedbythevariousgroups.No

significantdifferenceswereobservedinrelationtoage,genderorvillageTable6:ProsandconsofREDD+PerceivedPros(positives) PerceivedCons(negatives)• Protectsforestsandwatersources• (Forests)Produceoxygenandabsorbcarbon

dioxide• ProtectsForestsandanimalhabitat–birds

andanimalsaresafe• Preserveshuntinggrounds• Protectionofmedicine(medicinalplants)• ProtectsTabusites• Allowsustainableharvestingforbuilding

housesandselltoearncashwhiledoingforestprotection

• Keepsriversclean• Clearwater• Firewood• Food• Shade• Keepsforestforfuturegenerations• Futureincome• Providea‘largevalue’ofmoney• Providesmoneytotheresourceowner• Providesemployment• “Forestprotectionprovidesbenefitstous

andourfuturegeneration–whocanalsoenjoythesameforestthatweenjoyedtoday”(Male,Tanabo)

• IncreaseinCO2emissionfromfactoriestoatmosphere

• Restrictfreedomofusageofresourcesfromforestorconservationareae.g.Cuttingtimberorgardening

• Highpopulationandnotenoughlandforgardeningandtheremightbepressureinobtainingtimberforbuildinghouses

• Needsecurity(referringtoenforcingforestprotectionrules)

• “Tribalpeoplewillbearrestedforviolatingprotectedarearules”(Male,Nggoreabara)

• Createargumentsamongsttribalmembersinregardstounfairdistributionofbenefits

• Jealousyanddisturbancefromoutsiders• Highexpectationsfromlandowners• Ittakestimetoreceivebenefits(Longterm

process)• ‘Conman’forcarbon• Governmentinvolvementinrelationto

benefitsharing• Costsmoneytodevelop(buyseed,labour)• Cause‘runloose’whichrefersto“menusing

thisfundstoluregirlswhoareonlyinterestedinthesemenwhentheyhavethemoneybutwouldleavethemwhentheyrunoutofmoneywiththeendresultbeingreturningbackhomewithnothing”

• Needcooperationofcommunitytoworktogether

• Lackofcapacityneedforesterqualification• Needproperplanning• LackofKnowledgeaboutREDD+


27

• PositivesofREDD+centredonprotectionoftheforestsnaturalvalues(e.g.wildlife

habitats)andforprotectionofthevaluesandservices(includingresourceuse)thattheforestprovidesforpeople

• Participantsacknowledgedtheneedsoffuturegenerationswhenconsideringthe

benefitsofREDD+• OnegroupfromNggoreabara(men)perceivedthatREDD+woulddeliverlargesumsof

money• Groupsacknowledgedthatpeoplemighthavehighexpectations,whichneedtobe

realisticandmanaged• NegativeperceptionsofREDD+mostlyfellwithinthefollowingthreecategories;(i)

concernsaboutaccesstoresourcesforcurrentandfuturegenerations,(ii)socialissuesarisingfrominequitablebenefitsharing,jealousyanddisputes,(iii)problemscreatedbecauseofcashincome

• MenfromNggoreabarabelievedthatunderaREDD+scenario,peoplecouldbearrested

forillegallytakingtimberfromforestareas,highlightingtheirconcernsaboutconflict• Concernsaboutsocialissuesthatrelatetoequitablysharingoffinancialbenefits,conflict

andnegativeconsequencesofcashincomefromREDD+wereincommonwithconcernsaboutcommerciallogging,andarebasedonpeopleslivedexperiences

• LanddisputeswerenotraisedasanegativeofREDD+,perhapsasaconsequenceof

communitymembersnotunderstandingtherequirementtolegallyidentifyland/resourceowners.Howeverthismayhavebeenbecauselanddisputesareasensitiveissueandtheworkshopmaynothavebeenanappropriateforumtodiscussthem


28

RecommendationsAnanalysisofprosandconsofREDD+anditsdevelopmentalternativeswouldbeausefulundertakingtoensuresocial,economicandenvironmentalissuesareconsideredinplanningAparticipatoryprocessoflanduseplanningshouldaccompanyanyREDD+projecttoensurethatneedsofcurrentandfuturegenerations(intermsoflivingspace,foodsecurityandaccesstoforestresourcesetc)canbeadequatelyconsideredandplannedforEducationneedstobeundertakentoclarifytherulesofREDD+,andinparticulartoclarifywhatREDD+meansregardingtoaccessanduserightswithinaprotectedareaDevelopinganagreementonbenefitsharingarrangementsforREDD+(orotherdevelopments)willbeveryimportanttoavoidconflict,jealousyandelitecaptureInvestmentinfinancialplanning,educationandsupportwillbecriticaltoensuringthatfinancialincomefromanydevelopment(includingREDD+)contributestowardsachievingtheaspirationsofindividuals,familiesandthecommunityingeneral.Thisisessentialtoavoidpredictableperversesocialimpactsthathavebeencausedasaconsequenceofmoneyinthesecommunitiesinthepast.Financialplanning,educationandsupportwillreduceriskstosustainabilityofREDD+enterprisesandprojectpermanence.


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Perceptionsofcommunitystrengths,assetsandexistingcapacityParticipantswereorganisedintosmallgroupstobrainstormexistingstrengths,assetsandcapacityinthevillagethatcouldpotentiallybeofbenefittoacommunitydevelopmentproject,suchasCommunity‐basedREDD+.Participantsidentifiedstrengthsaccordingtofourcategories:natural,physical,people(individuals)andorganisations.Findingshavebeencollatedseparatelyforeachvillage.Existingstrengthsarerecordedinnormalfont,whilestrengthsandassetsneedtobegainedorincreasedinthefuturearerecordedinitalics.FindingsTable7:Strengths,assetsandcapacityinNggoreabaraIndividuals(orpeople):DoctorCarpenterTeacherTaylorNurseFarmerFishermenHunterDiversPHDDoctorPilotMechanicShipcaptainAccountantITtechnicianEngineerChainsawoperator Neededinfuture:Lawyer,Police,Electrician,Accountant,Politician,Coach,Pastor

Organisations:DorcasWelfare–SDAWomenChurchGroupYouthsLivelihoodProjects‐LucasMillPrimarySchoolChurch

Physical:HousesCanoes&paddlesCopperHouseHouseholdthingsEngineGeneratorVideoChainsawFoodSafe2wayRadio(wireless)PrimarySchoolCopraHouseOutboardmotor(OBM) Neededinfuture:Wharf,Bridge,RestHouse,WaterSupplySystem,improvedsanitationCommunityTank,PlayingField,Office,RayboatandEngine

Natural:FishRiverandnaturalwatersource/streams/waterfallForestsTimberWildlifee.g.birds,Crocodiles,Kadora(opossum)GardensSagoPalm,Ferns,NutsPlantation‐coconutHoneyBeesWildPigsWildfruittreesTambuSitesNeededinfuture:Bettersupplyoffreshwater


30

• Generallyspeaking,maleandfemaleNggoreabaraparticipantswereabletoproactivelyidentifymanystrengthsandassetsthatcouldassisttheminundertakingaprojectsuchasREDD+

• Nggoreabarahasawealthofhumanresources,howevermostoftheidentified

personneldonotcurrentlyresideinthecommunity,butareengagedinformalemploymentinurbancentreslikeHoniaraandotherProvinces.InfactmostmembersofthetribalgroupspresentatNggoreabaraactuallyresideelsewhere.

• TheNggoreabaracommunityrelieson2‐wayradiotocommunicatewiththeoutside

world;atpresentthereisnomobilephoneserviceTable7:Strengths,assetsandcapacityinTanabo(Sussamunga)Individuals(orpeople):ForesterFishermenMechanicsGardenersAgriculturalistDriverBotanistElectricianFarmers

CaptainBuilderAccountantHuntersTeachersNeededinfuture:Lawyer,Geologist,Pilot,Politician,Doctor,AccountantSkillsincooking,Skillsinhandicrafts

Organisations:ConservationgroupCommunitylearningcentreTribalcommunityLivelihoodProjects–SawMillNeededinfuture:Legalisethebody(conservationgroup),Improveorganisationstructure&governance(conservationgroup)Insureallassets,Eco‐tourismactivities,Lauruprotectedareanetwork, Woman’sClub

Physical:Canoes&paddlesChainsawOBMHousesTVScreenComputerGeneratorBicyclesDigitalCameraMobilePhonesCarpentrytoolsWatertanksTwowayradioSolarpanelandlightsRestHouseNeededinfuture:PermanentOfficeforCBO,ImprovedSolarsystems,improvedcommunicationsystems,Transport(road,car,ship,plane),tractormoresolarlights,morelivelihoodprojects,accesstogoodeducation,morewatertanks,improvedsanitation,GPS/Compass,Researchfacilitiesandtourismdevelopment, Printingequipment, PermanentRestHouse

Natural:ForestLandRiverCashCropsBushFoodBushmedicineTambuSiteWaterfalls/PoolsWildifee.g.Birds,frogs,snakes,crocodilesCliffsFlowersFishWildpigsLoyacaneFirewood


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• Generallyspeaking,maleandfemaleparticipantsfromTanabowereabletoproactivelyidentifymanystrengthsandassetsthatcouldassisttheminundertakingaprojectsuchasREDD+

• Tanabo/SussamungaparticipantshavedeterminedthatmembersoftheSirebeandVuritribeswouldbemostlikelytobeinvolvedinREDD+projects.

• SirebetribehaveestablishedaCBO(communitybasedorganisation)calledELBAR.This

CBOhasestablishedcommunity‐learningcentre,aresthouse,twowayradioandsolarpanels/systemsandhavedecidedtoconservetheirforest.Vuriontheotherhandwouldliketofollowthesamepath,however,theyareyettogetthemselvesestablished.However,underthisproject,thereispotentialforthetwotribescomingtogetherunderELBAR.Thereisstillagreatchallengeongettingthetribesorganised,however,thereispotentialprovidedtheyhaveagoodleadershipandgovernancestructureinplace.

RecommendationsA‘strengthsbasedapproach’dodevelopingaCommunity‐basedREDD+projectshouldbepursued,asisevidencedbythebroadarrayofexistingskillsandknowledgethatiscurrentlyavailableinthecommunities.Suchanapproachwillpromoteempowermentandreducetherisksofcommunitiesbecomingoverly(unsustainably)reliantuponoutsidesupportEffortstoestablishacommunitybasedREDD+projectinSussamungashouldfocusontheexistingcommunitybasedorganisationcalledELBAR,includingpotentiallyincludingtheVuritribeprotectedareawithinthesame(expanded)organisationImprovementsintransportservices,communication(e.g.mobilephoneaccess)andofficeinfrastructurewillincreasecapacityforthecommunitiestosustainacommunitybasedREDDenterpriseREDD+projectdevelopers/projectownersshouldconsiderattemptingtoattracttheservicesofskilled/educatedtribememberswhohaverelevantskills(e.g.accountants),notingthatmanyofthesepeoplecurrentlyresideoutsideofthevillage


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PerceptionsofrolesandresponsibilitiesaccordingtogenderandgroupMaleandfemaleparticipants(workingindependentlyinseparateworkshops)werebrokenintosmallgroups(basedonage)andaskedtoidentifymen’sandwomen’srolesandresponsibilitiesintheircommunity.Theseparationofgroupsallowsfordifferencesinperceptionsbetweenmenandwomentobeidentified.Participantswerealsoaskedtodiscussandprovidefeedbackontheirperceptionsongender/groupandresponsibilityforavarietyofactivitiesthatmaybeofsignificanceforREDD+.Findings• Table8&9(below)collatestheperceptionsofmenandwomenonmalerolesand

responsibilitiesfromNggoreabaraandTanabocommunities.Therewasahighlevelofagreementinhowmenandwomenseemalerolesandresponsibilitiesandnosignificantdifferencesbetweencommunities.

Table8&9:MalerolesandresponsibilitiesMen’sroles&responsibilitiesaccordingtomen• Headoffamily• Planner• Spokesman• Planningandoutliningfamilymembers

tasks• Trainandeducate• BuildHouses• FishingandDiving• Moneymakers• Canoemaking• Makinggardens–hoe,clearfellingand

cuttingbigtrees• Hunting• Security

• LeadMen’sgroup• Decisionmaking• Cookingcopra• Craft/Art–carving• Customdoctor• MillingTimber• CookingCopra• MillingTimber• DrinkingBeer• AssistFamily(Medical)• Washing• Playingsport• Welcomingvisitors

Men’sroles&responsibilitiesaccordingtowomen

• Chief• Landowner• Headoffamily• Decisionmaking(Landrights,

boundaries,customsites,tabu)• Fishing• DivingFishandTrochus• Cuttingtimber(cubic)• Gardening–Brushingcutting

downtrees• Buildinghouses• BuildingCanoes,carving,

woodenspoonetc.Cooking• Washing

• Carpenter• Hunting• Plantingcrops• Millingtimber• Sports(e.g.soccer)• Singing• Securityforthefamily• Creeping(throughthewindow)• Climbingcoconut• Earningincome• Cuttingfirewood• Copra


33

• Tables10&11(below)collatetheperceptionsofmenandwomenonfemalerolesandresponsibilitiesfromNggoreabaraandTanabocommunities.Therewasahighlevelofagreementinhowmenandwomenseefemalerolesandresponsibilitiesandnosignificantdifferencesbetweengroups.

Table10&11:Femalerolesandresponsibilities Women’sroles&responsibilitiesaccordingtomen• Gardening• Housewife• Weaving• Washing• Cookingfood• Careforthefamily• Childcare• Planner• Moneymaker• Sellinggoods–localatthemarketand

canteen• FishingandDiving(reef)

• Heartoffamily• Leaderinwomen’sgroup• Decisionmakingintheirowngroup• Collectfirewood• ArtsandCraft• FirstTeacher• Givingbirth• Housecleaner• Cookingcopra• Trainandeducate• Sewing

Women’sroles&responsibilitiesaccordingtowomen• Listening• Contributetodecisions/unheard• Medicines(custom)• Gardening(planting,weeding,harvesting

andcarryingbasket)• Copra• Cooking• Washing• Careforfamily(includingbabies)• HandandCraft–Weaving• Sewing• Cuttingfirewood• Fishing(includingdivingforfishand

trochus

• HuntingCrab• Babysitter• Welcomevisitorsintheirhome• Beautifiesthehome–bothinsideand

outside• Flowergarden• Handcraft• Sport(e.g.netball)• Singing• Earnmoney• Cutdowntrees(small)• Firstteacher(educator)• Makinghairstyle


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Table12:PerceivedrolesofgenderaccordingtoactivitiesofrelevancetoREDD+Task/activity Whoserole? RationaleandcommentsMarkingforestboundaries

• Men • Customaryrights:Menareheadoftribes.Knowledgeoftriballandboundariesispassedthroughthemenofthetribe.Menhavethestrengthtowalktheboundaries

Makingsigns(e.g.taboo)

• Nggoreabaramale&femaleparticipantssaidthiswasamalerole

• Tanabomale&femaleparticipantssaidthiswasamaleandfemalerole

• “Accordingtoourcustom”–referringtoestablishingataboo

• Easytodo–referringtomakingthesign

Buildingfences

• Menandwomen• Tanabowomenperceivedthistobeaman’srole

• Haveskills/Knowledge,“Workingtogetherasateam”

Makingdecisionaboutcontracts

• Menandwomen • Dependingonqualificationbothmenandwomenofthetribehavetherighttomakedecisionaboutcontracts

• Importantforownershipandbenefit(equalsharing)• “Womenneedtoparticipateinmakingdecisionassometimesmenoverlooklittlethings”

Makingdecisionsaboutmoney(accounting)

• Menandwomen• Nggoreabarawomensaid“Accountant”

• Accordingthepersonstitleorrole• Theyallhavetherighttodiscussit• Equalsharingofbenefits(money)• They(accountants)knowhowtohandlemoney

Measuring/monitoringthegrowthoftrees

• Tanaboparticipantssaidmenandwomen

• Nggoreabaramalessaidmen

• Nggoreabarawomensaid“Forestofficer”

• Basedonqualifications,“both(genders)havetheknowledge”

• “They(men)areresponsibletowalkthroughtheforest.Womenaremostlydedicatedtomanagethehousehold”

• Theyknowhowtomonitorandmeasureforestgrowths

Establishingrulestoprotectanarea

• MenfromNggoreabaraandTanabosaidthiscouldbeundertakenbymenandwomen

• WomenfromNggoreabaraandTanabosaidthiswasamen’srole

• Ownership,Basedonlocalknowledgeandqualification,thisroleshouldbedonejointlybymenandwomensothewholecommunitywillhaveabetterunderstandingabouttheconservationareaanditsby‐laws.

• Theyhavepower.Thegroupbelieveitismen’sroleduetocustoms–patrilinealsociety

PolicingtherulesConductingceremonies

• Men• Tanabomensaiditcouldbemenandwomen

• “Itsmen’sroleduetocustoms”–patrilinealsociety,“they(men)aretalkativepeople”


35

Generalfindingsonroles,responsibilitiesanddecision‐making• ChoiseulisunderaPatrilinealsystemthereforedecision‐makingatthecommunityor

triballevelisdonebymen,especiallyonlandissuesandtambusitesofthetribes.Onlymaleeldersofthetribeshaveaccesstosuchknowledge.Thewomen’selderlygroupidentifiedthatoneofwomen’sroleis“listening.”

• Menhavethemajorityofsayindecisionmakinginthecommunity.Menandwomen

perceivedmalerolestoinclude‘headoffamily,’‘chief,’‘spokesman,’and‘planner.’Womenreportedhavingsomeinfluencetodecisionmaking,butsuggestedthiswasinanindirectwayratherthanthroughopencontribution

• Eachtribehasachiefandagroupofelderswhoarethemaindecisionmakers

consideringlandandresources.Thisgroup,asitsnamesuggests,ismadeupofelderlymen,noyouthandnowomen.Itisveryclearthattheeldersortribegroupisthedecisionmakingbodyandthechiefisjustaspokesmananddoesnothavetotalpoweroveranyresources.Theelderofthetribearethedecisionmakingbody

• Landissuesordisputeareinitiallydealtwiththroughthegroupofelders.Thiswould

thenprogresstoanintertribechiefhearingthroughlocalcourts.Howeversomeconsultationsmaybenecessaryatthecommunityleveltoinformandgettheviewsofeachdisputingpartiesinvolvedthroughameetingbeforeandafterthedecisionismade.SomemutualagreementmaybereachedandifnotthenthematterisdealtwithbytheHighCourt.Therewasageneralconsensusfromallgroupsthatthisprocessisthe‘safest’wayfordisputeresolutiontotakeplace

• Somerolesforwomenandmenweresharedasevidencedbysomepresentationsatthe

workshops.However,fromobservation,itisevidentthatwomenareusuallyacceptingandworkalongwithdecisionsmadebymen.Theyhavelittlepowertorevokeanydecisionmadebythemenoftheirtribe

• Participantsreportedthatchurchwasanexampleofwherewomen’sroleshavechanged.Womenwereperceivedtohavetherighttosharetheirideasinrelationtochurchrelatedissues

• Maleandfemaleparticipantsreportedthatimprovementstodecision‐makingprocesses

wouldincludebettergenderbalanceindecision‐making.Theyidentifiedaneedtoinvolveyouth&widercommunityconsultationonissuesrelatingtoresources.Howeverthisisclearlynotpracticedinthevillagesatpresent

• Menandwomenshareinvolvementinmanyofthepracticaldaytodaytasksaroundthe

village,includinggardening,fishingetc.menwereusuallyinvolvedtoahigherdegreeinmorephysicaltasksandwomenmoreinvolvedinhouseholddutiesandchildcare.

• Bothmenandwomenareinvolvedinlivelihoodactivitiesthatinvolveearningmoney;

Menandwomenareinvolvedincuttingandcollectingfirewood,whichisanactivitythatwouldneedtobemanagedifaREDD+activitywasundertaken

• Clearingorcuttingoflargetreesforgardeningormillingisprimarilytheresponsibilityof

men.Howeverwomenarereportedlyinvolvedinclearingandcuttingofsmallertreesforgardening


36

RecommendationsA‘strengthsbasedapproach’dodevelopingaCommunity‐basedREDD+projectshouldbepursued,asisevidencedbythebroadarrayofexistingskillsandknowledgethatiscurrentlyavailableinthecommunities.Suchanapproachwillpromoteempowermentandreducetherisksofcommunitiesbecomingoverly(unsustainably)reliantuponoutsidesupportEffortstoestablishacommunitybasedREDD+projectinSussamungashouldfocusontheexistingcommunitybasedorganisationcalledELBAR,includingpotentiallyincludingtheVuritribeprotectedareawithinthesame(expanded)organisationImprovementsintransportservices;communication(e.g.mobilephoneaccess)andofficeinfrastructurewillincreasecapacityforthecommunitiestosustainacommunitybasedREDD+enterpriseREDD+projectdevelopers/projectownersshouldconsiderattemptingtoattracttheservicesofskilled/educatedtribememberswhohaverelevantskills(e.g.accountants),notingthatmanyofthesepeoplecurrentlyresideoutsideofthevillage


37

PerceptionsofREDD+projectrisksandpossiblesolutionsParticipantswereorganisedintosmallgroupstoidentifyrisks(barriers)andpossiblesolutionstoparticipatinginaREDD+projectfromacommunityperspective

Findings

• Table13isacompilationofrisksandbarriersidentifiedbytheseparatemenand

women’sworkshopsinNggoreabaraandTanaboTable13:Risks(barriers)andsuggestedsolutions

Risks(barriers)identified Possiblemitigatingactionsidentified• Lackoffunds(capital)tostart‐upa

REDD+project.“Nomoney–expensivetoestablishREDDProject”

• NGO’ssupport• Incomegeneratebyourmillingproject• Seekanyoutsidefunds

• Dispute“Minaoboss”

• Communicationandwithintribe/people/partners• Transparencyandaccountabilitytobeexercised

• Landdispute

• Tribalmeetingtobecalledtosettlealldisputes.“Bringthisparceltoberegistered.”

• Moreawarenessandtransparencyandtrainingworkshoptobeheldinourcommunities

• Mapdefininglandboundaries• Mismanagemente.g.“Machine

breakdown”• Transparencyandaccountabilitytobeexercised

• Lackofcommunitycooperation • Strongcommunityleadership• Notenoughforest

• Improvelinkwithothertribes(tocreateaprojectthatcombinedforestareas)

• Gettingothertribestounderstand/respectorpotentiallytakepartinREDD+

• Education/strongsupportforothertribesi.e.chiefs

andtribesareonemind

• Lackofmaterials

• Mobiliseandorganisecommunitymemberstoprovidewhatthecommunityneeds

• Lackofskilledpeople • Resourcespeopleneeded• Money‐misuseofwhatisavailable • Choosehonestyandtrustedchief/persontolead

• Employqualifypersonaltomanagethebusinessororganisation

• Communityhasunstableincomesourcesandnopropersavings/funds

• Establishsustainableincomesourcesforfamily• Seekfunds–establishlivelihoodproject/savingsclub

• Poorfinancialmanagement • Seekbusinesstraining/planning• Landuseplanning–notdone• Lackofproperplanningonlandby

tribes

• ConductLand‐useplanningworkshop

• NocooperationonREDD+

• MoretrainingAwareness/understandingofforestsandREDD+

• Increasepopulation–riskingprojectsites

• FamilyPlanning,includinghealthworkers• Providefreecondoms

• Nosecuritytolookaftersite • “Getsecurity”

• REDD+(newandforeign) • Moreawarenesstopeople• Conflictbetweentribalmembers • Equalbenefitingsharing• Lackinggovernmentsupport • Seekgovernmentsupport


38

• Chiefdonotlistentohispeople–“Dictatorship”

• Awarenessongoodleadership

• Trainingskills–RTC

• BuildRTCtoprovideskillstrainingforschooldropouts

RecommendationsProjectdevelopersshouldtakeearlystepstoinvestigatethefeasibilityoflegallyclarifyingland/resourceownershippriortosignificantinvestmentinaREDD+projectforaparticularsite.Althoughprocessesareinplacetoresolvelanddisputes,theymaybeexpensiveandlengthyandnotpossiblewithintheconstraintsofprojectdevelopmenttimeframesNewprojectswillrequireexternalstart‐upfinance,ascommunitieslackthefinancialresourcestofundset‐upcostsorsecureloansCommunitieshavedemonstratedastrongabilitytosuggestcreativeandlikelyeffectivesolutionstoissuessuchas‘financialmismanagement.’Thereforetostrengthenownership,itisrecommendedthatsolutionsbesoughtfromthecommunitiesthemselvesandnotbeentirely‘imposed’byoutsidersProjectdevelopersshouldinvestineducationandsupportforgoodgovernanceandmanagementofcommunitybasedREDD+enterprises.Theeducationshouldbepracticalratherthantheoreticalanddealdirectlywithcommunityrealitiesaroundissuessuchasbenefitsharing,transparency,jealousyetcIssuesofgenderequityinparticipationindecision‐makingandbenefitsharingshouldbeincorporatedintoREDD+projectplanningasahighpriority.Althoughtheresearchindicatesthatparticipantsrecognisevalueinchangingwomen’sroles,itisclearthatwomen’srolesarelargelysubordinatetomenwithrespecttodecision‐making,andchangecouldbeexpectedtobesensitive.Projectdevelopersshouldseektofacilitateaprocessofchangethatis‘owned’bymenandwomeninthecommunities,asexternallyimposedgenderpoliciesarelikelytobeineffectiveandmaycreateconflict


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Conclusion TheRapidAssessmentofPerceptions(RAP)studywasundertakenatTanaboVillage(Sasamungga)andNggoreabaraVillageaspartofabroaderprocessofdesigningaREDD+projectmodelthatcouldbeimplementedinthefuture.TheRAPwashighlyeffectiveindocumentingandacknowledgingcommunityperceptionsofarangeofrelevanttopicsandissues,includingforestusesandvalues,existingknowledgeandstrengths,risksandopportunities.Overall,theRAPfoundthatthecommunitieshavegenuineinterestinparticipationinREDD+projects(throughforestprotection),andhaveavarietyandstrengthandassetsthatcouldfostercommunityempowermentandinvolvementinprojects.Howeverareasforcapacitybuildinghavealsobeendocumented.Financialincentivesforforestprotectionarelikelytobeanappropriateandeffectiveresponsetothemaindriversofdeforestation.Fundamentally,themaindriverofdeforestationistheneedanddesireforeconomicdevelopmentandpovertyreduction.RAPfindingsalsosuggestaneedforeducationandcapacitybuildingatthecommunitylevel,targetingclimatechange,REDD+andfinancialmanagement(includinggovernance).SuchaninvestmentineducationwillbecriticalforensuringthatincomefromREDD+isbeneficial,sustainable,andavoidscreatingperversesocialoutcomes.Furthermore,sustainabilityofpositivesocialoutcomesisalsoakeyvariablelikelytoaffectREDD+projectpermanence.

Annex 1: RAP – Research Facilitators Guide

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Annex1:RapidAssessmentofPerceptions(RAP):researchfacilitatorsguideJuly2011

Contents

Annex1: ...........................................................................................................................................40Introduction..............................................................................................................................................41Activity1:Yourcommunityandenvironment..............................................................................43Activity2:Landuseandlandusechange........................................................................................44Activity3:Howdoweuseandvalueforests? ................................................................................46Activity4:Forestgoodsandservices ...............................................................................................48Activity5:Existingknowledge............................................................................................................50Activity6:Whatcausesclimatechange?.........................................................................................52Activity7:CarbonTradingPerformance ........................................................................................55Activity8:Prosandconsofalternativelanduses .......................................................................61Activity9:Desirableusesforland.....................................................................................................62Activity10:Strengths,assetsandcapacitybuilding ...................................................................64Activity11:ParticipationinaREDD+project ...............................................................................65Activity12:Rolesandresponsibilities(gender)..........................................................................67Activity14:Barriersandbridges(risks) ........................................................................................68Objectives ..................................................................................................................................................68Time.............................................................................................................................................................68DataCollectionForm–RAP .................................................................................................................69Activity2:Landuseandlandusechange........................................................................................71Activity3:Howdoweuseandvalueforests? ................................................................................73Activity4:Forestgoodsandservices ...............................................................................................75Activity5:Existingknowledge............................................................................................................76Activity6:Whatcausesclimatechange?.........................................................................................77Activity7:CarbonTradingPerformance ........................................................................................79Activity8:Prosandconsofalternativelanduses .......................................................................81Activity9:Desirableusesforland.....................................................................................................85Activity10:Strengths,assetsandcapacitybuilding ...................................................................88Activity14:Barriersandbridges(risks) ........................................................................................94


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Introduction Welcome Thank the community for organizing and hosting the RAP Workshop. Acknowledge the presence of any senior people or community leaders. Briefly introduce the Live & Learn facilitators and support staff. If required, nominate a person to dedicate a prayer for the workshop. Introduction and background Introduce Live & Learn Environmental Education – speaking briefly about our history, origins, values, mission and other projects. Emphasize Live & Learn’s not-for-profit status. Introduce the potential opportunity for the community to be part of a project that could generate income through carbon trading (REDD+), by protecting forests and/or growing new forest. Clearly explain that there is still a lot of work to do to find out if it is possible to have a carbon project on this land. For example we’d need to find out how much carbon can be stored in the forest, and how much would it cost to run a project. Would there be enough income to cover the costs? Outline the reasons for holding the RAP workshop (run through objectives below). Check that participant’s expectations are in-line with expectations of the organisers. Emphasise that the RAP is about finding out if a project focused on managing forest or land for carbon trading is something that the community and landowners are interested in. It is also about learning how such a project could be organized and what roles people would play in it. If landowners are interested and it is possible, then Live & Learn could support the community to manage a project by themselves. The RAP is about everyone learning from each other and deciding what to do next. Workshop objectives Why are we doing this workshop? These can be displayed on butchers paper or a power-point slide. To think about:

• What do we know about climate change? • What do we know about carbon trading? • What strengths and assets do we have that would help us run a project? • Who could be involved? • What type of forest management activities could we do? • What are the good things and bad things about having such a project? • Who should benefit and how? • Should we continue to investigate running such a project? What are the next steps?

House-keeping Run through house-keeping, including workshop times, toilets, breaks etc. Check to ensure the participants are comfortable with house keeping or have any questions


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Ground rules Establish ‘ground-rules’ for the workshop. These can be displayed on butchers paper or a power-point slide, and may include:

- Everyone should be allowed to have a say - Respect for each other - We should all listen to each other - Please stay for the whole workshop - Lunch is provided, please don’t leave the venue - Take breaks (when should we start & finish?) - Organisers to follow through on workshop outcomes - Enjoy the time together


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Activity1:Yourcommunityandenvironment Objectives Participants:

• Feel comfortable expressing their opinions and participating • Explore the gradual and constant changes within the village and local environment

over time • Understand what life used to be like in the past and imagine a future they would like

to see Time 20 minutes for group work, 10 minutes for presentation and discussion Resources/Preparation Poster paper and coloured marker pens What to do 1. Introduce the activity by explaining; “We can learn a great deal from older people / elders about what things used to be like in the village and how things have changed over time. It can also help us to see where we are headed in the future.” Divide participants into three groups based roughly on age. Provide each group with butcher’s paper and marker pens.

2. Ask group # 1 (the oldest participants) to think about and discuss what the village and the environment were like when they were young. Ask them list and/or draw the main features of the village and surrounding environment on their butcher’s paper.

3. Ask group #2 to think about and discuss the main features of their village and environment in the current day. Ask – “If you travelled to another country how would you describe your place to them?” They should write an explanation and/or draw a picture to describe their village and environment on their butcher’s paper.

4. Ask group #3 (the youngest group) to describe, in writing and/or pictures, what they would like the village and environment to look like in the future. 5. When complete, the groups should present their pictures to everyone (pin them all up on the wall so everyone can see). Each group should explain their pictures. Discuss the changes in the community. Ask questions to the group, such as:

- What has changed over time? Why? - Has population increased or decreased? Why? - Have things changed the same for women and men? - Have things become better or worse through time?

6. Now consider the future. Ask the young people some questions and ask for their comments. The older and middle-aged people should listen to them first (as the future belongs to the young people) then provide their comments.

- Are you concerned about the future of the village? Do you think the ideas for the future will come true? When the young people are 40 years old, what will the community look like?


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Activity2:Landuseandlandusechange Objectives Participants: Time 20 minutes for group work, 10 minutes for presentation and discussion Resources/Preparation Poster paper ruled into three columns (prepared before the session – see example below) and coloured marker pens Land Use Change Impact What to do 1. Divide participants into three groups based roughly on age. Provide each group with the ruled poster paper and marker pens. Explain that this activity is about village members thinking about their land and how it is changed, and helping Live & Learn to understand more about their land.

2. Ask each group to think about how their customary land is used and list ‘land uses’ in the left hand column of their paper. In other words, ask the participants to list down ‘what is found on the land’ (e.g. gardens) or the physical environment (e.g. forest). When complete, the groups should present their land uses to everyone. 3. Ask each group to think about how each land use they have identified has changed from 20 years ago. Has it increased (e.g. taken up more area, or become more common)? Has it deceased (e.g. taken up less area, or become less common)? Has it stayed the same? Draw and explain the ‘key’ (below) on a blackboard or poster to display. Ask each group to add symbols to their list of land uses (in the second column under the heading ‘change’). Card symbol

Meaning

Increased Decreased - Stayed the same


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Now ask each group to discuss and reach agreement about the impact of the change to each land use. Is it a good (positive) change? Is it a bad (negative) change? Is it neutral (neither good or bad)? Draw and explain the ‘key’ (below) on a blackboard or poster to display. Ask each group to use the symbols to indicate the impact of the change in the third column under the heading ‘impact’. Symbol Meaning

Good change Bad change Neutral change

Finally, ask each group to present their chart to everyone. They should explain their chart and the reason why they thought change was positive or negative. Ask them to also explain the main reason why the change has occurred. Note takers should listen carefully and record community member’s opinions (especially about the impact and reasons for change). Questions to ask groups (during their presentation):

• Why has the change occurred? • Did it happen gradually or quickly? • Why did you think the change was positive / negative? • To what extent are these changes still occurring? • Does anyone have anything else to add or a comment about this?


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Activity3:Howdoweuseandvalueforests? Objectives Participants:

• Identify ways that forests are used in the present and the past • Describe their attitudes towards forests • Consider that people perceive and value the environment in different ways

Time 20 minutes for group work, 10 minutes for presentation and discussion Resources/Preparation Poster paper and coloured marker pens What to do Part one 1. Divide participants into small groups based roughly on age. Provide each group with butcher’s paper and marker pens. The paper should contain two sections as follows: Past

Present

2. Ask each group to think about the ways that they used their forest in the past and how they use it in the in the present. Ask them to list and/or draw uses on the paper. Encourage them to think of physical uses (e.g. resources) but also cultural or social uses – but take care not to be ‘leading.’

3. When complete, the groups should present their list and/or pictures to everyone (pin them all up on the wall so everyone can see). Each group should explain their poster. 4. Discuss and ask questions to the group, such as:

- Has anything changed in the way you use forests? - What are the reasons for this change? - Are they good or bad changes? - How important is the forest to your daily life today? - How would it affect you if you couldn’t use the forest in these ways?


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Part two 5. Ask participants to go back to their groups. Now ask them to develop a list of activities (human or natural) that have caused loss or degradation of their forest. (You may have to define what is meant by degradation). Ask them to write or draw the list 6. When the groups have completed the list ask them to present to the whole group. Ask them to explain why the activity causes forest loss or degradation and explain why the activity takes place. Discuss and ask questions to the group, such as:

- What is the most significant activity that causes forest loss or degradation? - Why does this activity occur? (What are the benefits of this activity) - Do the benefits of this activity out weigh the loss of the forest? - Does anyone have anything else to add or a comment about this?

Note takers should carefully record the activities that cause forest loss or degradation and the reasons why it occurs


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Activity4:Forestgoodsandservices Objectives Participants: • Calculate the economic value (equivalent) of the services provided by the forest have to

the community Time 20 minutes for group work, 10 minutes for presentation and discussion Resources/Preparation Poster paper and coloured marker pens What to do 1. Introduce the concept of ecosystem services. Forests provide a range of ‘services’ that benefit people, and the great thing about these services is that they are free (we don’t need to pay for them). Some of these services were recognized in the previous activity. However some ecosystem services are not as easily noticed, these include: • Keeping rivers and creeks free from silt and mud (so they remain deep) • Filtering contamination out of the water (keeping it clean) • Cooling the local environment (including the air and water) • Holding the soil together to prevent it washing away (erosion) • Creating oxygen for people and animals to breath (explain that oxygen is released into the

atmosphere where it circulates, hence local people won’t suffocate if their local forest is removed!)

• Offering protection from storms and waves (i.e. in the case of mangrove forest) • Absorbing carbon dioxide (more about this later) • Providing homes for plants and animals 2. As a large group, make a list of the goods and services provided by forests. Start by listing uses identified in the previous activity. However, break down general uses to be as specific as possible. For example if people say ‘we hunt animals in the forest,’ identify which animals are hunted and put them on the list, e.g. fruit bats, pigeons, wild pigs etc. If plant materials are harvested, identify which plants and for what purpose. 3. Enter the information into a table (as illustrated below). For each specific goods or service record the following:

- The specific goods or service (from the list developed) - Use (e.g. food, medicine, building, cultural activity etc) - An alternative (if applicable - what would the community use if this good or

service was not available from the forest?) - Cost to purchase the goods or services, or to purchase an alternative - Cost to a typical family in one year (this is an estimation based on amount

normally consumed in a year).


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Forest goods or service

Use Alternative Cost to purchase at store/market

Cost to family in one year

E.g. Pigeon Food Chicken $5 $130

TOTAL Questions to stimulate discussion

- Do any of the goods and services have a value that cannot be measured in terms of money? How can you describe their value?

- Which of these goods and services cannot be replaced by purchased varieties? - Do you think forest good and services are properly recognized? - To what extent has the goods and services provided by your forest been considered

in past decision making about land and development? - Has this activity challenged your view about what is good development?


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Activity5:Existingknowledge Objectives Participants:

• Independently express how well they believe they understand various climate change topics

• Explain what they understand about various climate change topics • Identify gaps in knowledge about various climate change topics

Time 25 minutes (topics), and 15 minutes question identification Resources/Preparation Long rope or tape, with ten knots or markers at 1-meter intervals, butcher’s paper, marker pens What to do 1. Explain the process of the activity and purpose of the rope. Participants will be asked about their knowledge of a range of topics related to climate change and REDD+. The purpose is for Live & Learn to find out what sorts of things people need to learn about. If participants already know the topic well, then it would be a waste of effort to spend time learning more about it. But, if participants don’t know very much, then this is where effort should be made to teach and learn. There is no shame in knowing or not knowing about a topic, the most important thing is to be honest. 2. Explain: If they feel like they know the topic really well then they should stand at the right end of the rope / line. If they feel like they don’t know anything about the topic they should stand at the left end. If they feel they know a little about the topic they should stand somewhere in between. 3. Introduce topics one at a time. Repeat the instructions before each new question. Reaffirm that there is no shame in knowing or not knowing. When asking each question, ask participants to close their eyes and decide (before opening them) where they will stand on the line. When the instruction is given to open their eyes they should move to the line as quickly as possible and not look at anyone else.

Topics:

1. How to grow taro/dalo (this is a practice topic to get to know the activity) 2. The causes of climate change 3. How climate change will affect people living in Vanuatu /Fiji / Solomon Islands 4. What can be done to stop climate change? 5. What are carbon credits and what activities can be undertaken to create carbon

credits? 6. Who would buy a carbon credit (if you had some, who could you sell them to?) 7. How much money can be made from your land from carbon credits

After participants have responded to each topic ask those who feel ‘knowledgeable’ if they would briefly explain some aspects of the topic to the other participants. For example – what actions can be taken to stop climate change? At this stage take care not to correct people if


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they have the wrong idea (unless they ask you to explain). The purpose is to assess what people already know or believe.

When all the topics have been explored, divide the participants into three groups (again based roughly on age). Provide each group with paper and ask them to draw or write ‘things they really want to know’ about climate change or carbon trading. When finished, the groups should present their pictures or questions.


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Activity6:Whatcausesclimatechange?Objectives Participants:

• Can give a general explanation of the carbon cycle, the greenhouse effect and climate change

• Can give a general explanation of how deforestation and forest degradation contributes to climate change

• Can give a general explanation about why managing forest to increase the biomass of vegetation can reduce the amount of carbon dioxide in the atmosphere

Time 30 minutes Resources/Preparation White board, white board markers, red and blue cardboard arrows (cut outs), blutak Activity: On a whiteboard / blackboard or butcher’s paper the facilitator draws the green house effect diagram, explaining how each aspect of the cycle works as they draw. An example diagram is provided below (red arrows show carbon dioxide emissions, green arrows show sequestration). 1. Facilitator starts by drawing a patch of forest and explains how trees take carbon dioxide in through their leaves, explaining we cannot see, touch, taste or smell CO2 when it’s in the air. Plants turn carbon dioxide into wood or leaves, which is solid carbon, as well as pumping it into the roots and even the soil. In return plants give off oxygen. The facilitator can draw arrows to show the carbon being stored and the oxygen being released. 2. Next the facilitator draws a person and explains that people breathe in the oxygen the tree releases and ‘breathes out’ carbon dioxide. Again draw arrows to explain. (Hint: you can get participants to interact by asking for a volunteer to come to the front to draw the arrows). This is a natural carbon cycle. We breathe in what trees breathe out. Trees breathe in what we breathe out. 3. Next the facilitator draws a cow eating grass. The facilitator explains that the cow digests the grass in its stomach, a process that creates methane gas and causes the pig to burp and fart. Enjoy a laugh and draw arrows accordingly. 4. Draw a wildfire. Explain that fires burn vegetation and release carbon dioxide into the air. The carbon dioxide is part of the smoke. Again draw arrows of CO2 going into the sky. 5. Next the facilitator draws a truck driving along past. Facilitator explains how the exhaust from the truck burning diesel fuel releases more carbon dioxide into the air. Again draw arrows. 6. Next the facilitator draws a factory. Draw a big chimney with pollution going to the sky. Explain again with arrows how the factory is releasing CO2 into the atmosphere. 7. Finally facilitator draws an aeroplane flying through the sky. Explain how the exhaust from the engines is releasing carbon dioxide into the atmosphere.


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8. Next the facilitator draws some of the carbon arrows being sucked down from the sky to be stored in the forest and the soil. The facilitator explains that more carbon dioxide is being released than all the forest in the world can suck down. Furthermore, the facilitator explains that if we reduce the amount of forest, we release even more carbon dioxide, but also the world has less forest to absorb the CO2 from the atmosphere and store it safely in the plants. Facilitator explains that natural vegetation (such as woodlands and forests) is like a bank. This forest bank safely stores carbon that was loose in the sky. When the amount of forest is reduced, the air is robbing the carbon bank. 9. Next the facilitator draws all the arrows releasing carbon into the atmosphere joining up to form a kind of invisible blanket over the sky. Finally the facilitator should draw a sun above the blanket and explain how the carbon blanket is like glass, it allows the heat of the sun to pass through, but traps some of the heat inside. This can be explained by drawing arrows that don’t pass through the blanket but bounce back to earth again when they try to leave. This is the Greenhouse Effect. 10. Finally the Facilitator explains that as we release more carbon dioxide into the atmosphere, the climate is changing – in the Pacific it can means more rain and violent storms in the wet season, but hotter and dryer conditions in the dry season. Climate change affects how much food we can grow, where we can live and also effects how plants and animals can survive. It will also affect the cost of transport and food. Conclusion 11. Dangerous climate change is now the biggest problem for the world to deal with. Meetings with governments from around the world have been taking place to try and solve the problem of climate change and reduce our overall carbon dioxide emissions. Explain that REDD+ is a new idea designed to provide incentives to reduce emissions from deforestation or degradation, or in other words, to increase the amount of carbon stored in forest. Explain that the next activity will look at how REDD+ works.


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Encourage discussion and questions about the diagram.


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Activity7:CarbonTradingPerformance Learning outcomes: Participants can…

• Explain why a business would want to pay landowners to look after forest • Describe what is being sold and what is being bought in carbon trading / REDD+ • Explain the limitations imposed on other options for using land (opportunity costs)

Materials:

• Toy passenger plane / pilots cap • Toy hard-hat • Fake contract (A4 paper) that reads “50 years” • Bush knife

Short play Explain that we are going to do a performance that explains how REDD+ works. When we are finished we will have some discussion about what happened during the performance to make sure everyone understood Script Narrator: Hi everyone, I’d like to introduce you to Mr John Travoltar, he is the CEO of a

very big airline company. Where do you fly your planes John? John: I fly all over the World, we specialise in long haul flights between Australia

and London in the U.K. But we also have local operations… Narrator: You must make a lot of money John, has your airline company made you rich? John: Yes I would say so - my company has made me a lot of money, but also brings

me a lot of worries. Sometimes business is good, but lately it’s been difficult. There are many other airlines and it’s very competitive.

Narrator: I have heard that jet aircraft produce a lot of carbon dioxide when they fly – is

this true John. John: (Uncomfortable) err–ahh, well yes, um, it is true (cough). But what can I do

about it? People want to fly and they want to fly fast. When my planes burn jet fuel they produce carbon dioxide, there is no way around it.

Narrator: So you are contributing to the green house effect? Don’t you care that your

company is contributing to climate change? John: Actually yes I do care, very much in fact. One reason I care is because my

customers also care. I’m afraid people are choosing not to fly with my airline because they’re concerned about creating carbon dioxide emissions.


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Narrator: How can you reduce the carbon dioxide that you produce? John: My Company also has offices. We have changed all the light bulbs to energy

efficient ones – this reduces the electricity we use and saves some emissions. But I don’t know what to do about the planes. I can’t fly them without creating carbon dioxide. So what can I do? (Throws his hands in the air).

Narrator: Here’s an idea: why don’t you pay money to someone else to stop putting

carbon dioxide into the air? Then the emissions they save will be thanks to you and you could be recognised for it. Then the carbon dioxide made by your planes will be cancelled out by the amount you helped to save somewhere else.

John: That’s an interesting idea. I’m going to have a good think about this – thanks! John leaves the stage; meanwhile a landowner (carrying a bush knife) enters to stage Narrator: Good afternoon / morning. You must be the landowner here? Landowner: Yes, I’m responsible for this land Narrator: It is a beautiful place, you must be very proud of it. How do people use the

land in this area? Landowner: Many people make gardens and we grow food for our families. We also sell

some produce at the market. Some people have coconut plantations and produce copra for oil, the price is quite good at the moment. We also have our village on the land and a large area of forest.

Narrator: Why is your land important to you? Landowner: Our land is very important – it’s part of our identity and culture, land is life! It

also allows us to make some money and gives us food and materials for building houses.

A man wearing a hardhat enters the stage – he is a representative from a logging company. He introduces himself to the landowner Max: Hi I’m Max, I’m from Tall Timbers logging company. I’d like to talk to you

about your forest. Are you the landowner here? Landowner: Yes, I’m the landowner, pleased to meet you. Max: I’ve had a look at your forest, and I’m very impressed. You have some great

timber here. We would like to offer you a deal. We would like to pay you to allow us to log the forest. You’ll receive a big royalty payment – so much money that you’ll be able to buy a new house and fly anywhere you like. We will also give the village 10 new trucks and we’ll even build you a new bridge!


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Landowner: Wow – that sounds amazing. I would like a new truck, and a bridge could help us get our produce to market. But I will speak to the community and we will get back to you with our decision.

John (from the airline company) enters the stage and introduces himself to the landowner John: Good afternoon / morning – my name is John, I‘m from a big airline company

based in Australia. I’d like to talk to you about a business opportunity involving your land.

Landowner: I hope you don’t want to build a runway on my land?! John: No, not at all. In fact I don’t want to build anything or take anything away

from your land. Landowner: I don’t understand – what sort of business opportunity is this? John: The business is called REDD+. It stands for ‘reduced emissions from

deforestation and degradation.’ Basically, I would like to pay you to protect your forest and to grow some new forest where it has been cut down before.

Landowner: Why do you want to do this? What’s in it for you? John: My airline company needs to attract more customers to fly with us. But our

customers don’t want to fly with us because our planes create carbon dioxide. Landowner: What is the problem with carbon dioxide? And what has this got to do with us? John: Carbon dioxide is the gas that is causing the world to heat up – have you heard

of climate change? Landowner: Yes, we are aware of it. As a matter of fact we have been noticing changes in

our seasonal patterns. John: Yes, this is part of the problem of climate change. You see, my customers

don’t want to contribute to this problem. I can’t stop producing carbon dioxide from my jet planes, but I can reduce emissions of carbon dioxide on your land if I work with you.

Landowner: On my land? John: Yes. Is it possible that you might allow a logging company to cut down the

forest on your land? Landowner: Actually, we are considering a very good proposal from a logging company at

the moment.


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John: Well, if you allow the company to cut down trees on your land, you will also be creating carbon dioxide emissions. This is what happens when trees are removed.

Landowner: But we need to make money from our land, we need money for school fees,

food and building materials. What else can we do? John: You have other options. I can pay you to protect your forest and to replant

trees. Then I can tell my customers that our airline is helping you to reduce carbon dioxide emissions. The amount of emissions you save will equal and cancel out the emissions that I make. My customers will be so much happier to fly with me! Will you accept my payment in exchange for you protecting your forest and replanting more trees?

Narrator: The CEO of the airline company, John, offers the landowner a contract. The

contract says that in exchange for payment the landowners must protect their forest. But it has conditions. - They can only get paid for protecting forest that was under threat of being

cut down. If a part of the forest is on land too distant or too steep to be threatened by logging or clearing, then the landowners cannot get money for protecting it.

- A protected area must be maintained for at least 50 years - They cannot cut down the forest in the protected area to plant gardens or

plant cash crops - They can’t allow logging of the protected forest - They can access the protected forest whenever they like to hunt and collect

foods and medicines - They may be able to collect building materials (e.g. bamboo) from the

protected area but only under strict rules (they can’t take too much) - They must measure the protected forest and make reports to the company,

they will only get paid if they can prove the forest has really been protected John (from the airline company) and the landowner look at the contract. They then leave the stage in opposite directions. Narrator: The landowner has gone to discuss the options with the rest of the community.

The village has some decisions ahead. Will they accept logging? Or, will they accept the offer of the airline company and protect the forest? Will they do neither?

John and the landowner re-entre the stage. The landowner addresses John. Landowner: We have decided to accept your offer, but we also have conditions. John: That’s fine, what are they? Landowner: We will protect most of this forest, but we need some forest for harvesting

wood for cooking and building. We will grow a new forest on another part of our land, but not all of it. We need some land for new houses and new gardens,


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because our population is also growing. Also we want to manage this project ourselves, we are not going to lease you our land, we want to maintain our ownership, access rights and control. Do we have a deal?

John: There are many more details to discuss, but in principle, yes, absolutely we

have a deal! Thankyou! John and the landowner leave the stage Narrator: The landowners and the airline company worked on the contract. They had to

get the project approved by the government and had to make sure it met an international standard. Scientists came to help measure the carbon in the forest. A co-operative was formed to manage the project and distribute the benefits. It would be some time before money would flow from the project. But, the contract was signed and 8 years have now past. The planted area is rapidly growing into a new forest, and the protected area has been well maintained. Money has been received from the airline company. But the story is not finished. The sound of a truck can be heard in the distance. It’s the representative from Tall Timbers logging company.

The landowner and Max (the logging company representative) re-enter the stage Max: Hello, do you remember me – it’s been a long time - it’s nice to see you again.

I’m glad your forest has not been logged, you still have some very valuable timber on your land.

Landowner: Yes we do, we are very proud of our forest. Max: I have come back to see you to make another offer. We would still like to log

your forest. The price of timber has gone up, so we can make you an even better offer than before. You will get more money and we will double the number of trucks we provide. We can also now offer to build two bridges, and a new schoolhouse and aid post!

Narrator: The landowner considers the offer, it sounds good, but he remembers the

contract with the airline company. The contract has conditions, if the community allows the forest to be logged now they will lose all further payments. In addition to this they may have to pay back the money to the airline company that they have already received. This seems like a lost opportunity, but the landowners were informed and aware of this before they decided to protect their forest.

Landowner: Thanks for the offer Max, but no thanks. We have protected the forest to

receive money from an airline company. The project is called REDD+. It gives us almost as much money as you can, but we also get to keep our forest and this is also important to us. The forest protects our water supplies and provides us with materials we can use. Please don’t make us another offer, as we are not able to accept it.

Max and the landowner shake hands and leave the stage in different directions.


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Narrator: This was a brief and simplified story about the opportunity to protect forest

called REDD+. The story of REDD+ in the landowner’s village will continue for at least 50 years.

Conclusion /reflection Talk the audience through the activity again, revising what happened at each stage. Explain that the airline company could be any other company wanting to reduce their carbon dioxide emissions. Furthermore the company may do it voluntarily, or in the future it may be forced by government regulations to reduce its emissions. Invite questions about the performance. Use questioning to facilitate further discussion.

‐ What are the advantages of REDD+ over logging? ‐ What are the disadvantages? ‐ What opportunities are lost because of the protected area? ‐ Who should be involved in making a decision about whether or not to do REDD+? ‐ How can the benefits last for 50 years? ‐ What if the benefits (e.g. money) does not last for 50 years, what then?


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Activity8:Prosandconsofalternativelanduses Objectives Participants...

• Explain good and bad things about the main alternative (or competing) land uses available to the community

Resources/Preparation:

• Butchers paper (2 sheets per small group) pre-prepared with a ‘pros’ column and ‘cons’ column

Time Approximately 1 hour What to do 1. Select the main land uses to critically examine (including REDD+). Ideally only 2 or 3 alternative land uses should be selected and these should represent the most significant land uses that are available to the community (particularly focus on any that would ‘compete’ with REDD+). Land uses to select for analysis could include:

• Logging (commercial or local) • Cash cropping • Subsistence gardening • REDD+ (define type – e.g. forest protection or reforestation)

2. Divide participants into small groups and provide them with pieces of butchers paper, each piece divided into two sections with the heading ‘pros’ and ‘cons.’ (Include a picture of a hand with thumbs up and thumbs down). 3. Explain that the purpose of the activity is to think about the good things ‘pros’ and bad things ‘cons’ that could come from different types of activities on their land. For example, if you use logging, ask participants to draw or list good and bad things that have or may come from logging. Encourage participants to consider a range of possible outcomes (e.g. social, environmental and economic), however be careful not to lead participants to answers. The goal is to learn about community perceptions from the community perspective. If gaining money is mentioned, encourage the participants to break this down further to identify what goods, services or opportunities they want the money to provide. 4. Continue the activity by examining the pros and cons for a potential REDD+ project. 5. When all relevant land uses have been analysed, the groups should present their ideas to the whole group. Facilitate with strategic questioning and discussion.

• What are the most significant pros that you would seek? • What are the most significant cons that would concern you?


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Activity9:Desirableusesforland Objectives

Participants... • Identify what are the most important uses of their land • Identify advantages and disadvantages of different land uses • Identify the relative importance of managing forest for carbon in the context of other

potential land uses Resources/Preparation:

• Land-uses written and drawn on cards (one set per group) • Pre-prepared butcher’s paper containing a template for rating land uses (see next page)

Time Approximately 45 minutes What to do Part 1. 1. Create sets of cards representing different types of land uses that are potentially available for the communities land (using the list below). Write and illustrate each land use on a single card. One set of cards will be required for each group. Provide an opportunity for community members to add other land uses to the list if there are any they wish to add, however note that it is not intended to be a complete list.

• Gardens for food / market • Cash crop • Logging • Cattle grazing • Mining • Fire wood collection • Harvesting timber (e.g. for building products) • Forest protection for REDD+ • Other?

2. Provide each group with a written and illustrated set of cards in no particular order. Explain the meaning of each card and check participants understanding. 3. Provide each group with a piece of butcher’s paper with circles drawn on it (see below). The innermost circle is labelled ‘very important.’ The second circle is labelled ‘important.’ The third circle ‘tell me more (could be important),’ and finally the outer area is labelled ‘not important.’ 4. Ask each group to organise the cards according to their importance by placing them on the circular diagram where they think they should go. When the groups have completed the task (and have reached a consensus) ask them to present their rating to the other groups. They must also provide a rationale or reason for their rating of land use activities. 5. Allow the other groups the opportunity to ask questions to the group presenting their ratings. Then allow each group to reconsider their own ratings. The activity concludes when


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all groups have presented their ratings and have had time to discuss and reconsider their ratings based on the dialogue. Ensure final ratings are recorded

Lessons learned from previous RAPs: It is important to stress to the participants that there is no right or wrong answer. Some groups hesitate to do the rating in case they get it wrong. There is no wrong answer – just the opinions of the participants! Be aware that participants are to have an open-minded dialogue or conversation about the reasons for their rating. This is an activity that can easily turn into a debate where one group tries to beat another. Encourage each group to consider changing their ratings based on reasons from other groups - praise this as a positive thing. As a facilitator, ask questions but be careful not to give your own opinion. Also keep in mind that this activity is being used to foster critical thinking, open constructive dialogue and learning. It is not intended to be a decision making process. Decisions about land use are outside the scope of a RAP workshop and require far more time and planning (refer to workshop objectives if you need to emphasise this point).

Very important

Important

Tell me more (Might be important)

Not important


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Activity10:Strengths,assetsandcapacitybuildingObjectives Participants... • Recognise existing community strengths and assets • Feel empowered and positive about what they can achieve • Identify future capacity building needs

Resources/Preparation: Butchers paper (divided into the following sections: Individual assets, organisation assets, physical assets, natural assets) Time Approximately 45 minutes What to do Part 1 1. Introduce the session by acknowledging that the community has many strengths and assets, including their land and people. Recognise how ideas have been openly shared and how impressive this is. Explain that strengths and assets can be things that they have now, and things that they can access from their community or from other organisations (e.g. partners). Strengths and assets can be broken down into different types (list and explain):

‐ Individual strengths and assets ‐ Organisations ‐ Physical assets ‐ Natural assets

2. Divide participants into smaller groups and provide each group with the butcher’s paper divided into strengths and asset categories (as above). Ask each group to draw or write strengths and assets that they can identify. Ask each group to write or draw in just one colour. When they are finished ask each group to share their ideas for discussion. Part 2 3. Ask each group to think about strengths or assets that they might also need that they don’t currently have, or those that they do have that could be made even better. Using a different coloured marker, ask each group to write or draw strengths and assets that they need to gain or need to develop further. When they are finished ask each group to share their ideas for discussion.


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Activity11:ParticipationinaREDD+project Time: 1 hour Objectives Participants…

• Consider potential land areas that may be suitable for a REDD+ project • Broadly identify the people who could be involved in a REDD+ project • Consider how the communities could organise themselves to be involved in a

REDD+ project Introduction: Introduce the objectives of the activity. Explain that these objectives are important so that the community can start to think about how people could become organised to work together. The ideas are just ideas, and we won’t be making any decisions about who would or would not be involved in a possible project. These decisions are up to the people to make if they decide to pursue a REDD+. Check that people understand this. Activity: 1. Ask the participants to form small groups and provide each group with some

paper. Ask them to think about the qualities that make up a good sporting team (e.g. rugby or volleyball). Provide 10 minutes for each group and then ask them to report back. Compile a list and add essential qualities that have been missed, e.g.

• Work together • Cooperate • Not fighting • Can communicate • Share the winnings • Have common goals

2. When the list is finished ask the participants to look at each quality (one at a

time) and discuss / identify whether or not it is also a quality needed by a group of people who could work together on a REDD+ project. Ask participants what additional qualities are missing (now that we are not talking about sport).


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3. Ask the participants to go back into their small groups. Explain their task:

“If a REDD+ project was to be developed, you would need to decide who could work together to run the project. Similar qualities to the qualities of a team would be important. If everyone can work together and easily communicate then maybe several groups or clans could work together. But if this is not possible then perhaps there should be a small team of just one clan. REDD+ is more cost effective on larger areas of land, but this must be balanced by the qualities of what makes a good team.”

“Your task is to discuss the challenge of suggesting who could potentially work together on a REDD+ project.” When the groups are finished discussions they will be invited to report back. At this point remind participants that we are not setting up a group at this point. However we want to get a better understanding about how it could be done. If a project were to happen, the community would be the ones to decide whom to have involved.


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Activity12:Rolesandresponsibilities(gender) Objectives Participants...

• Describe the roles and responsibilities that different groups (particularly men and women) have for activities that have potential relevance to REDD+ projects

Resources/Preparation: • Butchers paper (2 sheets per small group) pre-prepared with a ‘men’ column and

‘women’ column Time Approximately 30 minutes What to do Part 1 1. If possible separate the groups by age (forming a number of small groups). Explain that each group is to explain the roles and responsibilities of men and women in community life by drawing and writing them on the butcher’s paper (one column for men’s responsibilities and the other for women’s). Explain that there is no right or wrong answer – these are just opinions. They may think that men and women have the same roles, or different roles. When each group is finished they can be invited to present their opinions. Part 2 2. Ask the whole group to identify the types of activities that people might undertake if they were involved in a REDD+ project. Make a list and add to the list with suggestions if required. The list might include:

‐ Marking forest boundaries ‐ Making signs (e.g. tabu) ‐ Building fences ‐ Making decision about contracts ‐ Making decisions about money (accounting) ‐ Measuring / monitoring the growth of trees ‐ Establishing rules to protect an area ‐ Policing the rules ‐ Conducting ceremonies

3. Break into small groups (as above). Ask each group to identify whom they believe should fill each role (should it be a specific person or group? Should it be a man, woman, either or both?). When each group is finished they can be invited to present their opinions. Ask them to provide reasons for their suggestions.


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Activity14:Barriersandbridges(risks)ObjectivesParticipants...

• Identify risks (barriers) and possible solutions to participating in a REDD+ project from a community perspective

Resources/Preparation: Butchers paper (some blank sheets and others divided into two sections, under the headings ‘barriers,’ and ‘bridges’), marker pens TimeApproximately 45 minutes What to do 1. Provide each group with a piece of butcher’s paper. Ask each group to focus on the first section called barriers and explain what a ‘barrier’ means. Then ask each group to write or draw their ideas about the following question: What are the problems or barriers that you may face that make it difficult to undertake a REDD+ project on your land? 2. When each group is finished, ask them to write the heading ‘bridges’ on the second section of paper. Explain to participants that they are going to build a ‘bridge’ over the barriers that they identified, this means to identify a possible solution to the problem or an alternative way to get over it. Ask the question: What are the ways in which you could solve or avoid each of these barriers that could allow a REDD+ project to be a success? When each group is finished, ask them to present their ideas to everyone for further discussion. Questions to prompt discussion:

• Does everyone agree that this is an issue? • Can anyone think of an alternative solution? • What, if any, lessons can be learned from past ‘developments’ such as logging? • Do you have the ability to put these ‘bridges’ in place?


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DataCollectionForm–RapidAssessmentofPerceptions Workshop demographics Workshop location……………………………………

Workshop date…………………………………

Facilitator/s………………………………………………………………………….

Note-taker/s ………………………………………………………………………….

Number of participants …………

Gender of Participants …………

Age distribution of participants …………

General comments / observations about audience demographics:

………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….


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Activity 1: Healthy country and land management Group 1 (Oldest)

Notes about the village environment in the past

Group 2 (Medium aged)

Notes about the village environment in the present

Group 3 (Youth)

Notes on a ‘vision’ for a future village environment

General notes & discussion: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….


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Activity2:Landuseandlandusechange Land Use Change

(-) Impact ()

Explanations / notes (Most important!)

General notes & discussion: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….


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………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….


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Activity3:Howdoweuseandvalueforests? Part 1 Past Present Group 1 (describe group):

Group 2 (describe group):


General notes & discussion: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….


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Part 2 List of causes of deforestation /

forest degradation Explanations about why it happens (drivers) (Most important!)




General notes & discussion: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….


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Activity4:Forestgoodsandservices Forest goods or service

Use Alternative Cost to purchase at store/market

Cost to family in one year

TOTAL General notes & discussion: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….


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Activity5:Existingknowledge

+ve tally of approx. positions -ve

Topic

1 2 3 4 5 6 7 8 9 10

Notes

Causes of climate change

How climate change will affect people living in Vanuatu /Fiji / Solomon Islands

What can be done to stop climate change?

What are carbon credits and what activities can be undertaken to create carbon credits?

Who would buy a carbon credit (if you had some, who could you sell them to?)

How much money can be made from your land from carbon credits?

Things we want to know or learn more about: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….


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General notes / observations: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. Activity6:Whatcausesclimatechange? Questions that were asked by audience: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. Misconceptions noted: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….


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………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. Concerns / issues raised: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. Other general notes / observations: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….


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Activity7:CarbonTradingPerformance Questions that were asked by audience: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. Misconceptions noted: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. Concerns / issues raised:


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………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….…………………………………………………………………………. Other general notes / observations: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….


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Activity8:Prosandconsofalternativelanduses

Land use 1:

Pros Cons





82

Land use 2:

Pros Cons





83

Land use 3:

Pros Cons





84

Land use 4:

Pros Cons





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Activity9:Desirableusesforland Group 1 (describe group): Land use

Ver

y in

tere

sted

Inte

rest

ed

Tel

l me

mor

e

Not

in

tere

sted

Explanation (Most important!)

Important

Tell me more (Might be important)

Not important


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Group 2 (describe group): Land use

Ver

y in

tere

sted

Inte

rest

ed

Tel

l me

mor

e

Not

in

tere

sted



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Group 3 (describe group): Land use

Ver

y in

tere

sted

Inte

rest

ed

Tel

l me

mor

e

Not

in

tere

sted



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Activity10:Strengths,assetsandcapacitybuilding Part 1: Existing strengths & assets Collate results from all groups Individual (or people):

Organisations:

Physical:

Natural:


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Part 2: Strengths and assets that need to be gained or strengthened Collate results from all groups Individual (or people):

Organisations:

Physical:

Natural:

Other general notes / observations: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….


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Activity 11: Participation in a REDD+ project Main points / issues / suggestions Made by whom?

(role / age etc)


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Activity 9: Roles and responsibilities (gender) Group 1 (describe group): Men’s roles & responsibilities Women’s roles & responsibilities

Group 2 (describe group): Men’s roles & responsibilities Women’s roles & responsibilities


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Group 3 (describe group): Men’s roles & responsibilities Women’s roles & responsibilities

Other general notes & observations on gender / roles: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….


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Part 2 Task / activity Whose role? Why? (Most important!) Marking forest boundaries

Making signs (e.g. tabu)

Building fences

Making decision about contracts

Making decisions about money (accounting)

Measuring / monitoring the growth of trees

Establishing rules to protect an area

Policing the rules Conducting ceremonies


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Activity14:Barriersandbridges(risks) Group 1 (describe group): Barriers Bridges

Group 2 (describe group): Barriers Bridges


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Group 3 (describe group): Barriers Bridges

Other general notes & observations on risks: ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….…………………………………………………………………………. ………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….………………………………………………………………………….

Documents

Rapid Assessment of Perceptions: Forests, Climate Change ... · Perceptions of advantages (pros) and disadvantages (cons) of commercial logging ... of deforestation created by traditional