The Ecsom Protocol

THE ECSOM PROTOCOL/SKR/12/11/05/PAGE 1

THE ECSOM PROTOCOL System of Ecology-based Community-Centred Sustainable Development

Organization and Management

A COMMUNITY MANAGEMENT AND ACCOUNTING PROTOCOL by

Dr. Sixto K. Roxas

Introduction

The spectacular economic achievements of western civilization in the 19th and twentieth

centuries have been attributed to the efficiency of modern business enterprise. This has set

the standard of performance and has become the model in which almost all human activity

has been patterned. Its methods, organizational forms and management practices have

served as model and analogue even for non-business activities of human society.

"Businesslike" has become an epithet for everything ordered, efficient, disciplined and

rigorous.

In more recent decades, however, as humanity has become increasingly aware of the

persistence of certain problems, like poverty, and the aggravation of others such as

environmental destruction, the finger pointed to the very methods that had made business

so potent and effective: its pursuit of profit as the overarching goal, its relentless drive for

productivity and its utter lack of concern for either social or ecological considerations.

The socialist solution was to make the state the preponderant organization and state

enterprise the principal instrument for the management of production. This resulted in the

disasters of the USSR and the socialist regimes in Asia. Their record for achieving a

reasonable distribution of incomes was somewhat better but productivity, efficiency and

environmental preservation suffered horrendously.

The ECSOM Protocol advances the notion that the trouble with both systems has not been

in the ownership of enterprise -- private on the one hand or state on the other. Nor was it


in the degree of freedom from centralist state controls that the enterprise and the market

enjoyed -- relatively free in the one regime and subject to rigid command-and-control

constraints from the state, in the other. The problem was that the preponderant unit of

organization was enterprise and its profit as measured either in the capitalist or the

socialist accounting method the paramount measurement of performance.

It poses an alternative possibility: the community as the paramount unit of organization

and its net income and net worth as the overarching measurements of economic

performance. This does not eliminate enterprise. It merely makes enterprise accounts

subsidiary to community accounts, instead of, community accounts being subsidiary to

enterprise, as in company towns.

This makes the economy a community rather than an enterprise system and would view

national incomes as a consolidation of community rather than enterprise incomes.

But can such a system be made "operational"? Let us first understand precisely what

"operational" means. The best way is to see in what ways the enterprise system has been

operational for these several centuries. The operationality criterion requires that it be

made up of constituent units, each with the following properties:

The unit must be an organization with a system of authorities and mechanisms for control.

It must have an operating technology that relates the control levers to the operating

variables with predictable parameters, i.e. it must lend itself to rational

management.

It must have a defined set of stake-holders and beneficiaries and a system of

governance that gives the stakeholders a say in the primary and secondary goals

that the unit must seek to accomplish and the tolerable costs and trade-offs and

order of priorities that shall govern its choices.


It must have a suitable accounting system to monitor its performance, track its

course and articulate for the information of its stakeholders how it is achieving or

failing to achieve its short- and long-term objectives.

It must have a set of professional managers trained in the technology of running

the unit's operating system.

It must be linked to other units in successively larger systems and a system of

orderly transactions with other units to achieve gains from larger aggregations and

benefits for the larger communities to which it belongs.

In neo-classical theory the micro-decision-unit is the 'firm'. It is an organization with an

authority structure, a defined set of stockholders, managers and employees, a definite set

of product lines or 'businesses', a production, marketing, distribution, and organization

technology, an accounting system that records stock of resources and ownership and

creditor claims on resources, an income statement, cash flow, and a management

information system to direct and monitor performance. The firm is related to other firms

in the same 'industry' and to other industries local, national and international, and transact

through 'markets' - correspondingly local, national and international - where volumes of

products and services are exchanged through bargains that set prices. The gains from

these exchanges are reckoned by the transactors on the basis of resulting individual net

profits accruing to each.

The performance criteria - the 'bottom-line' - of firms are profits and net worth. Social

welfare and ecological integrity are not mainstream considerations in their operations.

Although, neo-classical theory maintains that under given conditions, the market

mechanism through which prices and volumes of product transactions are cleared, ensures

the convergence of decision patterns that seek profits and those that seek the larger social

welfare. No one really believes any longer that this convergence happens generally or

typically in real world situations. By the same token, intercommunity exchanges can take


place in which the transactors gain but one or both the communities lose part of their life

support.

The objective of the ECSOM Protocol then is to flesh-out an operational model of a

community. Enterprise management has developed into a hard-nosed science and art

because the concept of enterprise has had the benefit of translation into a clear,

unambiguous operating model, with performance standards measured through an elaborate

accounting system, and operating protocols embodied in textbooks with principles and

cases. The question: can the concept of a community be similarly fleshed-out?

Two reasons dictate that it should be:

Enterprise management excludes responsibility for the ecology. This is the reason

economists agonize over the problems of "externalities" -- precisely because the

whole of the environmental consequences of business operations are external to the

enterprise and must be tortured back into consideration to accommodate

environmental costs.

An authentic sustainable development program must be designed as a

consolidation of sustainable development programs at the level of sustainable

developing communities, meaningful only because the responsibility for carrying

them out are clearly defined at each of these levels, the managers are trained to

implement those programs, and the accounting systems monitor the performance of

the managers.

This implies that there needs to be exercised in some mode and through some formality,

in the community, the role of manager. What are the implications of that role? It

assumes the community to be an "organization" of particular characteristics, and the

managers are practitioners of a defined science and art.


The discussion will proceed as follows. In the selection of the appropriate unit of

organization, analysis, management and accounting, we shall attempt to integrate the

ecological considerations so that they become part of the mainstream decision process.

Thus in ecology, the levels of organization are as follows;

1) The physical territory

2) The living organism

3) The populations of interbreeding living species

4) The community of populations of human and non-human living creatures

5) The ecosystem - the community and the physical territory which forms its

habitat.

6) The Landscape - which combine a group of ecosystems with all the human

artifacts.

7) The Biome - a larger unit combining landscapes in a region with common

ecological bio-ecological characteristics: a grassland region, a rain forest, a

desert, an ocean.

8) Groups of biomes in the major continents and oceans are biogeographic regions

with particular flora and fauna.

"Community" has a very precise meaning in ecology as a group of "populations"

coexisting in a contiguous territory. Within that territory (landscape) each population

thrives in a particular place which is its "habitat" and "ecological niche" is the term

applied to the ecological role of the species in its community. As Odum puts it: habitat is

the "address" of the organism, where it lives, and ecological niche is its "profession",

what it does.

The system is not static of course. Populations affect populations of other species and

habitats, both their own and that of others. And changes may mean destruction or

migration of species, so that biotic communities may undergo changes. Human

populations are particularly aggressive in this respect, affecting their own kind and other

species, and of course wreak fundamental changes on landscapes and habitats.


Conscious of this and precisely seeking systemically to integrate ecological elements into

organizational structure and behavior, we take "Community" to mean "ecosystem"

encompassing therefore, populations of other living species as well as their habitats. Thus

defined, community economics goes beyond merely commercial transactions but

encompasses the resource usage in the whole system.

We then describe the structure and operations of this community as an organization. And

proceed to define the accounting system that would track the performance of the

community as an organization - its balance sheet showing its stock of resources as of a

point in time and its liabilities and consolidated net worth, and then its periodic income

flows, the gross income and the net after considering current and capital costs including

the cost of maintaining natural resources to their state at the beginning of the accounting

period, and then the allocation of net income between consumption and capital formation.

We discuss, how to manage the community in accordance with the logic of these accounts

and then look at the problems of operationalization and filling the conceptual boxes with

real numbers.

COMMUNITY-CENTERED ACCOUNTING

The community is an "organization" of particular characteristics. It is an ecolo-econo-system --

combining the ecological system and the human community, colony and habitat. Specifying the

unit of organization, its stakeholders and its structure, and its stock of resources.

The community is an organism subsisting in a territorial habitat on which it has fashioned a life-

support system. It has a territory, a natural resource endowment and a working economy that

together define both its needs and its capacity to supply them.

Geographical Territory

Land is the most important asset of the local community. Taxes based on its value is the major

source of local government revenue now and will continue to tbe in the future.


Land is part of a natural ecosystem. The system linkage defines the ambit of a land system and a

stakeholding community's interest in it. The qualities of land as a resource depend on certain

nature-given characteristics and specifications and certain other

properties that result from human intervention. In an assessment it is essential to understand first

of all its inherent nature as part of an ecosystem.

A valuation process must set the land in its natural setting as part of an ecosystem and define the

properties within that setting. The land is part of a geological, climatological and hydrological

system.

The minimum unit within which it can be understood is a watershed area, a system of landforms,

a topography, a microclimate, a river with its source and drainage basin. That system over the

years, determined the characteristics of the land, its topography, soil type, moisture level,

stability; and those characteristics determined the biological system that has overgrown it and

which the geosystem sustains.

Within that configuration, the land then has certain properties: elevation, temperature range and

soil types define "pedo-ecological zones". Each soil type within a pedo-ecological zone has

properties for production of specific crops. These properties are

translateable into economic input-output coefficients, or production functions.

The Community

We turn now to the community for whom the ecosystem has become a habitat. The community

has formed its system of settlements on the territory within the ecological zone. It has formed on

it a community with its physical infrastructure, and its social, political and economic organization.

We can call the settlement and its habitat, a Bioeconomic District. The demographic

configuration of the community, and its taste and culture define its needs and wants. Those are

translateable in turn into a schedule of wants, demand functions. Some of these requirements are

in the nature of private goods to fill individual needs; others are public goods to fill group


needs.

The community is not static, it is growing, and it seeks improvement in the quality of life.

Therefore it has present demands and must provide for future demands. This requires capital

formation. In addition therefore to consumer goods, for individual and group

consumption, there is a need for capital goods for maintaining and augmenting productive

capacity. There is an investment demand schedule.

The theory and operating logic of the community as an ecolo©econo-system. Modelling the

Community in its habitat. The Planning Framework for the Local Community

The Logic of the framework (the SAM algorithm)

The framework depicts the wealth structure, production and income©generation

anatomy, and the consumption-investment patterns of the community. It then situates

the operating pattern of the LGU within that setting, and defines the functional linkage

of its revenues and expenditures to the whole system. (Figure 1)

The framework has four categories of data:

1) Stock information on Resources

a. Land - based on physiography, slope, rainfall, physical and chemical

characteristics of soil

b. the soil types (Soil Management Units)

c. Water ground, surface, foreshore brackish and salt water, with stockand flow

characteristics.

d. Forested areas and grasslands with technical characteristics


e. Mineral Resources: areas with known reserves and under commercial exploitation,

areas under exploration, reserve areas.

f. Household population and demographic data, sex and age composition, education

and skills, labor force characteristics, social and occupational differentiation.

g. Capital stock © private and public: land improvements, buildings and houses, plant

and equipment, rolling stock, inventory, public infrastructure.

h. Financial stocks: financial assets, liabilities and networth ofsystem, private

corporations and institutions, government andprivate households.

2) Flow information showing income streams accruing to households, corporations and

government, and to the rest of the world from economic transactions during the current

accounting period and savings generated from these streams.∆(#h

3) Block of data showing intermediate transactions between economic sectors during the

accounting period .

4) Block giving the "final demand" purchases of the sectors in 2) from themselves and from

the producing sectors in 3). These are classified into consumption goods purchased by

households, products purchased by Government for current operations, products purchased

by private and government sectors for capital formation and inventory, and exports

purchased by the rest of the world sector.

The Column of totals: The last column gives the totals -- production by sector, services sold by

the primary factors during the accounting period, total capacity of the community's stock of

natural, human and capital resources.

Units of measurement


Physical units correspond to the product or resource: e.g. cavans of palay or

corn, kgs. of meat liveweight and dressed weight), adult mandays of labor,

hectare-months of land, square-meter-months of building, etc.

Value units are expressed as price times the physical units. But different price

concepts must be specified: purchasers' prices. producers' prices, shadow or

accounting prices per unit, pesos of what year's purchasing power, etc.

The uses of the framework:

The framework serves as a system of double-entry accounts giving, in effect, the local

community's balance sheet position as of the end of an accounting period and its production, sales,

and income statement during an accounting period.

From those statements, it is possible to define more precisely the structure and

anatomy of the community's economy, the productive value of its resources, the

pattern of their usage, the production and income flows derived from them, the

distribution of costs and benefits between members of the community and

outside individuals and institutions, and among social groups and institutions

within the community, the interventions of national and local government units

in the system.

The framework offers a planning tool of greater precision. It serves to specify

the present structure and performance of the local economy. It may be used to

define precisely the structure and performance desired for the system at a

future "terminal" period. The vision of the future may then be translated into

the the variables and parameters of the framework which become specific and

internally consistent targets and budgets. Finally, actual performance

may be monitored using the same framework now as the accounting and

management information system.


The Social Accounting Matrix as a measurement tool -- its structure and logic -- the theory.

Specifying the variables and parameters

We now posit the principle of subsidiarity: that the community will use its resources first to

satisfy its own needs directly and resort to production for trade only where the advantage to it is

evident, or to fill needs that cannot be satisfied from local production. This contingency is then

translateable into a schedule of exportable commodities and an import demand schedule.

These parameters fully specify the bioeconomic district. The system condition can be described

in a set of simultaneous equations. The baseline situation is the actual one which is based on

present resource disposition, the actual capital in place, the current

production, consumption, trade and capital formation levels and pattern. This should be depicted

in an appropriate social accounting matrix (SAM) for the base period.

It now becomes possible to define the "highest and best use" (HBU) condition for the

bioeconomic district. We distinguish between the logic or the algorithm for determining the HBU

valuation and the process by which the decision parameters are arrived at. The first is a purely

technical process that can be done by technocrats. The second however requires a planning

process in which the community must become the principal determinant.

In either case the SAM provides the logical and accounting framework for the exercise. The

SAM provides several "bottom line" figures for the community:

The Gross Value Added (GVA) represents the total income accruing to the community from

current production activity.

Distribution of Gross Value Added by factor or income classes.


The level and composition of household consumption by factor or income class.

The level of community investments in capacity increasing capital.

The flow of export sales that measure the community's capacity to pay for its import needs, and

the level and composition of imports of two categories:

1) those that do not compete with any local production and

2) those which have locally produced counterparts.

The Community savings-investment level which equals GVA minus consumption plus exports

minus imports.

The export of savings or the leakage of capital represented by an excess of local savings plus

exports over imports of the community.

Out of these "bottom-line" results, planning can define the goals of policy and determine the

optimum allocation of resources that achieves the goals at minimum cost. The HBU can be

defined as that resource usage which results in the highest "bottom-line" generation whether this

be defined simply as GVA, or GVA modified by income distribution and/or saving/investment

level. To arrive at this, the resource use options must be defined for the community in holistic

details so as to permit the calculation of the bottom line resulting from the alternative resource

The Sub©routines in the Procedure

Defining the bioeconomic district

Since this combines the ecological system and the community that lives on it, the definition is

based on a matrix showing the river system's drainage area and the cluster of barangays and

municipalities within an ecological zone. In most cases, the district will


encompass five or six municipalities, which enables us to use the municipal boundaries to

delineate the district. Since statistical data are broken down into municipalities, this also makes it

possible to use the secondary information available for the basic data.

This becomes the unit of planning.

Resource inventory, classification and capability data.

The maps of BSWM that delineate the watershed area, the pedo-ecological zones and the soil

types provide the basic information for the next step. Superimpose on this, the data on actual land

use and the land suitability classification for specific crops.

Specifying the baseline SAM

This next step is fairly demanding of data. For a conveniently selected base period which will

serve as the baseline, we need information from the latest family income and expenditure survey

(FIES), the establishment survey giving information on business

establishments, existing plants, warehouses, with their capacities, production, input levels of labor

and materials and other cost items, farm survey data giving farm inputs and output levels,

livestock information by type (backyard, commercial, semi-commercial, fisheries information on

inputs and output levels by type of technology, establishment gross sales, payrolls, etc.

The data are to be collated to fill the boxes of a "Social Accounting Matrix" that gives for the base

period, the interindustry purchases and sales within the bioeconomic district, the final sales to

consumers, the exports and imports of the district, the capital formation and the gross value added

paid during the accounting period to households in the form of wages and salaries, profits,

interest, rent, depreciation allowances, corporate profits and indirect taxes paid to national and

local government. Our experience indicates that a reasonable approximation can be constructed

on the basis of available secondary

information supplemented by modest primary sample surveys to derive production coefficients

and consumption functions. For every district a scan of the key production sectors and the key


factors will make it possible to construct an appropriate "Chart of

Accounts" listing and defining the production sectors and the breakdown of gross©value added

recipients.

The baseline for the SAM described above and shown in Figure 1 must provide the following

information:

1) The present land use by production sector, and in agriculture by principal crop.

2) The base year primary production figures and the distribution of sales - intermediate, to

other sectors, e.g. palay to rice millers, sugar cane to raw mills, copra to oil mills,

3) The purchases of inputs from other sectors within the district and imports from outside the

district, e.g. palay seeds from within and fertilizers and chemicals from without.

4) Gross value added accruing to households for labor, interest, rent and profits, to

corporations for depreciation and profits, to government for indirect taxes.

5) Sector sales to households for consumption, to Government for current operations, to

government and industry for capital formation (e.g. construction materials like hollow

blocks for buildings), and to exports outside the district.

Defining the technological options and‘production functions

A team composed of the soils and water management technologists must combine with

agronomists and farm systems specialists to determine from the pedo™ecological zones in the

district and the distribution pattern of soil types, the range of crops and the

appropriate cropping patterns which will bring land use for each LMU to its physical maximum

intensity of culture and determine the farm level investments, the culture practices and the input

combinations which will produce particular volumes of product outputs over defined cropping


periods. (The land use period is important because land inputs are to be measured in hectare-

weeks or months.) At this stage the input-output relations are physical volume rather than value

coefficients. The full definition of each set of technological options must include the

requirements for the post harvest handling, transport, storage, and where appropriate processing of

the output to see it through the marketing stage either as an intermediate or final product for local

sale or export.

The Community Demand functions

This subroutine has the object of filling the "final demand" vectors in the SAM. There are four

main categories:

1) The household consumption vector, by product in the detail required to link the demand to

the production sector in the table,

2) The Government consumption vector, giving the products that must be purchased by local

and national government units to meet general operating requirements.

3) The row import vector that gives the bill of materials that must be imported as inputs into

production or as final demand requirements for household consumption or as capital

formation items (machinery and equipment for example).

4) The column export vector that lists the products that the district can export from out of its

production in order to pay for its imports.

The Capital budgets and the investment demand functions

The capital budget provisions must meet three sets of requirements: (1) maintenance costs to keep

the environmental capital intact and restore or sustain the natural resource base, (2) replacement to

maintain the productive capacity of the district system, and (3) new capital to meet growth. This


will apply to specific production sectors for both private goods and public goods. The capital

provisions must be product-specific

and must reflect appropriate engineering of complementary combinations. The data here are

derived from the production system needs of specific technological options.

Price Vectors

The price vectors refer to schedules of prices of intermediate and final demand products to

convert volume into value figures. The basis of course will be competitive market prices at the

appropriate level. But considered judgment will be required to determine

whether adjustments must be made to reflect more realistic economic prices.

Optimization subroutine

Given the vector of final consumer demand, the production coefficients and investment demand

functions specified by each fully defined technological option appropriate to the land endowment

and the land-use configuration, it is possible to solve for the levels

and distribution of gross value added accruing to the district's community. Optimization may be

done by iteration of solutions for a range of options to determine the "highest and best"

combination of land use.

Land Evaluation

The method can actually result in land valuations. specific parcel is located within the pedo-

ecological zone of a watershed area © a bioeconomic district. Since the highest and best

technological option is specific to LMUs, the identification of the LMU composition of the

subject land generates a "steady state" gva stream related to an incremental capital

budget system©wide. The rate of discount over a reasonable depreciation period (say, twenty

years) which makes the stream of GVAs equal to the incremental capital gives the internal rate of

return. If the rate is higher than the opportunity cost of capital then the

land has a positive value to the community equal to the present value of the GVA stream at the


"normal" discount rate less the incremental capital required.

To summarize then, the appropriate unit for land use evaluation should be the watershed

ecosystem. This should be defined to combine the physical ecological zone

considered as a habitat of specific hierarchies of communities. For the purpose, the political

boundaries of the barangay and the municipality can be used. The barangay

settlements are economically, socially and administratively linked to a poblacion as center and

networks of these poblacions are linked to a larger poblacion which acts as a

wholesale market center and urban pole. Each cluster of barangays around their poblacion and of

minor poblacions around a wholesale poblacion will constitute a settlement district. When these

settlement systems are matrixed with the river systems and their drainage areas to the coast, some

215 rural ecological districts may be identified all over the country. Each unit encompasses an

upland watershed area, mid-levels, river valleys and alluvial plains, foreshore areas with

mangroves and seagrass, the nearshore area with coral reefs, extending to the far shore marine

waters. These will exclude the subdivisions of the metropolitan and highly urbanized areas like

the National

Capital Region, Metropolitan Cebu, Davao, Iloilo City,Bacolod, etc.

Generally, settlement patterns around these areas have formed the cluster of households in puroks,

barangays,clusters of barangays around the municipal poblacion and

smaller poblacions around a larger "wholesale" center which may be a large town or even a city.

A land use policy in pursuit of a development strategy requires far more intensive land capability

studies than have been done so far. We are now talking of land use

strategies applied to microhabitats such as the watershed areas. This means soil analyses

undertaken to be significant at units below 5 hectares.

This means defining alternative land uses in terms of whole agro©industrial systems and detailed

cropping patterns based on intensive farm systems with the required post

harvest, processing plants, infrastructure and physical plans.


Defining the Sectors in the Community:

The local government sector: its "business lines" and its Governance functions; the economic

functions: allocation, distribution stabilization.

The local government unit constitutes a pivotal sector in the "working economic" system. It

figures in several roles:

1) It own assets within the territory.

2) Natural resources that are part of the public domain, forest land, grass lands, other public

lands suitable for agriculture, wilderness areas, rivers and lakes, swamps and other

foreshore areas, municipal waters and the farshore waters.

3) Infrastructure facilities, roads, bridges, ports, shore protection improvements, irrigation

systems, sewage and drainage, airports, railways, health facilities, tourist plant, etc.

It may own corporations that are domiciled or have operating facilities in the

territory such as power generation, transmission and distribution, municipal waterworks, public

markets, ice plants, warehouses, schools and universities, etc.

At present, in most of LGUs excepting only the metropolitan and highly urbanized areas,

the national government owns the major assets and the LGU is a relatively minor property owner.

The new Local Government Code contemplates some major

transfers of assets and manpower to the LGU.

Ownership and control of these assets makes the local government a major transactor in

the community. It may be a large employer and the payrolls for civilian and military

personnel may form a major percentage of the income flows.

The local government may be one of the largest buyers of both consumer and capital


goods from different local industries and traders. It is an important part of the

local market. At the same time, its direct and indirect taxes divert purchasing power

from the private to the public sector and its indirect taxes become part of the costs that

enter into the market prices of commodities.

Government-owned and controlled enterprises may be major suppliers of products and

services in the market and constitute important members of the sectoral constituents of the local

economies purchasing intermediate inputs, primary factors and selling intermediate and final

products.

These roles give the government as a whole tremendous‘ power to move the economy in

particular directlions. The transfer of these powers to the LGUs gives them in

turn the leverage to move their respective local communities. These levers are:

‘

1) Assets directly controlled by the LGU.

2) The LGUs Revenue strategy∆(#

3) The LGUs expenditure, purchasing and procurement programs.

4) Operations of corporate entities owned or controlled by the LGU.

5) The LGU's regulatory and police powers.

The Social Accounting Matrix provides a valuable framework for guiding the LGU in formulating

an internally consistent strategy for the use of these powers in achieving chosen targets and goals.

Analysis of LGU Structure and Operations within the Community Model

The most important operational significance of this model is that it provides the LGU with the


basis for determining how an effective and efficient use of its expenditure budget can in turn

produce the capacity of the local economy to support the LGU.

That link is critical to the whole performance of the LGU's managerial function. Community

incomes or gva are functionally linked to specific LGU programs and

LGU revenues in turn are functionally linked to gva growth and the resultant appreciation in land

appraisals.

The organization structure and the manning of the LGU must be designed to ensure the realization

in practice of that mutually reinforcing linkage. And the performance indicators must track the

effectiveness and efficiency with which the LGU is achieving this linkage with the community's

working economy.

LGU performance indicators: managerial responsibility centers

1) Natural resource administration including land use planning and zoning

2) Human resource management

3) Development management

4) Public service management

5) Fiscal management

6) Performance Indicators: Governance, use of regulatory and fiscal instruments, police

powers, carrot and stick

7) Tests of self©reliance and viability

8) Operating management systems, structure and functional divisions, operating processes


Planning - Strategic and Operational.

Strategic Planning at the LGU level translates policy into a vision and a mission statement. The

vision is of the LGU as the central body in a fully developed "self-reliant community".

1

This vision should be formulated in a more specifically defined goal.

- The consolidation model and required formulas for calculating the suitable measurement that

will determine whether or not the continued use of specific parcels of land for agriculture is socially,

economically and/or financially more advantageous;

- The rationale behind the model and the formulas to be made which will form the basis for the

preparation of suitable training materials;

- The design of a participatory, operationally practical, community-based process of land-use

planning that can be applied to the barangay, municipality, district, provincial, regional, and national

levels;

- The descriptions of the basic procedures which can serve as materials for actual manuals to be

field-tested and scaled up for actual field use in the different regions, provinces, municipalities and

barangays; and

- The design of a system that would utilize community-based organizations in monitoring the

actual implementation of land use policies and plans.

SCOPE OF WORK

A.Prepare a framework for land use valuation to provide the basis for detailed studies and which

will serve as a provisional guideline for deciding on pending requests by :


1. Defining a land valuation formula in accordance with the principles set forth by the Sub-

Committee on Benefit Cost Evaluation

2. Articulating the rationale behind the formula with particular reference to the relevance of an

ecological zone to Land valuation

3. Defining the parameters or variables in the formula

4. Defining the data required corresponding to each parameter or variable with emphasis on

the following

- land classification

- potential land use

- potential land utilization modes (LUM)

5. Preparing a sufficient number of examples showing the use of the formula to facilitate its

understanding

6. Defining the role of communities in the substantiation of the formula at the field level

B. Conduct land classification studies to identify the range of land classification by :

1. Establishing procedures at defined watershed zones

2. Defining different land types on the basis of pedo-ecological zones (altitude, temperature,

and slope), crop suitability, availability of water, and other factors

3. Defining soil management requirements by crop and


4. Determining the significance of each land type to stability of ecological zones.

C. Defining land utilitzation modes in terms of proper crop mix, livestock and poultry, organic

fertilizer production, and other sustainable agricultural techniques by :

1. Identifying each land classification a proper crop

2. Specifying appropriate livestock and poultry that may be raised for each crop mix

3. Preparing an ideal farm plan based on (1) and (2) and specifying among others the

following

- labor allocation

- equipment use

- livestock use

- financial capital requirement

- fertilizer requirement

- fuel requirement

- other input requirements

- storage equipment

4. Determining net incomes on a per-hectare basis


D. Design protocol for the valuation of land to

- consolidate results of all activities into a Guide for Analysis specifying standards to be used

in the land valuation process, including computational standard for determining the values of

variables for inputting into the land valuation formula;

- design a process of community participation in the land valuation activity and monitoring of

compliance to land use valuation;

- incorporate this design into the Land Valuation Analysis Manual by :

1. Defining and documenting the use of land classification, LUM design, and socio-

economic pattern studies in the land valuation process;

2. Embodying the documents defined in item (1) above in a document entitled "Guide to

Analysis" that will specify the steps in arriving at a land valuation decision;

3. Embodying the steps detailed in the "Guide to Analysis" in forms that will facilitate

understanding of the relationships of the different variables in the formula. By going through and

filling up the forms, the user quantifies the parameters needed in coming up with a specific land

value.

4. Designing a workshop that will involve communities in the land valuation process. The

workshop must be able to elicit the real value that a community places on its land resources in the

context of the surrounding ecology. The document must also define the role of government

representatives and other interested entities in the workshop.

5. Testing the workshop design in a community to be chosen by the sub-committee;


6. Preparing a training design for the benefit of the users of the protocol including the

Regional Directors of the Department of Agriculture; and

7. Designing a community-based system to monitor compliance to land use zoning and

valuation guidelines.

Organization Part of CCEM by

Dr. Kenneth Ruddle I. General Features and Guide to Community Organization Assessment

• Management type: a. Community-based or b. open-access

• Socio-economic implications • Rights-based fisheries • traditional community-based systems of coastal-marine resource management • Objectives of Fisheries Management (Community-based and Open-access):

flow of the resource management of stock technological (gear) externalities allocation problems catch quotas gear restrictions closed seasons area closures

• How do communities or a fisheries manager handle the following situations?

1. Insure that harvestable fish are available on a regular basis; 2. Foresee and plan to overcome the economic and therefore social impacts of

harvesting interactions among fishers; 3. Handle the mutual incompatibility of various gears operating on a single

fishing ground; and 4. Handle competition for access to a resource(s) that are distributed unevenly in

space and time.

• For Community-based systems look at the following: 1. Gear externalities 2. Allocation problem

To consider:

a. Defined Geographical area b. Controlled access to common property

b.1. Local and moral authority b.2. Local Knowledge Systems (include role of each community member)

II. Details of Community Organization (1) Types of Authority and Leadership

The review shows that six main types exist or have existed. These are: a. Secular leaders b. Religious leaders c. Rights Holders d. Community Elders e. Elected Committees f. Hired Administrators

Who are the leaders of the community and there roles? Members and there roles?

(2) Rights

The main kinds of right are: a. Primary (or Birthright) b. Secondary c. Exclusion d. Sharing e. Transfer and/or Loan f. Nested (rights within rights)

Who has the right in the area? Eligibility to acquire the rights

(3) Rules

The main kinds of rules, which are used to define rights, are those to define: a. Sea/ Land Territory of a Community b. Eligibility of Entrants c. Inter-Community Access d. Use Behavior

d.1. Gear d.2. Temporal Allocation d.3. Area Allocation d.4. Fishing Behaviour d.5. Species Access d.6. Resource Conservation d.7. Catch Distribution d.8. Others

Identify rules/ factors affecting each category

(4) Monitoring, Accountability & Enforcement - Who are in-charge?

(5) Sanctions/Punishment Four main kinds of punishment are found. These are:

a. Social b. Economic c. Physical d. Supernatural

Determine as many local sanctions as possible

General Implications of the Community-Based Approach

(1) The Creation of Property Rights, (2) Use Behavior Rules, (3) Resource Conservation, (4) Ecological & Management Linkages, (5) Other Stakeholders & Competing Use of Coastal-Marine Space and

Resources, (6) Conflict Resolution, (7) Adaptive and Flexible Concept, and

(6) The Importance of Intangible Factors. Idealized Types of Property:

a. State Property b. Private Property c. Common Property d. Non-Property or Open Access

In terms of community-based management systems, the important characteristics of common property are that it is:- (1) CO-OWNED by INDIVIDUALS as MEMBERS of a RECOGNIZED

GROUP, (2) Management groups are the OWNERS, (3) MEMBERS have right to EXCLUDE NON-MEMBERS, and (4) CO-OWNERS have RIGHTS and DUTIES regarding USE RATES and

MAINTENANCE of the RESOURCE OWNED

Determine types of ownership in the area and what the by-products are.

A. Creation of Property Rights B. The Selection and Implementation of Use Behaviour Rules (season of fishing,

gears used etc.) C. Resource conservation

Consider the following: (1) Conflict Resolution and Avoidance (2) Taxation and Tribute (3) Prior Appropriation (4) Resource Scarcity (5) Conservation

D. Implications of Ecological and Management Linkages

Impacts of different sectors activity to each other (ex. Upland farming to coastal)

E. Understanding ALL Stakeholders.

Determine the needs of the stakeholder in an area

F. Conflict Resolution and Legal Frameworks

G. Other factors to consider Homogeneity of a Community,

Ability of Small-Groups (e.g., gear groups) in a community to operate harmoniously, Role of pride, quality of workmanship, and “face”, Degree of Social Risk Aversion, Stress on obedience and rule-keeping in early training/schooling of children, and Continuity of traditions.

Prediction of the role of intangibles is difficult (at best). For example, how can we evaluate the possible and differential roles of (1) Pride, quality of workmanship, and “face”, (2) Risk Aversion; and (3) early training/schooling, in a society’s tendency to obey rules?

7. If there is a MPA (Marine Protected Area) or other Protected Area in the community (1) Potential Value of MPAs for Fisheries

A. Biological B. Social and Economic C. Benefits to other stakeholders

Joint Presentation on CCEM in Joint Presentation on CCEM in Response to WSSD Agreement Response to WSSD Agreement on Fisheries Implementation of on Fisheries Implementation of

Plan of ActionPlan of Action

Presented byPresented by

Mr. Joaquin Cortez Mr. Joaquin Cortez (FAO)(FAO)Dr. Dr. SixtoSixto K. K. RoxasRoxas

Dr. Kenneth Dr. Kenneth RuddleRuddle

CONDITIONS PREVAILING CONDITIONS PREVAILING PRIOR TO UNCLOSPRIOR TO UNCLOS

Freedom of the SeasFreedom of the Seas

Wherewithal to exploit the resources of Wherewithal to exploit the resources of the seas and the oceans remained largely the seas and the oceans remained largely with the rich nationswith the rich nations

THE UNCLOS ERATHE UNCLOS ERA

The realization of developing coastal states of The realization of developing coastal states of the need to utilize their marine resources for the need to utilize their marine resources for national growth and developmentnational growth and developmentLed to the declaration of EEZ (Exclusive Led to the declaration of EEZ (Exclusive Economic Zones)Economic Zones)The expansion to encompass the EEZ imposed The expansion to encompass the EEZ imposed the need for policy, planning and management the need for policy, planning and management of the extended national marine jurisdiction in of the extended national marine jurisdiction in the hands of sovereign coastal statesthe hands of sovereign coastal states

UNCLOSUNCLOS--RELATED RELATED DEVELOPMENTS DEVELOPMENTS

Agreement on the conservation and Agreement on the conservation and management of straddling fish stocks and management of straddling fish stocks and highly migratory fish stocks (adopted in 1995 highly migratory fish stocks (adopted in 1995 and entered into force in December 2001)and entered into force in December 2001)Fish stocks agreement or disagreement Fish stocks agreement or disagreement regarded as an important instrument for regarded as an important instrument for achieving sustainable fisheriesachieving sustainable fisheriesAlso introduced new principles and concepts Also introduced new principles and concepts into fisheries management, e.g. precautionary into fisheries management, e.g. precautionary approach, vessel monitoring systems, approach, vessel monitoring systems, compatibility of conservation and management compatibility of conservation and management measures, regional fishery management orgs, measures, regional fishery management orgs, etcetc

HEIGHTENING GLOBAL HEIGHTENING GLOBAL CONCERN OVER POVERTY AND CONCERN OVER POVERTY AND

ENVIRONMENTENVIRONMENTIn the 1990s increasing concern among world In the 1990s increasing concern among world leaders over twin problems of growing numbers leaders over twin problems of growing numbers of poor and persistent destruction of ecosystemsof poor and persistent destruction of ecosystemsTwenty years after Stockholm Conference on Twenty years after Stockholm Conference on the environment, World Summit Convened on the environment, World Summit Convened on Development and the Environment in Rio in June Development and the Environment in Rio in June 19921992Out of the Rio Summit, Agenda 21 was adopted Out of the Rio Summit, Agenda 21 was adopted which recognized the interconnectedness of which recognized the interconnectedness of problems that concerned local communities and problems that concerned local communities and global territories global territories

19921992--2002: A Decade of Progress in 2002: A Decade of Progress in Fisheries and the Marine EnvironmentFisheries and the Marine Environment

Since 1992 many important developments Since 1992 many important developments occurred in response to occurred in response to Agenda 21.Agenda 21.

The main ones were:The main ones were:--

2. International fisheries management2. International fisheries management

The FAO Code of Conduct for Responsible FisheriesThe FAO Code of Conduct for Responsible Fisheries

The FAO International Plans of Action (The FAO International Plans of Action (IPOAsIPOAs) under ) under

the Code of Conductthe Code of Conduct

The FAO Rome Declaration on the Implementation of The FAO Rome Declaration on the Implementation of

the Code of Conduct for Responsible Fisheriesthe Code of Conduct for Responsible Fisheries

The FAO Reykjavik Declaration on Responsible Fisheries The FAO Reykjavik Declaration on Responsible Fisheries

in the Marine Ecosystemin the Marine Ecosystem

The ecosystem approach to managementThe ecosystem approach to management

The Main Principles of the Ecosystem ApproachThe Main Principles of the Ecosystem Approach (1)(1)

1: 1: The objectives of resources The objectives of resources management are a matter of societal management are a matter of societal choicechoice2. Decentralize Management to the 2. Decentralize Management to the lowest appropriate levellowest appropriate level3. The effects of activities on other 3. The effects of activities on other ecosystemsecosystems should be considered should be considered 4. Ecosystems should be understood 4. Ecosystems should be understood and managed in an economic context and managed in an economic context 5. 5. Conservation of ecosystem structure Conservation of ecosystem structure and functioning, to maintain ecosystem and functioning, to maintain ecosystem services, should be a priorityservices, should be a priority

The Main Principles of the Ecosystem ApproachThe Main Principles of the Ecosystem Approach(2)(2)

6. 6. The ecosystem approach should be undertaken at The ecosystem approach should be undertaken at the appropriate spatial and temporal scalesthe appropriate spatial and temporal scales, with , with boundaries and connectivity among areas for boundaries and connectivity among areas for management defined operationally by users, management defined operationally by users, managers, scientists and local peoples. managers, scientists and local peoples.

7. Ecosystem management objectives should be 7. Ecosystem management objectives should be long termlong term to accommodate to accommodate varying temporal varying temporal scales and lagscales and lag--effects. effects.

8. Recognize that change is inevitable8. Recognize that change is inevitable9. Seek the appropriate balance between 9. Seek the appropriate balance between

conservation and use of biological diversityconservation and use of biological diversity

The Main Principles of the Ecosystem ApproachThe Main Principles of the Ecosystem Approach (3)(3)

10. The ecosystem approach should involve all 10. The ecosystem approach should involve all

relevant sectors of society and disciplinesrelevant sectors of society and disciplines

11. The ecosystem approach should consider all 11. The ecosystem approach should consider all forms of relevant information, including forms of relevant information, including scientific and local or vernacular knowledge, scientific and local or vernacular knowledge, innovations and practicesinnovations and practices

Main Components of Local Main Components of Local Knowledge in Fishing CommunitiesKnowledge in Fishing Communities

Fish BehaviorFish Behavior

Marine Physical EnvironmentsMarine Physical Environments

Fish HabitatsFish Habitats

Ecosystems ConceptsEcosystems Concepts

Practical Usefulness of Local Practical Usefulness of Local Knowledge in FisheriesKnowledge in Fisheries

Informs about Local Management MethodsInforms about Local Management MethodsIdeas about Resource ConservationIdeas about Resource ConservationIndicators for Stock Assessment & BiologyIndicators for Stock Assessment & BiologyInforms Environmental Impact AssessmentInforms Environmental Impact AssessmentProvides Data on Local HydrographyProvides Data on Local HydrographyFacilitates Seabed MappingFacilitates Seabed MappingProvides Data on Local Fishing Methods and Provides Data on Local Fishing Methods and TechnologyTechnology

Fish Behavior and the MonsoonsFish Behavior and the Monsoons

Example of GIS OutputExample of GIS Output

New Paradigm NeededNew Paradigm Needed

From the new elements I have briefly From the new elements I have briefly described, it should be clear that a new described, it should be clear that a new paradigm is required to replace the paradigm is required to replace the enterprise centered approachenterprise centered approach

Such a new paradigm would be Such a new paradigm would be communitycommunity--centeredcentered

THE ROOTS OF THE PROBLEMTHE ROOTS OF THE PROBLEM

It is a serious mistake to treat the country as if it It is a serious mistake to treat the country as if it were a single, homogeneous territory inhabited were a single, homogeneous territory inhabited by an equally homogeneous community, and to by an equally homogeneous community, and to formulate governance and development policy formulate governance and development policy and strategy as if the entire country were starting and strategy as if the entire country were starting from a uniform psychological, mental and from a uniform psychological, mental and cultural base.cultural base.

CLASSES OF COMMUNITIESCLASSES OF COMMUNITIES

At the very least we have to take as starting point the At the very least we have to take as starting point the recognition that we are as a country and a people recognition that we are as a country and a people divided into several hundred habitat and settlement divided into several hundred habitat and settlement networks that must be classified into at least three networks that must be classified into at least three system categories:system categories:

Tribal CommunitiesTribal CommunitiesCommercialized agrarian communitiesCommercialized agrarian communitiesCapitalistic Urban communities and exportCapitalistic Urban communities and export--import enclavesimport enclaves

THE UNIT MICROTHE UNIT MICRO--ECOSYSTEMECOSYSTEM

The geography of our The geography of our archipelago defines archipelago defines wedges of watersheds wedges of watersheds with corresponding with corresponding drainage and drainage and catchmentcatchmentareas as component areas as component micromicro--ecosystemsecosystems. .

FORMATION OF VILLAGESFORMATION OF VILLAGES

Within these watersheds, Within these watersheds, along the shores, river along the shores, river banks moving upland to banks moving upland to the plateaus and slopes of the plateaus and slopes of the mountain areas, the the mountain areas, the population has formed its population has formed its villages.villages.

THE URBANIZATION PROCESSTHE URBANIZATION PROCESS

As density has increased, a hierarchy of urban As density has increased, a hierarchy of urban centers has formed from local market towns to centers has formed from local market towns to district wholesale centers, to larger regional district wholesale centers, to larger regional administrative, religious, trading and cultural administrative, religious, trading and cultural centers and finally to the major regional and centers and finally to the major regional and national metropolitan agglomerations. national metropolitan agglomerations.

FORMATION OF CLUSTERS & FORMATION OF CLUSTERS & NETWORKSNETWORKS

Clusters of rural villages around their Clusters of rural villages around their market towns constitute the countrymarket towns constitute the country’’s s agrarian hinterland. agrarian hinterland.

In the lowland coastal and flood plain In the lowland coastal and flood plain areas, the typical agrarian settlement areas, the typical agrarian settlement unit consists of 20 villages around a unit consists of 20 villages around a market town. market town.

The ratio of villages to market towns The ratio of villages to market towns will change as the landscape changes to will change as the landscape changes to upland dry areas and cool mountain upland dry areas and cool mountain ecosystems. ecosystems.

DEFINING POLITICAL AND DEFINING POLITICAL AND ADMINISTRATIVE UNITSADMINISTRATIVE UNITS

The political system has been based on the hierarchical The political system has been based on the hierarchical structure of these units, with the villages becoming structure of these units, with the villages becoming barangaysbarangays, the market towns, second or third class , the market towns, second or third class municipalities, the district centers becoming either 1municipalities, the district centers becoming either 1stst

class municipalities or cities, and the clusters of districts class municipalities or cities, and the clusters of districts becoming provinces with the central urbanized area becoming provinces with the central urbanized area becoming the provincial capitalbecoming the provincial capital..

ESTIMATE OF POPULATION ESTIMATE OF POPULATION DISTRIBUTION BY SYSTEMDISTRIBUTION BY SYSTEM

There are probably some 225 There are probably some 225 commercialized agrarian commercialized agrarian districts with some 1350 districts with some 1350 municipalities and 27.000 municipalities and 27.000 barangaysbarangays. They will cover 80% . They will cover 80% of our land area and encompass of our land area and encompass 70% of the population. 70% of the population.

DIVERSITY OF STRUCTURAL DIVERSITY OF STRUCTURAL AND CULTURAL STARTING AND CULTURAL STARTING

POINTSPOINTSEach of these units will have a social, political and economEach of these units will have a social, political and economic ic structure and will be characterized by class differentiation, a structure and will be characterized by class differentiation, a distribution of political and economic power a pattern of distribution of political and economic power a pattern of livelihood sources, an income distribution etc. The different livelihood sources, an income distribution etc. The different classes of population will be at different classes of population will be at different vMEMEvMEME stages and stages and have different Life Conditions, the patterns of which will specihave different Life Conditions, the patterns of which will specify fy the development stages dominant in each of the districtsthe development stages dominant in each of the districts

CALL FOR CUSTOM FITTED CALL FOR CUSTOM FITTED DEVELOPMENT STRATEGIESDEVELOPMENT STRATEGIES

If different If different vMEMEvMEME levels and Life Conditions call for levels and Life Conditions call for different development strategies, then for development different development strategies, then for development countrywide to be sustainable, we must have different countrywide to be sustainable, we must have different development strategies to suit each category of starting points.development strategies to suit each category of starting points.We must also be aware of the causes of pathological We must also be aware of the causes of pathological aberrations following from the combined effects of ecological aberrations following from the combined effects of ecological or demographic changes in each district on the Life or demographic changes in each district on the Life Conditions and the resulting relations between the LC and the Conditions and the resulting relations between the LC and the dominant dominant vMEMEvMEME in the community unit.in the community unit.

UNANG KAILANGANG UNANG KAILANGANG PAGKASUNDUANPAGKASUNDUAN

AnoAno angang angkopangkop nana yunityunit ngng pagsusuripagsusuri, , pangangasiwapangangasiwa at at pagpaplanopagpaplano ngng sambayanansambayanan??IsangIsang komunidadkomunidad nana nananahanannananahanan sasa isangisang sarilingsariling teritoryoteritoryo: : angang barangaybarangay, , angang poblasiyonpoblasiyon, , angang pagsasamapagsasama nana bumbuobumbuo ngngmunicipiomunicipio o o lunsodlunsod, at , at angang mgamga bahagingbahaging bumubuobumubuo ngngprobinsiyaprobinsiya at at angang mgamga probinsiyangprobinsiyang bumubuobumubuo ngng rehiyonrehiyon..

The Basic Characteristics of CommunityThe Basic Characteristics of Community--Centered Fishery SystemsCentered Fishery Systems

FOCUS on FOCUS on

(1) Gear Externalities & (1) Gear Externalities &

(2) Allocation Problems(2) Allocation Problems

USE USE

(1) Defined Geographical Area &(1) Defined Geographical Area &

(2) Controlled Access to Common Property(2) Controlled Access to Common Property

ENFORCED by Local Moral and Political ENFORCED by Local Moral and Political Authority Authority

(BASED on Local Knowledge Systems)(BASED on Local Knowledge Systems)

Design Principles of CommunityDesign Principles of Community--Based Based Fishery Management SystemsFishery Management Systems

5 Sets of Principles can be Distinguished:5 Sets of Principles can be Distinguished:--

(1) Authority or Leadership(1) Authority or Leadership

(2) Rights(2) Rights

(3) Rules(3) Rules

(4) Monitoring, Accountability & Enforcement(4) Monitoring, Accountability & Enforcement

(5) Sanctions(5) Sanctions

Design Principles (1) Authority and Design Principles (1) Authority and LeadershipLeadership

Review shows that 6 main types exist:Review shows that 6 main types exist:--

Secular leaderSecular leader

Religious leaderReligious leader

Rights HoldersRights Holders

Community EldersCommunity Elders

Elected CommitteeElected Committee

Hired AdministratorsHired Administrators

Design Principles (2) RightsDesign Principles (2) Rights

Main kinds:Main kinds:--

(1) Primary (or Birthright)(1) Primary (or Birthright)

(2) Secondary(2) Secondary

(3) Exclusion(3) Exclusion

(4) Sharing(4) Sharing

(5) Transfer and/or Loan(5) Transfer and/or Loan

(6) Nested (rights within rights)(6) Nested (rights within rights)

Design Principles (3) RulesDesign Principles (3) Rules

Main kinds are those to Define:Main kinds are those to Define:--

(1) Sea Territory of Community(1) Sea Territory of Community

(2) Eligibility of Entrants(2) Eligibility of Entrants

(3) Inter(3) Inter--Community AccessCommunity Access

(4) Use Behavior(4) Use Behavior

Design Principles (3a) Use Behavior Design Principles (3a) Use Behavior Rules as an ExampleRules as an Example

GearGear

Temporal AllocationTemporal Allocation

ArealAreal AllocationAllocation

Fishing BehaviorFishing Behavior

Species AccessSpecies Access

Resource ConservationResource Conservation

Catch DistributionCatch Distribution

Design Principles Design Principles (4) Monitoring, Accountability & (4) Monitoring, Accountability &

EnforcementEnforcement

MonitorsMonitors

EnforcersEnforcers

Design Principles (5) SanctionsDesign Principles (5) Sanctions

4 main kinds:4 main kinds:--

(1) Social(1) Social

(2) Economic(2) Economic

(3) Physical(3) Physical

(4) Supernatural(4) Supernatural

Summary of Implications (Part 1)Summary of Implications (Part 1)

Problems of Problems of Gear Usage and Gear Usage and AssignmentAssignment are overcome at the are overcome at the First First LevelLevel by:by:--

(1) (1) Community ControlCommunity Control of a of a Fishing Fishing areaarea as a as a PropertyProperty and,and,

(2) (2) Defining exactlyDefining exactly by rights who has by rights who has access rightsaccess rights to that propertyto that property


The First Level is sustained by The First Level is sustained by Rights of Exclusion or Access LimitationRights of Exclusion or Access Limitation

These These maintainmaintain the the Private AreaPrivate Area of the of the Local FishersLocal Fishers against against outsidersoutsiders


At the At the Second LevelSecond Level

Rules of Operational BehaviorRules of Operational Behavior specify specify assignments in time and spaceassignments in time and space for the for the local fishers with access rightslocal fishers with access rightsThese Operational Rules are upheld by These Operational Rules are upheld by Local AuthorityLocal Authority with the with the PowerPower to to Punish OffendersPunish Offenders

MANAGING FOR MANAGING FOR SUSTAINABILITYSUSTAINABILITY

An EcosystemAn Ecosystem--Based, CommunityBased, Community--CentredCentred Sustainable Development Sustainable Development

Organization & Management SystemOrganization & Management System

byby

DR. SIXTO K. ROXAS DR. SIXTO K. ROXAS

The Current Paradigm for Development

Development Indicators

Diagnosis

Prescriptions

Unit of Management:The Enterprise

The EnterpriseThe Enterprise

Plantation enclavesLogging townsMining townsIndustrial Processing CentersExport processing zones

Plantation enclavesPlantation enclavesLogging townsLogging townsMining townsMining townsIndustrial Processing CentersIndustrial Processing CentersExport processing zonesExport processing zones

The Objective : GROWTH

Management Unit:The Enterprise

Development Indicators

Diagnosis

Prescriptions

ProductionSalesIncomeImport/Export

GDPEmploymentTradeInvestmentsBalance of Payments

= = National Development

EnterpriseEnterprise--Centered Centered DevelopmentDevelopment U.S.

JapanKorea

EuropeMiddle Eas

Displaces, disempowers, disenfranchises local communities.

Import/export oriented, no exchange with local economy.

Caters to international market not to national interest.

Parasitical impact on critical resources that should be channeled to support local production.

Nat

ural

Res

ourc

es

Cap

ital

Peop

le

EnterpriseEnterprise--centered centered DevelopmentDevelopment

Reductionist to the point of pathology

Exclusive rather than inclusive and integrated

Monologistic rather than dialogistic

Works for the system not for the people

ENTERPRISE LED DEVELOPMENT

INDUSTRIAL COUNTRYDEMAND

FoodSugarVeg OilsFruitsPrawns& Fish

Forestry Metal OresLabor-Intensiveproducts

GarmentsElectronics

LOCALFIRMS

PlantationsSugarCoconutOil PalmBanana

Logging MiningGarmentElectronicLinked Services

BankingInsuranceTrading

Import Ind.

LAND-USEMODES

PlantationsMill TownsAquaculture farmsCBDsLuxury housingresortsgolf courses

Land-useValues

DEMANDS A FUNDAMENTAL REDEMANDS A FUNDAMENTAL RE--THINKING AND RETHINKING AND RE--CONSTRUCTION OFCONSTRUCTION OF

THE WHOLE APPROACH TO THE WHOLE APPROACH TO DEVELOPMENT MANAGEMENT, ITS DEVELOPMENT MANAGEMENT, ITS INSTRUMENTS, ITS PRACTITIONERS AND INSTRUMENTS, ITS PRACTITIONERS AND ITS INSTITUTIONS, TOITS INSTITUTIONS, TOMATCH THE REALITIES OF THE MATCH THE REALITIES OF THE PHILIPPINE CONDITION WITH THE PHILIPPINE CONDITION WITH THE DEMANDS OF THE THIRD MILLENNIUM.DEMANDS OF THE THIRD MILLENNIUM.

Sustainable Development Sustainable Development ParadigmParadigm

Drawing a living from the diverse and fragile habitats and ecosystems of an archipelago

Integral Development Integral Development ParadigmParadigm

Forming communities of different socio-political strata, at diverse psycho-cultural levels of complexity.

CommunityCommunity--centered Strategy centered Strategy

Biodiversity Conservation

Crime and Drug

Rehabilitation

Micro-financing

Sustainable Energy

Sustainable Livelihood

Population Management

Export Processing Zones

Health and Nutrition Technology

CommunityCommunity--centered Strategy centered Strategy

Economic

Ecology

Technology CulturalPsychological

Demographics

PoliticalPathologies Social

TO BE HARMONIOUS AND TO BE HARMONIOUS AND SUSTAINABLE SUSTAINABLE ……....

DEVELOPMENT IN INDIVIDUALS AND DEVELOPMENT IN INDIVIDUALS AND COMMUNITIES MUST GO THROUGH COMMUNITIES MUST GO THROUGH NECESSARY STAGESNECESSARY STAGES

1.1. It needs to acquire positive values of each It needs to acquire positive values of each stage to take to the next.stage to take to the next.

2.2. Skipping stages causes pathologySkipping stages causes pathology3.3. Development requires passing and Development requires passing and

transcending stages but not skipping themtranscending stages but not skipping them

EDUCATIONEDUCATION’’S ROLE ISS ROLE ISTO BE THE MIDWIFE FORTO BE THE MIDWIFE FOR

The continuous rebirth development The continuous rebirth development entails in passage through stages, entails in passage through stages,

And ensure a process that keeps the And ensure a process that keeps the innerinnerdevelopment in pace withdevelopment in pace with

The The externalexternal development in the Life development in the Life Conditions of each communityConditions of each community

Philippine ApplicationPhilippine Application

Capitalistic Urban/Export-Import enclavesPopulation: 27%

Land: 10%

Commercialized agrarian communities:

Population: 70%Land: 80%

Tribal communities:Population: 3%

Land: 10%

Prototypal communities in the archipelago:Prototypal communities in the archipelago:

TIME

COMMUNITY BASED DEVELOPMENT

SustainableLife-StyleCNSMPTNFoodClothingHousingUtilitiesServices

GVRNANCEPublic safetyEnvironmentHealthEducationINVSTMNTSIMPORTSEXPORTS

Sectors

WAGEGOODSAgricultureFisheriesFood ProcTextileGarmentsConstructnUtilitiesCAPITAL

GOODSSERVICESTradeBankingInsuranceGOVERN

MENT

Stake-Holders

INDIGEN.PEOPLESRURALFarmersFisherfolkTradersArtisansURBANCapitalistsManagersLaborProfssionls

NVA/ HA.

LAND VALUE

THE HOLARCHY OF UNITSTHE HOLARCHY OF UNITS

The IndividualThe IndividualThe FamilyThe FamilyThe CommunityThe CommunityOn its HabitatOn its HabitatThe The HolarchyHolarchy of Communitiesof CommunitiesAnd Communities of CommunitiesAnd Communities of Communities

THE COMMUNITY AS THE COMMUNITY AS ORGANIZATIONORGANIZATION

Its Constituents (Citizens)Its Constituents (Citizens)Its Territory as EcosystemIts Territory as EcosystemIts Organization StructureIts Organization StructureIts Managers as Agents (Collective Bargaining Its Managers as Agents (Collective Bargaining Agents)Agents)Operating SystemOperating System

Balance Sheet and Income StatementBalance Sheet and Income Statement

Management Unit : The Community

Development Indicators :

• Life Conditions• Levels of pscyho-social

complexity• Demographics• Economic• Ecological• Political• Crime rates• Drug abuse

Diagnosis :

• Pathologies• Conditions for change• Dissonance/consonance

between Life Conditions and values

Prescriptions :

• Appropriate leadership• Tailor-made programs and

projects• Opportunities for evolution

Community

SustainableLife-Style

• ConsumptionFoodClothingHousingUtilitiesServices

• GovernancePublic safetyEnvironmentHealthEducation• Investments• Imports• Exports

Sectors

• Wages• GoodsAgricultureFisheriesFood ProcTextileGarmentsConstructionUtilities• Capital Goods• ServicesTradeBankingInsurance• Government

NVA/ HA.

LAND VALUE

Stakeholders

• Indigenous Peoples

• RuralFarmersFisherfolkTradersArtisans

• UrbanCapitalistsManagersLaborProfessionals

CommunityCommunity--centered centered DevelopmentDevelopment

Role of Political LeadershipRole of Political Leadership

Focal catalyst is Local Government UnitsFocal catalyst is Local Government UnitsCritical participation in R&D work and Critical participation in R&D work and outcomeoutcomeCreate more responsive campaign strategyCreate more responsive campaign strategyDesign appropriate Design appropriate political/social/economic platformspolitical/social/economic platformsFacilitate dynamics for changeFacilitate dynamics for change

From Political Promises to From Political Promises to FulfillmentFulfillment

Ready protocol for rapid assessment of Ready protocol for rapid assessment of constituency, needs, priorities, main problem constituency, needs, priorities, main problem areas, action points (programs and projects)areas, action points (programs and projects)Constituents identify with leadership, stronger Constituents identify with leadership, stronger bonding between constituents and leadershipbonding between constituents and leadership

MobilizationMobilizationParticipatory instruments to provide constituency Participatory instruments to provide constituency ownership of programs and projectsownership of programs and projects

Checkpoints and monitoring procedures Checkpoints and monitoring procedures simplifiedsimplified

Broad Implementation Broad Implementation Guidelines Guidelines

Profile values in the community : Identify Profile values in the community : Identify key players and key constituency groupingskey players and key constituency groupings

Methodology: Integral Spiral DynamicsMethodology: Integral Spiral DynamicsOutput: Output: MemeticMemetic Profiles at various levels: Profiles at various levels: individual, families, groups, individual, families, groups, barangaybarangay, district, district

Evaluate life conditionsEvaluate life conditionsDemographics, employment rates, income levels, Demographics, employment rates, income levels, income sources, housing, education, health income sources, housing, education, health care,ethnic groups, current projects/programs, care,ethnic groups, current projects/programs, dominant religious groups, etc.dominant religious groups, etc.

Broad Implementation Broad Implementation GuidelinesGuidelines

Analysis of disposition towards changeAnalysis of disposition towards changeOpen, arrested, closedOpen, arrested, closedCrime rates, incidence of drug abuse, voting patterns, Crime rates, incidence of drug abuse, voting patterns, emigration and immigration patterns, success of emigration and immigration patterns, success of existing programs/projectsexisting programs/projectsExisting hierarchies of power: political, social, Existing hierarchies of power: political, social, economiceconomic

Pilot District SpecificationsPilot District Specifications

WATERSHED COMMUNITYWATERSHED COMMUNITY

Territory of about 100,000 hectaresTerritory of about 100,000 hectaresPopulation of 50,000 familiesPopulation of 50,000 familiesDiversity of social classes: sectors & income levelsDiversity of social classes: sectors & income levelsPolitical and governance structure sympathetic, Political and governance structure sympathetic, not hostilenot hostileCombine formal and informal sources of livelihoodCombine formal and informal sources of livelihood

Support RequiredSupport Required

Provide support for completing the Prototype Provide support for completing the Prototype Operating SystemOperating SystemMounting the Pilot ProjectMounting the Pilot Project

Design of pilotDesign of pilotInception (resource mobilization)Inception (resource mobilization)Preliminary consultation workshops to brief local Preliminary consultation workshops to brief local leadership on objectives and nature of projectleadership on objectives and nature of projectSense level of acceptance and cooperationSense level of acceptance and cooperation

Organization and implementation of the Organization and implementation of the designdesign

Management Unit : The Community

Development Indicators :

• Life Conditions• Levels of pscyho-social

complexity• Demographics• Economic• Ecological• Political• Crime rates

Diagnosis :

• Pathologies• Conditions for change• Dissonance/consonance

between Life Conditions and values

Prescriptions :

• Tailor-made programs and projects

• Opportunities for evolution

Community

Integral Development ParadigmRespects the innate diversity of land and people

Inclusive, founded on dialogue with constituency

Positions the country for globalization without sacrificing the national interest

Integrated rather than ad hoc implementation of projects and programs

Sustainably builds on/the wealth of the nation

SubsidiaritySubsidiarity & National & National IntegrationIntegration

Community

District

Province

Region

NationNational Sustainable Development

=Sum of Sustainable development of local

communities

Natural Resources

Capital

People

TIME

CONFLICT RESULTS FROM CONFLICT RESULTS FROM DISHARMONY DISHARMONY

Within Groups between psychological states, Within Groups between psychological states, perceptions, expectations on one side,perceptions, expectations on one side,

And external realities of life conditions on the And external realities of life conditions on the other sideother side

Violence is one, extreme, form of this Violence is one, extreme, form of this disharmony. disharmony.

EDUCATION CAN AGGRAVATE EDUCATION CAN AGGRAVATE CONFLICTCONFLICT

If it is designed without an understanding If it is designed without an understanding of the existence and roots of disharmony, of the existence and roots of disharmony, inin

Particular communities at different stages Particular communities at different stages of transformationof transformation

MANAGING FOR MANAGING FOR SUSTAINABILITYSUSTAINABILITY

An EcosystemAn Ecosystem--Based, CommunityBased, Community--CentredCentred Sustainable Development Sustainable Development

Organization & Management Organization & Management SystemSystem

byby

Dr. Dr. SixtoSixto K. K. RoxasRoxas

ANTECEDENTS & ANTECEDENTS & CONTEXTCONTEXT

The prevailing paradigm for The prevailing paradigm for development follows the development follows the traditional economic model that traditional economic model that pursues a pursues a maximizationmaximizationobjective and where the objective and where the household is made subsidiary to household is made subsidiary to the business firms. the business firms.


The current problems of the The current problems of the Philippines are hallmarks of an Philippines are hallmarks of an inappropriate model for development inappropriate model for development organization, planning, management and organization, planning, management and accounting, and we have been pursuing accounting, and we have been pursuing this for over 50 years, which is this for over 50 years, which is aggravated by misplaced government aggravated by misplaced government interventions.interventions.


This results in an ineffective This results in an ineffective national accounting and national accounting and governance strategy as it does governance strategy as it does not reflect the real net worth of not reflect the real net worth of the countrythe country——the welfare of the the welfare of the household, the welfare of the household, the welfare of the people.people.


The enterprise model has formulated The enterprise model has formulated the prevailing accounting and analytical the prevailing accounting and analytical tools for measuring enterprise tools for measuring enterprise performance that serve as the indicators performance that serve as the indicators of human development today.of human development today.

Until now the community and Until now the community and enterprise represent two different and enterprise represent two different and competing systems of valuing the competing systems of valuing the planet’s ecosystems.planet’s ecosystems.

THE APOCALYPTIC THE APOCALYPTIC TWINS: Poverty & TWINS: Poverty & Ecological CrisisEcological Crisis

It is this distribution of power over It is this distribution of power over ecosystems among those human ecosystems among those human organizations that explains the roots of organizations that explains the roots of the crises of global poverty and the crises of global poverty and threatened ecological collapse, and threatened ecological collapse, and which also provides the basis for which also provides the basis for addressing them.addressing them.

SUSTAINABLE SUSTAINABLE DEVELOPMENTDEVELOPMENT

Drawing a living from the diverse and Drawing a living from the diverse and fragile habitats and ecosystems of an fragile habitats and ecosystems of an archipelagoarchipelago

Forming communities of different socioForming communities of different socio--political strata, at diverse psychopolitical strata, at diverse psycho--cultural cultural levels of complexity.levels of complexity.

THE ORGANIZATION & THE ORGANIZATION & MANAGEMENT PROBLEMMANAGEMENT PROBLEM

Dominance of Line Management Dominance of Line Management over Area Managementover Area Management. The line . The line ministries possess more authority, have ministries possess more authority, have easier access to national authorities, easier access to national authorities, have command over more resources have command over more resources (budgetary and extra budgetary), have (budgetary and extra budgetary), have management staffs with higher management staffs with higher concentrations of expertise. concentrations of expertise.

REACTIONSREACTIONS

MultiMulti--sectoralsectoral or integrated area or integrated area development projectsdevelopment projectsRegionalizationRegionalizationLocal participation in project Local participation in project identification, design, implementationidentification, design, implementationDecentralizationDecentralization

THE SPECS OF AN THE SPECS OF AN ALTERNATIVEALTERNATIVE

Integrated/ Comprehensive PerspectiveIntegrated/ Comprehensive PerspectiveDecisions/ Authorities close to people/ Decisions/ Authorities close to people/ areas affectedareas affectedStrengthen Management capabilities of Strengthen Management capabilities of area/ local authoritiesarea/ local authorities

ALTERNATIVE ECONOMIC ALTERNATIVE ECONOMIC PERSPECTIVEPERSPECTIVE

Need for an appropriate economic modelNeed for an appropriate economic modelHousehold Household unit of analysis and planningunit of analysis and planningPurchasing power or ownership/ command Purchasing power or ownership/ command over resources should not be allowed to over resources should not be allowed to become the major determinant of an become the major determinant of an economic development approach economic development approach Appropriate government interventionsAppropriate government interventionsPromotion of productivity versus enterprise Promotion of productivity versus enterprise bias on laborbias on labor

ALTERNATIVE ALTERNATIVE ORGANIZATION & ORGANIZATION & MANAGEMENTMANAGEMENT

An area management perspective with An area management perspective with the proper balance with line the proper balance with line management and structures/ systems management and structures/ systems for appropriate relationships and for appropriate relationships and negotiations among areas and with line negotiations among areas and with line Consider patterns of transactional Consider patterns of transactional interrelationships among communities interrelationships among communities within an area (economic, social, within an area (economic, social, cultural, geographic and environmental) cultural, geographic and environmental)


The HOUSEHOLD as a unit of management, The HOUSEHOLD as a unit of management, decisiondecision--making and accountingmaking and accountingOrganizational and managerial units and subOrganizational and managerial units and sub--units over which organization and units over which organization and management responsibilities are distributed management responsibilities are distributed

AggrupationAggrupation of units and subof units and sub--unitsunitsLimits for efficiency (territory, resources, people)Limits for efficiency (territory, resources, people)Accounting frameworkAccounting framework

POLITICAL SETTLEMENTPOLITICAL SETTLEMENT

HOUSEHOLD HOUSEHOLD HOUSEHOLDHOUSEHOLD

PUROK PUROK NEIGHBORHOOD NEIGHBORHOOD

BARANGAY BARANGAY VILLAGEVILLAGE

MUNICIPALITY MUNICIPALITY MARKET TOWNMARKET TOWN

PROVINCE PROVINCE URBAN CENTERURBAN CENTER

COUNTRY COUNTRY METROPOLITAN METROPOLITAN CENTERCENTER

NATIONALNATIONALMETROPOLITANMETROPOLITAN

CENTERCENTER


Modes of control and system of Modes of control and system of authorities that adequately meet the authorities that adequately meet the peculiar requirements of a communitypeculiar requirements of a community--based organization/ management based organization/ management

ANLAYSIS FROM ANLAYSIS FROM UNDERLYING OPERATIONAL UNDERLYING OPERATIONAL ELEMENTS.ELEMENTS.

The alternative economic perspective and the The alternative economic perspective and the organization/ management technology should organization/ management technology should consider the following for consider the following for maintenance, maintenance, management and regenerationmanagement and regeneration::

The biophysical ecosystem The biophysical ecosystem BalancesBalancesLimitsLimitsCapacitiesCapacities

The relationship and interdependencies The relationship and interdependencies among habitats within an ecosystem.among habitats within an ecosystem.

FUTURE STEPSFUTURE STEPS

Program For Field Applications Program For Field Applications And Continuing DevelopmentAnd Continuing Development Of Of

E C S O ME C S O M

byby

DR. SIXTO K. ROXASDR. SIXTO K. ROXAS

INSIGHTS THAT GAVE RISE INSIGHTS THAT GAVE RISE TO ECSOMTO ECSOM

ECSOM developed from several insights.ECSOM developed from several insights.Insights derived from an analysis of the Insights derived from an analysis of the inadequacies of the traditional market model which inadequacies of the traditional market model which has influenced economic and development planning has influenced economic and development planning conclusions from the effects of and reactions to the conclusions from the effects of and reactions to the existing organization and management structures existing organization and management structures for economic and development management, for economic and development management, and the dictates of the underlying operational and the dictates of the underlying operational elements (i.e. land, people, and their optimum) elements (i.e. land, people, and their optimum) have been developed into the basic concepts and have been developed into the basic concepts and elements of a communityelements of a community--based organization and based organization and management technology and the economic management technology and the economic perspective that such an alternative technology perspective that such an alternative technology should properly take should properly take

DEFINING THE FUTURE TASKSDEFINING THE FUTURE TASKSNEED FOR FURTHER CONCEPTUAL DEVELOPMENT. While these NEED FOR FURTHER CONCEPTUAL DEVELOPMENT. While these

alternative organization/ management/ economic concepts and elemalternative organization/ management/ economic concepts and elements, ents, in their current form and status of formulation, already constitin their current form and status of formulation, already constitute a ute a workable body of knowledge capable of installation and implementworkable body of knowledge capable of installation and implementation ation in specific area management situations, there is still a clear nin specific area management situations, there is still a clear need to:eed to:

a)a) complete some of these concepts/ elements or develop them into complete some of these concepts/ elements or develop them into formulations that are more fully applicable in actual field situformulations that are more fully applicable in actual field situationsations

b)b) develop subsequent supplementary/ complementary concepts and develop subsequent supplementary/ complementary concepts and elements that the alternative perspective and technology still relements that the alternative perspective and technology still requireequire

c)c) test concepts/ elements of the alternative perspective/ technolotest concepts/ elements of the alternative perspective/ technology in gy in field applicationsfield applications

i)i) to refine and make more realistic concepts/ elements already to refine and make more realistic concepts/ elements already developed, ordeveloped, or

ii)ii) to discover supplementary/ complementary concepts and elements to discover supplementary/ complementary concepts and elements that are still requiredthat are still required

PARTNERING AND CONTINUING PARTNERING AND CONTINUING CONSULTATIONCONSULTATION

Present these concepts/ elements to Present these concepts/ elements to juridical authorities (i.e. regional directors, provincial goverjuridical authorities (i.e. regional directors, provincial governors, nors, municipal mayors, municipal mayors, barangaybarangay captains) and the relevant councils captains) and the relevant councils (regional/ provincial/ municipal development councils) and (regional/ provincial/ municipal development councils) and government agenciesgovernment agenciesproject managers of development projectsproject managers of development projectsnational bodies involved in the planning and design of developmenational bodies involved in the planning and design of development nt projectsprojectsprofessional institutions in organizational and managerial professional institutions in organizational and managerial technology (e.g. schools, associations, research institutes, technology (e.g. schools, associations, research institutes, consulting firms, etc.)consulting firms, etc.)professional institutions in agriculture/ rural development (e.gprofessional institutions in agriculture/ rural development (e.g. . schools, associations, research institutions, consulting firms, schools, associations, research institutions, consulting firms, etc.)etc.)

To elicit reactions and relevant experiences which either supporTo elicit reactions and relevant experiences which either support or t or disprove the concepts; to gauge the acceptability of the alternadisprove the concepts; to gauge the acceptability of the alternative tive perspective/ technology; to generate support/ assistance from perspective/ technology; to generate support/ assistance from these sectors in accomplishing items (a), (b) and (c); to make these sectors in accomplishing items (a), (b) and (c); to make available to the alternative perspective and technology the studavailable to the alternative perspective and technology the studies, ies, findings, conclusions and other field and experiential data thatfindings, conclusions and other field and experiential data that other other sectors (items i to v, above) may possess and which are relevantsectors (items i to v, above) may possess and which are relevant or or supplementary/ complementary to the perspective/ technology.supplementary/ complementary to the perspective/ technology.

SUPPORT SYSTEMS SUPPORT SYSTEMS AND INFRASTRUCTUREAND INFRASTRUCTURE

A database systemA database system——to contain existing studies, to contain existing studies, findings, materials, models and those still to be findings, materials, models and those still to be generated or acquired from other sectorsgenerated or acquired from other sectorsTraining modules which includeTraining modules which include

orientation on the economic perspective and orientation on the economic perspective and alternative organization/ management technologyalternative organization/ management technologycurriculum and study programs for perspective curriculum and study programs for perspective managers of units/ submanagers of units/ sub--units (together with key units (together with key staff)staff)practicum in the different tools, procedures, etc. practicum in the different tools, procedures, etc. (e.g. construction of an input(e.g. construction of an input--output matrix for the output matrix for the unit/ subunit/ sub--unit, procedures of entry into an area and unit, procedures of entry into an area and identification of the natural managers of production identification of the natural managers of production teams, resources survey at the household level, etc.)teams, resources survey at the household level, etc.)a body of teaching materials and aids (e.g. cases, a body of teaching materials and aids (e.g. cases, literature, lectures, reading lists, syllabi, etc.)literature, lectures, reading lists, syllabi, etc.)

Monitoring and Monitoring and performance evaluationperformance evaluation

A monitoring and evaluation system to serve as A monitoring and evaluation system to serve as the maintenance subthe maintenance sub--system for the database system for the database system; to inform proponents, promoters and system; to inform proponents, promoters and supporters the status and direction of supporters the status and direction of development of the alternative perspective/ development of the alternative perspective/ technology; to gauge the acceptance/ technology; to gauge the acceptance/ acceptability and awareness/ use of the acceptability and awareness/ use of the alternative perspective/ technology together alternative perspective/ technology together with its effects/ impactswith its effects/ impacts

\

LEGISLATIVE & OFFICIAL LEGISLATIVE & OFFICIAL INFRASTRUCTUREINFRASTRUCTURE

Legislative and official infrastructure, Legislative and official infrastructure, enabling/ empowering acts, memoranda of enabling/ empowering acts, memoranda of agreements (at national, regional, agreements (at national, regional, provincial, municipal levels) that render the provincial, municipal levels) that render the alternative perspective/ technology alternative perspective/ technology operative and capable of incorporation into/ operative and capable of incorporation into/ utilization by existing organization/ utilization by existing organization/ management structures for economic management structures for economic management (i.e. municipal, provincial, management (i.e. municipal, provincial, regional authoritiesregional authorities

PROGRAM GRIDPROGRAM GRID

These requisites of the alternative These requisites of the alternative organization/ management technology and its organization/ management technology and its accompanying economic perspective accompanying economic perspective constitute the subject matter and substance of constitute the subject matter and substance of the program for field applications and the program for field applications and continuing development of the alternative continuing development of the alternative perspective/ technology.perspective/ technology.

A comprehensive view of this program is A comprehensive view of this program is presented in a Program Grid. The Program presented in a Program Grid. The Program Grid is organized into five columns and six Grid is organized into five columns and six rows.rows.

ELEMENTS OF THE GRIDELEMENTS OF THE GRIDTHE GRID IS A MATRIX OF SIX CONCEPTS AND ELEMENTS THE GRID IS A MATRIX OF SIX CONCEPTS AND ELEMENTS

AND FOUR TYPES OF TASKSAND FOUR TYPES OF TASKSCONCEPTS/ELEMENTSCONCEPTS/ELEMENTS

1. Organization/Management units & Sub1. Organization/Management units & Sub--unitsunits2. Biophysical ecosystem & Habitats2. Biophysical ecosystem & Habitats3. Organization/management units in ecosystems as 3. Organization/management units in ecosystems as habitatshabitats4. Prototype Households4. Prototype Households5. Management Postulates5. Management Postulates6.Standard Operating Procedures6.Standard Operating Procedures

TASKSTASKSA. Further Studies on specific aspectsA. Further Studies on specific aspectsB. Identify support systems & infrastructure for B. Identify support systems & infrastructure for operationoperationC. Promotions/advocacy with specific sectorsC. Promotions/advocacy with specific sectorsD. Select Areas for Field Application or installationD. Select Areas for Field Application or installation

POTENTIAL FOR LIMITED POTENTIAL FOR LIMITED APPLICATIONAPPLICATION

While the Program Grid places importance on While the Program Grid places importance on the acceptance and support of the existing the acceptance and support of the existing organization/ management structure for organization/ management structure for economic and development management economic and development management (Column D. Promotions/ Advocacy), it is (Column D. Promotions/ Advocacy), it is important to note that the entire concept and its important to note that the entire concept and its elements do not have to be fully accepted nor elements do not have to be fully accepted nor supported for a field application/ installation. It supported for a field application/ installation. It is very possible (even desirable) to pilot the is very possible (even desirable) to pilot the entire concept in small areas (as in a controlled entire concept in small areas (as in a controlled experiment). The smallest feasible areas would experiment). The smallest feasible areas would be a Market District (i.e. the unit with an be a Market District (i.e. the unit with an adequacy of resources and population large adequacy of resources and population large enough to make the task of management both enough to make the task of management both feasible and desirable, paragraph 6.03).feasible and desirable, paragraph 6.03).

PRIVATE SECTOR PRIVATE SECTOR APPLICATIONAPPLICATION

The application in the public sector (government) The application in the public sector (government) is clearly emphasized in the alternative is clearly emphasized in the alternative perspective/ technology. However, there are perspective/ technology. However, there are applications possible for the private/ commercial applications possible for the private/ commercial sector. A corporate group (e.g. a universal bank) sector. A corporate group (e.g. a universal bank) could find strategic planning value in utilizing the could find strategic planning value in utilizing the concepts/ elements to gauge directions of concepts/ elements to gauge directions of market/ business development, identify key market/ business development, identify key sectors of growth in a geographic area, focus on sectors of growth in a geographic area, focus on the market decision makers, determine the best the market decision makers, determine the best location for a branch and the service required by location for a branch and the service required by the community, etc. The concepts/ elements of the community, etc. The concepts/ elements of the alternative perspective/ technology would be the alternative perspective/ technology would be able to provide more insights than the standard able to provide more insights than the standard population projections, demographic analysis, population projections, demographic analysis, market studies, etc.market studies, etc.

PROGRAM GRID PROGRAM GRID IMPLEMENTATIONIMPLEMENTATION

The endpoint of the network and the entire exercise is the The endpoint of the network and the entire exercise is the installation of the alternative organization/ management installation of the alternative organization/ management technology and its economic perspective as the basic approach technology and its economic perspective as the basic approach to economic/ development management.to economic/ development management.PROGRAM GRID EXPANSION PROGRAM GRID EXPANSION New concepts/ elements, other New concepts/ elements, other areas for studies, etc. are expected to be established as the areas for studies, etc. are expected to be established as the alternative proceeds from concept to applications.alternative proceeds from concept to applications.PROGRAM GRID IMPLEMENTATIONPROGRAM GRID IMPLEMENTATION The activities/ sections of The activities/ sections of the Program Grid (Annex A) are interrelated and form a network the Program Grid (Annex A) are interrelated and form a network whose ultimate objective is the installation of the alternative whose ultimate objective is the installation of the alternative organization/ management technology (with its appropriate organization/ management technology (with its appropriate economic perspective) as the basic approach to economic/ economic perspective) as the basic approach to economic/ development managementdevelopment managementMUTUAL ENHANCEMENT OF CONCEPT AND APPLICATION. MUTUAL ENHANCEMENT OF CONCEPT AND APPLICATION. Studies, in addition to clarifying Concepts/ Elements, also Studies, in addition to clarifying Concepts/ Elements, also dictate activities in Promotions/ Advocacy and identify requireddictate activities in Promotions/ Advocacy and identify requiredSupport Systems & Infrastructure. Studies in turn are Support Systems & Infrastructure. Studies in turn are determined according to Concepts/ Elements and by findings determined according to Concepts/ Elements and by findings from Field Applications. from Field Applications.

MODES OF ACTIVITIESMODES OF ACTIVITIES

The network of activities in the Program Grid The network of activities in the Program Grid is grouped into two categories:is grouped into two categories:

Discrete/ ProjectDiscrete/ Project--type Activities type Activities

Continuous/ Maintenance Routines Continuous/ Maintenance Routines

DISCRETE PROJECTDISCRETE PROJECT--TYPE TYPE ACTIVITIESACTIVITIES

A project format with specific terms of reference and A project format with specific terms of reference and scope of work, defined start and finish, for each separate scope of work, defined start and finish, for each separate activityactivityAn ad hoc implementing body (for each separate activity) An ad hoc implementing body (for each separate activity) consisting of a core drawn from the regular staff of the consisting of a core drawn from the regular staff of the alternative perspective/ technology, specialists with wellalternative perspective/ technology, specialists with well--defined lines of expertise determined by either the Study defined lines of expertise determined by either the Study or the requirements of or knowledgeable about the or the requirements of or knowledgeable about the geographic area in which the Study or Field Application is geographic area in which the Study or Field Application is situated.situated.A specific working budget or funding for each separate A specific working budget or funding for each separate activity.activity.While activities in this category are organized as separate While activities in this category are organized as separate projects, they are nevertheless interrelated, feed into, and projects, they are nevertheless interrelated, feed into, and draw from each otherdraw from each other——as in a network as in a network

CONTINUOUS MAINTENANCE ROUTINESCONTINUOUS MAINTENANCE ROUTINESThis type of program grid activities (consisting of Promotions/ This type of program grid activities (consisting of Promotions/ Advocacy, Support Systems & Infrastructure, and Concepts/ Advocacy, Support Systems & Infrastructure, and Concepts/ Element isElement is

A regular, dayA regular, day--toto--day schedule which forms part of the day schedule which forms part of the standard operating procedures/ processes of a permanent standard operating procedures/ processes of a permanent regular workforceregular workforcespecific tasks being carried out mostly by regular staff with specific tasks being carried out mostly by regular staff with limited and specific uses of outside specialists/ consultantslimited and specific uses of outside specialists/ consultantsa working budget that is considered part of the regular a working budget that is considered part of the regular overhead.overhead.

Thus as examples, the task of promoting the alternative Thus as examples, the task of promoting the alternative perspective/ technology to rural management practitioners), the perspective/ technology to rural management practitioners), the maintenance of a database on an economic district basis, the maintenance of a database on an economic district basis, the refinement of concepts/ elements of the alternative perspective/refinement of concepts/ elements of the alternative perspective/technologytechnology——all are routinely performed by a regular staff more or all are routinely performed by a regular staff more or less on a permanent schedule.less on a permanent schedule.To start routines, however, there is a need to undertake specifiTo start routines, however, there is a need to undertake specific c tasks under each of the sections as projects; i.e. for Promotiontasks under each of the sections as projects; i.e. for Promotions/ s/ Advocacy, a national conference can be organized; for Support Advocacy, a national conference can be organized; for Support System & Infrastructure, a specific drive to catalogue System & Infrastructure, a specific drive to catalogue experiences of project management of development projects ay experiences of project management of development projects ay be undertaken; etc. From time to time also, an activity which ibe undertaken; etc. From time to time also, an activity which is s related to a routine such as database maintenance may be related to a routine such as database maintenance may be organized as a discrete project to optimize/ maximize use of organized as a discrete project to optimize/ maximize use of manhoursmanhours and funds.and funds.

THE OIKOCENTRE ROLETHE OIKOCENTRE ROLE

The concept is initially one of a The concept is initially one of a perspective and an approach to be perspective and an approach to be advocated and promotedadvocated and promotedAnd definite tasks to be performedAnd definite tasks to be performedBefore it is incarnated into a concrete Before it is incarnated into a concrete institution with a legal personality, a institution with a legal personality, a structure, a name, and a staffstructure, a name, and a staff

THE THE ““BUSINESSBUSINESS”” OF THE OF THE OIKOCENTREOIKOCENTRE

The Matrix of Tasks defines a large agenda to The Matrix of Tasks defines a large agenda to further develop, validate, advocate and apply further develop, validate, advocate and apply the ECSOM System.the ECSOM System.These tasks need to be assumed by a group of These tasks need to be assumed by a group of persons, supported with human, financial and persons, supported with human, financial and other resourcesother resourcesInitial thought is to house this in a center Initial thought is to house this in a center created as a consortium of institutions that will created as a consortium of institutions that will then form a network of similar consortia in then form a network of similar consortia in communities & regions of the countrycommunities & regions of the country

PROPOSED STRUCTURE OF PROPOSED STRUCTURE OF THE OIKOCENTRETHE OIKOCENTRE

Reference to FCOMT, the Foundation for Reference to FCOMT, the Foundation for Community Organization & Management Community Organization & Management Technology established in 1982 under Technology established in 1982 under the aegis of SKR managers & Advisors the aegis of SKR managers & Advisors Inc.Inc.The Organization chart proposed for the The Organization chart proposed for the Foundation designed on old corporate Foundation designed on old corporate structure designstructure design

21st CENTURY 21st CENTURY ORGANIZATION DESIGNORGANIZATION DESIGN

Three sets of tasks and three task forcesThree sets of tasks and three task forcesProblem identifiers looking at Communities and Problem identifiers looking at Communities and stakeholders (POs, stakeholders (POs, LGUsLGUs, local churches, etc,), local churches, etc,)Problem solvers Problem solvers -- conceptualizersconceptualizers, livelihood , livelihood technologists, organization development people, technologists, organization development people, social and natural scientistssocial and natural scientistsStrategic Brokers Strategic Brokers -- lawyers, finance people, lawyers, finance people, investment bankers, funding brokers, etc.investment bankers, funding brokers, etc.

Their standard operating procedure Their standard operating procedure

AN APPROPRIATE NAME FOR AN APPROPRIATE NAME FOR THE CENTRE?THE CENTRE?

Initial name uses the Greek word Initial name uses the Greek word oikosoikos, literally , literally house, home, root of terms like ecology, house, home, root of terms like ecology, economy, ecosystemeconomy, ecosystemSearching for a corresponding Filipino word Searching for a corresponding Filipino word evoking sense of communal solidarity evoking sense of communal solidarity ((bayanihanbayanihan), sacredness of creation in ), sacredness of creation in governance (governance (pamathalaanpamathalaan), love, dialogue, ), love, dialogue, sustainability of development.sustainability of development.

Dr. Sixto K. Roxas Dr. Kenneth Ruddle

Ecosystem-based Community-centered Sustainable Development Organization and Management (ECSOM)

A Workplan for 2005 - 2007

1st Component: The creation of an operating protocol for the use of coastal and

terrestrial communities 1st Phase: Applied Research & Development Objectives:

1. To conduct workshops with local organizations, LGUs, POs and Academe to build awareness of the importance and need for a holistic and integral community centered management framework which recognizes the interconnections between community and ecosystem.

2. Establish networking among communities. 3. To make a database on the sustainable, indigenous practices of

communities (coastal, agriculture, upland). 4. To continue networking of groups and individuals who expressed their

support in Ecosystems-based Community-centered Organization and Management for Sustainable Development

Description of Work:

A seminar-workshop “Managing Bioregions for Sustainable Development” was held last September 16-17, 2005 sponsored by the MTKISD, ASI and FCOMT. It was the 2nd series of seminar workshops conducted by the Institute. The workshop gathered practitioners, academe, and stakeholders alike to participate in the convergence of ideas and experiences in the field of community-based resource management.

In accordance with this community-centered paradigm, (local) stakeholders played a primal role in the workshop in determining the applicability of the solution to their local situations.

The workshop provided insights into the value of a framework for community-centered ecosystems-based management protocol that is holistic and integral. It also gave added value by advocating the participatory development approach that empowers local stakeholders through direct involvement. The series of workshops will serve as the starting points for integrating the protocol into on-going development programs using the appropriate unit of management and utilizing the existing local socio-ecological institutions (of the community). This will also serve as the venue in establishing networking between communities and exchange of ideas throughout the process. An e-group named Sustainable Bioregions group was established. It can be accessed through this

link http://groups.yahoo.com/group/sustainable_bioregions. Members shared inputs on how they conduct a certain community project and innovative ways to make it sustainable through time. The group also paves way to acquire free consultation from experts and posting of current community projects. This is also a way to establish the database of sustainable practices of communities. This step is on-going and will be maintained to have continuous communication between communities.

Deliverables: A report submitted to Peace and Equity Foundation for documentation of

the workshop An e-group to provide a venue for discussion toward sustainable practices of

communities Database of sustainable community practices which includes indigenous and

vernacular knowledge and management Preliminary ECSOM Protocol

Milestones and Expected Results:

Database of Local and Indigenous Knowledge in the country. (November 2005 – December 2005).

Networking and mapping of these practices (November 2005 – December 2005)

Listing of potential model communities with sustainable practices. (November 2005 to December 2005)

Records of the present best community practices from the participants (November 2005 to December 2005).

An ECSOM Protocol for communities that will transcend regional and religious boundaries among communities (November 2005).

2nd Phase: Validation with Coastal and Terrestrial Communities Objectives:

1. To conduct a rapid community assessment and consultation 2. To conduct Participatory Action Research 3. Pre-validation workshops with local partner organization


The team will conduct a rapid assessment of resources (natural, manmade, social, and cultural), organization, management, political, and local economy of potential partner communities. This assessment is necessary to have a building block in creating criteria for the selection of model communities and project design of the local partner organization. In order to accomplish the phase, the team needs to travel to the prospected areas. During the rapid assessment, the team will also conduct community consultation which involves sectors coming from LGU, local NGO, POs, agriculture, fisheries, forestry, and private. This is necessary to validate the sustainable practices and determine entry points in the proposed projects/ programs for the community. It is also necessary to support the practices in the

database and will serve as one of important basis in the second component of the project. At the end of each trip, the following will be accounted and considered establishing criteria for the selection of a prospective model community:

Local Governance Organizational structure Planning Capital Assets (Natural, Man-made, Social, Cultural) Decision-making Skills (Production and managerial) Community Resource Management Systems Cycles (Production, Consumption) Internal and external trade Local and Indigenous knowledge management systems

Deliverables:

Validated sustainable practices of selected communities in the database. A rapid assessment and consultation report of the community’s resources

organization, management, resources, political and local economy. Criteria in selecting model communities Profile of communities Final version of generic module of the ECSOM protocol


Travel to potential model communities to conduct rapid assessment and consultation (November 2005 – December 2005) a. Occidental Mindoro (PLAN San Jose Program Unit’s Mangyan

Development Program) b. Jinamoc Island, Basey, Samar (Samar NGO Consortium and Basey

Tourism Council Programs’ Localization of Philippine Agenda 21) c. Zamboanga Peninsula (in cooperation with Ateneo de Zamboanga

University) d. Baler, Aurora (in cooperation with Aurora State College of Technology ________________________ e. CALARIZ Group (Fishing communities of Cavite, Laguna and Rizal

Provinces) f. Antique, Panay Island (in cooperation with Philippine Endemic Species

Conservation Project (PESCP)) g. Bolinao, Pangasinan (in cooperation with a Peoples’ Organization

“Samahan ng Mangingisda at Magsasaka Para sa Kalikasan”) h. Puerto Princesa City, Palawan (in cooperation with Palawan Council

for Sustainable Development (PCSD) and Palawan State University)

Finish report on rapid assessment and community consultation (a-

d)(December 2005) Criteria for selecting model communities (December 2005) Write a final version of generic module of the ECSOM protocol (December

2005)

3rd Phase: Selection of Pilot Communities Objectives:

1. To select 3 to 4 model communities having agriculture, aquatic (marine/ fresh water) and forestry ecosystems.

2. To design a community protocol specific to the selected community and or projects of local partner organizations


The group will select at least three (3) to four (4) model communities in crafting an Ecosystem-based Community Centered Organization, Management and Accounting protocol that can be integrated with existing programs and/ or proposed programs for the community. The protocol must specifically have a holistic and integral management approach linking all sectors and process in a way that the locals can understand. The community will be defined by a watershed area as its unit of management. It has 4 to 6 municipalities, around 20 barangay and a poblacion per municipality. The selected communities have agriculture, aquatic (marine/ fresh water) and forestry components to have a clear representation of sectors and processes within ecosystems.

Deliverables:

List of selected pilot communities A case study/ report on on-going and proposed programs for the community

implemented by LGU, NGOs or POs as possible starting points of ECSOM. Holistic integral protocol program design for agriculture, forestry, fisheries for

sustainable livelihood and the management of resources from where a community derives life support.


Review and selecting of potential partner communities (November 2005 to December 2005)

Developing holistic integral design for the community (November 2005 to December 2005)

4th Phase: Adapt to Actual Application in Model Communities Objectives:

1. To translate the concepts of Ecosystem-based Community-centered Organization, Management and Accounting to local the community keeping in mind the targets are farmers, fisher-folk and Indigenous Peoples.

2. To produce generic and supplementary modules on sustainable and indigenous practices in Fisheries, Agriculture, Forestry.

3. To provide suitable technologies and infrastructure that will support the production sectors.

4. To produce a module on economic framework suited for 4th and 5th Class Municipalities and or Class C and D of the Philippine society

Description of the Work: The program design created for the community will be the entry point for

translating the Ecosystem-based Community-centered Organization, Management and Accounting protocol. The Foundation for Community

Organization and Management Technology (FCOMT) has developed a Community-centered Management System that applies the theories and methods of enterprise management to transform communities and their environment into a sustainable system. The MTKISD project will take this technical knowledge, translate it so that local farmers/ fisher-folk can understand and implement it and apply it over all levels of the community, social, environment and economic – holistic and integral.

There are various sustainable indigenous and new models in agriculture,

forestry and fisheries in the Philippines that the team has already recorded. The team will determine the applicability and modify if necessary the practices that will be replicated in the target areas. Other modules will be based on the local indigenous and vernacular knowledge and management

Deliverables:

Localized versions of Community-centered Organization Management and Accounting adopted to specific program design.

Generic modules for the sustainable practices in different ecosystems Infrastructures and suited technologies provided for the model communities to

support local production developed by TransDev. An economic module that will showcase an anatomy of the local economy and

applicability to include “MMO Credit Card and Bansalangin Framework” Milestones and Expected Results:

Translating ECSOM to local community. (January 2006 to June 2006) Integration of ECSOM into the programs and projects (February 2006 to July

2006). Publication and production of local modules in the form primers, brochures,

guide/ manual etc. (April 2006 to July 2006). Tie up with LGUs and the private sector to provide and transfer technology and

infrastructures suited for production. (November 2005 to December 2007) Training of communities in adopting and application of MMO Credit Card and

Bansalangin Framework (Mach 2006 to October 2006)

5th Phase: Installation of protocol for the communities Objectives:

1. To train community for resource assessment 2. To train stakeholders in conducting Community Organization, Management and

Accounting 3. To conduct a full inventory of resources (natural, manmade, social and

cultural) combining vernacular/ indigenous knowledge and modern methodologies.

4. To install and implement the protocol Description of Work:

To ensure a sustainable and growing livelihood system for the stakeholders of the community, they should have enough knowledge, capability to manage,

assess, and decide for the use of resources. The team in cooperation with selected educational institutions, organizations and scientific institution will train the model communities in Community Organization and Development, assessment and management of resources. A group of community managers and implementers will be trained to operate the management and accounting system to determine what are the needs and appropriate technology and projects for the community. It will be closely coordinated to every household. The team together with the community will conduct full inventory and profiling of resources (natural, manmade, social and cultural). GIS-based technology and framework will be used to have more detailed and accurate results. It will be used as input and a major component in Community-centered Management and Accounting System. This will be the entry point to implement the protocol and identification of critical areas and resources.

Deliverables:

Trained community managers and implementers Full ecological, social, cultural and economic profile of communities using GIS

based technology and framework Assessment report on identified critical areas Primary data for Community-centered Management and Accounting System Report in the installation of the protocol


Training of community leaders and implementers (February 2006 – December 2007)

Participatory profiling (inventory, mapping, classification) of community resources and identification of critical areas using GIS based technology and framework in cooperation with the Manila Observatory and other scientific group and civil society organizations (March 2006 – October 2006)

Preliminary participatory monitoring and assessment of the installed protocol. (February 2006 to September 2006)

6th Phase: Create Working Model Communities Objectives:

1. To monitor and gather data on community processes (organization, management, governance and sustainable practices) within a production period

2. To rehabilitate/ reconstruct degraded ecosystems (marine, freshwater ecosystems, agricultural land and forest land) in the target areas

3. To conduct capacity building for local stakeholders and partner organizations 4. To evaluate the performance of communities 5. To assess the impact of the project to the model communities. 6. To validate the model by conducting a seminar-workshop

Description of Work: By this time, the communities are equipped with enough knowledge to fully

operationalize the protocol. Full implementation will be done for the whole production period which will vary from each sector. The team in cooperation with partner organization and institutions will conduct constant monitoring and give assistance to the model communities.

One major part of project implementation is the rehabilitation/ reconstruction

of degraded ecosystems in the target areas that serves as habitat and gives life support to the residing species (flora, fauna, and people).

Monthly evaluation in terms of organization, management and governance will

be conducted to determine the performance of each community. The locals will have the primary role in implementing the protocol. The results will be consolidated by the Community Manager for evaluation.

A seminar-workshop will be conducted after each production period to validate

with the academe the methodologies applied in the model communities and vise versa. This will also serve as a venue for exchange in ideas between pilot communities.

Deliverables:

Monthly evaluation report of model communities Seminar-workshops for model communities Partial report per sector Rehabilitated ecosystems Full report for the production period Consolidated reports

Milestones and Expected Output:

Full implementation of the protocol in model communities (October 2006 to December 2007)

Community monitoring and monthly evaluation per production period (will vary on sectors --- October 2006 to December 2007)

Conduct quarterly seminar-workshops for validation between academe and community. (will vary on sectors --- Starting January 2007)

Final phase of implementation (approximately October 2007 – December 2007) Making of Final report, Information dissemination (books, manual, primers,

through web etc.) --- (December 2007 to March 2008) Replication of model communities (starts on January 2008 onwards)

2nd Component: Curriculum for Formal Management Education 1st Phase: Establishing a Center for professionalizing ECSOM Objectives:

1. To seek partnership with ASI 2. To define the terms for the Memorandum of Understanding (MOU) to

partner educational institution 3. To form a committee that will undertake research and development 4. To look for funding and different stages for research and curriculum

development 5. To promotion the programs for funding


The Maximo T. Kalaw Institute for Sustainable Development (MTKISD) are doing work in professionalizing Human and Ecological Security (HES) management and has developed a program to provide teacher’s training programs for National Service Training Program (NSTP) under Republic Act 9163. In the course of doing this work, the foundation has realized the need to introduce the whole HES concept into the main body of professional education.

The Institute also partnered with the Foundation for Community Organization and Management Technology (FCOMT) that developed the rigorous method of enterprise management to achieve Sustainable Development at the level of communities within their own environment.

MTKISD sought Asian Social Institute (ASI) as partner institution in creating a Center in professionalizing ECSOM. ASI is an academic institution has the power to grant degrees. Recently, it was given Level 3 Classification that enables it to grant credits for a wider range of student participation such as workshops and field work.

The unity of vision and commonality of purpose among these institutions provides tremendous opportunity to professionalizing Human and Ecological Management in this country. It is in pursuit of this opportunity, that we are proposing the idea of establishing an Oikocenter to institutionalize, promote Sustainable Development Academy and create a Sustainable Development Organization and Management Professionals.

Deliverables: MOU between ASI, MTKISD and FCOMT A technical working group that will review the existing curriculums and

revise research methodologies, planning, monitoring and evaluation Grant from a funding organization/ institution to implement phases and

promotions of the degree programs Report in revised curriculum/ programs and production of syllabus and

pedagogical approach and materials for degree programs.

Milestones and Expected Output: Meetings with Asian Social Institute and agree on MOU (November 2005) Formation of committee that will conduct research and curriculum

development. (November 2005) Promote the establishment of this center and raise funding for the center.

(November 2005) 2nd Phase: Research and Curriculum Development Objectives:

1. To review existing course offerings and pedagogical methods 2. To develop curriculum for Certificate, BS, MS, PhD degrees (class-room

mode and distance learning) 3. To develop methodologies for research, planning, operations, monitoring

and evaluation. 4. To enhance existing Participatory Action Research, Community Organization

and Management programs toward integral framework

Description of Work: A research and curriculum development committee will be formed to review existing curriculum and pedagogical methods of ASI. The members of the committee will come from the pool of faculty of ASI and MTKISD. Furthermore, the committee will be tasked to do the following:

1. Properly determine the structure of the center that will enable to transcend regional and religious boundaries of the program designs.

2. Determine the applicability of the integral work design in the existing courses.

3. Immediate test programs. 4. Determine the feasible elements to be incorporated in the programs. 5. Determine the mode of delivery of the proposed degree programs.

Deliverables:

A Research and Curriculum Development Committee Preliminary report on the outcome of the formed committee First draft of revised curriculum and pedagogical methods

Milestones and Expected Outputs:

Undertake the required research and development to design a formal course in Human and Ecological Management and Organization for Sustainable Development. (November 2005 – December 2005)

To prepare the syllabus and pedagogical approach and materials for such a degree program. (November 2005 – December 2005)

To preliminary design program of studies at different level from a 1 year certificate course to a full doctoral degree. (November 2005 – December 2005)

3rd Phase: Consultation with Experts from Academe and Communities Objectives:

1. To conduct consultation and validation with academe and partner communities

2. To produce final version of proposed curriculum 3. To come up with a preliminary design of educational/ training needs for the

degree programs 4. To build consensus and determine functions in creating an Oikocenter

Description of Work: The proposed degree programs formulated by the core group reviewing the

curriculum and methodologies for planning, assessment, monitoring and evaluation will be cross-checked and consulted with the academe to have a firm grasps and applicability of methods to different bioregions and scenarios.

After series of consultations and validation, the core group will draft the final version of the proposed curriculum that will be the seed in the formal establishment of the Oikocenter. ASI and MTKISD will undergo standard procedure to acquire full accreditation of Commission on Higher Education (CHED).

Deliverables: Validation workshop for proposed curriculum/ programs Curriculum design of the proposed Degree Program Proposed design of educational materials/ training needs that can be used

for the degree programs Functions of the Oikocenter


An Experts Meeting - Workshop and consultation with academe and community practitioners and other stakeholders (November 22 – 23, 2005 and December 5 – 6, 2005)

Preliminary validation with the partner communities of ECSOM Protocol for curriculum development (December 2005)

Preparatory phase for implementation. It includes advertising and design of educational/ training needs (November 2005 – December 2005)

4th Phase: Creation of Degree Programs Objectives:

1. To acquire accreditation from CHED 2. To find sponsorship in the creation of a Department, Professorial Chairs,

Fellowship and Scholarship support. 3. To conduct preliminary teacher’s training (Educators) 4. To formalize the establishment of the Oikocenter

Description of Work: In order to fully operationalize the degree program, the partner organization

will seek funding prior creation of a Department, Professorial Chairs, Fellowship and Scholarship to broaden the reach of the programs. The two modes of programs will be of class-room mode and distance learning programs.

During the process of curriculum development teachers (educators), will be introduced to the framework of integral thinking. A short training course will be conducted for teachers that will handle degree programs to have firm grasps on the programs.

The Oikocenter will be formally established upon the start of Academic Year and implementation of the degree programs. Promotions of the courses offered will be done prior to the approval of CHED. It is hoped that ASI will be the center of integral thinking of the Philippines.

Deliverables:

Sponsor for the creation of a Department, Professorial Chairs, Fellowship and Scholarship support.

Seminar-workshop for faculty members that will deliver the holistic integral framework

Establishment of the OikoCenter Promotions for the degree program and Oikocenter Accreditation from CHED Production of syllabus and pedagogical approach and materials for degree

programs Milestones and Expected Outputs:

Meeting and consultations with CHED (January 2006 to March 2006) Approval and accreditation from CHED (April 2006) Look for institutions to grant creation of a Department, Professorial Chairs,

Fellowship and Scholarship support to qualified students. (January 2006 to May 2006)

Formal establishment/ inauguration of the Oikocenter. (February 2006) Seminar-workshops for faculty members (March to May 2006) Research and Development (February 2006 to December 2007)

5th Phase: Developing Professional Eco-based Community-centered SD Managers Objectives:

1. To fully implement of degree programs (Class-room mode and Distance Learning)

2. To monitor the first batch 3. To conduct practicum in selected pilot communities 5. Monitoring and evaluation of students and faculty


The fifth phase aims to develop SD Managers that are holistic in thinking. The following will be the body of knowledge that will be included in the degree programs: • History, history of thought, history of institutions, • Natural Science (naturwissenschaften) physics, chemistry, biology,

• Social Science (geisteswissenschaften) science of man the social/behavioral/human sciences, sociology, ethnology, anthropology. Archaeology, political science, psychology, economics

The two modes of implementation of the degree programs will be of class-room mode and distance learning to widen the base of students the Institute. The SD Managers must have intellectual and spiritual thinking having doing, managing, leadership and transforming skills. Students will be exposed to the communities to put theory into practice in order to have firm grasps on what are the real situation happening in the communities and to validate knowledge they acquired. A set of guidelines prepared by the Committee for monitoring and evaluation of the performance of faculty and students will be implemented.

Deliverables:

Degree programs: Class-room mode and Distance Learning Batch of students that will undergo the programs Practicum of potential SD Managers Semestral evaluation report based on the performance of faculty and students


Full implementation of the degree programs. (May 2006 – onwards) “Putting Theory into Practice”. Field exposure of the students. (NOTE: Will

depend on the curriculum developed by the Committee) Monitoring of the first batch. (June 2006 – March 2007) Semestral evaluation reports. The 1st evaluation report will be submitted on

November 2006 Review of curriculum (February 2007 to March 2007)

6th Phase: Introduction to Degree-granting Universities Objectives:

1. To look for other universities that will adopt an integral framework (21st century Liberal Arts)

2. To have Memorandum of Understanding for selected partner institution 3. To train potential community leaders and implementers to the

framework Description of Work:

During the first year of implementation, ASI and MTKISD will look for potential organizations that will adapt the Integral Curriculum and or integration of the Integral thinking the degree programs of the educational institutions. This is one way to popularize the idea of sustainable development and what are the ideologies and thinking behind to develop sustainable managers and communities. MTKISD, ASI and the potential partner institution will have a Memorandum of Understanding in adapting the curriculum. This will pave way in broadening

Sustainable Development and instilling new way of thinking to future generations. Potential community leaders and implementers will also undergo rigorous training equipped with ample knowledge and skilled enough in creating sustainable future for different communities.

Deliverables:

List of potential partner educational institutions MOU to selected educational institution Training and workshops for educators and implementers


Selection of partner educational institutions (January 2007 to March 2007) Signing of MOU (May 2007 August 2007) Training and workshops (August 2007 to September 2007) Compilation and making of final report (December 2007)

Ecosystem-based Community-centered Sustainable Development Organization and Management (ECSOM)

Programs/ Activities 2008

1st COMPONENT The creation of an operating protocol for the use of coastal and terrestrial communities

Sept2005

Oct2005

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PHASE 1 Applied Research & Development 1. Database Local & Indigenous Knowledge in the

country (On-going) ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ 2. Networking and mapping of these practices

(On-going) ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ 3. Listing of potential model communities with

sustainable practices (On-going) ¤ ¤

4. Records of the present and best community practices/ initiatives from paricipants (On-going)

¤ ¤

5. Protocol/ project design for selected model community that will transcend regional and religious boundaries among communities

¤

PHASE 2 Validation with Coastal and Terrestrial Communities 1. Travel to potential model communities; Rapid

community assessment a. Occ. Mindoro (PLAN San Jose’s Mangyan

Dev’t. Program) b. Jinamoc Island, Basey, Samar (Samar NGO

Consortium & Basey Tourism Council) c. Zamboanga peninsula (In cooperation w/

Ateneo de Zamboanga) d. Aurora ______________________________ d. CALARIZ Area f. Antique g. Pangasinan h. Palawan (On-going)

¤ ¤ ¤ ¤

2. Finish report on rapid assessment and community consultation

¤ 3. Criteria for selecting model communities ¤ 4. Write a final version of generic module of the

protocol of ECSOM ¤

Loraine Gatlabayan

Note

Programs/ Activities Sept2005

Oct2005

Nov2005

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Mar2006

Apr 2006

May2006

Jun 2006

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Sept2007

Oct2007

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Dec2007

2008

PHASE 3 Selection of Pilot Communities 1. Review and selecting of potential partner

communities) –-- (on-going) ¤ ¤

2. Developing holistic integral design for the community

¤ ¤

PHASE 4. Adapt to Actual Application in Model

Communities

1. Translating ECSOM to local community

¤ ¤ ¤ ¤ ¤ ¤

2. Integration of ECSOM into the programs and projects

¤ ¤ ¤ ¤ ¤ ¤

2. Publication and production of local modules in the form primers, brochures, guide/ manual etc.

¤ ¤ ¤

3. Tie up and establish networking with LGUs and the private sectors to provide and transfer of technology and infrastructures suited for production, services etc.

¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤

4. Training of communities in adopting and application of MMO Credit Card and Bansalangin Framework

¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤

PHASE 5. Installation of protocol for the communities 1. Training of community leaders and

implementers ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤

2. Participatory profiling (inventory, mapping, classification) of community resources and identification of critical areas using GIS based technology and framework in cooperation with the Manila Observatory and other scientific group and civil society organizations

¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤

3. Preliminary participatory monitoring and assessment of the installed protocol.

¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤

PHASE 6. Create Working Model Communities 1. Full implementation of the protocol in model communities

¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤

2. Community monitoring and monthly evaluation per production period

¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤

3. Conduct quarterly seminar-workshops for validation between academe and community.

¤ ¤

¤ ¤

4. Final phase of implementation ¤ ¤ ¤

5. Making of Final report, Information dissemination (books, manual, primers, through web etc.)

¤

6. Replication of model communities ¤

Programs/ Activities

2nd COMPONENT Curriculum for Formal Management Education

Sept2005

Oct2005

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2008

PHASE 1 Establishing a Center for professionalizing ECSOM 1. Meetings with Asian Social Institute and agree

on MOU ¤

2. Formation of committee that will conduct research and curriculum development.

¤ 3. Promote the establishment of the center and

raise funding --- on - going ¤ ¤ ¤ ¤ ¤ ¤ ¤

PHASE 2 Research and Curriculum Development 1. Undertake the required research and

development to design a formal course in Human and Ecological Management and Organization for Sustainable Development.

¤ ¤

2. To prepare the syllabus and pedagogical approach and materials for such a degree program.

¤ ¤

3. To design the program of studies at different level from a 1 year certificate course to a full doctoral degree.

¤ ¤

PHASE 3 Validation Workshops with Academe and Stakeholders of Communities 1. An Experts Meeting --- Seminar -workshop and

Consultation with Academe and practitioners of community and other stakeholders

¤ ¤

2. Preliminary validation with the partner communities of ECSOM Protocol for Curriculum Development

¤

3. Preparatory Phase for implementation. It includes advertising and design of educational/ training needs

¤ ¤

Programs/ Activities Sept2005

Oct2005

Nov2005

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PHASE 4. Creation of Degree Programs 1. Meeting and consultations with CHED

¤ ¤ ¤ ¤ ¤

2. Approval and accreditation from CHED

¤

3. Look for institutions to grant creation of a Department, Professorial Chairs, Fellowship and Scholarship support to qualified students.

¤ ¤ ¤ ¤

4. Seminar-workshops and training for faculty members

¤ ¤ ¤

5. Formal establishment of the Oikocenter. ¤

6. Research and Development ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤

PHASE 5. Developing Professional Eco-based Community-centered SD Managers 1. Full implementation of the degree programs.

¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤

2. “Putting Theory into Practice”. Field exposure of the students. (Will depend on the committee of the Center)

3. Monitoring of the first batch. ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤ ¤

4. Semestral evaluation reports. The 1st evaluation report

¤

5. Review of curriculum ¤ ¤

PHASE 6. Introduction to Degree-granting Universities 1. Selection of partner educational institutions

¤ ¤ ¤

2. Signing of MOU to potential institutions ¤ ¤ ¤ ¤

3. Training and workshops ¤ ¤

4. Compilation and making of final report ¤

JinamocJinamoc Island: The Prospect of Island: The Prospect of An Integrated Sustainable An Integrated Sustainable

Development ProgramDevelopment Program

JinamocJinamoc Island Is a Island Is a ‘‘WedgeWedge’’

Part of the municipality Part of the municipality of of BaseyBasey, Western , Western SamarSamarTotal land area: 129.8 Total land area: 129.8 hectares of rolling hills, hectares of rolling hills, small patches of small patches of plains, and plains, and beaches/coastlinebeaches/coastline

•Natural resources: coconut trees, cacao, cogon, bamboo, gmelina, mahogany

Marine resources: fish, crabs, seaweeds (although decreasing)

A Glimpse of History: A Glimpse of History: Joint Intelligence, Naval, Air, and Joint Intelligence, Naval, Air, and

Military OperationsMilitary Operations

Changed the lifestyle of people and the island

•Employment for the natives as handymen, laundrywomen, utility workers

•Use of appliances: washing machines, TV, Radio, etc.

After WWII, the only structure left is the lighthouse.

Poverty and hunger exist in Jinamoc Island: the decrease in fish catch, encroachment of trawlers in the 15-km. radius, the increasing cost of living impact on the community

NEED FOR ALTERNATIVE SOURCES OF INCOME!!

ecotourism as an alternative ecotourism as an alternative livelihood?livelihood?

BaseyBasey, , SamarSamar is host to caves, e.g., is host to caves, e.g., SohotonSohoton CaveCaveCan Can JinamocJinamoc be part of the be part of the BaseyBasey tourism tourism complex, with complex, with ‘‘horseback ridinghorseback riding’’ as its as its unique and special feature?unique and special feature?

The Philippine Agenda 21 as a The Philippine Agenda 21 as a framework for development planning framework for development planning

of the islandof the islandMultistakeholderMultistakeholder: information campaign on : information campaign on PA21, community visioning processes PA21, community visioning processes (discussing people(discussing people’’s contribution and s contribution and commitment to their own development)commitment to their own development)Respect for peopleRespect for people’’s cultures culture

AyawAyaw naming naming magingmaging isangisang BoracayBoracay!!

Piecing together the Ecotourism Piecing together the Ecotourism PicturePicture

DENR to plant fruit trees, mahoganyDENR to plant fruit trees, mahoganyDILG and NGOs DILG and NGOs –– training, monitoring progress of the training, monitoring progress of the ‘‘planplan’’BFAR BFAR –– rehabilitation of the aquatic and marine resourcesrehabilitation of the aquatic and marine resourcesWomenWomen’’s groups s groups –– monitor the growth of plants, remonitor the growth of plants, re--plant when neededplant when neededBarangay Barangay tanodtanod –– enforcement of ordinancesenforcement of ordinancesLGU/barangay officials LGU/barangay officials –– activate fund support, legislating policies and activate fund support, legislating policies and ordinancesordinancesDepEDDepED –– information and education campaigns, mobilize pupils for information and education campaigns, mobilize pupils for replantingreplantingJinamocJinamoc Island Livelihood Association Island Livelihood Association –– ‘‘developdevelop’’ the horseback riding the horseback riding component of the project (planting of edible grass, barn cleanincomponent of the project (planting of edible grass, barn cleaning and g and sanitationsanitation

What does the community need?What does the community need?An understanding of tree species and vegetation An understanding of tree species and vegetation that is appropriate to the islandthat is appropriate to the islandReRe--visit and appreciation of traditional skills (e.g., visit and appreciation of traditional skills (e.g., mat weaving)mat weaving)Determining the islandDetermining the island’’s s carrying capacitycarrying capacity (and (and

the viability of an ecotourism as an activity)the viability of an ecotourism as an activity)Tapping technical expertise to assess the Tapping technical expertise to assess the ‘‘resourcesresources’’ left by the Americans and the impact of left by the Americans and the impact of such on the community: are there toxic and such on the community: are there toxic and hazardous substances, including ammunitions hazardous substances, including ammunitions buried and left there?buried and left there?

What may the community need?What may the community need?

Training to improve the fish and marine Training to improve the fish and marine stocksstocksUnderstanding and proper interpretation of Understanding and proper interpretation of laws and ordinances, including the law on laws and ordinances, including the law on 1515--km Municipal Waterkm Municipal WaterContinue the process of community dialogue Continue the process of community dialogue and visioningand visioning

Rapid Community Rapid Community AssessmentAssessment((November 2November 2--3, 2005)3, 2005)

PLAN San Jose Program UnitPLAN San Jose Program Unit’’s s MangyanMangyan Development ProgramDevelopment Program

by by

LORENZO V. CORDOVA, JR. LORENZO V. CORDOVA, JR.

Occidental Occidental MindoroMindoroResources:Resources:Marine EcosystemsMarine EcosystemsAgricultural land Agricultural land GrasslandsGrasslandsForest landsForest landsFreshwater (Rivers)Freshwater (Rivers)Fish ponds Fish ponds

PLAN Covered PLAN Covered Municipalities:Municipalities:MagsaysayMagsaysaySan JoseSan JoseRizalRizalCalintaanCalintaan

ScenarioScenario• Problems:

1. Environmental degradation2. Access to education3. Health and Sanitation4. Basic social services5. Training (technical know-how)6. Market7. No CADC8. Indicators for Sustainability*

Overview of Overview of PLANPLAN’’ss MangyanMangyanDevelopment ProgramDevelopment Program

• Players: LGUs, NGO, IP, POs, Academe, DA, CENRO, DAR, DSWD

• 51 Mangyan communities in 11 barangays• 8 centers (Sitios) – situated near a school• Duration: 2005 - 2007

Projects: Projects: 11. . Tree nursery Tree nursery 2. Agro demo farm2. Agro demo farm3. Reviving the Cooperatives 3. Reviving the Cooperatives 4. Livelihood programs (Organic4. Livelihood programs (Organic

Fertilizer, Honey bee culture Fertilizer, Honey bee culture etc.etc.) ) 5. Institutionalizing 5. Institutionalizing ““BantayBantay GubatGubat””6. Conservation 6. Conservation

SitioSitio EmokEmok, , BrgyBrgy. . PacloloPaclolo, , MagsaysayMagsaysay, , OccOcc. . MindoroMindoro

MangyanMangyan Tribe: Tribe: HanunooHanunoo

Natural Resources:Natural Resources:-- Forest, River (Forest, River (CagurayCaguray River), 7River), 7springs, 3 Caves (untapped source ofsprings, 3 Caves (untapped source ofguano)guano)

ManMan--made made ResoucesResouces::-- 1 Multi1 Multi--purpose hall purpose hall -- 1 daycare center1 daycare center-- 1Elementary School (Grades 11Elementary School (Grades 1--3)3)--1 small water reservoir1 small water reservoir

Tree Nursery- Fruit trees- Indigenous & endemic species

Agro Demo Farm- use of Sloping Agricultural LandTechnology (SALT)

- cash crops, medium term, long term - Lectures on basic ecology & disadvantage

of chemical agriculture

* Signing a MOA with DepEd

• Reviving Cooperatives*- Identified 5 Cooperatives - In cooperation with

Cooperative Development Authority (CDA)

• Orientation (ways & means of coop, leadership, roles of members etc.)

• Election of officers (custom)

*Under LIUCP Program in mid ’90s

Organic FertilizerOrganic FertilizerComposition:Composition:

GuanoGuanoRice hullRice hullTrichodermaTrichoderma

-- thru cooperativethru cooperative

What are needed?What are needed?• Resource Inventory &

Mapping • A sustainable livelihood

design- Management- Accounting

• Trainings • Technology• Education (culturally &

environment rooted)• Review of Laws &

Policies• Indicators for

Sustainability

General Comments from AcademeGeneral Comments from Academe

• Sustainable development is not new to the Asian Social Institute. In fact this is already integrated in a number of subjects in both the BS program, the MS degrees and the Doctoral program;

• Sustainable development is very much part of the concept of “integrity of creation” which is in the Vision of ASI and also stressed in the foundation course, Philosophy of Commitment to Total Human Development (PCTHD).

General CommentsGeneral Comments• However, with the expanded definition of “community”

that was presented to us by SKR which is not only a geographical area or a territory but also a habitat in itself that is based on biomes or regions; it explains that a community is like a county with 5-6 municipalities of interconnected biomes where people’s livelihood and culture co-exist.

• With the definition of “community’ we can look at sustainable development happening right in the very communities where we live where we look at our own community-based resources towards sustainability.

Proposed Integration of the SD Concept Proposed Integration of the SD Concept The Committee saw the value of Sustainable development to be

integrated in the current academic programs of ASI.1. Integrate the ISD concept in the Interdisciplinary subjects- all

students takes these subjects regardless of the degree they want to pursue;

• Philosophy of Commitment to Total Human Development• Project Planning and Management• Economic Analysis• Socio-cultural Analysis • Research Methods • Communication for Development

Proposed Integration of the SD ConceptProposed Integration of the SD Concept

2. Integrate it in the field of specialization of the students;

2.1 MS in Social Services and Development• Social Development Perspectives and Processes • Poverty Alleviation Strategies • Components of Social Services • Generic Helping Approaches

Proposed Integration of the SD ConceptProposed Integration of the SD Concept

2.2 MS in Social Work • Social Welfare Policies Programs and Services • Social Welfare Administration with OD • Community Practice • PPM • HRT

Proposed Integration of the SD ConceptProposed Integration of the SD Concept2.3 MS Economics • Alternative economics• Environmental economics• Micro and Macro Economics • PPM

2.4 MS Sociology • Organizational Development

2.5 MS Pastoral Sociology and MS PaSoc major in Pastoral Studies

• Pastoral Planning and Administration • Organizational development

Proposed Integration of the SD ConceptProposed Integration of the SD Concept2.6 MS in Education• Alternative Education• Management Organization and Development wt

specialization in CD• Community Development• Environment and Education• Management and OD• Alternative Education

Proposed Integration of the SD ConceptProposed Integration of the SD Concept2.7 BS in Social Work• Development Perspectives and Processes• Community Organizing• Field Work

2.8 CD Course Modules • Perspective on Transformatory Praxis• Understanding Communities • Community Development Principles Theories and Practices • Managing Bio-regions for Sustainable Development

2.9 Ph. D in Applied Cosmic Anthropology (the concept of SD is weaved in all the subjects under this program)

Proposed Integration of the SD ConceptProposed Integration of the SD Concept3. Specific Topics related to Sustainable

development could be offered as a short- term course;

4. A ladderized specialized graduate curriculum; (to be discussed separately)

5. Trainings for the Informal Sector (to be discussed separately)

Degree in Sustainable Development Degree in Sustainable Development

A Specialized BS program

A Specialized BS program

12/12/2005 Free Template from

www.brainybetty.com2

General IdeasGeneral Ideas

• The Committee came with this general ideas for a degree that is divided into three parts:

• Foundation (core subjects) • Practice Theory ( methods and skills ) • Practice or Practicum Part (Application of

knowledge gained from classroom)

• The Committee came with this general ideas for a degree that is divided into three parts:

• Foundation (core subjects) • Practice Theory ( methods and skills ) • Practice or Practicum Part (Application of

knowledge gained from classroom)

12/12/2005 Free Template from www.brainybetty.com

3

Foundation Subjects Foundation Subjects

• Philosophy of Commitment To Total Human Development

• Principles related to Sustainable Development

• Integral Development Theory/ies• Social Policies (national and international) •

• Philosophy of Commitment To Total Human Development

• Principles related to Sustainable Development

• Integral Development Theory/ies• Social Policies (national and international) •



Practice Theory (Competencies) Practice Theory (Competencies)

• Integral Asset-Based Community Mapping• Quantitative and Qualitative Culturally Rooted

Researches • Poverty Alleviation Strategies • Participatory Project Planning and Management• Socio-cultural Analysis• Community Organizing • Human Resource Training

• Integral Asset-Based Community Mapping• Quantitative and Qualitative Culturally Rooted

Researches • Poverty Alleviation Strategies • Participatory Project Planning and Management• Socio-cultural Analysis• Community Organizing • Human Resource Training

12/12/2005 Free Template from www.brainybetty.com

5

Practice Theory (Competencies)Practice Theory (Competencies)

• Community Economics • International Political Economy• Advocacy and Resource Generation• Communication Skills • Project Planning, Implementation,

Monitoring and Evaluation • Management Skills

• Community Economics • International Political Economy• Advocacy and Resource Generation• Communication Skills • Project Planning, Implementation,

Monitoring and Evaluation • Management Skills



Practicum Practicum • Community Accompaniment. Students to be sent

to communities should be able to assist the communities towards their own sustainability. A mechanism should be worked out that the communities are not just laboratories for student’s practice;

• After each student ends her practicum period another batch will be sent to the same community until the community will be able to take off on their own initiatives

• Community Accompaniment. Students to be sent to communities should be able to assist the communities towards their own sustainability. A mechanism should be worked out that the communities are not just laboratories for student’s practice;

• After each student ends her practicum period another batch will be sent to the same community until the community will be able to take off on their own initiatives

Training for the Informal Sector

Training for the Informal Sector

1. The Academe Committee believes that since ASI is grassroots in orientation there is also a need to equip Community Managers to be able to assist their communities chart their own development towards Sustainable Development.

2. The varied training courses will enable them to get a formal Certificates on Sustainable Development

Modules for the Community Managers

• Perspective on Transformatory Praxis • Social Policies (national and internaitonal laws) • Tranformative Leadership (facilitating skills, core group

building, resource mobilization) • Values development • Community Organizing to include Asset Mapping • Resource Management Planning with Spirituality • Participatory Project Planning and Management• Conflict Management

Modules for the Community Managers

• Creation Spirituality, Ecology,• Cooperativism• Organic Farming • Creative Appropriate Technology (technology

with a human face)

• Eventually these modules could also be part of a diploma for Community Managers

ZamboangaZamboanga Validation WorkshopValidation Workshop

Presented by:Presented by:

Pastor Pastor ChitoChito Navarro, Navarro, TransDevTransDev

Dr. Rebecca Fernandez, Dr. Rebecca Fernandez, AteneoAteneo de de ZamboangaZamboanga

THE UNIT MICROTHE UNIT MICRO--ECOSYSTEMECOSYSTEM

The geography of our The geography of our archipelago defines archipelago defines wedges of watersheds wedges of watersheds with corresponding with corresponding drainage and drainage and catchmentcatchmentareas as component areas as component micromicro--ecosystemsecosystems. .

Issues and Concerns raised by Issues and Concerns raised by fishermen and farmersfishermen and farmers

Scarcity of fish Scarcity of fish –– encroachment of commercial fishing vesselsencroachment of commercial fishing vessels–– dynamite fishingdynamite fishingSmall Small kaingeneroskaingeneros were prevented but were prevented but illegal loggers were allowed.illegal loggers were allowed.Security of land tenure (Security of land tenure (EcozoneEcozone area)area)Farm to market roadFarm to market road


High cost/price of farm inputs (fertilizer, High cost/price of farm inputs (fertilizer, pesticide)pesticide)No affordable credit assistance No affordable credit assistance (usurious rate)(usurious rate)Marketing of farm products (control of Marketing of farm products (control of middlemen)middlemen)

–– Outlet for organically grown cropsOutlet for organically grown crops–– Low priceLow pricePirates (Pirates (SacolSacol Island) Island) ---- accessibility to accessibility to fishing groundsfishing grounds


Potable water supply (Potable water supply (ZambowoodZambowood))Improper disposal of waste in coastal area Improper disposal of waste in coastal area (Mega Plywood Products).(Mega Plywood Products).Lack of working animalsLack of working animalsFarmers are not organized and Farmers are not organized and materialistic (attitude)materialistic (attitude)Lack of value formationLack of value formation

Issues and concerns raised by other Issues and concerns raised by other stakeholdersstakeholders

FarmersFarmers’’ cooperationcooperationDynamite fishing to be substituted with Dynamite fishing to be substituted with payaopayao((SilsilahSilsilah on education): Need for academeon education): Need for academe’’s s help in strengthening farmershelp in strengthening farmers’’ organizationsorganizationsNo access to financing institution No access to financing institution –– the forms the forms or methods for loan applications with or methods for loan applications with Cooperative Development Authority are Cooperative Development Authority are complicated complicated GovGov’’tt. top. top--down approaches to assisting down approaches to assisting stakeholders are considered ineffective even stakeholders are considered ineffective even by their own extension officersby their own extension officers

ACADEMEACADEME

EDUCATEEDUCATE

Teach, Inform, PromoteTeach, Inform, Promote

NSTP NSTP General Ed. SubjectsGeneral Ed. Subjects

Degree programs Degree programs

ASSIST COMMUNITIESASSIST COMMUNITIES

Training Management skillsTraining Management skillsLeadership skillsLeadership skillsValues formationValues formationPeace educationPeace educationSocial accountingSocial accountingResearch and Research and DocumentationDocumentation

SilsilahSilsilah and Academeand Academe

COMMUNITY EXTENSION COMMUNITY EXTENSION SERVICESSERVICES

Medical assistanceMedical assistanceProcessing of papersProcessing of papersTechnical knowTechnical know--how and informationhow and informationOthersOthers

SUSTAINABLE DEVELOPMENTSUSTAINABLE DEVELOPMENT

A specific framework for community A specific framework for community developmentdevelopmentMany elements already existingMany elements already existing–– Environmental protectionEnvironmental protection–– Social responsibilitySocial responsibility–– Peace educationPeace education–– (Social Accounting)(Social Accounting)

CONCERNS AND CONCERNS AND SUGGESTIONSSUGGESTIONS

Need for family assistanceNeed for family assistanceWhat is the direction of the Academe?What is the direction of the Academe?Students who will stay with the communities Students who will stay with the communities after graduationafter graduationDevelop degree programs on ecosystems Develop degree programs on ecosystems management management Advocacy programsAdvocacy programs

ECSOM TALAKAYAN Rigodon Room, Hacienda de Palmeras,

Santa Maria, Zamboanga City, November 30, 2005

The workshop was attended by some 44 participants from among farmers and fisherfolk affiliated with the Silsillah group, regional respresentatives of the National Government (DENR, DA, NEDA), the project manager of the local AID supported project on Governance in Environment, and members of Academe and some NGO leaders in Zamboanga, the Ateneo de Zamboanga University, The Western Mindanao State University (WMSU), and Fr. Sebastiano D’Ambra, PIME, Director and founder of the Harmony Village in Sinunuc, Zamboanga City and prime mover of the Silsilah Dialogue Movement, Sister Marion (Good Shepherd) working with the Silsilah program in the Harmony Village, and Pastor Chito Navarro of the Transformation and Development Foundation. The Workshop started at 9:18 AM. Mr. Sonny Cortez opened the meeting and briefly explained its background and the objectives of the workshop. It was a talakayan, a forum in which farmers, fishermen, academe and institutions could share experience, ideas and insights on the notion of an ecosystem based, community centered Sustainable Development organizatiuon and management system and the training and educational program that mioght be required to develop the trained personnel for manning such a system. The discussions would

• Identify problems of the fishermen and farmers • And gather reactions from the academe like WMSU, Ateneo and from

institution like Silsilah. The participants introduced themselves, after which Mr. Cortez gave the antecedents and background of the project and its context from the perspective of the FAO and the United Nations and specifically, the Fisheries Division. He recounted the chain of events that led to the World Summit on Development and the Environment held in Rio in June 1992, followed ten years later by the Johannesburg Summit. Agenda 21 was adopted at the Rio summit and the Johannesburg Plan of Implementation came out of the Rio plus 10 meeting. After the introduction, Mr. Cortez gave a brief background of their project:

• This project started in 2004, called Community Center for Eco-system Management.

• This is the output of the Johannesburg Summit on sustainable development. • One of its aims is to install eco-system approach to sustainable development.

If this approach can be applied to Zamboanga, it may be replicated to Basilan, Sulu and Tawi-Tawi. Mr. Cortez then discussed the “Conditions Prevailing Prior to UNCLOS”. He is aided by a PowerPoint presentation with the same title. (see the presentation). After the presentation, Mr. Cortez truned the floor to Sis Marrion (Silsilah). (Sister Marrion turned the floor to their Executive Director, Sister Minda)

• Silsilah started in 1984. • Centered their attention to 4 levels of relationship – with god, with self, with

others, and the whole of creation. • 2 yrs ago, started seminars with farmers on organic farming. • 15 days hands-on training for farmers: natural technology (organic farming).

Dr. Roxas was then introduced by Mr. Cortez. Dr. Roxas:

• ECSOM – is an ecosystem approach being pushed by U.N. - E = Ecosystem - C = Community - S = Sustainable Development - O = Organization and - M = Management

• We are here not to teach but to learn because u are the one near to it

(ecosystem) • The importance of vernacular knowledge, the experiences of the people, their

tradition is invaluable in this matter. • (please refer to presentation) • To transcend into modern method but not to leave good traditional knowledge

we have. • But how to fuse modern method na hindi mawawala ang magagandang

tradition? • Our ecosystem was developed through 400 million yrs but we destroy it for

only the past 30 yrs. • Twin problem of the Philippines – poverty and destruction of the ecosystem. • This is due to our belief that if leave those few to exploit our system, it will be

for the good of the majority. • But this is not so. • If this current strategy is good why are we suffering? • A good strategy to return to our communities. • The unit of micro-ecosystem (presentation) • Magkakaugnay ang bunkdok at dagat.

• Isang systema na magkakaugnay ang lahat – tao, lupa, hayop, dagat. • If this unit is still right, all wastes will be utilized through natural order. • The Philippines is made up of 225 watershed communities. • Therefore planning in these areas must come from the communities living in

these areas. • The planning process must be participatory in nature. • The implementation or management of the plan must also participatory

(community-based). • We only borrowed from the future generation this present ecosystem. • If we destroy it now, we will be ashamed to the future generation. • What we are looking for is scientific management but not the kind being

employed by corporation. • This scientific management must be centered in the community (people-led). • The likas-yaman (natural wealth) must be owned by the people in that

community. Mr. Cortez:

• Opened the floor to talakayan. Dr. Roxas:

• we want to know ano sa tingin nyo, i2 ba ay tutugon sa mga problemea na nararanasan ninyo sa mga komunidad? Practical ba?

• If this is the system needed, what kind of managers, planners, technocrat is needed by the communities?

• What kind of education needed to raise the level of management by the people?

• Is our current educational system has an answer to the needs of this system? If not, what kind of educational system is needed?

Mr. Cortez:

• All farmers and fishermen to group together in one or 2 tables to discuss experiences and problems.

• Then we hear the reactions from the academe. The discussion groups were then formed. After discussions, the fishermen and farmers presented their output. Issues and Concerns raised by fishermen and farmers:

1. Scarcity of fish a. encroachment of commercial fishing vessels b. dynamite fishing

2. Small kaingeneros were prevented but illegal loggers were allowed. 3. Security of land tenure (Ecozone area) 4. Farm to market road 5. High cost/price of farm inputs (fertilizer, pesticide) 6. No affordable credit assistance (usurious rate) 7. Marketing of farm products (middlemen control)

a. Outlet for organically grown crops b. Low price

8. Pirates (Sakul Island) -- accessibility of fishing ground 9. Potable water supply (Zambowood) 10. Improper disposal of waste in coastal area (Mega Plywood Products). 11. Lack of working animals 12. Farmers are not organized and materialistic (attitude) 13. Lack of value formation

Discussions: Mr. Navarro suggested for the government workers to say something. Dr. Jun (veterinarian): The problem is the farmers’ cooperation. Bakil: If you could help us stop dynamite fishing and help them to have even one payao. Silsilah ED: on #12 and #13 of the issues presented – probably the academe can help specially on the methodology for organizational strengthening of the farmers. Chito: In addition, they have no access to financing institution – the forms or methods are complicated. You will need a PhD to accomplish the forms fo the Cooperative Development Authority. From city agriculture office: We are helping, but what is happening inside the government is we are controlled by the higher-ups. May the academe influence our bosses? From the academe: Dr. Rebecca Fernandez:

• One area we are useful is through NSTP Program. • Ecosystem education can also be incorporated in the subjects or in degree

programs. • We can also assist communities trying the to implement ecosystem approach • Also in giving training, research and documentation • In processing of papers for the like of cooperatives

• Community extension services can also serve the communities • Family assistance is also important. • To examine the view of sustainable development (to whether adopt this to the

curriculum or do something else) Ma’am Emie Basilio:

• Questions: - of what really the academe want. - Are we going to produce students who are going to stay to the

community after graduation? • At present we integrating in our subjects ideas similar to Drs’ ideas but we are

frustrated… • The students who will graduate will stay to community or go abroad (BSSW,

Agriculture, Nursing) • Suggestions raised:

- Start where we are now, example programs working with communities - Strengthen, improve these existing program rather than develop new

one - Develop short term courses for advocacy - On NSTP: it is not so sustainable since the students will move on and

the values education given will not seep through to communities. • Develop a 4-year course on BS in Ecosystem Management with field

placement to government agencies and KFI i.e. DENR, KFI. Dr. Jun: suggestion to the academe. Mr. Cortez: the Palawan Agricultural College has a curriculum where they assign teachers to community. The communities adopt them. The teachers teach them how to grow food craft, fisheries. Each family allocate about half an hectare where the students will be taught how to farm and fish. By the time the students graduates, he/she knows how to handle community problem. That’s the idea. Dr. Roxas:

• common approaches to solve issues presented - Put up projects - Isolated approaches creates other problems - The key is to find strategic approach to make it sustainable - Cooperatives were developed in Scandinavian countries but it is not

“tumutugon dito” (appropriate to us) - Our banking system does not answer to the need of small fishermen

and farmers. - Mas effective pa ang pagpapautang ng sari-sari store

• The system that would answer to presented problems must be thoroughly studied

• The system that would work will need land use plan – parcel allocated to forest, farming, housing, etc. and where everybody will have a chance to livelihood.

• In Japan, the municipal waters were strictly for the use of the local people. • So in this system tenural security is built-in for the security of tenure is not

present, no one will take care of it. • Concept of “community manager” -- ahente ng komunidad na siyang

nangangasiwa sa marketing needs ng mga farmer/fishermen sa komunidad. • The LGC has many provbisions that have not yet implemented/used by the

community. This must be utilized/maximized. There is no need to revise even the constitution.

• What we need to learn is to know the landas na tatahakin para makarating sa pupuntahan. Ditto pumapasok ang local universities. Kailangan ng research.

• The concept must not be from other areas but from local experiences. Mr. Cortez asked for reactions. Fr. Sebastian of Silsilah: in Zamboanga 3 yrs ago the government implemented the LDC and I am one of its members. I do not see any hope.

• I believe the sustainability is anchored in people’s motivation • Motivation become vocation which in turn become fulfillment • This system will require values formation at all levels to motivate the people.

Lunch: 12:55 Afternoon Session started around 1:44 PM. Mr. Cortez introduced the next topic, Community Accounting System as modeled in Nueva Ecija, to be given by Dr. Rojas. Dr. Rojas:

• DA did not use the ECSOM because they thought it is complicated. But it is not as experienced in pilot areas like Ibalon (a fictitious municipality).

• Told the story of Ibalon with the aid of PowerPoint presentation (please see the presentation)

• This methodology is very different from the corporate accounting system since what we are accounting here is not for the interest of the owners of the corpoaration but that of the people in the community.

Mr. Cortz:

• In addition, the interest of the community becomes the general ledger and the corporate becomes the subsidiary ledger.

• The present system of national accounting is consolidation of corporate account and not of community account.

• Those in university should be able to start teaching community accounting. • We (Dr. Rojas and Me) were educated as economist but we are not taught this

one. But we believe that this must be started to change our economy. • We have to internalize this to really project’ the natural accounting.

Fr. Sebastian:

• we will find in the community the leaders… Dr. Rojas:

• The biggest capital of the family is time. • If this capital is properly utilized, can be considered as capital investment. • This kind of accounting starts with real terms. • The way this is used, starts with logic. If logic is completed, accounting

follows. • Most projects today was developed using foreign logic. This is most often not

appropriate to Filipino setting. • If you are thinking that this will only operate if everybody is a saint, this is not

so. • It is the system that creates a certain type of attitude and not the other way

around (like Philippine political system. The current presidential system naturally produces corruption in all level).

Chito: I would like to give a little stress to what Dr. Rojas pointed out.

• How many leters of water a person needs a day? • Usually 20 liters for drinking, bathing etc. • This is 73 cu m in one year. • Assuming that one tree can hold 5 liter of water • We need 375 trees to support one person. • Water requirement of one sardine factory needs 20,000 hectares of tree. • If we do not correct our ways, we wont have any more potable water left.

Francis:

• I understand community accounting system is like community profiling. • It could take years for it to finished • How can the accounting system immediately address existing issues? • We need resources to get these (for CommAcctng) data.

Dr. Rojas:

• It doesn’t take that long to do it. • The most immediate here is to change the thinking. • It has to do with the way the community thinks about their balance sheet. • The assets not owned by the community members will no longer of

community concern. • If someone will come in and buy land, the community must assess what would

it cost them.

• The primacy of resources is for the community’s good. • What you can do immediately is for the community to accept the principle of

community accounting. • They must realize this, immediately.

Silsilah ED:

• parang ina-affirm ang ginagawa namin sa Silsilah. • Wag na tayong maghintay kung sino ang makakatulong sa pagbabago. • It is only the people in the community who can analyze their situation • Transformation really is not easy to do. It begins with personal

transformation, but we cannot wait for the individual to transform before to transform the community. I think we can dot it simultaneously.

Mam Emie Basilio:

• Experience in the framework of SIAD • Resource assessment then planning, done by the people. • Weakness is continuing education component which is lacking

Dr. Roxas: • Right, SIAD has no community accounting component • Balanced accounting is what is lacking in the community to measure the

project in its uses and costs. This is also useful in trining the community manager.

• Here, the universities must come in to conduct research and develop experiences but it would really take a long time to develop this.

Ms. Sanyo (Silsilah):

• What we focus on is what the farmers already have. We gave attention to their family, the bayanihan.

• Back to the roots. Basic thinking. Fr. Sebastian:

• The comments/ideas are good one for reflections. • We have to produce people who are endearing this ideas. • We learned through the experience of others. • Point: there is hope but we have to work hard. • There is some kind of affirmation and we with the help of others can do more.

Dr. Roxas:

• This discussion is do end here. • We are talking about how to go on with this. • But when we move, we need new strategy. • We are planning to conduct sharing with different communities in the

Philippines and to find ways to share experiences. • We need to know the needs of different places.

• What new programs to introduce so that the national leadership would respond to help the communities

• We are talking about setting up new center to make this happen. Like clearing house or community center for continuing discussion and sharing

• To continuously study ways of management and system • In some places the center must work with the academe and communities at the

same time so that the universities can really respond to the need of the communities.

• This could be done through various level – in the city, region • We will look for the model communities

Mr. Cortez:

• The eco-center will think of ways to address some immediate needs like the need for financing.

• If this community accounting becomes “alive” in the community then Dr. Rojas can help.

• He could find ways for the collateralization of sustainability. • We would continoue the process until we realize this eco-center.

Sis. Marrion gave the closing prayer through a song -end 3:39-

Workshop Output: Group I

Members: Ernie, Ka Meling, Arlene, Julie, Roger, Artem, Rey, Alex, Charles

Output of Discussion:

# 1. What do you think of Community-centered, ecosystems-based management?1. Community-centered, ecosystems-based management

must have the following characteristics/element:• Communally owned and managed programs,

projects, enterprise• Communal accountability• Livelihood/activities must not harm the

environment• Multi-stakeholder approach

2. It must be clearly understood and accepted by the stakeholders


3. To operationalize, people must be organized around a common development objective

1. To serve as initiator of projects2. Advocate for policy reform at all levels3. Disseminator of information and decisions to its members

and the whole community

# 2. Creative steps/ways to integrate community centered, ecosystems-based mgt

1. Institutionalize it the LGU through:1. Enactment of policies2. Integration in the development plan3. Delineation within the land use plan4. Integrate it in the hierarchy of administrative mechanism

2. Must encourage/utilize broad alliances


3. Maximize the role of the academe1. As mediator 2. Capability builders/provider of technical know-how3. Theory developer/articulator

4. Meaningful participation of community in all phases and aspect of the projects/activities

5. Website development/information sharing through internet

# 3 Capability Building NeedsValues Formation

Participatory Research on Ecosystem Management Practices


3.3. Project DevelopmentProject Development4.4. TrainorTrainor’’ss TrainingTraining5.5. Project Management (PIME)Project Management (PIME)6.6. Leadership TrainingLeadership Training

SUSTAINABLE SUSTAINABLE DEVELOPMENTDEVELOPMENTEcosystem Ecosystem ––Center Based Center Based

FrameworkFramework

GROUP 2GROUP 2

What do you think of the What do you think of the ecosystem ecosystem –– center center based framework?based framework?

Noble, ideal approachNoble, ideal approach

Area specific because it starts with the Area specific because it starts with the communitycommunity

Holistic approach which applies the Holistic approach which applies the principle of inclusivenessprinciple of inclusiveness. This approach . This approach involves the interaction of the environment with involves the interaction of the environment with the community. It implies that whatever you do the community. It implies that whatever you do to a part affects the whole environment to a part affects the whole environment including the communitiesincluding the communities

It is a difficult approach in terms of It is a difficult approach in terms of planning and implementationplanning and implementation since it should since it should entail the advocacy and cooperation of the entail the advocacy and cooperation of the community together with the local government community together with the local government units.units.

What creative steps/ways What creative steps/ways should be taken to integrate should be taken to integrate

the community centered the community centered ecosystem based ecosystem based

management to existing management to existing programs and/or community programs and/or community

systems?systems?

Community Community –– based data gatheringbased data gathering..The community are empowered to collect The community are empowered to collect

information and data on:information and data on:–– resources of the communityresources of the community–– ownership of the resourcesownership of the resources–– needs of the community needs of the community

The data is then utilizedThe data is then utilized::–– to organize the people in the community to organize the people in the community

thru immersion and consultationthru immersion and consultation–– to select the learning or pilot site and it to select the learning or pilot site and it

is very important that the site selected is very important that the site selected should be under a local government unit should be under a local government unit that is congruent with the communitythat is congruent with the community’’s s objectives, values and program of objectives, values and program of action.action.

Local System Approach should be Local System Approach should be translated into Municipality Programtranslated into Municipality Program

The local people should participate in The local people should participate in the electoral processthe electoral process. They must be . They must be active in policyactive in policy--making for the community making for the community and must be involved in the formulation of and must be involved in the formulation of specific ordinances to benefit the specific ordinances to benefit the community. community.

The local community must The local community must harmoniously work with the local harmoniously work with the local government units for common government units for common goals.goals.

The community should have The community should have National Advocacy or National National Advocacy or National Support to back up the communitySupport to back up the community--based program. based program.

Appropriate monitoring of Appropriate monitoring of implemented programsimplemented programs

Study and research for Study and research for alternative resources of energy alternative resources of energy and look for appropriate and look for appropriate technology to harness them.technology to harness them.

What capability What capability building/training would building/training would

address the need to address the need to operationalizeoperationalize the community the community

centered ecosystem based centered ecosystem based management program?management program?

ValueValue--driven leadership driven leadership –– Involves valueInvolves value--formation of the people formation of the people

in the communityin the community

Capability building in 3 areasCapability building in 3 areas::––CognitiveCognitive: acquisition of the useful : acquisition of the useful

knowledge and technology to develop knowledge and technology to develop the community the community

knowledge of environmental laws knowledge of environmental laws and regulationsand regulations

–– Psychomotor and Skill buildingPsychomotor and Skill building

–– AffectiveAffective: value: value--formation and community formation and community immersion to learn the culture and traditionimmersion to learn the culture and tradition

Training from Top Resource Management Training from Top Resource Management Agencies to learn new technologies for Agencies to learn new technologies for sustainable development like:sustainable development like:–– Sustainable AgricultureSustainable Agriculture–– SALTSALT

Utilization of Integrated TrainingUtilization of Integrated Training--Modules Modules for Sustainable Developmentfor Sustainable Development

Training on information technology to Training on information technology to avail data, skill and appropriate avail data, skill and appropriate technology for community technology for community developmentdevelopmente.g. utilization of internet, email, websitese.g. utilization of internet, email, websites

Training of community leaders on Training of community leaders on proper interpersonal relationship proper interpersonal relationship which emphasizes on conflict which emphasizes on conflict transformation and conflict regulationtransformation and conflict regulation

GROUP REPORT

GROUP 3 Facilitator: Ines Danao

Caring – Talim Gina – ASI Juaning – Talim Alice – ASI Henri – Antique Cris – ASI Reynaldo – Antique Elsa – ASI Frank – Zamboanga Roger – NCR

DISCUSSION REPORT

I. What do you think of community-centered, ecosystem-based management for SD?

1. Community – is composed of stakeholders in a specific ecosystem.

• Addressing persons (individuals, households, and groups) is easier, more effective and practical than whole community.

2. People’s Participation ( by whom & whose interests?)

Constraints: a. Many projects are coming in to the communities and

people take them for practical reasons, and if they are immediately beneficial for them; various interests often clash.

b. People are at different levels of consciousness. - We have to approach people differently.

II. Current Efforts

A. Cardona - Municipal and Barangay waste management

system are in place. - Environmental education in schools.

B. Antique

- Ban of “A-rifles” and chainsaw through local ordinances.

- Community patrols in cooperation with police.

C. Zamboanga - Waste management at Barangay and Municipal

level. With community contests (Cleanest Barangay)

- Waste Segregation Project at public markets and slaughter houses.

With facilities for compost and organic fertilizer processing

- All meat sold in the markets are certified - Relocation of informal settlers at water-sled areas Problem: Rivers have become “waste gutters”

D. NCR – Mga Maralitang Tagalunsod

- Before their main focus was on relocation and housing programs; they got involved in ecology only recently.

- Started with waste management projects and tree planting.

- Trees nurseries.

E. Talim Island - Environmental education. - Shoreline clean-up/ waste management. - Church programs on environmental education.

III. Proposed Steps

1. Environmental awareness and education in schools; at all levels (pre-schools, elementary, high school, college)

2. Integration in college NSTP 3. Informal education for communities. 4. Educate the rich and the capitalists who are largely

responsible for businesses that are environmentally destructive.

5. Educate the politicians and government workers especially the urban/ municipal planners.

6. Incorporate in everyday life practices of institutions (schools, churches, villages, organizations).

7. Imposed high taxes on environmentally-destructive economic activities i.e. logging, mining.

8. Incorporate waste-management program. * Ecological awareness and practices must start at personal and household level.

GROUP 1GROUP 1Q1. FrameworkQ1. Framework

We are looking for an alternative We are looking for an alternative to the present system that is not to the present system that is not working.working.The framework is valid, The framework is valid, important & acceptable. important & acceptable. We need to take steps before we We need to take steps before we can come up with an can come up with an implementation scheme for implementation scheme for ECSOM.ECSOM.

Q1a. Community & the Q1a. Community & the AcademeAcademe

The community & the The community & the academe should be seen as academe should be seen as one unit & integral. Both one unit & integral. Both should have a reorientation should have a reorientation to a new world view.to a new world view.The relationship of school The relationship of school and the community is and the community is

l

There is a need to reThere is a need to re--examine the examine the assumptions in terms of the assumptions in terms of the ownership of the resource in the ownership of the resource in the community (extent of ownership of community (extent of ownership of political families); how the NGOs are political families); how the NGOs are working in the community and how working in the community and how the people see them.the people see them.

Q1a. Community & the Q1a. Community & the AcademeAcademe

The framework should undergo a The framework should undergo a process of dialogue: with people process of dialogue: with people talking about it, experiencing it. talking about it, experiencing it. Social analyses should evolve Social analyses should evolve from them.from them.The concepts should be culturally The concepts should be culturally rooted (translated into local terms rooted (translated into local terms & context that easily are grasped & context that easily are grasped & understood). & understood).

Q1. The Training ProgramQ1. The Training Program


It should also be presented to It should also be presented to the local political leaders the local political leaders because their involvement is because their involvement is necessary in the implementation necessary in the implementation of the program.of the program.ECSOM should be integrated into ECSOM should be integrated into the elementary curriculum. It the elementary curriculum. It could be integrated as a value.could be integrated as a value.


We could start a pilot area because We could start a pilot area because students are diverse in school.students are diverse in school.The training program should be likened The training program should be likened to the metaphor of TA as a rope. to the metaphor of TA as a rope. Hence, the first learning participants Hence, the first learning participants (trained to become professional (trained to become professional AMsAMs) ) must be the young people from the must be the young people from the community. community.

Q2.Q2.NGOs with the same vision & program in the NGOs with the same vision & program in the community should be identified so we doncommunity should be identified so we don’’t t start from zero. We should network and link start from zero. We should network and link up with them.up with them.The community should look into the The community should look into the sustainability of the program.sustainability of the program.There is a need for a rethinking of students There is a need for a rethinking of students doing volunteer work and optimize their doing volunteer work and optimize their learning from the community through home learning from the community through home room discussion. The approach should be room discussion. The approach should be ACCOMPANIMENT.ACCOMPANIMENT.

Q3.Q3.

It is important to have a point of It is important to have a point of referencereferenceIt is a team of people who can convene It is a team of people who can convene and articulate around the idea, get and articulate around the idea, get insights from the community, where to insights from the community, where to start, etc.start, etc.It can be a specific community, It can be a specific community, organized, established in a specific organized, established in a specific geographical location.geographical location.It i t k t h It i t k t h

Q3.Q3.

It functions as a bridge to the gap It functions as a bridge to the gap between the community and the between the community and the technology, information.technology, information.It is a halfIt is a half--way house akin to what way house akin to what indigenous communities build: as indigenous communities build: as solace to weary travelers, to the sick, & solace to weary travelers, to the sick, & women giving birth; open to everyone women giving birth; open to everyone but exercising common responsibility to but exercising common responsibility to enable the next occupant to enjoy the enable the next occupant to enjoy the same comfort. In short, it should be a same comfort. In short, it should be a

Q4. Management CompositionQ4. Management Composition

A core group to manage & implement A core group to manage & implement the program. A collective effort. The the program. A collective effort. The manager should be open to receive manager should be open to receive instructions from the team. instructions from the team. A formation of a sustainable A formation of a sustainable development council, headed by a development council, headed by a Chief Councilor. There should be a Chief Councilor. There should be a fair distribution of members whether fair distribution of members whether from the local, municipal or from the local, municipal or provincial.provincial.

Q4. Q4.

Manager/s should come from the Manager/s should come from the community because they are the community because they are the implementers. implementers. The manager is not an overnight The manager is not an overnight manager. S/he will evolve, emerge manager. S/he will evolve, emerge from the community as s/he from the community as s/he undergoes training, capability undergoes training, capability building, to be equipped in the role building, to be equipped in the role of management.of management.

Q4.Q4.

Area Managers should come Area Managers should come from the youth who will serve from the youth who will serve their own communities.their own communities.A generalist not a specialist. A generalist not a specialist. Has the passion, commitment Has the passion, commitment and a vision of sustainable and a vision of sustainable development. development.

THOSE WHO WILL ACCOMPANY THE THOSE WHO WILL ACCOMPANY THE COMMUNITY MUST HAVE COMMUNITY MUST HAVE KNOWLEDGE, SKILLS, COMPASSION, KNOWLEDGE, SKILLS, COMPASSION, EXPERIENTIALLY GROUNDED ON EXPERIENTIALLY GROUNDED ON THE PEOPLETHE PEOPLE’’S CULTURE TO S CULTURE TO RESONATE WITH THEM. RESONATE WITH THEM. A partnership, and together be A partnership, and together be transformed.transformed.

REACTIONS/ CONCERNS/ REACTIONS/ CONCERNS/ SUGGESTIONS TO THE SUGGESTIONS TO THE FRAMEWORKFRAMEWORKGroup 2Group 2

Community Training ProgramsCommunity Training Programs

Develop a communityDevelop a community--based integrated training based integrated training modulemoduleCommunity must be involved in developing and Community must be involved in developing and implementing the modules for communityimplementing the modules for community--based based integrated training moduleintegrated training moduleIn reaction to the values formation componentIn reaction to the values formation component

Communities have different valuesCommunities have different values--system.system.We cannot just change it until they have finally realized We cannot just change it until they have finally realized what needs to be changedwhat needs to be changedALL LINE AGENCIES SHOULD BE TARGETED FOR ALL LINE AGENCIES SHOULD BE TARGETED FOR VALUES FORMATION MODULESVALUES FORMATION MODULES

Academic Curricular ProgramsAcademic Curricular Programs

Is the ACADEMIA (in general) ready for Is the ACADEMIA (in general) ready for the change (in paradigm, or creation of a the change (in paradigm, or creation of a degree/program geared towards degree/program geared towards sustainable development)?sustainable development)?Students/volunteers from the ACADEMIA Students/volunteers from the ACADEMIA should be trained/prepared first before should be trained/prepared first before going to the communitygoing to the community

REACTIONS TO THE REACTIONS TO THE ECSOM PROTOCOL/ECSOM PROTOCOL/PROCEDUREPROCEDURE

ECSOM PROTOECSOM PROTOCOLCOL

It is right to start with the needs assessment or It is right to start with the needs assessment or to identify the realities/situation of the communityto identify the realities/situation of the community

Academe should do training IN THE Academe should do training IN THE COMMUNITY. COMMUNITY.

All stakeholders must be present in planning and All stakeholders must be present in planning and managing the protocolmanaging the protocol

It is understood that there are technologies that It is understood that there are technologies that ensure sustainable development (e.g. SAFE<r> ensure sustainable development (e.g. SAFE<r> mining processes). mining processes).

In order to acquire such information/technologies, the In order to acquire such information/technologies, the ACADEMIA and the COMMUNITY will do the ACADEMIA and the COMMUNITY will do the research.research.

Part of the curriculum development is to Part of the curriculum development is to measure the parameters for social accountingmeasure the parameters for social accounting

ECSOM PROTOCOLECSOM PROTOCOL

Suggested Name of CenterSuggested Name of Center

PamathalaanPamathalaan

Functions of the CenterFunctions of the CenterFacilitateFacilitate

AdvocacyAdvocacy

Information and Information and communication centercommunication center

LibraryLibraryNetworking/establish Networking/establish linkageslinkagesPublish newsletterPublish newsletter

Research and Research and documentation (with the documentation (with the COMMUNITY)COMMUNITY)

Monitors and Validates Monitors and Validates the activities/efforts of the activities/efforts of stakeholdersstakeholders

CONCERN: Should the CONCERN: Should the center be accountable to center be accountable to a national entity?a national entity?

Qualities/ValuesQualities/Valuesof a Sustainable of a Sustainable

Development Manager Development Manager

QUALITIES/VALUES QUALITIES/VALUES OF A SUSTAINABLE DEVELOPMENTOF A SUSTAINABLE DEVELOPMENT MANAGERMANAGER

TransparentTransparent

PersonPerson--ofof--integrityintegrity

Servant/ ServantServant/ Servant--leaderleader

NetworkerNetworker

ConflictConflict--transformertransformer

Committed to Sustainable Committed to Sustainable Development.Development.

Will work fullWill work full--timetime

Has genuine concern for the Has genuine concern for the peoplepeople

Flexible but will not Flexible but will not compromisecompromise

Can relate crossCan relate cross--culturallyculturally

Apolitical, yet politically Apolitical, yet politically intelligentintelligent

(A PLUS: MBWA, EQ, rich (A PLUS: MBWA, EQ, rich wife/husband) wife/husband) ☺☺

GROUP GROUP 3 3 REPORTREPORTMembersMembers

Cap. Boy Ocop; Kagawad Joan Mayo; Cap. Boy Ocop; Kagawad Joan Mayo; Adolfo Mendoza; Regina R. Capili; Adolfo Mendoza; Regina R. Capili;

Arnel B. Boholst; Diosdado B. Carolino; Arnel B. Boholst; Diosdado B. Carolino; Roger C. Corbillon; Dr. Ramon Docto; Roger C. Corbillon; Dr. Ramon Docto;

Angelito P. Paltep; Rodrigo Gipit; Angelito P. Paltep; Rodrigo Gipit; Ernesto Capili; Charles Capricho; Emie Ernesto Capili; Charles Capricho; Emie BasilioBasilio; Dr. Rebecca Fernandez; Gina ; Dr. Rebecca Fernandez; Gina

A. Yap.A. Yap.

Question 1Question 1

A.A. The Framework:The Framework:

The concept is very good, but we The concept is very good, but we need to operationalize it to see if it need to operationalize it to see if it can work (the real challenge is in the can work (the real challenge is in the implementation).implementation).

B. Recommendations for TrainingsB. Recommendations for Trainings

Awareness Building or Popularization of Awareness Building or Popularization of the framework can be an initial step:the framework can be an initial step:

1.1. Teachers training in coordination with the Teachers training in coordination with the Dept. of Education.Dept. of Education.

2.2. Training of Barangay Officials and LGUs.Training of Barangay Officials and LGUs.3.3. Trainings for Community LeadersTrainings for Community Leaders4.4. Training for Development Workers/ NGOsTraining for Development Workers/ NGOs5.5. Develop a pool of resource persons Develop a pool of resource persons

compose of professionals and community compose of professionals and community leaders.leaders.

C. C. RecomRecom. for: Integration in the . for: Integration in the School CurriculumSchool Curriculum

1.1. Elementary EducationElementary Education•• Partner with BFAR and DENR for environmental Partner with BFAR and DENR for environmental

education in elementary schools;education in elementary schools;•• Some POs and NGOs are giving environmental Some POs and NGOs are giving environmental

education to school children.education to school children.

2.2. Integrate or infuse in the general Integrate or infuse in the general education subjects of college studentseducation subjects of college students

3.3. Make it a part of NSTP programMake it a part of NSTP program

Curriculum:Curriculum:

4.4. Add a subject on CommunityAdd a subject on Community--Centered Centered Sustainable Development (or the Sustainable Development (or the ECSOM) in relevant courses.ECSOM) in relevant courses.

-- ManagementManagement-- Environmental ScienceEnvironmental Science-- Development Studies Development Studies -- Etc.Etc.

5.5. Develop a degree program (BS and MS)Develop a degree program (BS and MS)

Question 2: The ECSOM ProtocolQuestion 2: The ECSOM Protocol

Recommendations:Recommendations:1.1. We must strengthen the POs We must strengthen the POs

–– they can act as steering groups, but the they can act as steering groups, but the whole community must be the primary whole community must be the primary actors;actors;

2.2. Educate and Empower the whole Educate and Empower the whole community;community;

3.3. Work for a Local Ordinance (a policy) or Work for a Local Ordinance (a policy) or a Resolution that will legitimize the key a Resolution that will legitimize the key persons and the program.persons and the program.

Question 3: The CenterQuestion 3: The Center

Name: Name: ECSOM CenterECSOM CenterFunctions:Functions:

•• Communication and Information CenterCommunication and Information Center•• Monitoring and EvaluationMonitoring and Evaluation•• Policy FormulationPolicy Formulation•• Resource Mobilization; coordination with Resource Mobilization; coordination with

partnerspartners•• Establish LinkagesEstablish Linkages

Question 4: Development Question 4: Development ManagersManagers

Qualities:Qualities:1.1. Responsible and community orientedResponsible and community oriented2.2. Socially accepted and endorsed by the Socially accepted and endorsed by the

community;community;3.3. Person of IntegrityPerson of Integrity4.4. With experience in community organizingWith experience in community organizing5.5. Willing to undergo trainingWilling to undergo training6.6. A resident of the area A resident of the area

EndEnd

GROUP IV

I. Training Program- Watershed Approach- Community Training

by sectorsby representatives from different sectors

1. Orientation on sustainable development2. Basic ecological principles, values, spirituality3. Training of paraprofessional (ECSOM)4. Ecological management skills

- fisheries, farm,etc.- resources inventory- fish catch monitoring- mangrove & bio diversity reef, etc.

5. Paralegal training (policies, regulations, rules formulation,etc)

6. Management skills7. Funds (fund sourcing & equity)8. Alternative livelihoods9. conflict resolutions ( harmonizing sectoral

needs)

6. Management skills7. Funds (fund sourcing & equity)8. Alternative livelihoods9. conflict resolutions ( harmonizing sectoral

needs)10. Facilitating training designing11. Communication skills ( multimedia)12. Advocacy & networking skills13. Leadership capability building

2. Academic Curricular Programs 1. courses in human behavior, social environment;

organizational behavior2. ecological (economics), social & cultural3. OJT or immersion in local communities4. global environment & the economy5. organization and management concepts (ECSOM)

orientation6. pedagogical & dialectic & eclectic praxis7. social policies8. local & indigenous practices knowledge systems9. total human development concept10. project cycles & activities ( initiation execution up to

evaluation)11. field school (community based learning process)

2. PamantasanDalub-Likas

3. Center/Monitoring ECSOM Activitiesa) monitoring; oversightb) policy formulation & developmentc) coordination & communication

(virtual centers); physicald) secretariat

-technical assistance to sectors-database

e) program development

1. involved in the community & should be a member ofa sector & demonstrate sustainable dev.

Practices as an individual & with the family & understanding2. awareness of the Phil. Agenda3. ISIP, DIWA at PUSO

a. makaDiyosb. Makataoc. makakalikasand. makabayan

4. facilitative skills5. in depth ecosystem awareness6. ECSOM orientation not ”enterprise orientation”

4. Qualities of Sustainable Development Managers:

REALITYREALITYpresented bypresented by

CHARLES CAPRICHO, CHARLES CAPRICHO, PAMPANO (PAMPANO (FisherfolkFisherfolk))

A. Unsustainable A. Unsustainable Management of Different Management of Different

ResourcesResources

EFFECTS:EFFECTS:

•• GREATER POVERTYGREATER POVERTY•• MORE RESOURCE USE CONFLICTSMORE RESOURCE USE CONFLICTS•• LOWER CONTRIBUTION TO ECONOMYLOWER CONTRIBUTION TO ECONOMY

WHAT IS HAPPENING NOW?WHAT IS HAPPENING NOW?•• Depleted Fishery ResourceDepleted Fishery Resource

< excessive fishing effort< excessive fishing effort< increasing number of fishers< increasing number of fishers< open access< open access< catching of juvenile fish< catching of juvenile fish< poaching/intrusion in prohibited< poaching/intrusion in prohibited

fishing areasfishing areas< By catch< By catch< destructive fishing < destructive fishing

Degraded Fishery HabitatsDegraded Fishery Habitats

<conversion of fisheries habitat into other<conversion of fisheries habitat into otherusesuses

<pollution and siltation<pollution and siltation<Red tide occurrence<Red tide occurrence<Natural Stresses<Natural Stresses<destructive fishing gears and method of <destructive fishing gears and method of fishingfishing

Degraded Forests and Upland Degraded Forests and Upland ResourcesResources

< < illegal logging and deforestationillegal logging and deforestation< < kainginkaingin< mining< mining< land conversion< land conversion< < agriagri--run offrun off

Intensified Resourced Use CompetitionIntensified Resourced Use Competition

< limited livelihood opportunities< limited livelihood opportunities< population pressure< population pressure< ineffective implementation of < ineffective implementation of

zonationzonation schemescheme

Inadequacy of Support SystemInadequacy of Support System

< Limited facilities & Credit< Limited facilities & Credit< Appropriate technology< Appropriate technology< Legal Support < Legal Support

B. Inadequate/Inappropriate B. Inadequate/Inappropriate Management Systems and Management Systems and

StructureStructure

Limited Capability of Limited Capability of LGUsLGUs, , NGOs,andNGOs,andLocal CommunitiesLocal Communities

< low awareness< low awareness< low priority given to the natural< low priority given to the natural

resourcesresources< Inadequate Human Resource< Inadequate Human Resource< Limited access to Information,< Limited access to Information,

communication and technologiescommunication and technologies< no leveling off among sectors, groups, < no leveling off among sectors, groups, etcetc..

Inadequate and/or Inconsistent Inadequate and/or Inconsistent PoliciesPolicies< < Overlaps in policies, rules and Overlaps in policies, rules and regulationsregulations< Inconsistent implementation of national< Inconsistent implementation of national

policies and regulationpolicies and regulation< adverse impact of trade policies< adverse impact of trade policies< non< non--compliance of lawscompliance of laws

Weak Institutional PartnershipWeak Institutional Partnership

< limited coordination among < limited coordination among concerned agencies and stakeholdersconcerned agencies and stakeholders

< weak regulatory/enforcement < weak regulatory/enforcement measuresmeasures

< weak information dissemination< weak information dissemination< limited research and development< limited research and development< inadequate/poor or no database< inadequate/poor or no database

Expert’s Meeting on Community-Centered Ecosystem Management for Sustainable

Development

SECTORAL EXCHANGE: ISSUES, CHALLENGES

AND PROPOSED SOLUTIONS

byDr. Epitacio Palispis, ASI

1. Information Management Concerns

• Unavailable and inaccessible

• Not participatory

• Too technical (not understood by common people)

• Need information that complements our efforts in info generation and make the info available to the common folk- e.gagriculture knowledge, estuary problems, territorial boundaries;

Issues and ConcernsInitial Ongoing

Initiatives and/or Proposed Solutions

• The approach must be participated in by the people themselves

Issues and ConcernsInitial Ongoing


2. Lack of participation of the LGU’s in Ecosystems Management

• LGU’s should take active part in the Ecosystem Management by incorporating it in the development plan of their territory of governance

Issues and Concerns Initial Ongoing


3. Ecosystem is “alien” in the Land Use Planning in the Philippines

• For DILG and all the line agencies to review the Local Government Code of the Philippines and other related laws in relation to the ecosystem



4. Destruction of Mangroves

• Programs are needed to bring to a more manageable and operational level the community management system



5. Information generation of a particular community is utilized for outside institutions only

• Data generation should have the involvement of the local people, respecting and understanding local culture and their indigenous roots



6. Some politicians (on different levels, and from different sectors) are “irrelevant” because they do not make positive impact in the respective areas of jurisdiction

• There is a need for re-education among politicians and other leaders from different sectors toward social transformation



7. Clarification on the archipelagic principle on municipal waters

• Have a working jurisdiction at the level of the community. Communities must decide on their concern in relation to their own territory.



• Municipalities must confederate for a larger responsibility, larger ecosystem; local knowledge of these may be or should be used as basis when establishing municipal waters.



8. There is a need to develop a curriculum that will enable us to produce the person who will promote the values of sustainable development

• The individual must be one who is committed to the community’s sustainable development.



• He/she embraces the values of environment;

• Appreciates the beauty of nature;



• The curriculum should not be so technical that it cannot be understood by the common folk;

• Involvement of the different sectors including the informal leaders;



• Integration of the wider content in the NSTP. Content should include: Philippine ecosystems, state of the environment, concepts of ecosystem, environmental principles that center on sustainable development;



• Off-campus activities of students should be one for actual practice or applications

Issues and

Concerns

Initial Ongoing Initiatives and/or

Proposed Solutions

• Integrate the concept or paradigm in all levels of education: elementary, high school, and

tertiary

Issues and

Concerns

Initial Ongoing Initiatives and/or

Proposed Solutions

9. Lack of established corporate partners with strong social conscience

• The need to collaborate and partner with appropriate corporate bodies with social conscience;



• Re-orient the corporations according to the eco-system approach; thereby educate the donors, get them to open their minds



PROSPECTS: TOWARDS TRANSFORMATIONAL EDUCATION FOR SUSTAINABLE

DEVELOPMENT

Prospects: Towards Transformational Education for Sustainable Development (cont)

Note: Selected Features Limited to• Curriculum Development • Delivery Modes • Faculty Selection


1. On Curriculum Development• This component will consist of three

elements: Foundation courses which aim at providing learners (both students and teachers) with a holistic vision of life founded in a philosophy of commitment to total human development, Asian values, and indigenous wisdom that are articulated in the streams of major socio-philosophical, religious traditions.


On Curriculum Development…

It will also give due emphasis on ecological spirituality which together with perspectives and principles on total human development will aim to bring about an understanding of the fundamental interrelatedness of the human person with God, fellow human beings, the community, state and nature (eco-system).



It is envisioned that this understanding (which is both instructive and formative) complemented by the practical aspect of the curriculum will help in bearing fruits of justice, peace and integrity of creation through the efforts of the graduates.



Practice theory are those learning components which train the learners on certain human skills useful in managing, organizing, and sustaining bio-regions through community-centered approach that is participatory, experientially-based and culturally-oriented.



The practicum component is envisioned to identify the locus for the on-going exchange between theory-building and observation, between principle and practice in an attempt, guided by the principle of people accompaniment to development new insights that will enhance the body of knowledge and method of a discipline on sustainable development.


2. On Approach to Instruction

– the new discipline envisions the consistent use of an approach that is creative, evocative, bilateral and participatory, actualizing and life-centered.


3. On Faculty Selection– the discipline proposes that the criteria as regards the desired qualities that need to be possessed by the teaching staff be identified. But these criteria will put premium not just on the exercise of skills of the profession but on the possession of worldview, values and lifestyle that promote ecological sustainability.

Module on Design Principles for Community-centered Ecosystem Management Systems This is a 10-week course Module, which consists of the following 60-minute presentation components:-

(1) Coastal-Marine Resources: Nature, Problems and Management (NDCRP 1) (2) Design Principles Rights-Based Local Fisheries Management (NDCRP 2) (3) The Creation of Property Rights (4) Use Behaviour Rules (5) Resource Conservation (6) Ecological and Management Linkages (7) Other Stakeholders and Competing Use of the Coastal Zone Space and Resources (8) Conflict Management and Resolution (9) Adaptability and Flexibility in System Design (10) Intangible factors in System Design. Each component consists of a narrated set of slides in PowerPoint format, together with a printed booklet of Course notes. Modules are designed for flexible delivery:- (1) Subscriber download or email attachment (2) Mailed CD (3) Conventional university (or other level) course format of textbook and CD.

Several first draft sample modules are provide in this report:- (2) Design Principles Rights-Based Local Fisheries Management; and (8) Conflict Management and Resolution

types of customary fishing regulations, often based a non-ecological rationale such as religious taboos, that appear to have similar conservational implications (Johannes 1978a).

c) Live storage or freeing of surplus catches: On Palmerston Atoll, in the Cook Islands, islanders were obligated by local regulations to hatch, raise and release a specified number of young turtles each year. This was probably a response in recognition of the increased pressures of commercialization (Sims 1990). In some places undersized fish are returned to the sea, as in Tokelau, the Federated States of Micronesia (Foster and Poggie 1992) and Papua New Guinea (Frusher and Subam 1984). In the Pacific Islands, in particular, immature or excess shellfish are commonly collected and transplanted to convenient sites where they are grown-out for future use (Moir 1989), as in Kiribati (Koch 1986; Zann 1985, 1990), Papua New Guinea (Maclean 1978; Yamelu 1984). Solomon Islands (Hviding 1993) and Federated States of Micronesia (Falanruw 1992a).

d) Reserved areas: In some places certain areas were not fished regularly, but held in reserve for use during periods of inclement weather, or for provisioning ceremonies. This occurred in the Marshall Islands (Tobin 1958), Papua New Guinea (Kainang 1984) and Palau (Johannes 1981a).

e) Gear restrictions: Gear perceived of as either deleterious to fish stocks or habitats is widely prohibited (Ruddle 1994a). Thus in American Samoa dynamite fishing and the use of stupefacients, especially chlorine bleach, are prohibited by most villages (Wass 1982); in Western Samoa the use of dynamite and the stupefacient derris (Derris elliptica) has been banned, as, in some villages, has night time fishing and the use of gill nets; and in Marovo Lagoon, Solomon Islands, gill nets, spearguns, night-diving with flashlights, and stupefacients are prohibited by some corporate groups, which view them as indiscriminate and over-efficient. Dynamite fishing is prohibited throughout Marovo. In some places the use of such technologies is restricted to corporate groups members and prohibited to outsiders (Hviding 1990).

f) Species restrictions: In some place the use of species is restricted for various reasons (Ruddle 1994a). Thus, in the Outer Islands of Pohnpei State, FSM, harvesting of small cowrie shells, depleted by the demands of the tourist trade, has been banned by the chief (Foster and Poggie 1992). Harvesting of turtle eggs is commonly prohibited, as in Tokelau (Lear 1989; Balazs 1982; Crocombe 1974; Johannes 1981a).

g) Non-destructive harvesting techniques: The conscious perfection of non-destructive fishing techniques and skills has a conservational spin-off. On Tokelau, for example, such skills are transmitted during the many years of training of a tautai (specialist), who use only the "proper" fishing techniques, rather than those that just give results. An example, based on a detailed knowledge of octopus behaviour, is the preparation and use of an octopus stick to extract the animal, which obviates the need for the destructive crushing of the coral or the use of poison (Toloa and Pelasio 1991). In New Caledonia, certain fishing methods known to be destructive were not systematically used (Leblic and Teulieres 1987; Teulieres 1991) and Yap, FSM (Falanruw 1992a, 1992b).

6. Re-allocation (distribution of catch) rules Rules defining access to harvested fish are widespread in the Asia-Pacific Region. Such rules include those to:

a) Provision the family and community; b) Those required as subsequent and continual repayment for the acquisition of fishing

rights; and,

Community-centred systems of marine resource management are or were utilized widely throughout the Asia-Pacific Region, and particularly in the Pacific Islands. Resource territories and user groups are defined by rights, and resource use is governed by rules and controlled by traditional authorities who mete-out sanctions and punishments for infringement of regulations (Ruddle 1988a; 1994a). These separate subjects can be understood as “design principles” that characterise any community-centred resources management system. In this section we examine each of these design principles in turn. At the end of each part the main information required for the design of community-centred management systems is described briefly.

A. Authority The locus of authority in existing community-centred management systems in the Asia-Pacific Region varies according to social organization. Four principal types can be recognized: secular leaders, religious leaders, specialists, and rights-owners (Table 2). These categories frequently overlap, with responsibility being divided and shared.

1. Secular Leaders In most societies a group of secular leaders or an organization, usually some kind of "village council", manages marine resources. The concept of unrestricted rights by corporate group members to natural resources is not found in all management systems in the Asia-Pacific Region. In many Pacific Island societies, in particular, land and sea is disposed of by a chief, who exercises his authority - largely via the imposition of taboos and other restrictions - on behalf of the entire community.

2. Religious Leaders Religious leaders play a major role in resource management. This is illustrated by the van chai of Vietnam. In Viet Nam traditional authority over the van chai is a compound type in which traditional secular, traditional religious and fisheries specialist functions are conjoined either in the same individual(s) or a committee. In particular, traditional religion continues to play a major role in conferring moral authority in fishing communities. Fishers and their family members pray at the shrine first for safety at sea and secondly for a good catch. It is still firmly believed that the Sea Gods and ancestral spirits exert a power over both the welfare of the fishers and their families and the fishery (Ruddle 1998). The van chai system was structured to address principally shrine management and the conduct of ceremonies, mutual assistance among fishers, the behavior, rights and obligations of fishing boat owners, captains and crew members. Administrators have four main duties: worshipping the Sea Gods, assisting local government in implementing the orders of higher levels of Government, in concert with the Hamlet Council, to settle fisheries disputes among fishers, and assisting the government in fulfilling them the needs of the fishing community. The elected administrators themselves elect the three heads of the sub-sections of administration that manage routine affairs. These are the Head of worship, Head of the van, and Secretary of the van (Ruddle 1998).

Traditional priests played a major role in resource management in the Pacific Islands, and particularly hierarchical societies of the high volcanic islands (Sahlins 1958). In the Marquesas, of French Polynesia, the priests could place a taboo on virtually any resource (Handy 1923), and on the island of Tahiti, in the Society Islands, the social organization of each of the nine named districts into which the island was divided centered on its religious shrine (marae), and priests, who together with district chiefs who surounded the king (ari'i) at the pinnacle of the social hierarchy (Tetiarahi 1987), exercised a major role in resource management.

3. Specialists Commonly, marine resources are managed by fisheries specialists, who function under some form of higher authority.

4. Rights-Holders There are many examples of the rights-holders themselves having management authority over marine resources, but always subsidiary to some form of higher authority. Main Information Needs: With respect to community administration and authority it is basic to understand the local power structure and system of social control governing resource use (Ruddle 1994a). It should be determined if the position of group leader(s), chief executive(s) or administrator(s) position(s) are filled by the resource users themselves, and if so, the procedures for filling the offices should be determined. It could be through the direct or indirect elections by users, appointment by external government with active advice of the users or, alternatively without it, or through inheritance. The time period which the leader(s), chief executive(s) or administrator(s) serve should also be determined; it could be an hereditary life term, a life term once appointed, a fixed period of time for which he/she is elected or unlimited terms allowed by re-election, a fixed period of time for which he/she is may not be re-elected, an open-ended appointment subject to a vote of confidence, or appointment by an external agency to serve subject to the rules of that agency. In the later case it could be possible for the external agency to remove the chief executive(s) or administrator(s) at its own discretion. If so, the allowable reasons for such an action should be determined. The level of autonomy of a group leader(s), chief executive(s) or administrator(s) should be determined; in other words, whether or not he/she is required to report to any external or higher level authority or to file regular reports as a routine procedure. It is also important to know whether or not the leader(s), chief executive(s) or administrator(s) is also either a leader or holds executive positions in other collective or governmental bodies. It is important to know if a group leader(s), chief executive(s) or administrator(s) is paid, and if so, from what source. Sources could be either within or outside of the group. The former include one or a combination of the general fund of the organization, by receiving shares of the appropriation units, by reduced obligations, or by voluntary contributions of the resource users. External sources include payment by a local or external government or by a development agency. Or leaders might be paid from a special levy. It should also be determined if a group leader(s), chief executive(s) or administrator(s) also own assets or capital dependent on the resource(s) (e.g., fishing boats or gear). If so, the relative value of that person’s assets should be determined compared with the average for the group or

community. It should be determined whether or not the average annual income and non-monetary benefits of the leader(s), chief executive(s) or administrator(s) exceeds the group average.

B. RIGHTS In community-centred systems marine resource exploitation is governed by use rights to a property; a claim, consciously protected by customary law and practice, to a resource and/or the services or benefits that derive from it. Such a grant of authority defines the uses legitimately viewed as exclusive, as well as the penalties for violating those rights. The characteristics of property rights may vary situationally. Common characteristics are exclusivity, the right to determine who can use a fishing ground, transferability, the right to sell, lease, or bequeath the rights, and enforcement, the right to apprehend and penalize violators of the rights (Ruddle 1994a). The right of enforcement, and in particular that to exclude the free-riding outsider, is a key characteristic, for without it all other rights are diminished either actually or potentially. The completeness of a fisher's set of rights provides an incentive to invest in the fishery and to take actions aimed at achieving sustainable benefits. Almost universal throughout the Asia-Pacific Region is the principle that members of fishing communities have primary resource rights by virtue of their status as members of a social group. Such rights to exploit fisheries are subject to various degrees of exclusiveness, which depends on community social organization and local culture. Most commonly, traditional fisheries rights apply to areas, but superimposed on these may be claims held by individuals or groups to a particular species or to a specific fishing technology. Traditional rights to marine resources may be exclusive, primary, or secondary, and may be further classified into rights of occupation and use. Such traditional rights are better defined as those to use rather than to own. Further, rights to use can be exclusive since they can imply primary rights holders may have a subsidiary right to prevent others from using certain resources within the area over which traditional control is exerted (Pulea 1985; Ruddle 1994a). The relationships between the two main types, primary and secondary is an important and complex characteristic of many management systems, in which overlapping and detailed regulations on the use of technologies and particular species are widespread. Individual rights as sub-divisions "nested within" corporate marine holdings occur widely in Melanesia (Malinowski 1918; Akimichi 1978; Carrier 1981; Johannes and MacFarlane 1991), Micronesia (Johannes 1977; McCutcheon 1981), and Japan (Ruddle 1985, 1987a; Ruddle and Akimichi 1989). In the Asia-Pacific Region rights of transfer and loan and shared property rights also occur.

1. Exclusive Rights Exclusive rights have been handed from generation-to-generation through ancestral families, spirits or gods, and are validated by historical-mythological associations. In the Pacific Islands myths, legends and oral history make frequent reference to islanders' exclusive rights to their islands' resources. Subsequently, fishing rights in defined territories have been defined by customary law (Pulea 1985).

2. Primary Rights Most commonly these are rights to which a group or an individual is entitled via inheritance (i.e. a birthright), by direct descent from the core of a descent-based corporate group (Table 3). Primary rights are generally comprehensive, since only they confer access to all resources within a defined territory. Inheritance, ancestral interests, social obligations, and cooperative relationships within a social group provide continuity of ownership and rights. Information Needs: The manner is which rights are transferred within a group is important. In some societies entry rights cannot be inherited and in others, where they can, there might be no rules governing the inheritance. Entry rights are often transmitted to male offspring or other members of a family. This might be one or more, or they could be transmitted for an entire household or production unit (such as a boat). Entry rights might be transmitted to anyone designated by "owner".

3. Secondary Rights Secondary rights are more limited than primary rights, often being restricted to specific fishing methods or rights to use certain gear (Ruddle, 1994a). They are acquired through affiliation with a corporate group, by marriage, traditional purchase, exchange, as a gift, or as reciprocity for services. Sometimes they may be inherited. In some societies entry rights might be transferred among fishers of the same generation or age grade, whereas elsewhere this might not be permitted. In some cases this might be allowed only within the family, whereas elsewhere this might not be permitted. It might be possible to give or lease temporarily but not permanently, whereas in others, it might be acceptable to give, lease, rent, sell or transfer them to others on a permanent basis. Information Needs: Where transfer of secondary rights is permitted to fishers who are either not family members or not of the same generation, it is necessary to determine who has the authority to permit this. It could simply be the individual fisher who makes the transfer. Or such a decision could be collectively decided by either all or by just some local fishers. On the other hand it could be a decision taken by the regional government or even at the national government level. Gear rights are widespread in the Asia-Pacific Region. There are also examples of rights to species and rights to habitats (Ruddle, 1994a). Most commonly they pertain to various types of fixed gear. Those pertaining to the roppong fish aggregation device (FAD) device in inshore and deep (distant) waters off Mandar, Sulawesi and in the Makassar Strait, both in Indonesia, have been described by Zerner (1989b, 1991b). In the Pacific Islands widespread are rights pertaining to fish traps. For example, on Chuuk, in the Federated States of Micronesia, subdivisions or “Nested Rights” occur in the lagoon primarily as a result of fish trap construction. The person who constructed the trap has provisional title to the portion of the lagoon on which it is built. Rights to the use of a stone fish trap belong exclusively to the builder, unless he transfers the rights to another person (Goodenough 1951). In the Cook Islands of Polynesia stone fish traps were traditionally the property of the builder, and were inherited by a son or nephew. Originally, the extended family had access rights, but now traps are accessible usually to all descendants of the builder (Crocombe 1964). Information Needs for Systems with "Nested Rights": In some societies rights to fisheries, which are usually to areas, are overlain by other rights, generally those to species and those to

gear types. For example, some fishers may have a right to place set nets or lift nets within the sea areas of a village. Their special or "nested" rights within the overall right of the community sea territory must be determined. Access rights and control over species can be an alternative or complementary form of resources management to the control of territory. Such appropriation of valued species, either directly or through the redistribution system (vide infra), may serve to reduce intra-group conflict, particularly if their redistribution the community at large, thereby contributing to equity and the preservation of stability within the management system. Widespread examples occur among the Pacific Islands of chiefs having rights to particular species, as in the Federated States of Micronesia (Burrows and Spiro 1953, Emory 1965, Sudo 1984), Papua New Guinea (Carrier 1981; Carrier and Carrier 1989), New Caledonia (Teulieres 1990). On Yap Island, Federated States of Micronesia, rights to fish in specific habitats were controlled (Falanruw 1992a).

4. The Right of Transfer and Loan In some pre-existing management systems the permanent, temporary, or occasional transfer of rights to other social units was permitted. Often, temporary and occasional transfer requires users to compensate rights-owners in cash or, more commonly, in kind, usually with a portion of the catch. In the Pacific Islands the right of transfer appears to have been widespread (Ruddle 1994a), as in Palau (Johannes 1981a), Fiji (Baines 1982), or the Federated States of Micronesia (Anon. 1987). In other societies, such as those in Melanesia and in Japan, however, fishers are proscribed by either statutory or customary law from transferring their rights. In Melanesia, the right of transfer is rare, as is to be expected from the Melanesian spiritual relationship with resources and places. For example, in Solomon Islands Marovoan groups derive their identity from the estate (puava) which they conceive of as being held through ancestral title, and so which cannot be transferred to outsiders (Hviding 1990). In Japan, by the Fisheries Law (1949), fisheries rights and licenses cannot be loaned, rented, transferred, or mortgaged to others (Ruddle 1987a). Information Needs: It should be ascertained whether or not traditional rights can be transferred. If so, the conditions under which that can occur and to whom they can be transferred should be made clear. If rights cannot be transferred, the reasons should be ascertained. Some existing management systems permit the permanent, temporary, or occasional transfer of rights to other social units. Often, temporary and occasional transfer requires users to compensate rights-owners in cash or, more commonly, in kind, usually with a portion of the catch. In other societies, however, individual fishers are not permitted to transfer their rights. Although a community or group within it, might not be able to transfer the resource to another group, it might have the right, either de facto or de jure, to the separable right of transfer to the fish (either all or just particular species or some other sub-unit of the harvest, e.g. to pelagics that traverse the area in a seasonal migration) to another group.)

5. The Right of Sharing In some parts of the Asia-Pacific Region, as in Fiji and Japan, areal rights are shared between or among different corporate communities. In both countries they have a long history. In Fiji

the sharing of rights areas between or among different yasuva is common, especially those in distant areas (Ruddle, 1994a). In Japan the concept of joint and equal shared rights (iriai) to fishing grounds has a long history, and mirrors similar patterns for terrestrial resources (Ruddle, 1987a). The sharing of sea space in Japan reflects several distinct processes. In some areas it was one of the administrative mechanisms employed to resolve the many tenurial and customary law conflicts that arose between and among FCAs over the most productive and conveniently located fishing grounds, but elsewhere, as in the remoter and poorer parts of Okinawa Prefecture, for example, the sharing of sea territories reflects predominantly high rates of rural depopulation (Ruddle and Akimichi 1984; Ruddle 1987a). Information Needs: Sometimes rights to a sea area are shared between or among different fishing communities. The local situation should be clarified. If sharing occurs it is important to find out if: (1) compensation (money or part of the catch, or something else) is required; (2) If limits are placed on the types of gear that may be used, or the fish species that can be targeted, or the seasons at which such sharing occurs. A special form of shared right can occur if several subgroups use a resource but have variable access rights to use it. This variability may be a source of insecurity or vulnerability for some subgroups. For example, access to a seasonal migratory population of pelagic fish might be different as it moves along a coastline. Thus, it is important to establish where a group has access rights to the resource stream (e.g. where the fish first enter into the resource area or after one or more other subgroups have fished it). The effect of the actions of all fishing groups on downstream groups should be analyzed and cross-checked against rules (particularly those relative to technology, time, and quantity) to see if there is some mechanism in place to even out large differences in catch amounts. Such rules will limit the choices fishers can make regarding their use of a resource. There might be inter-group agreements regarding allowable catches, entrance rights or compensation payments, for example.

C. RULES Rules define how a property right to a community sea area and its resources may be used. Rules state what acts or behaviour are permitted and what are forbidden. A right authorizes a fisher to operate in a specific fishing ground, but rules like specifying which gear type be used or seasonal restrictions, limit the way in which he can use his right to fish. The basic rules are those that: (1) define the geographical limits of a village sea area; (2) define those persons allowed to fish in a village's sea space; (3) control the govern access of outsiders; (4) specify fishing behaviour; (5) set out conservation practises; and (6) govern distribution of the catch, or the money received for it, within the community (Ruddle 1994a).

1. The definition of fishing territories In the Asia-Pacific Region the sea territory of a social group is usually defined by proximity or adjacency to its settlement(s), and by lateral and seawards boundaries. Although there are notable exceptions, as a general principle, the exclusive fishing territory of a community is in the adjacent marine waters, within the reef, as in Palau (Johannes 1981a), Pohnpei (Fischer 1958), and Yap (Labby 1976). Exceptions to this general situation occur throughout the region, although they are best documented for Melanesia, for Fiji and Solomon Islands.

Lateral Boundaries and seawards boundaries are usually defined. In general, the lateral or coastwise boundaries of an exclusive fishing area are the seawards projection of the com-munity's terrestrial boundaries and are generally defined by some readily visible physical feature (Ruddle, 1994a). Seawards boundary definition is often more complex. Sea rights are commonly divided conceptually into an inner and an outer zone. Usually a community, or, especially in the Pacific Basin an island or atoll, maintains either the exclusive or the primary rights to the immediately adjacent nearshore waters. In the outer zone it will usually have dominant, but not exclusive, rights. The criteria for defining the inner zone vary, but most commonly exclusive fishing territories generally extend just seawards of the outer reef slope, as in Palau (Johannes 1981a). Main Information Needs: To fulfil basic information needs, the basic questions to be asked are: (1) where is the village sea territory located? (Usually, but not always, it will be adjacent or directly in front of the fishing village); (2) what are its lateral boundaries, and how are they defined? (Usually they will be defined by easily visible features of the natural landscape, like river mouths, or mountain peaks or capes); (3) what are the seawards boundaries? How are they defined? (4) What are the mechanisms for enforcing the observation of rights and the integrity of the bounded area? (5) What are the methods of managing and resolving disputes over rights and boundaries, both among community members, and between the community and outsiders, and how effective are these methods? And, (6) what are the provisions, if any, for compensation where boundaries or rights were transgressed, both by community members and outsiders? If the boundary rules assign substantially unequal privileges to some subgroups over others this should be investigated and a ranking made of them.

2. Eligibility rules In addition to holding rights, in many societies the persons who can actually engage in fishing are limited by community-based, national or cultural rules. Whereas in a great many societies in the Asia-Pacific Region, membership of a corporate descent group, and thus inheritance, and/or residence are the only rules that must be satisfied in order to become a fisher, while in others, further preconditions must be met. Throughout the Asia-Pacific Region, entry to inshore fishing is generally through on-the-job training via which youngsters acquire fishing skills over many years, after which they receive rights within their own community's tenured waters. In most places skill acquisition is and was informal, based on a training period within a family or kin group. In Japan, birthright, if followed by the requisite training and residence within the boundaries of a given FCA, is the principal means by which group membership and fishing rights are obtained and eligibility rules satisfied. This is clearly demonstrated for the stake net (ambushi) fishers of Itoman, Okinawa (Akimichi 1984). Some communities formalized this through apprenticeships. This was formerly practised by the specialized fishing community of Itoman, Okinawa, Japan (Ohtsuka and Kuchikura 1984), where stake netting was the first major fisheries technique to be learned over 1-2 years training, as an essential prerequisite to more difficult techniques. Mastering stake netting was a rite de passage for future fishers (Akimichi 1984). Main Information Needs: Individuals must always satisfy certain requirements for admission to use a resource. These include citizenship of a country or its subdivision (e.g. state. province, prefecture or other) and residence in a local community where the resource is

located. Beyond that, membership in particular social groups is also often required, including clan, caste, ethnic group, social class, organization (e.g. a cooperative). There can be many local factors like payment of an entrance fee, ownership of a property related to use of the resource (e.g. fish drying racks), attainment of a set level of education, gender, race, age, continuous use of entry rights, demonstration of knowledge or skills, use of a particular technology relevant to the resource exploited, the acquisition of access rights through marriage, purchase, lottery, obtaining of a license to use required equipment, or ownership of shares in an organization, among others.

3. Inter-community access rules Throughout the Asia-Pacific Region, the rights of outsiders are usually closely specified by rules defining access conditions. However, there is considerable variation in local details. Invariably, such rules require that prior permission be obtained before commencing fishing. Failure to do so is usually regarded as trespass, the penalties for which can be severe (vide infra). Commonly, rules specify that some form of fee, compensation or royalty be paid once permission has been granted. In some places, like Japan, the access of outsiders is formalized through written agreements. Often, too, such entry is based on reciprocity, either in place of or in addition to payment. Neighbouring communities are more likely to be granted access rights than are those more distant, as are those regarded as closer in kinship terms (Ruddle 1994a) (Table 4). In some cases outsiders seeking fish for subsistence are allowed free access, whereas commercial fishers might be granted access on payment of cash or kind, or prohibited entirely. Almost universally, commercialization and commoditization results in a demand for fees or prohibition, even when the target species had not been traditionally harvested by the "host" community. Main Information Needs: Access controls are applied to outsiders; people from other social groups. Such rules often vary greatly in local details. Usually, such rules require that permission be obtained before commencing fishing. Failure to do so is usually regarded as trespass, the penalties for which can be severe. Commonly, such rules specify that some form of fee, compensation or royalty be paid once permission has been granted. Species or gear type restrictions are sometimes placed on outsiders. The basic questions are: (1) can outsiders exploit marine resources in the area? (2) If so, under what conditions (e.g. compensation, fee, reciprocity) and with what limitations (e.g. gear type, species, seasonality, kinship, etc.)? (3) If not, why not?

4. Use behaviour rules There is a wide range of rules that govern the use of community resources in the Asia-Pacific Region (Ruddle, 1994a). Only the main categories are mentioned here.

a) Gear Rules: These are widespread in the Asia-Pacific Region, and fall into four principal categories (Ruddle, 1994a): (1) Those that either proscribe gear or regulate its size, in the interest of conservation; (2) Those that regulate gear in the interest of social equity; (3) Those that regulate placement to minimize conflicts over gear incompatibilities;

and,

(4) Those that reserve gear types and fishing techniques to particular social classes or to fishers who fulfil eligibility rules.

b) Temporal Allocation Rules: In many places rules are enforced to promote both orderly and equitable fishing. Rotation systems for allocating space-time among fishing groups are widespread. They occur in Okinawa Prefecture, Japan (Ruddle 1987a; Ruddle and Akimichi 1989) and Vietnam (Ruddle 1998b).

c) Fishing Behaviour Rules: Almost universal are local rules aimed at promoting orderly fishing as well as protecting fish schools. These also serve to promote equitable access to the fishery. Thus, for example, in the southern Gilbert Group of Kiribati, for example, during flare fishing or dip netting for flying fish at night, the number of canoes in a line is limited, and the position of canoes changed in a specific order, so all fishermen can share equally in the best spots (Zann 1985; 1990).

d) Species Rules: In the sasi system of the Maluku Islands, Eastern Indonesia, some rules applied to species. In many villages on Saparua and Halmahera islands rules applied to different species are based on whether they are regarded as resident, or non-schooling fish, or migratory, or schooling fish. Diverse rules and strategies govern the capture of resident species. Rules pertain to gear types, size regulation and the behaviour of fishers. Other regulations specify ownership of the harvest area, the rights of harvesters, who has rights to direct financial benefit from the harvest, and the nature of contracts with external entities or individuals. Other regulations concern sustainability of the resource and economic viability of the fishery (Bailey and Zerner 1992; Zerner 1991b).

5. Conservation rules The conservation intent within traditional community-based marine resource management systems is controversial. It is therefore important not to assume a priori that traditional management systems are intentionally conservationist. Rather, local rationale and possible conservational functions must be examined for in each case (Ruddle 1994a). But undeniably there was a widespread traditional appreciation of the importance of wise resource, particularly in the Pacific Islands, where the relationship of humans to environment and resources was commonly regarded as one of stewardship-user rather that as proprietorship-exploiter. This is particularly evident in Melanesia (Ravuvu 1983; Hviding 1990). A wide range of conservation rules was traditionally employed by many communities in the Asia-Pacific Region, and especially in the Pacific Islands (Johannes 1978a, 1981a, 1982a), to ensure sustained yields. Among these were area closures, temporal closures (particularly during spawning), live storage or freeing of surplus fish caught during spawning migrations; the reservation of particular areas for fishing during bad weather; size restrictions (although this was uncommon in Oceania); and, in recent times, gear restrictions. Some such measures were clearly designed to conserve stocks, whereas others, many of which were related to traditional religious beliefs, also functioned coincidentally as conservation devices especially if the species concerned are the targets of commercial fishing.

a) Area Closures: This was the most widespread device aimed at conservation. It was commonly done by traditional leaders invoking a taboo on either entering an area, fishing in an area, or both. Some closures were seasonal, others were temporary. Many were not intended as conservation devices, however, they still effectively functioned as such (Ruddle, 1994a).

b) Temporal closures: Widespread in the Asia-Pacific Region is the use of "closed seasons" that follow local knowledge about the spawning periods of key fish species and prohibit the capture of certain species during such periods, together with other

c) Those enmeshed in general community sharing and reciprocity, and norms concerning equity and fairness.

Re-allocation or catch distribution rules are of major importance in community-centred management systems, since, under certain circumstances, they can equal or exceed in importance fishing access rights. Thus they can be seen as another form of access right to fish, since they serve to ensure access to it once it has been landed. Re-allocation rules assume particular importance under conditions of de jure open access, as in Java, Indonesia, where access to fishing is dominated by outside economic elites, but where Javanese behavioural norms that insist on equity, fairness, and "luck-sharing" ensure that people who need fish have access to some after it has been landed (Collier et al. 1979; Kendrick 1993).

a) Provisioning: In Kiribati fishers are obliged by custom to provision their nuclear family and offspring are obliged to feed their elders. Sharing of the catch within a family is culturally very important, disinclination or failure to do so could lead to disinheritance, as enshrined in the Native Lands Ordinance (1956) (Teiwaki 1988). Similarly, in Tokelau catches were distributed through the village inati system, via which all residents received equal shares (Hooper 1985, 1990).

b) Repayment for rights: On Yap, Federated States of Micronesia, the transfer of fishing rights often obligated the grantee to share with the grantor the catch from the area transferred (Anon 1987; Falanruw 1992a). Many of the rights to fishing methods used by individuals carried the obligation to contribute the first catch to the overseer of the fishing area or method, to the trustees or to the village. When individual or special methods were used in the fishing territory of a higher status village, either the first catch or the portion of the catch had to be given to that village as tribute (Falanruw 1992a).

c) Community sharing and reciprocity: The importance of post-harvest re-allocation rules was demonstrated by Kendrick (1993) in a richly detailed and careful study of Pringi Village, on the Indian Ocean coast of East Java. Kendrick (1993:12-13) observes that:

“... the strongest local institutions relating to the fishery have to do not with limiting access to the fishery resources, but with re-allocation of that catch once it reaches shore. Perhaps because of an inability to restrict access to the bay's resources, the locus of control may have shifted to land, where strong local institutions do exist for redistributing the catch of fish post-harvest. Most local people cannot compete for access with capital-intensive gear such as beach and purse seines, and have no access to these gears. A concern with equity and fairness underlies these redistributive institutions. Access is open, but local institutions...demand that a large catch must be shared widely among the community.”

Kendrick (1993) identified three distinctive institutions for the re-allocation of harvested fish (Table 5):

a) The share system; b) Use of temporary extra crew members; and c) Acceptable ways of "taking" fish before it reaches the auction site.

Only purse seines and beach seines, large gears owned and operated by the economic elite, are subject to significant re-allocation rules. It is significant that the owners in these gears are largely non-Javanese whereas the labourers and crew are Javanese. This is a further expression of the concept that local populations have the primary access rights to a local resource. Further, these gears make relatively large catches, catches are of small, schooling pelagics, which are

more easily re-allocated than other species, and both gears employ a large number of labourers. An estimated 10-30% of the catch is re-allocated in this way from purse seine catches.

7. Rules pertaining to human relationships regarding use of assets Such rules have been recently documented for Vietnam where they define the relationships (including profit-sharing, Table 6) among boat-owners, captains and crewmembers. These are usually regarded as most important of the van chai rules. These have been strenuously enforced to ensure harmony in the fishing community. Several rules cover boat-owners' behaviour when seeking to hire a captain and crew. First they are required to know for whom the captain and crewmembers worked during the previous season. They are forbidden to offer enticements to lure men away from other boat-owners, and must not "scramble among themselves" to hire a captain and crew (Ruddle 1998b).

D. Monitoring, accountability and enforcement If rights to fish in a particular area, to exclude outsiders and the like, are to be meaningful, provision must be made within the system for monitoring compliance with rules and imposing sanctions on violators. Under community-based marine resource management systems in the Asia-Pacific Region, monitoring and enforcement are generally undertaken within the local community; resource users policing themselves, and being observed by all others as they do so. That was the case at Van Thuy Tu, Phan Thiet, Vietnam, where the Sardine net fishery was monitored by the fishers, who were required to report to the van officers any violations concerning the location of fish shelters or lack of maintenance (Ruddle, 1994a). The basic questions are (1) how is/was compliance with the rules monitored; and (2) how are/were fishers who broke the rules punished?

1. Monitoring In addition to all resource users possibly being involved as monitors in their status as co-rights holders, there might also be an official position of monitor in a group. It is necessary first to establish whether or not this is the case, and, if it is, to learn whether this position is filled from either group members or external persons, or both. If monitors are members of the same group as the resource users, some, but not all, might take turns in this position, or perhaps some resource users may be selected by others for this position. Local persons who are not members of the resource use group might be selected by the users for this position or they might be selected by local government to act as monitors. Some monitors might be employees of an external governmental authority. In some cases there might be a composite monitoring group of whom some are selected by the fishers, some by a community government, and some who are employees of an external government authority. There are a great many possible permutations, so the local situation should be clarified. The number of monitors should be verified and it should be ascertained whether or not this varies during the season to cope with peaks and troughs in resource harvesting and other activities, and whether monitors occupy that position either full- or part-time. If the position of official monitors exists it should be ascertained by whom and how they are reimbursed for their work. They might be compensated with cash or in-kind, or they may receive reductions in group membership fees or labour for other activities. The position might also be honorary, conferring dignity and status on the office holder. Or fisher’s wives, as in Banate Bay, Philippines, might perform it.

2. Sanctions – Rule-breaking and punishment Sanctions were widely invoked throughout the Asia-Pacific Region for the infringement of fisheries rights and the breaking or ignoring of locally formulated rules governing fishing and other marine resources uses. Four principal types of sanctions were widely invoked; social, economic, physical punishment and supernatural (Table 7). Main Information Needs: Within any group, there are various levels of rule breaking. So, although it is usually very difficult to get group members to speak on this subject, an attempt should be made to learn the reasons for rule breaking and to ascertain the degree of such behaviour. It might be that people break rules for a reason, for example in order to propose changes in them, so it needs to be ascertained if any such changes have been proposed by a sub-group that consistently break them. Also it is important to try to determine if there is any variation of behaviour of group members during abnormal years (most data is assumed to be collected for “normal or average years”). It may be that most people continue to obey the rules in abnormal years, or maybe the rules are applied differently then or maybe different rules are applied. The situation should be ascertained. It is likely that a gradation of sanctions is applied, varying in type and ranging from light to heavy. The situation should be investigated. Four principal types of punishment may be applied (Ruddle 1994a). These are: (1) Social Sanctions: This category includes ridicule, shaming, bullying of the offender and his/her family members, ostracism, and banishment (i.e. kicking a rule-breaker out of the community); (b) Economic Sanctions: This category includes cash or in-kind fines (taking a man's fish catch away from him), destruction of gear, and temporary or permanent loss of his right to fish in village waters; (c) Physical Punishment: In some societies physical violence or the threat of it is culturally acceptable behaviour (e.g. in parts of Melanesia). It should be determined for the group under analysis whether or not members have either threatened or used violence in an to attempt to alter the behaviour of others. It might have be mainly to enforce compliance with existing rules, or to obtain better conditions regardless of the rules, or mainly to have existing rules changed; (d) Supernatural Sanctions: Fear that God or the spirits of the ancestors will punish rule breakers is, in many societies, a reason why fishers obey the rules. References are inserted here at the end of a Module PowerPoint to Accompany Module Follows.

Documents

The Ecsom Protocol