Step 3 – Tactical Growth

The ROS – Recreation Opportunity Spectrum is a tool that classifies opportunities for tourism and recreation by measuring the degree of intervention across three attributes: Biophysical, Sociocultural, and Management. Based on these indicators, it defines five Classes of Experiences: Pristine, Natural, Semi-natural, Ruralized, and Urbanized.

By combining the vocation of the area with these classes, managers can design a gradient of opportunities, ranging from sites with maximum naturalness, minimal human presence, and very low visitation (Pristine class), to areas with extensive infrastructure, altered landscapes, high accessibility, and strong human interaction (Urbanized class).

Using ROS allows planners to shape the Ecotourism Program by defining:

1. Zoning
2. Classes of Experiences
3. Environments
4. Activities
5. Infrastructure
6. Services
7. Regulations

This tactical step translates the strategic vision into concrete management choices, ensuring that ecotourism development is diversified, coherent, and aligned with conservation priorities and visitor expectations.

Step 2 – Triple Profile - Strategic Definition
With the Tourism Attractiveness Index defined, it becomes possible to set the fundamental principles and establish the foundations that will guide the entire development of the project. The main goal at this stage is to understand the vocation of the area and strengthen its positioning in the tourism market. This includes learning how to design authentic and memorable experiences for visitors, with a focus on enchantment, recreation, and environmental interpretation.

The process involves defining which Recreational Opportunities are most suitable and what types of Experiences should be prioritized to align with both conservation goals and visitor expectations. The principles of Environmental Interpretation are essential here, as they ensure that experiences are meaningful, educational, and engaging.

In practical terms, this step requires:

1. Area Profile - Analyzing the challenges and opportunities of the area;
2. Owner Profile - Creating a shared vision of the desired future;
3. Visitor Profile - Defining the main visitor segments and profiles to be targeted.

By aligning vocation, opportunities, and interpretation, this step builds the strategic foundation for sustainable ecotourism.

Step 1 – General Assessment
The success of an Ecotourism Project depends on the characteristics of the area and the context in which it is located. The Tourism Attractiveness Index (IAT) is the tool you will use to characterize your area and its context, that is, the Tourist Destination. This characterization will allow you to conduct a supply and demand analysis and understand your current and potential tourism attractiveness, which can vary along a scale.

By understanding your attractiveness and the factors that influence it, you will be able to define strategies to increase or better qualify it, and thus:

– Define or diversify your visitor profile
– Receive or increase the number of visits
– Add value and improve average visitor spending
– Improve seasonality

This building block outlines how the SPARŚA Ambassador Program engages adult community members in open, respectful, and evidence-based discussions on menstruation. The approach prioritises dialogue over lecture, creating a space where participants can share their beliefs, practices, and lived experiences, while also receiving accurate information. 

Target groups are identified by Ambassadors themselves or in collaboration with ward offices, municipalities, or metropolitan authorities. These often include mothers’ groups, women’s collectives, youth clubs, and mixed community gatherings. Trusted groups like Ama Samuha or Tole Sudhar Samiti are engaged early to help mobilise participants and endorse the sessions, which greatly enhances credibility and attendance. 

Sessions are adapted to the context and needs of adults. Rather than delivering the same content as in schools, Ambassadors focus on myth-busting, stigma reduction, and practical menstrual health knowledge. This includes clarifying biological facts, discussing hygienic practices, exploring environmentally friendly menstrual products, and addressing social norms that restrict women’s and girls’ mobility, participation, or dignity during menstruation. 

Ambassadors begin by establishing safe space agreements and inviting participants to share their own perspectives through Focus Group Discussion (FGD). The facilitator listens actively, acknowledges local knowledge, and then uses visual aids, product demonstrations, and relatable stories to fill knowledge gaps or correct misinformation. Nutrition and self-care during menstruation are also discussed, linking health to overall well-being. 

Preparation is thorough: Ambassadors coordinate with the programme team for materials, set session dates with local leaders, arrange venues in accessible and comfortable locations, and ensure a variety of menstrual products are available for demonstration. Follow-up visits or recurring discussions are encouraged to reinforce learning and track changes in attitudes. 

This building block details how the SPARŚA Ambassador Program designs and delivers menstrual health education for students aged 11–17 (Grades 6–10) in Nepal, ensuring each session is relevant, inclusive, and culturally sensitive. 

Schools are chosen based on their proximity to the Ambassador’s community to ensure trust and easy access. Ambassadors map their audience and adapt delivery methods to different age groups. For Grades 6–7 (pre-menarche), sessions focus on building a safe and friendly environment through storytelling, interactive games, and art-based activities. For Grades 8–10 (post-menarche), the focus shifts to clear scientific explanations of the menstrual cycle, phases, and bodily changes, while also addressing myths, stigma, and gaps left by incomplete classroom teaching. 

Visual aids such as flip charts, diagrams, presentations, and flex prints help make abstract concepts tangible. Ambassadors also conduct live demonstrations of various menstrual products—disposable pads, reusable cloth pads, menstrual cups, and tampons—explaining pros and cons, safe usage, disposal methods, and environmental impacts. By linking product choice to environmental awareness, students learn how menstrual health intersects with climate action. 

Nutrition during menstruation is covered to promote physical well-being. Sessions are always inclusive of both boys and girls, which helps normalise menstruation, reduce stigma, and foster empathy among peers. Teachers are encouraged to attend so they can reinforce messages after the session. 

Preparation is key: Ambassadors contact school principals early, establish ground rules for respectful participation, prepare teaching materials, arrange transportation, and ensure all demonstration products are ready. Follow-up is encouraged through take-home leaflets or posters, allowing students to revisit the information later. 

This building block outlines how to identify, engage, and collaborate with the local actors who enable smooth implementation and long-term sustainability of the SPARŚA Ambassador Program. These include local authorities, community leaders, partner NGOs, school administrations, and ward-level representatives. Establishing trust with these stakeholders ensures legitimacy, secures support for sessions, and opens opportunities for collaboration, resource-sharing, and broader community engagement. 

Ambassadors begin by mapping key decision-makers in their area, including ward officers, municipal representatives, and respected community figures. Early face-to-face meetings secure permissions and build goodwill. These contacts often connect Ambassadors to existing programmes and community groups such as Ama Samuha, Mahila Samuha, Tole Sudhar Samiti, and Users Committees, which can help mobilise participants and spread awareness. 

Partner NGOs are engaged before training begins, contributing to co-designing content, sourcing expert trainers, and sharing proven materials like Ruby’s World from WASH United, NFCC toolkits, and GYAN resources. 

When engaging schools, Ambassadors prioritise in-person visits to principals over emails or calls, respecting local norms and increasing the likelihood of acceptance. Flexibility is essential to handle last-minute changes or rejections. Principals play a key role in organising logistics, allocating time slots, and ensuring student and teacher participation. 

Formal documentation—letters with organisational stamps and signatures—builds credibility and reassures institutions. Understanding local protocols is vital, as some districts require additional approvals from higher authorities. 

This building block establishes a community-rooted network of trained young educators—known as Ambassadors—who lead awareness sessions on menstruation within their own local contexts. The approach addresses the widespread lack of accurate menstrual health information among both schoolchildren and adults by using peer-led, relatable education. 

Ambassadors are selected from diverse communities across Chitwan, Nawalpur East, and Nawalpur West, ensuring cultural, linguistic, and contextual relevance. Both male and female Ambassadors are recruited to promote shared responsibility for breaking menstrual stigma. 

Before field implementation, Ambassadors conduct community and school mapping to design session content tailored to local needs and beliefs. They participate in intensive residential training on menstruation, SRHR, facilitation, and leadership, followed by mock sessions in local schools. They also form peer support groups—through WhatsApp, weekly calls, and shared online documents—to coordinate, co-create sessions, and sustain motivation. 

The programme prioritises both external impact and the personal and professional development of Ambassadors, fostering the next generation of community leaders and advocates for menstrual health. Regular check-ins, planning meetings, and progress updates keep the network active, responsive, and accountable.