CHICOP closely collaborates with representatives from neighboring communities, facilitated through regular village meetings and the establishment of an MPA advisory committee. The park actively engages with the local communities to gather their feedback and incorporate it into the planning and decision-making processes for adaptive management planning and implementation. A recurring 10-year management plan provides the bedrock for the Chumbe project (now in its 3rd iteration). Feedback to planning is collected through in-person interviews and meetings, ensuring open and transparent communication channels with the local communities. Moreover, by providing extensive employment opportunities for the local communities (both on the island, and through supporting a range of off-island enterprises that contribute to island operations, such as sustainable agricultural products, organic soap production and the like), Chumbe fosters mutual benefits, sustainable livelihoods, and ensures strong representation of local community considerations in all aspects of management.

Education played a crucial role in the successful protection of the marine protected area (MPA). Prior to its designation as an MPA (which is 100% no-take zone), the park was a free fishing zone. To increase awareness about the closure of the site in the 1990s, and help local people understand the importance of conservation and its benefits, CHICOP implemented an extensive outreach program and established an Environmental Education (EE) program by providing hands-on environmental education experiences for local school children, teachers, community members and government officials, that has continued to date.

Thethree-dimensional mapping process of the Yanesha Communal Reserve has made it possible to rescue information that only the wise men knew and was unknown to many; to rescue ancestral roads, routes that were being forgotten and that can be used for the surveillance of the communal forests and the Reserve; to locate the colpas where the animals gather to drink water; the names of the streams in the native language, among others.

The rescue of ancestral knowledge is one of the pillars of REDD+ Amazon Indigenous REDD+ (RIA), the indigenous peoples' climate ambition strategy that is being promoted in the communal reserves and throughout the Amazon basin. These processes contribute to the implementation of this strategy, which AMARCY implements in the Yanesha Communal Reserve and is part of the Executor's financial sustainability strategy.

Theparticipatory process of the construction of the three-dimensional mapping of the Yanesha Communal Reserve is a key factor for the community members to feel ownership of the tool: through workshops with the participation of young people, wise men, community leaders and women who have contributed to the elaboration of the model and the legend, among others.

In a protected natural area such as the Yanesha Communal Reserve, where indigenous peoples have the right to manage and use the natural resources, it is an obligation of the Management Contract Executor to encourage the participation of the partner communities it represents. Knowledge building processes that ensure the full and effective participation of indigenous peoples not only contribute to the appropriation of the knowledge generated, but also allow the characteristics that make a communal reserve different and unique to be rescued: the presence of indigenous peoples, which is why they were created.

The principle of interculturality is one of the three pillars on which the co-management model is built, together with the pillars of transparency and trust. The intercultural approach promotes respect and tolerance for the diversity of perceptions, conceptualizations and values that make up the cosmovision of the Yanesha indigenous people living in the communities surrounding the Yanesha Communal Reserve and that make up the Association for the Management and Conservation of the Yanesha Communal Reserve (AMARCY).

This principle of interculturality considers this reality and different conditions, giving it the same value and importance compared to the western view of the other party, promoting mutual respect, reciprocity and equity between the co-managers (ECA+Peruvian State).

A stakeholders workshop was conducted to share assessment results, address questions from the 2nd workshop, and discuss an action plan for mitigating identified negative impacts. Actions, activities, and timelines were discussed for each impact.

Based on the collected data, TT successfully engaged donors in funding projects aligned with reducing the negative impacts.

To mitigate the Human-Wildlife Conflict (HWC) negative impact, TT has constructed a 33km Elephant exclusion Fence and 8 additional 10% fences,  reducing HWC by over 80%.

To address the lack of water, TT provided 110 dam liners, each with a capacity of 56,000 L, resulting in the harvesting of over 6 million litres of surface run-off water.

In support of schools, TT is offering scholarships to 9 students and has constructed and equipped a Science and computer laboratory in a local secondary school.

To overcome information barriers, TT established a BULK SMS platform and grievances log to facilitate communication on key issues, ongoing projects, and address grievances between TT and communities.

TT is currently developing a SAPA review scheduled for July 2023 to assess the impact and change in perceptions resulting from the implemented interventions in communities.

The following activities enabled delivery of the outputs defined in Building Block 1. Prior to being deployed into the field to engage in monitoring, surveillance and data collection, the ranger team needed to be equipped and trained as demonstrated by the activities below.

Activity Implemented 1.3 - Procurement of equipment and supporting hardware and software for use in monitoring of targeted areas within PSEPA

Activity Implemented 1.4 - Conduct training of surveillance personnel in the use of monitoring equipment

Recruiting personnel with the desired skills, attributes and a willingness to undergo desierd training. This included a Project Manager for the SLNT PSEPA Programme to provide leadership and manage implementation of project activities; and a team of rangers to conduct the monitoring and surveillance activities. These resources supported delivery of the following outputs:

Output 1 - Increased surveillance of targeted areas within the PSEPA to address illegal activities and species conservation

Activity Implemented 1.1 - PSEPA Ranger recruitment

Activity Implemented 1.2 - Surveillance of key PSEPA resources

Activity Implemented 1.5 - Recruitment of Conservation Officer 

Output 2 - Improved Species monitoring programmes

Activity Implemented 2.1 – Offshore islands monitoring

Activity Implemented 2.2 – Wildlife survey

Activity Implemented 2.3 – Equipment purchase turtle monitoring

Activity Implemented 2.4 – Turtle monitoring training

Activity Implemented 2.5 – Turtle monitoring

The rationale for this building block is such that the activities and outputs presented above assisted with the generation of data required to inform future programming and lay the foundation for an established conservation programme at the SLNT southern office responsible for the PSEPA.

The guide was printed and distributed in pdf version online and in physical version, both free of charge, during public restitutions and meetings with partners identified during the interviews (block 1).

It was also used as the basis for training courses in seed harvesting and seedling production for ecological restoration, for people who had shown a willingness to take action. Training courses were therefore offered in existing community nurseries experiencing difficulties, and in vocational training institutes such as agricultural high schools or adult training centers.

Organized over one or two days, these training courses enabled participants to discover existing outlets in ecological restoration (harvesters, producers, planters, those responsible for ecological monitoring), as well as to acquire theoretical and technical knowledge through hands-on workshops. Participants learned how to recognize the plant species around them, observe fruiting, collect and store correctly, draw up follow-up sheets, start production (semi, transplanting, cultivation), and set up a plantation.

An excellent communication plan/network with different stakeholders was initiated across different levels. From the inception of the project, the community and other stakeholders were constantly capacitated on how the project is going. A relay of relevant vulture conservation and policy issues was achieved to the target stakeholders within the communities and KAZA TFCA.