Collaboratively assessing management effectiveness of World Heritage properties
Lead authors of key resources were involved as facilitators of the Heritage Place Lab
World Heritage Leadership Programme
Resources used during the pilot phase of the Heritage Place Lab
World Heritage Leadership Programme
The Heritage Place Lab tested concepts and tools being developed under or in collaboration with the WHL including the Knowledge Framework for Managing World Heritage, Enhancing Our Heritage Toolkit 2.0 (EOH 2.0), as well as the case studies’ database of PANORAMA Nature-Culture Community (https://panorama.solutions/en/portal/nature-culture). For the purpose of developing World Heritage properties’ practice-led research agendas, the Heritage Place Lab proposed that each Research-Practice Team work on assignments between workshops that were later presented. The sequence of the assignments was designed to feed into the production of the research agendas for each World Hertage property, using the Tools 1, 2 and 4 of the EOH 2.0 Toolkit which aims at assessing management effectiveness. The Teams evaluated the shared understanding of values and attributes, governance arrangements and factor affecting their heritage places, which allowed to identify management issues and research priorities.
- The WHLP is currently developing a number of manuals and tools to support the management of World Heritage properties. These were possible to test during the Heritage Place Lab pilot phase.
- The involvement in the project of authors of these manuals and tools, as well as from practitioners that applied these tools on their sites facilitated the process.
- The manuals and tools have been created for the use of managers of World Heritage and other heritage places, and they were more difficult to understand by researchers. However, in the process of using the tools, it helped researchers to understand management more closely, and to identify management needs and research needs based on issues on the ground, connecting more closely with the sites.
- The collaborative work between researchers and site managers assessing management effectiveness was fundamental to strenghten the research-practice partnerships and enabled the inception of new potential projects and plans within Teams.
The Heritage Place Lab functioned as an incubator of practice-led research agendas for 8 World Heritage properties, promoting channels for research to impact on site management and site management to influence research through the implementation of 6 online workshops of 3 sessions of 3 hours each held during the span of 7 months. During these workshops, site management issues were explored collaboratively enabling researchers to test theories and methodologies with site managers working on the ground. Researchers got access to World Heritage properties and gain in-depth understanding of local needs. Site managers became familiar with research methods and co-produced research agendas for their World Heritage places. Over 30 guest speakers from different backgrounds, including researchers, practitioners, officers and international experts provided inputs on specific subjects developed in each workshop. Faciliators provided inputs for reflection and feedback to the Teams on the development of assignments that led to the production of research agendas.
- Due to the COVID pandemic, the WHL switched to online activities and this allowed for the involvement of researchers, practitioners and experts from all over the world.
- The online setting was already familiar to most of participants in the project, including the use of interactive applications which allowed for closer exchange.
- Even though participants were used to the online setting, there were constraints with the coordination of time zones (too early for some, too late for others), and therefore, such activities could be better implemented at national or regional level.
- Technical issues of internet connections and access to devices were present in every workshop, limiting the active participation of some of the people involved in the project.
- The lack of physical connection was a challenge, however, the online setting allowed for other types of exchange and connection and enlarging the network (more people could be involved, Teams could organize their work in virtual chat rooms and classrooms).
Establishing partnerships between research institutions and management authorities
Research-Practice incubator online workshops
Collaboratively assessing management effectiveness of World Heritage properties
Publication of ouputs
Creating Awareness about Marine Conservation in Palk Bay (2007 - 2022)
students visited our centre for field marine education
omcar
A student observes plankton from Palk Bay to understand how food chain starts in marine environment
omcar
Field lectures are more powerful way of communicating the nature conservation among children
omcar
Students curiously discuss about marine a animals from local sea at our museum
omcar
Underwater images and videos of local coast shown to children to let them understand the beauty and importance of the coast
omcar
Scuba demo helps to explain how our team do seagrass survey and restoration, which is one of the favourite sessions for the students
omcar
In 2007, a 600 km solo sea kayak was carried out along the coast of Tamil Nadu (southeast coast of India) for creating awareness about the conservation of local marine ecosystems including dugongs, seagrasses, coral reefs, and mangroves. In the following years, about 40000 people including school students, university students, fisherfolks, and government officials have attended our marine conservation awareness events in the last 15 years through folk music, school level awareness education programs, competitions, seminars, training, field trips, and distribution of awareness materials. This continuous awareness at the local and sub-national level has built rapport with the stakeholders for the rescue and release of dugongs, and mapping and restoration of seagrass beds.
Capacity building of staff and volunteers from the local community.
We produced a large set of underwater photos and videos of seagrass habitats and dugongs from the local coast.
We set up our marine education center called “Palk Bay Environmental Education Centre” in 2011.
We distributed more than 25000 awareness materials to the stakeholders in the last 15 years.
We organized (seminars/training/camps/field trips) on nonprofit basis for school students, university students, fisherfolks as well as government officials.
Continuous efforts for a few years in nature conservation awareness can change the mindset and support from local stakeholders.
Producing our photos, and videos and sharing our field experience in dugong rescue, release, and seagrass restoration are important tools.
The capacity building of staff and volunteers from the local community helped to spread awareness for more than a decade continuously.
Setting up our marine education campus close to the target area (seagrass beach) is a major advantage, which gives direct exposure to the visitors.
What gets measured, gets done. WinS monitoring and recognition systems strengthen large-scale WinS implementation.
The program supports the national integration of SDG indicators related to school health and WASH in Schools, as well as implementation of the WinS Three Star Approach – an integrated monitoring and recognition system that guides and encourages stepwise improvements and enables more specific WinS programme management. The programme further supports visualization of data using a WinS dashboard, regular reports and feedback mechanisms to schools.
WinS/Three Star monitoring and recognition system (Philippines, Lao PDR, Cambodia, Indonesia) has helped to move WinS improvments forward, but is a process that takes time and needs to involve the Ministry in the driver´s seat and partners willing to align and support
Data visualization via WinS dashboards can be a powerful tool to create transparency and allow schools, districts and provinces to develop a sense of where they stand relative to others - which in turn might motivate further improvements
The WinS/Three Star monitoring system in Cambodia and the availability of national data proved crucial to plan for COVID-19 response measures and support and illustrated the practical application of monitoring data for various ministries involved
Monitoring and self assessment serve as a strong capacity development measure - through careful design schools can be guided on what to prioritze and how to progress through improvements over time
Sample Structure of a WinS MOOC for school implementers
GIZ Fit for School
Large-scale capacity development embedded in the education system.
WinS Massive Open Online Courses are conducted to build management and leadership capacities of staff at the school and division levels. Between 2019 and 2021 a number of 22,500 educators have enrolled in the course.
Knowledge products such as manuals and videos are produced to provide practical implementation guidelines.
Seven International Learning Exchanges serve as capacity building through exchange of ideas and best practices to trigger action and improve implementation.
Training roll-out should consider long-term feasibility: by utilizing existing Ministry meeting structures (e.g. the district education advisor´s regular technical meetings with school principals) can keep costs at a minimum and help to focus the content into digestible chunks
When designing larger scale capacity measures, such as online courses for education sector personnel, best utilize existing Ministry platforms for training delivery and seek accreditation for the course as part of the development process to create in-system incentives for personnel to complete the course
Supportive policy and frameworks guide implementation.
The programme works closely with the Ministries of Education in the development of national WASH in Schools policies and their implementation guidelines.
Supporting WASH in Schools (WinS) and school health policy development facilitates anchoring and focusing implementation processes and key interventions
Supporting the development of implementation guidelines allows for practical application of policies
Developing and locally contextualizing the WinS Three Star Approach (UNICEF/GIZ 2013) – an integrated monitoring and recognition system, that encourages stepwise improvements - proved invaluable to illustrate for countries in the region, how they could advance WinS with existing resources and structures
Links between the Fit for School Concept and the SDGs
GIZ Fit for School
Alignment of relevant sectors (health & WASH) under the leadership of the education sector.
The program works on strengthening intersectoral working groups, setting clear roles and coordination mechanisms at all levels, integration of public health topics in education sector policies and structures, and provides platforms for international learning exchange.
A school health or WASH in schools policy serves as a solid basis for clarifying roles with other sectors and to coordinate collaboration.
A policy framework supports alignment and harmonization of development partner support.
Regular exchange and joint decision-making through e.g. a technical working group facilitates moving the topic foward and keeping all relevant actors involved.
