The project conducted household surveys and community dialogues to incorporate local perceptions of soil, water, and biodiversity. Farmers' observations of drying springs, declining rainfall, and erosion were used alongside model outputs to co-design interventions. Practices like terracing, organic fertilization, and family gardens were promoted. Gender inclusion and respect for indigenous governance enhanced ownership and resilience.

The SIREN app is a mobile tool developed by AMMCO to collect data on marine wildlife sightings, strandings, and bycatch, while simultaneously serving as an educational and engagement platform for coastal communities. Beyond data collection, SIREN helps raise awareness among fishers and youth by delivering marine conservation messages directly through mobile technology.

What makes this approach unique is the dual function: it informs and empowers users to act as citizen scientists, while also fostering a sense of community through shared environmental responsibility. Users, mainly small-scale fishers and local conservation volunteers are connected through common reporting goals and periodic in-person exchanges (e.g. during trainings or events like the Street Whale Symposium), enhancing trust and collaboration across regions.
The app is introduced through outreach sessions in coastal villages.
 

To implement SIREN, we apply the following steps:

• Users receive basic training on species identification and reporting procedures.
• Each report (sighting reported through the app) is reviewed by AMMCO staff, who provide feedback and clarification.
• Educational content (Virtual Reality, posters, storybooks, videos) is developed based on the reports, and delivered through schools or fisher meetings.
• Shared results and feedback loops build trust and stimulate user engagement and connections.

To measure the long-term effectiveness of training, monitoring and evaluation (M&E) processes are essential. Beyond collecting immediate feedback from participants, a holistic approach involves assessing the application of learned practices over time. 

Rather than merely counting the number of participants trained, the focus shifts to measuring the qualitative impacts of the training. This includes evaluating how the acquired knowledge translates into tangible outcomes such as increased productivity, improved resource management, and enhanced livelihoods. By systematically tracking these outcomes, the effectiveness of the training programme can be continuously assessed and improved.

Pilot testing of the training materials is an important step in refining and improving the content based on real-world feedback from various stakeholders, especially trainees and trainers. This process is enhanced through practical methods such as field visits and demonstrations, during which trainers showcase specific techniques. Trainees are then encouraged to apply these methods in real-life scenarios, allowing trainers to assess the applicability and relevance of the training content.

Through test training sessions, necessary adjustments and challenges can be identified—supplemented by anecdotal insights and direct feedback from farmers. This iterative approach ensures that the materials remain practical and relevant to local conditions, incorporate new knowledge, and adapt to changing environmental and market dynamics.

The campaigns need to be specifically tailored for the respective target group to make the content more relevant and engaging. It is important to use multimedia and varied communication formats such as videos, comics, and radio shows, posters, comic books, wall murals, and competitions. These formats help presenting information in an easily understandable and appealing way.

Additionally, training in sustainable fisheries and aquaculture needs to include both practical skills and theoretical knowledge, with a strong emphasis on flexible teaching methods and hands-on learning. Practical training often takes place on demo farms or participants’ own farms, where group mentoring and on-site technical input from trainers and experts occur. This hands-on training covers essential topics such as site selection, pond excavation, stocking, feed and pond management, fish health monitoring, water quality management, and fish processing. By engaging in real-life situations, participants gain the skills needed to independently apply the training content in their own operations. This experiential learning enhances their ability to manage pond aquaculture and fishing throughout the season. While field demonstrations offer practical, hands-on learning, classroom-based training provides theoretical knowledge.

The Training of Trainers (ToT) method is a widely used approach in capacity-building programmes to ensure the effective dissemination and anchoring of knowledge and skills in communities. Trainers are selected based on criteria such as experience, communication skills, and community engagement. They undergo a structured qualification programme that includes classroom sessions and hands-on learning to prepare them to conduct sessions aligned with adult learning principles and discovery-based approaches.
A Master Trainer model, as used in the Aquaculture Business School in Malawi and the Community Resource Person model in India, plays a crucial role in ensuring consistent quality and calibration of training standards. Master Trainers not only lead the initial ToT programmes, but also support ongoing quality assurance by mentoring the trainers and monitoring the effectiveness of training delivery. The trainers act as intermediaries, translating technical concepts into practical solutions for farmers. 

Incorporating the local context – like environmental and cultural conditions in the regions and local languages – is essential when designing training manuals. This ensures accessibility and relevance of training content and alignment with the realities of the target audience’s environment. To ensure the sustainability and widespread adoption of the training materials, they need to be closely aligned with the needs and priorities of local institutions. 

 

A collaborative and participatory approach is central to the development of training materials. To ensure relevance, practicability, and ownership, a task force is typically formed—comprising representatives from ministries, academia, fish farmers, value chain actors, and researchers. Iterative processes, validation workshops, and stakeholder consultations are employed to refine the materials and ensure they reflect local needs.

Training should address not only the 'how' but also the 'why'. By explaining the rationale behind specific practices—such as reducing environmental impacts or promoting food and nutrition security—farmers gain a deeper understanding and are empowered to make informed decisions that align with sustainability goals. This goes beyond simply following instructions; it fosters critical thinking and adaptive problem-solving.

To build resilient and thriving enterprises, training should also incorporate elements such as business education, innovations along the value chain, and the use of decentralized renewable energy technologies. These components enable fish farmers to enhance their financial literacy, respond to market and environmental challenges, and implement innovative solutions for increased productivity and sustainability.

The initial step is conducting a thorough needs assessment and gap analysis by experienced technical team members from the project and partners. This process involves screening existing materials, consulting with stakeholders and actors in the fish value chain and identifying gaps in knowledge and practice. A field survey can be conducted to collect data on the needs of the beneficiaries and necessary framework requirements for training, e.g. technology availability, training duration, and intervals. 

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