Implementation | PANORAMA

Securing long term land-use rights

Clear land ownership and land tenure (the right to use land) are the basic preconditions for the implementation of any habitat management measure. Land-use rights of all beneficiaries needs to be clear and secure before project initiatives commence, to avoids risk of undocumented dimensions in the planning and implementation of conservation measures. It also secures long-term interest of the land user to manage the land sustainably. The purpose of this measure is to clarify, legally regulate, obtain and hold land tenure rights needed for conservation actions and for sustainable livelihood. Land tenure rights encompasses land ownership, lease of land and/or other rights related to the use of land.

In Azerbaijan, most land is state owned. But after the breakdown of the Soviet Union land tenure rights have not been properly documented or registered. Today, traditional land-use rights are based on verbal agreements and traditions are translated into legally documented/registered leases by the CBOs representing their respective villages. Resolving uncertain land tenure is one of the major benefits the ECF is bringing to partner communities, providing them with a clear economic perspective for the future while preserving the existing community management of shared pastures and meadows.

Readiness of state property authorities to document and register the existing community land use rights
Completion of a land tenure study to understand the land tenure uncertainties and existing rights
Accurate mapping of entire conservation area and communication of these findings (maps, figures, reports) accessible to the community and authorities
Active involvement of local governments (municipality and department levels)
Voluntary involvement of local authorities, departments and administration
Proper compensation for land-use

Properly identify land-use rights and open issues including research, data collection and GIS analysis performed i) formally (municipal and regional data collection), and ii) informally (discussions with locals).
Consideration of information documentation and lack of documentation. Locals may use pasturelands/meadows in a traditional way, with little or no documentation of their user rights. In the frame of the project, the land-use needs to be considered in both formal/political contexts and informal/traditional contexts.
Communication between multiple land management bodies in Armenia (state, municipality, community, private) and land-use designations (forests, agricultural, protected areas, private land). Positive relationships and active communication with all stakeholders leads to healthy working relationships
Consideration of national and regional politics integral to securing land-use rights.
Sufficient budgeting of costs required to obtain land-use rights.

Establishment of community-based organizations (CBOs)

Establishing a community-based organization (CBO) is the step between the FPA process and signing a Conservation Agreement. CBOs are created with ECF’s guidance and are responsible for:

i) securing and implementing a Conservation Agreement

ii) the fair and equitable distribution of benefits among the community

iii) acting as the legal entity representing the community in a Conservation Agreement.

CBOs are formed under the national law that is appropriate to its purpose, country and region. If creating a CBO is not possible, an NGO can act as a CBO in the Conservation Agreement.

To establish a CBO the local community must make a long-term commitment to cooperation and take responsibility for conservation actions. In this way the CBO contributes to strengthening the social capital and increasing sustainable land-use practices. CBO’s help build community connectedness, communication and resilience related to nature conservation efforts. CBOs are encouraged to consider biodiversity as part of the local economy and work closely with ECF to agree on sustainable land-use. CBOs are encouraged to seek other sources of funding for community projects and to develop their activities as a sustainable business during the implementation period of the Conservation Agreement.

Self-organisation of communities is initiated or strengthened through the FPA
Negotiation of terms with representatives of the community to provide a clear, long-term Conservation Agreement
Dialogue, negotiation and involvement with all segments of the community: elders, decision makers, influential community members, women and youth
Identify and include all user groups within a community: herders, farmers, hunters, healers
Involvement of local authorities
Strategic engagement with institutions at regional and national levels

Lack of community level governance, lack of environmental awareness and negative wildlife interactions require education/community awareness campaigns.
Small, locally-led projects encourage community capacity building, communication and implementation of conservation strategies.
Establishment of CBOs represents FPA progress and a qualitative improvement in terms of local self-organisation.
Do not impose an organisation model on the local community; decide on a model together.
Capacity building related to management and governance of CBOs is critical to secure initial success and reduce dependence on external support.
Involvement of the CBO with acquisition and organization of baseline information on livelihood-related issues, natural resources and land-use secures relevant information and contributes to CBO’s capacity building.
Accepting community members’ views when designing project goals ensures projects serve the entire community.
Involvement of local governments link the applications of ecosystem-based management to larger themes like climate change and disaster risk reduction.

Financial Participatory Approach (FPA) tool

ECF’s Financial Participatory Approach (FPA) is a methodology which uses direct financial grants for mobilizing local populations to take charge of their own development. It is designed to generate autonomous development strategies which are constructive, inclusive and very participatory at family, community and regional levels.

Facilitated by local NGOs all across the East Greater Caucasus Eco-Corridor, storytelling competitions help describe the relationship between locals and the key wild animal species selected to best represent the landscapes and embody ecosystems in need of protection/management. This is followed by activities/projects to improve animal habitats and human livelihoods simultaneously, in parallel with habitat suitability models. The FPA process helps develop a positive, trust-based relationship between ECF and locals.

Participation in an FPA leads towards the development of ECF’s long-term conservation contract (Conservation Agreement) and encourages locals to become decision makers and stewards of natural resources while fostering a sense of pride/protection for key wildlife species. FPAs also address underlying land tenure/land-use issues that represent drivers of conservation problems (i.e. poaching, unsustainable/illegal resource use).

Availability of local NGOs with experience and capacity to facilitate community-based processes
Support of the local authorities and other institutions through regional working groups
Establishing a connection between traditional customs, communication patterns, decision making, and modern methodology while nurturing existing cultural and traditional values
Implementation of financial incentives with no strings attached
Providing on-demand capacity building and trainings to respond to emerging needs of local communities

Unconditional financial incentives attracted initial interest in the project and later generated community pride, satisfaction and motivation after incentives are used to better the community.
The methodology of FPAs requires adjustment to the purpose and objectives of each project.
The implementation of small community-managed projects is key in determining which communities are engaged and competent to enter longer term cooperation.
Incorporating traditional knowledge with modern models and strategies creates a fusion of science-based and community-based contributions.
Land tenure issues are identified early and allow ECF to assess project viability.
Introduction of basic civil society structures through the creation of village committees, self-coordinated regional working groups, regular monitoring of projects and annual meetings.

Implementation

Local

Securing long term land-use rights

In Armenia, most land is state owned. But after the breakdown of the Soviet Union land tenure rights have not been properly documented or registered. Today, traditional land-use rights are based on verbal agreements and traditions are translated into legally documented/registered leases by the CBOs representing their respective villages. Resolving uncertain land tenure is one of the major benefits the ECF is bringing to partner communities, providing them with a clear economic perspective for the future while preserving the existing community management of shared pastures and meadows.

Readiness of state property authorities to document and register the existing community land use rights
Completion of a land tenure study to understand the land tenure uncertainties and existing rights
Accurate mapping of entire conservation area and communication of these findings (maps, figures, reports) accessible to the community and authorities
Active involvement of local governments (municipality and department levels)
Voluntary involvement of local authorities, departments and administration
Proper compensation for land-use

Properly identify land-use rights and open issues including research, data collection and GIS analysis performed i) formally (municipal and regional data collection), and ii) informally (discussions with locals).
Consideration of information documentation and lack of documentation. Locals may use pasturelands/meadows in a traditional way, with little or no documentation of their user rights. In the frame of the project, the land-use needs to be considered in both formal/political contexts and informal/traditional contexts.
Communication between multiple land management bodies in Armenia (state, municipality, community, private) and land-use designations (forests, agricultural, protected areas, private land). Positive relationships and active communication with all stakeholders leads to healthy working relationships
Consideration of national and regional politics integral to securing land-use rights.
Sufficient budgeting of costs required to obtain land-use rights.

Establishment of community-based organizations (CBOs)

Establishing a community-based organization (CBO) is the step between the FPA process and signing a Conservation Agreement. CBOs are created with ECF’s guidance and are responsible for:

i) securing and implementing a Conservation Agreement

ii) the fair and equitable distribution of benefits among the community

iii) acting as the legal entity representing the community in a Conservation Agreement.

CBOs are formed under the national law that is appropriate to its purpose, country and region. If creating a CBO is not possible, an NGO can act as a CBO in the Conservation Agreement.

Self-organisation of communities is initiated or strengthened through the FPA
Negotiation of terms with representatives of the community to provide a clear, long-term Conservation Agreement
Dialogue, negotiation and involvement with all segments of the community: elders, decision makers, influential community members, women and youth
Identify and include all user groups within a community: herders, farmers, hunters, healers
Involvement of local authorities (i.e forest department)
Strategic engagement with institutions at regional and national levels

Lack of community level governance, lack of environmental awareness and negative wildlife interactions require education/community awareness campaigns.
Small, locally-led projects encourage community capacity building, communication and implementation of conservation strategies.
Establishment of CBOs represents FPA progress and a qualitative improvement in terms of local self-organisation.
Do not impose an organisation model on the local community; decide on a model together.
Capacity building related to management and governance of CBOs is critical to secure initial success and reduce dependence on external support.
Involvement of the CBO with acquisition and organization of baseline information on livelihood-related issues, natural resources and land-use secures relevant information and contributes to CBO’s capacity building.
Accepting community members’ views when designing project goals ensures projects serve the entire community.
Involvement of local governments link the applications of ecosystem-based management to larger themes like climate change and disaster risk reduction.

Financial Participatory Approach (FPA) tool

Facilitated by local NGOs all across the South Eastern Lesser Caucasus Eco-Corridor, storytelling competitions help describe the relationship between locals and the key wild animal species selected to best represent the landscapes and embody ecosystems in need of protection/management. This is followed by activities/projects to improve animal habitats and human livelihoods simultaneously, in parallel with habitat suitability models. The FPA process helps develop a positive, trust-based relationship between ECF and locals.

Availability of local NGOs with experience and capacity to facilitate community-based processes
Support of the local authorities and other institutions through regional working groups
Establishing a connection between traditional customs, communication patterns, decision making, and modern methodology while nurturing existing cultural and traditional values
Implementation of financial incentives with no strings attached
Providing on-demand capacity building and trainings to respond to emerging needs of local communities

Unconditional financial incentives attracted initial interest in the project and later generated community pride, satisfaction and motivation after incentives are used to better the community.
The methodology of FPAs requires adjustment to the purpose and objectives of each project.
The implementation of small community-managed projects is key in determining which communities are engaged and competent to enter longer term cooperation.
Incorporating traditional knowledge with modern models and strategies creates a fusion of science-based and community-based contributions.
Land tenure issues are identified early and allow ECF to assess project viability.
Introduction of basic civil society structures through the creation of village committees, self-coordinated regional working groups, regular monitoring of projects and annual meetings.

Implementation

Local

Establishment of Friends of Group

Community effort

greenspace scotland - https://www.greenspacescotland.org.uk/news/creating-a-new-urban-park-at-fernbrae-meadows

A Friends of Fernbrae Meadows group was set up to contribute to the on-going activities in the park and the maintenace of the site.

Engagement and enthusiasm from the local community

Involvement of Community Links officer made sure that locals were inspired and empowered to create and maintain long-lasting change

The contrasting needs and perceptions of communities surrounding the park proved an issue during the development and implementation stages of the park. If this project was repreated, the Friends of Fernbrae Meadows group could engage more effectively with all communities surrounding the park and the dis-engaged community could involve themeselves in activities and events in the park to increase the social cohesion of the two communities.

Presenting results and networking among PAs and schools

Ambassadors of Protected areas presenting project results

WWF - Milica Milović Kinoli

Ambassadors of Protected areas presenting project results

WWF - Milica Milović Kinoli

Ambassadors of Protected areas presenting project results

WWF - Milica Milović Kinoli

A different way of learning

WWF - Milica Milović Kinoli

Celebrate success

WWF - Milica Milović Kinoli

Celebrate success

WWF - Milica Milović Kinoli

Sharing messages from the "menthoring box"

WWF - Milica Milović Kinoli

Sharing messages from the "menthoring box"

WWF - Milica Milović Kinoli

The WWF Nature Academy cycle ends with a final event were all ambassador schools present the results of their projects and the protected area they are an ambassador of. The final event is hosted by one of the participating protected area and the goal of the events is to share success, lessons learned and promote networking among the ambassador schools and PAs. An important element of the final event is the press conference for local and national media.

During the academic year the ambassador schools share their results on the WWF Nature Academy Facebook page (a closed group for project participants), on their school websites and Facebook groups and they communicate them to the local media together with the protected area.

After the final event each ambassador school becomes a mentor to a new school participating in the academy and hands them over the “mentoring box” with suggestions, motivational messages and handmade souvenirs. In this way ambassador schools of the same protected area start to cooperate and in time build a school network of the protected area.

Very important for the end of the academy cycle – celebrate the success at a thematic biodivesity party!

1. School director supports participation and enables to the teachers to implement activities outside of the school.

2. All students need the consent of their parents/legal guardian for the participation in the project as it involves activities outside of school and usage of photo and video materials.

3. Good cooperation between the protected areas and their ambassador schools, PAs support in the implementation of project activities.

4. Willingness of the PA to host the final event.

Sending clear instruction to the ambassador schools on how to present their project results and their protected area.
Start to organize the final event with the PA on time and clearly define who is doing what.
Have representatives off all involved protected areas present at the final event.
If possible include more students from the hosting ambassador schools as it does not influence the budget of the event and gives more students the opportunity to present the results they have achieved.
If possible help the ambassador schools to arrange a meeting with their mentoring school before the next school year starts.

Implementation

Documentation and dissemination of results

Subnational

National

WWF Nature Academy Facebook group

Connecting Protected areas with local schools

Art in nature

Radmila Jokić

A hotel for insects

Radmila Jokić

Nature is the best classroom

WWF - Sonja Badjura

Nature is the best classroom

Radmila Jokić

Biking into nature

Zdenka Mitić

Nature is the best classroom

Letizia Fambri

Nature is the best classroom

Irina Damnjanović

Nature is the best classroom

Ranko Milanović

Brown bear educational exhibition

Vesna Maksimović

Nature is the best classroom

WWF - Milica Milović Kinoli

A mini national park in the school yard

Aleksandra Đurić Karaklić

A winter visit to the protected area

Radmila Jokić

Bird watching

Ivana Lozjanin

Cooperation between PAs and local schools had benefits for both sides. PA staff implements education activities according to their management plan and gets a strong partner in local schools for promoting PAs natural and cultural values to the local community. The schools get the chance to implement outdoor activities and enrich the extra curricula activities in the school.

Cooperation between the PA and the schools includes:

1. Ambassador school project teams in cooperation with PA focal point develop a detailed program for the school project. The program includes specific activities and a timeline for implementation.

2. Implementation of project activities is from December to May. Activities can be implemented in the school (during winter months – workshops, surveys, art work) or outdoors in the protected areas (during spring months) and should include as many pupils as possible.

3. Ambassadors schools promote the values of the PAs and their project results to the local media.

4. Each project team writes the final report and submits it to WWF prior to the final event.

1. Protected areas have integrated educational activities in their management and annual plan.

2. Schools have to be informed about the program on time in order to integrate the activity into the annual school plan.

3. PAs and schools have to plan activities on time in order to have enough time to implement them during school year.

4. All students need the consent of their parents/legal guardian for the participation in the project as it involves activities outside of school and usage of photo and video materials.

• Organise visits of project coordinators to each Ambassador school or joint visits to the Protected areas.
• Involving The advantage of working with teachers (grades 1-4) in the WWF Nature Academy contributes to greater inclusion of parents and grandparents to project-related activities.
• The invitation to school cooperation should not only be intended for biology/natural sciences teachers. The classes in nature should be interdisciplinary. Involving art, music or language teacher into the school project teams was very beneficiary, as it enabled the development of interdisciplinary competences.
• Schools working with disabled children can be equally involved in the project with some slight adjustments for their project implementation.

• When planning multiple generations of ambassador schools, it is good to plan a meeting of all generations of ambassador teachers and pupils at some point, as it strengthens the bond between schools and PAs, but also between the ambassador schools. This should be organized outdoors in a PA with a lot of team building and exploration activities.

Implementation

Local

Subnational

Education programme for schools and Protected areas

Involving all the senses

WWF - Milica Milović Kinoli

Together possible!

WWF - Milica Milović Kinoli

Ambassador school of NP Djerdap

WWF - Milica Milović Kinoli

Nature is the best classroom

WWF - Milica Milović Kinoli

Experiential learning

WWF - Milica Milović Kinoli

Role game - Stakeholders meeting

WWF - Milica Milović Kinoli

The education program aims to develop key competencies of teachers and their students that lead to active citizenship for nature conservation. Each school participating in the program implements an environmental project in cooperation with the management of the protected area in their close proximity.

The education program is divided into two phases:

1. Developing the WWF Nature Academy guidebook with 5 chapters: protected areas, ecological footprint, active civic participation, project management, and working with the media.

2. Five days training for teachers and students using the previously developed WWF Academy guidebook. The training has a strong focus on interactive and hands on activities in nature. After the training schools become Ambassadors for the protected area they live close to. Each school receives an Ambassador plaque and an “Explorer toolkit” with various didactical tools and materials, including the WWF Nature Academy guidebook.

Institutional:

1. Protected areas have a person responsible for education.

2. Interested schools willing to participate in an 8 months long programme.

3. Good cooperation between project partners – regular communication, joint development of the program and joint implementation of activities.

Internal capacities of implementing organization:

1. Experience in education and high motivation.

2. Good facilitation, moderation and logistical skills of project coordinator.

3. Dedicate a lot of time for traveling to protected areas and schools.

It is important that each Protected area has a dedicated contact person for educational programs.
If PAs don’t have trained staff for implementing educational activities, find or organize additional trainings for them (nature interpretation, outdoor activities, experiential learning).
Include 2 teachers from each ambassador school as it can easily happen that one of them is absent for a longer period. This ensures a continuous project implementation. If possible include teachers from lower and higher grades.
Organize a visit of the Ambassador school project team to the PA immediately after the training in order to start the cooperation and develop the project activities together.
Organise mandatory visits of project coordinator to each Ambassador school during the academic year.
Involve students from lower grades in order to keep them actively involved in the school for several years – this encourages peer education and develops leadership skills.

Implementation

Subnational