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Community Forest

Management PlanningA Field Guide

For Cross River State, Nigeria

A Step-By-Step Approach

By

K.E. Lawrence

2006

ii

FOR REVIEW AND COMMENTS

A publication of:

IROKO Foundation

18 Academy Court

Kirkwall Place

London, E2 0NQ

Front Cover Photo by: Fidelis Anukwa, other photos and illustrations

by K Lawrence, however Slaters Guenon is courtesy of IrokoFoundation, and the Drill is by Pandrillus.

All profits from the sale of this book go to support the conservation

efforts in Cross River State through IROKO Foundation at

www.irokofoundation.org

Questions and comments for the author should be directed to:

[email protected]

ISBN 10: 0-9553266-0-5 ISBN 13: 978-0-9553266-0-8

Copyright Karen Lawrence and IROKO Foundation, 2006

All rights reserved

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Contents

COMMUNITY FOREST MANAGEMENT PLANNING 1

1 PREPARATION 5

1.1 MATERIALS REQUIRED 51.2 CHOOSING COMMUNITIES 111.3 INITIAL DISCUSSIONS 13

2 SITUATIONAL ANALYSIS 16

2.1 INITIAL ASSESSMENT 162.1.1 DISCUSSIONS WITH LEADERS 162.1.2 SOCIO ECONOMIC ASSESSMENT 172.1.3 COMMUNITY MEETING 192.1.4 PLACE MAPPING 202.1.5 VERIFICATION WALK. 232.2 RESOURCE MAPPING 232.3 PROBLEM MAPPING 262.4 SUSTAINABILITY DISCUSSION 28

3. RESOURCE ABUNDANCE MAPPING 31

3.1 GENERAL MAPPING PROCESS 32

3.1.1 OPENING DISCUSSION 323.1.2. THE GENERAL PROCESS 333.2 RESOURCE MAPPING BY MARGINAL GROUPS 393.2.1. HUNTING AND FISHING ABUNDANCE MAPPING 393.2.2 WOMENSNTFPMANAGEMENT 433.2.3 IMPORTANTNTFPMANAGEMENT 463.3 HIGH VALUE RESOURCES 533.3.1 MAPPING TIMBER 54

3.3.2 MAPPING MEDICINE AND SACRED PLACES 553.3.3 MAPPING FARMING 56

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3.3.4 UNSUSTAINABLE FORESTRY AND FARMING SOLUTIONS 583.4 FEEDBACKINGPEOPLE TO PEOPLE 663.4.1 ADAPTING THE RESOURCES MAPPED 68

4. FOREST MANAGEMENT COMMITTEES 69

4.1 COMPLEX ORGANISATIONS 704.2 POWER DYNAMICS 774.3 CONFLICT BETWEEN AND WITHIN FOS 79

5 MANAGEMENT PLANNING 84

5.1. MANAGEMENT OPTIONS 845.2. DECISION MAPPING 905.2.1 MAPPING ACTIVITIES 905.2.2 RULES AND REGULATIONS 945.3. IMPLEMENTATION 965.3.1 IDENTIFYING TRAININGNEEDS 965.3.2 REVENUE GENERATION 96

6 ENDORSEMENT 99

6.1 COMMUNITY FOREST MANAGEMENT AGREEMENTS 1006.1.1 ESSENTIAL ELEMENTS OF AN AGREEMENT 1006.1.2 INTEGRATING THE CFMAINTO LOCAL BY LAWS 1016.2 TECHNICAL INTEGRATIONGEO REFERENCING DATA 1026.2.1 SPATIAL INTEGRATION 1026.2.2 MERGINGTHE DECISION MAP 1036.2.3 FOREST INVENTORY PLOTS 1036.2.4 INDICATIVE SURVEYS 104

7. MAKING LINKS 105

7.1 LOCAL PROJECTS 106

7.1.1 EXAMPLES FROM THE FIELD 1067.2 FINANCIAL SUPPORT 109

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8 MONITORING, EVALUATION AND ADAPTATION 112

8.1 MONITORING 1138.2 EVALUATION 116

8.2.1 PARTICIPATION 1168.3 ADAPTATIONS 1208.3.1 ADAPTATIONS TO THE PLANNING PROCESS 1218.3.2 REFECTION ON PERFORMANCE 1248.3.3 POINTS TO PONDER 125

9 APPENDICES 128

9.1 APPENDIX 1MAPPING PROCESS STEPS FOR PAS 1289.2 APPENDIX 2FOREST MANAGEMENT AGREEMENT 1289.2 APPENDIX 2FOREST MANAGEMENT AGREEMENT 1299.2 APPENDIX 3GLOSSARY 131

10 REFERENCES. 134

vi 1

Community Forest Management Planning

This is one of two manuals that highlight resource mapping as a

tool for community forest management and protected areaplanning. Community Forest Management planning is the focus

of this manual and it draws on field experiences in Cross River

State. Cross River Forest Policy allows controlled timber

harvesting in Community forests and the planning process

developed here addresses this. On the other hand, where

communities have forest in protected areas logging is not an

option, however controlled. Therefore communities require a

different mapping process, shown in appendix 1, which will bethe focus of the second manual. Furthermore the second mapping

process may not result in a community resource plan, but instead

contribute to a protected area management plan.

Any planning process requires local people to think in a new

way. For many forest communities that live in a giving

environment the need for planning has not been there (See

Thomas and Rayner 1998, Lawrence 2002). Planning capacitieswere limited to strategising how to survive periods of famine or

hardship. Rainforests will always have something to eat, as long

as you know where to look.

Circumstances have changed and many communities face

extreme hardship as resources have degraded. Communities

seeking new ways of engagement are willing to participate in

time consuming planning activities that will help them improve

access and status of natural resources. This manual documents

the process of engagement supported by Cross River Community

Forest Management Policies. During the process communities

participated in developing integrated forest management plans.

These highlight activities they want, resulting in doable and

easily sustained changes that affect their own behaviour.

The general community mapping technique used here was

adapted from that developed by Environmental Science forSocial Change. However, this process has been designed to fit the


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cultural context of the Cross River Peoples and Cross River State

Forestry Commission. The planning process was implemented

during 2002 in four different types of communities. The

communities were those with a single-village forest committee, a

two-village forest committee and a three-village forestcommittee. All four areas have resource rich lowland tropical

rainforests as part of their community forests.

The step-by-step methodology presented in this manual was

finalised when developing the three management plans and a

joint management framework. The approach ensures community

mapping is used in a systematic process that allows local people

to develop their Community Based Forest Management Plan. In

contrast to many other processes it is adaptable, allows varioustypes of involvement in the participatory process and guides

people through a new way of thinking.

Each chapter discusses the process as shown in the following

diagram. Steps 1, 2 and 3 outline how to start, the use of mapping

to analyse the situation and status of key resources. Step 4

focuses on the institutional requirements and steps 5, 6 and 7 deal

with the plans development and preparation for itsimplementation. Step 8 reflects on the process by considering the

monitoring, evaluation and adaptation activities that accompany

it. Each step identifies the purpose and expected outputs where

appropriate, the explanations given to the community and the

activities. The reader is helped through the text by coding for the

bullet points. So Red bullets are for outputs, grey points for

results, and green squares for what it means. For bullets in black,

diamonds indicate the purpose, circular points are forinformation, squares for action, stars for information about the

community, hands for action the community needs to do, and

arrows for advice.

There are a also series of boxes in each chapter, where

information about the process is given in green, examples from

the community in blue, things to note in cream, important points

in orange and warnings or very important to be aware of in red.

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Adapted from Steps for Participatory Land Use Planning, SEILA Cambodia 2001


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From the same position, using the cross on the floor, takeanother shot of the two layers together.

Take down the layer and put up another layer and repeatthe photo documentation process so each layer is

photographed over the base layer.

Then remove the base layer and take a photo of eachlayer against the white canvass background, without the

base layer underneath.

Take close up photos of detailed features and symbolsthat have been drawn on each layer.

If you cannot find a wall or building large enough tostick the maps to then photograph the maps in the way

described for analogue cameras.

Tips for Analogue Documentation Using analogue camera

Use a 28 mm lens to minimise the edge distortions. Stand equal distance from the map edge when you take

the shots.

Put the map on the floor, stand on a chair to get a gooddistance from the map so you can get enough detail.

The more shots you take the better the results fordigitising;

6 shots are best, (photos 1-6),

4 shots are good, (photos 1-4),3 shots are OK, (photos 1,2 and T),

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2 shots are just possible to digitise, (photos 1 and 2),

but 1 shot is bad because the distortion makes

features illegible.

Taking Data Off the Maps.

Note the names of the important features when they arebeing drawn.

If there are discrepancies in spelling try and clarify itafter the mapping session.

Tabulate the data on the maps as place name, and ask for

the local name of each resource, English meaning, andfeature - find out the scientific

name later (if possible).

Storage of Plastic Maps.

This protects the drawn features and

stops them getting transferred onto the

facing piece of plastic sheeting.

Put sheets of large brownpaper (preferably cello-taped

Photo T

Photo 1

Photo 5

Photo 4 Photo 3

Photo 2

Photo 6

The map

Use a DigitalCamera

4 or 5 megapixels.

To Photograph:Take shots of the

map using a chair.

The arrows here

show thedirection of the

shot being taken.


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together) over half of the plastic layer (on the drawn side

of the map). Fold the plastic over onto the brown paper

so that it now lies sandwiched between the folded plastic

layers of the map.

Continue folding the map until it is a manageable size forstorage.

Label the map, name, date and place on the reverse side.

Returning the Maps.

After documentation, give the original plastic maps (nowcarefully folded) to the community because it is their

data and they will be able to use it to explain their

situation to others.

Once the photos have been digitised then a digital hardcopy can also be given to the community.

If there is more than one community involved, theleaders of each village should be given the plastic map

and they can then decide to arrange for its care.

Give each set of community leaders involved in themapping a copy of the digitised map.

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1.2

Choosing Communities

For communities to produce their own Community Based Forest

Management Plan they need to be ready. How do you know

whether the community is ready for planning or if resource

mapping is better? Or when there are several communitiesrequesting planning assistance how do you prioritise them?

We used certain criteria to assess how receptive communities

were likely to be and whether they would come out with a

management plan at the end of the activity. In three of the four

areas our assessment was correct, but the fourth, Abo Inland was

less successful, and a plan was not produced. It was only evident

that Abo Inland did not meet our selection criteria after the

activities had started. This case is discussed in detail in later

sections, but although it was not as successful as the other three

areas, the three communities made important decisions together

using the process.

Communities that do not meet this criteria can still undergo the

management planning process, but it needs to proceed slowly so

that the resource mapping process buildings the necessary criteria

for successful management planning and implementation.Generally the criteria below were useful to assess which

communities to work with.


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SSSTTTEEEPPP222

2 Situational AnalysisYou are seeking five outputs from the community at this stage

Producing the place map with local names.

The location of available resources.

Problems experienced with resources and where they

are located.

The localunderstanding of what is Sustainable Forestry

and what they consider as destructive practices.

Getting a local sense of place, the people and thelandscape.

2.1

Initial Assessment

2.1.1 Discussions with Leaders

Official Situation.

Go through the front door, talk with the community leaders first,

both the traditional ones and those that have been elected. Youwill learn important information such as:

Data that local governmentuses to monitor

development in the villages.

Size of the population, whostudies outside and who

visits regularly for trade or

other activities. Those households that areperceived by the leaders as

needing greater support by

the community

(vulnerable/poorer).

Key diseases suffered bythe community and children

Birth and death rates. Key economic factors for

Planning first or Policy?

For any organisationstarting a project that aimsto influence bothcommunity forestry policy

and practice the dilemmais which to initiate first policy or practice.

One feeds into the otherso community mappingneeds to start as early aspossible as part of theplanning stage, to be able

to inform policy andimprove its development.

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example who owns livestock, who does not own land or who

trades?

The information is an official version and will need to be verified

by others in the community through interviews with women,

youth and elders.

Familiarisation.

Walk round the village and get to know it. Start to be familiar

with how simple tasks are performed by observing life in the

village such as:

Water collection. Firewood collection. Cooking.

Washing. Toilet.

2.1.2 Socio Economic Assessment

This is optional for community forest management planning.

However if the project links from planning to implementing

activities that may improve local incomes, then you need to obtain

basic socio-economic information as early as possible so you cancompare it with data obtained later in the process.

Socio-Economicinformation must bekept confidential

trust is easily lostand hard to regainonce broken.


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Socio-economic questions are often considered sensitive, you may

have to wait until after the mapping has started so that a

relationship of trust is established.

Assessment Forms.

From previous visits to the village develop a tick box form that

can identify the various socio-economic status levels using

material goods. For example a guide would be the following

Type of housing material used for the roof, wall and fences. Type of furniture in the house, such as beds, tables, chairs Transportation available. Luxury items bought such as radios, generators and TVs.

What available sources of income do they have. What they spend their income on.

Unstructured Interviews.

Do not interview everyone, but ask the leaders to suggesthouseholds, include those families that are considered to be

the most vulnerable in the village.

A sample of between five to ten households can be enough to

get a more detailed understanding of the village. Use the form that you have developed to guide the interview

but ensure that it takes no more than hour to do, unless

people are willing to talk for longer.

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Identifying Indicators.

Choose information that is easily monitored and will show

changes in people, and the village that have been caused by the

planning process and its implementation.

This could include things such as the

number of:

New roofs. Radios. Water containers. Participation of women in meetings. Domestic animals. Children going on to secondary school.

Land actively farmed.

The choice of information will depend upon what you found out

in the interviews. Information to monitor changes in the

resources will be identified through the planning process itself.

Photo Documentation.

If time and project resources are very limited and you cannot

interview villagers, then photograph what you observe in thevillage.

2.1.3 Community Meeting

Opening Discussions create an event.

Most people like to open an important activity with aprayer.

It provides an opening ritual that focuses peoples mindson the importance of what they are about to do.

Explaining the Activities.

The first discussion needs to explain the following activities and

emphasise the participation of the whole community. Everyone

uses the forest or its products and therefore is responsible for

managing it. Before the activities start explain a few key points.

A picturepaints a

thousandwords.


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There is no money for activities this is only a plan thatcan help them get more community funds from small

changes to their forest activities.

They are only being asked to volunteer about 2 hrs oftheir time.

The Plan will sustain community resource use over time. The plan will build on their own institutional strengths

and help make them stronger so that people learn to use

what they have well and wisely so they get the best value

out of their forest activities.

Everyone has a role especially the resource users andelders.

Stress that those with writing or reading skills have a

different role from drawing. Ask those with reading and writing skills to document

the activity and do the legends.

Clarify the expectations of the people gathered.

Focusing on the Goal.

To help people understand the importance of what they do stress

the following that these are the intended results:

The aim of the process is to develop rules and regulationsfor their bush.

Copies of the rules and regulations will be lodged with the

local magistrate so that they become the communities by-

laws or will be endorsed by local government.

They will be asked to sign a Community Forest

Management Agreement with the Forestry Commission

that acknowledges and supports their plans to manage the

forest wisely. Now they are ready to start mapping.

2.1.4 Place Mapping

Purpose of the Activity why draw a map of their place?

To obtain a sense of how people see their place, wherethey draw its limits through the resources they use.

To obtain the base map that will sit underneathsubsequent layers.

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To observe community dynamics, especially between theleaders, the forest committee or organisation and

villagers.

Explain to the People before the Activity that:

People are to draw on thelarge plastic sheet using the

permanent marker pens.

To draw their place theywill need to include roads,

hunting tracks, farm tracks,

rivers, and hills.

The village(s) is to be

shown symbolically with afew houses.

They are not allowed to useEnglish words for anything

emphasize the local

dialect.

They are not allowed to usegeographic symbols, everything they draw must look the way

it is in their place.

Useful Tip

Do not use the wordVILLAGE when discussingwhat they are expected todraw.

Otherwise they will focus on

the buildings and not drawthe areas of forest and farmsthat will need space for latermaps.

Always ask them to drawtheir PLACE.


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Explanation.

Ask people to draw the location of where they find aparticular resource abundant in their forest.

If they say that certain resources are everywhere, contradictthem, because most Non Timber Forest Products and timber

resources grow in clusters - those that use them know where

they collect them.

If they want to draw timber, remind them that this is aseparate activity to be done another day.

Activity.

Put another plastic layer over the place map and add the twoextra pieces to cover the whole place map and stick the

pieces together with clear tape. Ask people to trace one central feature, the road, or the rivers

that go across the map these allow the maps to be aligned

together so do not forget it.

On the new plastic layerask the people to draw the

symbols where they

collect to resource, or see

it growing abundantly.They are drawing their

general resource use

patterns.

During the activity askwhat the symbols mean.

Prepare a table and askthe one that drew the

symbol to redraw it nextto its name (you may

want to trace complex

symbols).

Ask people to write thename of each resource in

the local dialect and the

common term in the two

blank columns (this can

be done by the leaders who read and write).

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Get people to rank the resources by asking them which is themost import resource and why.

After the activity has finished cover the map with brownsheeting to protect the community map, fold carefully and

keep it in a safe place.

Verification.

During a morning or afternoon walkaround the village and farmlands with

a local resident to ask questions and

understand the different parts of the

maps that have been drawn and the

local resource harvesting techniques.

Results.

This shows the general relationship

between the people and their local resources.

What does it Mean?

Locally important

resources are highlighted

by being drawn in moredetail or larger.

Size of the resources may

also indicate the area

covered by this resource.

Rocks and other features

may be included in this

map.

Observe and note the

dynamics between the

men and women, leaders

and young men and

educated members of the

community you may

have to think about

adapting the process to

ensure equity.

Funny Fact

The brown sheet putover the map, stopsthe permanent penmarks drawn on theplastic fromtransferring to the

other side of themap in the humidity.


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2.3

Problem Mapping

Purpose.

To understand what the community perceive as resourceproblems in their area and problems that they associate

with their place. To know what problems need to be addressed in theresource mapping and planning steps. If people identify a

decline in several resources then these will be the

resources to map separately.

To understand the changes experienced by people in theirresource base and link these to sustainability discussions.

Explanation.

Ask people to draw whatthey think are problems in

their place using sketches to

symbolise the problem.

They may discuss a problem help them to analyse it by

breaking it down into its

component parts.

Talk about the smallerproblems and how they can

symbolise them.

Give examples from othercommunities. For example,

Etara/Eyeyeng showed

people shooting animals to

explain about outsiders encroaching on their hunting

grounds.

Activity the choice here is either to draw or list the problems.

The decision taken will depend upon the time and willingness of

people to draw.

Place another plastic layer on the place map add the twoextra pieces to make up the whole size and stick them

together with clear tape.

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Again ask people to trace one central feature, the road, orrivers that go across the map try and use the same symbol

as before, one located in the middle of the plastic.

Encourage someone to draw the first problem symbol, forexample if its the decline of key resources like Afang, then

suggest they use the same symbol from the resource map.Just draw it in the location where afang productivity has

declined.

Ask someone to write the explanation on the legend next toits symbol.

If the problem symbols are too intricate then relate the mapdrawing to a numbering system on the legend or trace the

symbol on a spare piece of plastic that can become the

legend. After the activity has finished cover the map with brown

sheeting to protect the community map, fold carefully and

keep in a safe place.

Results.

Stress the need to

make a management

plan to address someof these problems.

What does it Mean?

The resources that

have been identified

as degraded are the

ones the community

can draw as

specialised abundance

layers during the next

step.

It is the local

perception of what

problems they have

that is important.

Think about the resource use patterns that have caused

these problems and talk about them with the community.


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2.4

Sustainability Discussion

Changes in the Forest Environment - you will have been given

ideas by people during previous discussions about resource use

problems.

This discussion links different changes in theenvironment to unsustainable resource use or harvesting

practices.

This discussion either happens before the problemmapping to get people to think about what their problems

are, or after it, to relate their problems to what

unsustainable management means.

Indicators of Small Changes.

For communities that are basically resource rich forestcommunities, they may not be aware that they have

unsustainable practices.

They may feel they are a good community and haveinternalised all the previous enlightenment campaigns and

no longer have unsustainable practices.

Ask this serious of questions to draw out indications ofmalpractice. The answers here are those from Etara

/Eyeyeng communities.a. Are resources further away now than before?It

depends upon the resource, salad used to be close

before, but not now. Others like bush mango are still

close (resource degradation).

b. Are there resources that cover a smaller areanow?Some like Afang (Resource degradation).

c. Are there resources, like animals that take longer

to catch or are harder to find?Some animals areless abundant now, they have moved away

(resource depletion).

d. Can you still hear the same birds calling? Yes(This indicates there is very little noise pollution or

no change in indicator birds like hornbills)

e. Do children sometimes get sick/diarrhoea fromthe water? Yes from time to time, but because we

get the water from the large river we dont know

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which of the rivers causes this (lack of forest

cover).

f. Do rivers and streams shift with big storms?

Yes (high storm flows can indicate that there hasbeen too much forest conversion into farms up

stream, see Walpole 2003).

g. Is water harder to come by in the dry season, dosome rivers dry up?Yes a few(indicating a lower

water table due to less recharge during the rainy

season, again due to landuse changes).

h. Are the areas that flood the same as before or

bigger? No thesame (changes

in flooding

patterns can

indicate a severe

level of landuse

change).

Indicators of Large Change.Sudden changes are usually

obvious to the community and

may take the following forms:

Rivers drying that usedto remain full flowing

even in the dry season.

Decline in afang(salad) or an important

timber or NTFPs.


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Encroachment from other communities.

Non production of bush mango or other fruits.

And access problems like the lack of bridges.

Making the Links.

Discuss sustainability in the context of the results from theproblem mapping or the problems identified during this step.

If you are running out of time focus on making links anddiscussing the problems, geographical distribution,

seasonality and frequency.

Support techniques.

The community mapping is not sufficient on its own, therefore a

variety of other techniques can be combined during spacesbetween mapping sessions:

Semi structured interviews.

Walk and talk activities.

Participant observation.

Photograph activities in the village to verify communitydiscussions.

Group discussions on key themes like timber, logging,

marketing, NTFP collection, and farming.

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SSSTTTEEEPPP333

3. Resource Abundance Mapping

This chapter discusses community resource mapping with small

groups of specialised users such as hunters, and their accompanying

resource discussion. Your aim for each resource is to understand:

Changes in abundance.

Seasonality of use.

Regeneration capacity.

Harvesting techniques.Volumes harvested and farm-gate prices obtained.

Thesmall groups could be any of the following:

Women; do not allow any men in the room! Hunters and fishers. Sticks and Rope gathers; chewing, cattle sticks and both cane

rope and rattan gathers.

Tree finders, timber dealers, native doctors and farmers -local use of timber and proposed cutting for commercial use.

Depending upon the resource map in the previous activities

others may be:

Bush mango and achi gatherers fruit gatherers. Raffia, pandan and oil palm gatherers/growers or tappers

leaf or plant product collectors.

Bee keepers honey collectors.

The general mapping process is discussed first and then several

examples of typical small group mapping are given. The examples of

more specialised small group mapping show how detailed

information can be drawn from the group. The small group mapping

activities follow the same general mapping process.


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useful or important to the community, or because it performs

a critical role (results written in green).

As the example below shows, go along each row comparingone resource with the other and so that the group can

determine which is more important than the other and why.

COMPARE

EconomicValue/

Usefulness

Rattan - R Afang - A Chewing

stick - CS

Bush Mango

BM

Rattan XXXX A regularincome

CS bettermarket

BM higherprice

Afang (salad) A Food all

year round

XXX A more

regularincome

BM higher

price

Chewingsticks

R food,makingthings

A - food XXXX BM higherprice, biggerharvest

Bush Mango BM forsoup,boundary

marker

A foodavailableall year

round

BM soup,boundarymarker

XXXXX

In this example therefore:

Economically - Bush Mango

is the most valuable resource,

Afang the second most

valuable and thirdly chewing

stick. Rattan is considered the

least important economically.

Usefulness Afang is themost valued because it is the

most necessary, Bush Mango

is next and finally Rattan.

Chewing Sticks is the least

useful resource for the

community.

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Abundance Ranking all except timber! Only carry out

abundance ranking with timber if they have savannah or

resource poor forests.

Once the individual resources are ranked go back to the map. Ask them to look at the map and assess the areas that are

most important or have the greatest abundance. Ask them to circle the area in red, write down a number

corresponding to the ranked value and its name.

Then ask which is the next most abundant or important areauntil all their symbols are within circled areas named and

numbered.

They may want more than one area ranked with the samenumber and this is fine.

If there are areas identified and ranked without symbols inthem this is fine, but ask them what resources are found and

what state they are in. It is likely that these are low ranking

areas for that resource.

Reasons for Change.

Discuss the reasons for the abundance ranking. Assess the map and find those areas that are lowest rank and

discuss how, why, and when these areas changed their

abundance level.

Ask the elders how these areas were before in their youth. Find out whether there is a particular resource that is now

scarce.


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Dark blue are the rainiest months and the hardest as it is too wet Explanation.


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a b ue a e e a es o s a d e a des as s oo we

to go to the farm or gather much from the forest. Red is the dry

season, light blue is the light rains.

3.4 Feedbacking People to People

Objectives.Put thematic maps

together and overlay

them, thereby identifying

initial activity zones.

Discuss conflicting uses,

management problems,

regeneration potentials,

and proposed solutions.Allow local people to

communicate with their

own group and encourage

a local development of ideas.

Purpose.

To present the thematic

maps to the elders andyouth of the less dominant

community, where there

are multi-community

Forest Organisation.

To review the types ofdecisions the community

is expected to make

during the final decision

mapping. To allow local people

summarise what they have

done and learnt.

To enable local people topractice presenting their

situation using their maps.

Useful Tip

We found that people couldthink better with the maps ifthey were lined up with thesame orientation as the realworld.

People tended to lookoutside the window toremind themselves whereresources were found.

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xplanation.

Ask two representatives of each thematic resource group tobe present in this meeting.

As each layer is placed on the base map, lined up with theriver or road, ask the local presenter to come and tell the

people what they did and learnt.

Activities.

Place the base map on the floor, and orientate it in thedirection of the real features represented, so the road feature

goes the same direction as the one it represents outside the

hall door.

Put the first plastic layer on the place map; line it up first

with the common features going through the middle of bothmaps, such as the road or river.

Then ask someone from the group to come and explain thelayer in their own dialect.

Make sure the legend is easyto hand so they can use it to

explain the features on the

layer.

After they have finished,make your analytical

comments that will guide the

types of policies they need to

think about in reference to this

resource abundance layer.

Then take that layer off andput the next layer on and

repeat the process.

Results

This activity can be very

key in affirming aspects of change that elders have

observed. It is also key to inform those who were not

present in the thematic mapping sessions.

This is the first time that many residents will have

presented to each other using maps like this. Leaders will


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Grafting of bitter bush mango. Planting to protect riverbanks and headwaters Micro-

Timber.

One original consent form for one permit.


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watershed management.

Processing and Storage.Chewing Sticks.

Control access. Control harvesting, and onlyallow mature stems to be

cut.

Enrichment planting infarms.

Rotational harvesting. Set aside.

Paying for each stick. Village processing.Cattle Sticks.

Control who has access. Control harvesting. Enrichment planting

boundaries, farms.

Rotational harvesting.

Set aside. Species protection. Paying by the stick.Cane Rope and Rattans.

Control bush burning. Control the harvesting

so only mature stems

are cut.

Enrichment planting/rattan farming.

Medicine.

Areas protected formedicinal plant

collection.

Policies to protectimportant species from bush burning and logging.

89

One stump, one permit, onepayment for the tree.

Hammer wood within the

village so they get the royalty. Put contracts down in writing.Name areas where timber

dealers can log.

Name areas where timberdealers cannot log!

No burning of valuable timberspecies when farms are

opened. Valuable timber species infarms is the priority lumber

for the timber dealers.

Identify where the communitycan have an inventory plot.

Identify an area forsustainable timber harvesting no farming.

Areas of no logging.Forest. Areas of cultural

significance sacred

Forest Regeneration areas. Forest for exclusive

NTFP gathering.

Protection of headwaterforests.

Areas for Reforestation. Protection of Mother

Trees.

Farming.

Limiting opening up farms to acquire land.No farming areas.No farming on riverbanks or too near the riverbank. Identify farm expansion areas.

Hot Issue - BOUNDARIES

Boundaries are potentially

explosive issues. Clarify how forest

boundaries aredecided.

Check withneighbouring villagesas to where they thinkthe same boundarieslie.

Some communities drawboundaries as open dashedor dotted lines to show thatthe resources around it areshared.


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5.2.2 Rules and RegulationsThe rules and regulations will be drawn out during the decision

Existing Institutions.

New rules and regulations must be approved both by civiland tribal organisations in the villages


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94

The rules and regulations will be drawn out during the decision

mapping process, however, they will still need to be documented

separately. This is a basic checklist to ensure all the elements

have been included.

Needed for Each Resource, and Management Zone.

Management decisions related to clear and doable

timeframes, for example we will stop collecting afang

in this place for two years.

Identification of those responsible for the action - when

they will do it, how

often and how will it

be reported.

Monitoring.

Who is going to do what,whenand how often.

Question local decisions byasking for doable examples

that illustrate points being

made and thus help makethe decisions real in

peoples minds.

Ensure monitoring isrealistic, so that it does not

cost too much or place too

much potential for abuse of

power in the hands of a few

local residents.

Penalties.

Where possible penalties need to be culturally meaningfuland may include material things such as fines (gallon of palm

wine) rather than just money.

Ensure that the cultural fine does not contradict the new rules(for example a lap of bush meat demanded when there is no

hunting).

95

and tribal organisations in the villages.

Where possible ensure the tribal leadership or Egpe societyconfirms the suggested penalties and assists in their

implementation.

New Institutions, ie. FMC or CBO.

Clarify the role of the FMC members. Ask whether local residents are involved in some of the

activities and ensure the FMC know why this is important.

Clarify when the FMC link with the FC and othergovernment agencies or NGOs.

Ensure there is equal representation between multiplevillages.

Verification.

Examine the local decisions after each visit if there are datadiscrepancies, data gaps, errors in data or contradictions then

you will need to return to the community and verify the

decisions made.

Feedback data form the small group discussions to support

sustainable resource management options and resolvecontradictions.

Explanations and Reminders.

Point out why there is a need to review certain decisions byidentifying the gap, error, contradiction or discrepancy in the

data.

For Every Zone theCommunity Identified

Ensure you know:

Activities Allowed.

Activities Not

Allowed.

Who Shall Monitor.

What is the Penalty.

How is it enforced.


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the community gains from sustainable timber extraction or

NTFP gathering as compared with farming from the same

land

SSSTTTEEEPPP666


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land.

Try and link the royalties to a savings/loan mirco-creditsystem. This may include Food and animal banks, which may

be easier for some to manage andare a good way to distribute

benefits. The micro-credit system

could stimulate various income

generation schemes in the village.

The Inventory Plot.

Where inventory plot data isavailable estimate the potential

income from sustainablemanagement of the plot.

Assume the harvestable rate islocally possible with hand held

tools, thereby work with minimal

harvesting rates, for example one

truckload of timber per week.

.

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6 Endorsement

There are several ways the plan can be endorsed such as legally,technically and officially. The endorsement process requires

integration with existing laws, maps, scientific data, land use plans

and policies.

With or without integration it is advisable to digitise the community

maps and management plans to obtain their official stamp of

approval. As a minimum, digitise the management plan.

Digital copies are easier to edit and will easily incorporatedesired changes.

Digital copies are easier to store, and reproduce, both forreports and for the communities.

The map looks professional and makes communities morelikely to take their work seriously, because the project has

done so.

Forestry Commission is more likely to sign off on theagreement when a digitised community management plan

map is presented with it.


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and the women may be less expressive.

Some women may be more equal than others and marginalitymay not be experienced by all age groups in the same way.

You may not be able to change anything but you need to be

talk about or draw the past situation.

It is likely they may havespecialist knowledge; hunting,

herbalists, farming or forest


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118

y g y g y

aware of what the gender dynamics are.

Focusing too manyactivities on women

may increase the gender

rivalry within the

community if men feel

threatened by the

empowerment of their

womenfolk (see

Schoeder 1999).

Domestic violence isalways present in a

community in one form

or other, be aware of its

possibility, you can

walk away from the

village, the women

often cannot.

Limited Literates.

Literacy skills are noteven in the community

and usually fall along

age groups, with the

elderly either not

having the skills or not

having the eyesight toenable them to draw.

Encourage illiterates todraw with the pens by

giving them the pen.

If they form a smallgroup in the community

hold a separate meeting

with them get them to

BASHU ELDERS

Bashu elders first thought that thecommunity forest managementplanning activity would give moreof their forest to the National Parkand were not supportive. Byinvolving the whole community inthe activities they came to realise

that this was not the case.

Although they could not draw, onthe maps, once finished, themaps were sung to them. Theelders and community gave theirapproval. Consequently the FMCleaders they felt they had the

support of the whole community.

119

, g

plants, draw out this

knowledge and ensure the

community supports their

expertise.

Elders.

Elders are a key group in thecommunity, even if it is

seemingly modern.

Participation may be limited

due to hearing or sightdifficulties or limited

mobility, if this is the case

they can be involved in

verification.

Elders need to beconsulted and information

verified with them.

Hold a separate meetingwith elders or seek

informal discussions with

them to get a sense of the

place.

Elders take time toengage, so do not rush

them, but take things

slowly. They will be able to sharemyths, stories and say why the places have the names they

do.

Local Leaders.

There will be several existing organisations in thecommunity with their own leaders.

Sub-groups like hunters will also have natural leaders that arewilling to speak out.

Find out who are the various leaders and ensure that theyunderstand fully the purpose of the activities.

Different communities have individual experiences and bybringing them together to learn from each other, experiences

can be more effectively processed.

However, just because there is a visit between local


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Leaders can help draw in other local participants. There may be resentment between old leaders and those

coming forward, so try and facilitate a training orientation for

old leaders so they feel they are not neglected but have an

important role in supporting new blood.

8.3

Adaptations

Purpose.

To respond to new situations asthey are evaluated, make

adjustments in the planning

process and project performance

that will lead to improved

progress to learn.

Sharing the Lessons.

Circumstances change in thecommunities and the

management plan should be

revised at least every two years for effective implementation

and processing of what has been learnt.

Critical Reflection

What is happeningthat we did not

expect?

Why is it happening?

So what does it mean?

Now what do we do?

121

j

farmers/foresters does not automatically mean there has

been an effective learning and exchange activity. Processing

and questioning of the experience needs to be focused and

aim at exchanging on key learning points, eg consequences

of bad communication within the community.

The best way to test what has been learnt is to ensure thosewho went on the visits feedback their experience to a

broader local audience.

8.3.1 Adaptations to the Planning Process

Without doubt you will meet situations that will require you toadapt the planning process. These are some of the adjustments

we had to make along the way.

Dominant Mappers.

How to Identify them they are

the ones who often:

Grab the pens.

Keep the pens so no oneelse can use them.

Rub out the work of

others, deemed less

worthy, or less correct.

Loudly ask for things to

be done correctly.

Why the Need to Manage them.Where one or two people from a

community dominate the mapping activities the map only

represents the perceptions of a few elites. Although others may

be present, unless the dominating few are managed, the broader

community will hardly participate in any meaningful way. The

general community may not want to comply with decisions taken

based on the maps produced made by a few elites.


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Participatory planning needs to translate into local action! There are always unforeseen consequences to participatory

activities that are truly successful because empowerment

works on levels of relations that cannot be controlled or

ti i t d ( L 2002)

TYPICAL SCHEDULE

Phase 1

D 1 I t d ti


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anticipated (see Lawrence 2002).

Be aware of the consequences of these activities and discuss

changes or non-change as part of the verification andfeedback process or in separate discussions.

Allow local people to learn; therefore let them makemanageable mistakes these can become points of learning

for the whole community if processed within reasonable

timeframes.

Meaningful participation requires government agencies totrust local people to

make technically validdecisions based on local

experiences.

Local involvement inprescribed activities is

not meaningful

participation. People

need time to think,

question and have ideasin a process that they

can share and be

respected.

We used the timebetween formal

activities to interact

informally with local

people and groups, to

root the planning

processing in dialogue,

learning and listening.

HAVE FUN When you enjoy the activity so will the Community!

127

Day 1 pm Introductions

Day 2 am Place Mapping

Day 2 pm Resource MappingDay 3 am Investigation

Day 3 pm Sustainability Discussion

Problem Mapping

Or vice versa

Phase 2

Day 1 pm Explanations, scheduling

Day 2 am WomenDay 2 pm Hunting

Day 3 am Dominant NTFPs

Day 3 pm Timber and Medicinal Areas

Day 4 am Forest and Farms

Day 4 pm People explain to the community

Day 5 am Investigation: Community Discussion

Internal

Phase 3

Day 5 pm Investigation or talks with FMC

Day 6 am Investigation or talks with FMC

Day 6 pm Decision Mapping

Day 7 Verify the zones and decisions

Day 8 am Activities allowed/not allowed in each Zone

Day 8 pm Monitoring and Penalties

Day 9 am Action

9 Appendices

9.1Appendix 1 Mapping Process Steps for PAs

9.2 Appendix 2 Forest Management Agreement

FOREST MANAGEMENT AGREEMENT

This is an agreement between the Cross River State Forestry

C i i d h i i f b d i LGA


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Commission and the communities of --------- based in --------- LGA

for the wise management of their community forest.

The ------------ community forest is about --------- hectares. The

community forest is bounded to the north by --------. ------------ and --

------ communities are joint landlord communities of the reserve

forest ---- with the communities of -----------. The Southern boundary

is the Cross River National Park. To the east there is a common

boundary with -------- community and to the west a common

boundary with the ------- people of Old and New villages (see Map).

The communities of --------------- and ------------- agree to:

1. Manage the community forest according to the rules and regulationsset out in the Community Forest Management Plan.

2. Enforce community agreed penalties on all indigenes and non-indigenes who break the rules and regulations set out in the

management plan.

3. Ensure that all third parties contracted or registered to harvest timber,cattle sticks and chewing sticks have the required forestry

commission permits and comply with sustainable harvesting

techniques.

4. To ensure that as stated in the plan at least ------ people from eachvillage will be assigned to training activities provided by the FC and

they must be willing to implement their training and train others in

the ------- communities.

5. Request assistance from the Community Forest Support Unit to

update aspects of their management plan where it is deemednecessary, but to review the plan at least every two years.

6. Monitor who enters the Cross River --------- Forest Reserve andreport wrongful activities to the Forestry Commission.

7. That all activities in the CR --------- Forest Reserve are banned exceptfor Non-timber forest collection as set out by the management plan

for the reserve.


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Scott, J. (1990) Domination and the Art of Resistance: Hidden

Transcripts.Yale University, New Haven, London

Stockdale, M (2005) Steps to Sustainable and Community


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( ) p y

Based NTFP Management; a manual written with special

reference to South and Southeast Asia. NTFP ExchangeProgramme for South and Southeast Asia.

Stockdale, M and Ambrose B. 1996. Mapping and NTFP

Inventory: Participatory Assessment Methods for Forest

dwelling Communities in East Kalimantan, Indonesia. In

Carter J. (ed)Recent Approaches to Participatory Forest

Resource Assessment. Rural Development Forestry Study

Guide 2. ODI, London

Sunderland T. 2001. Cross River State Community Forestry

Protject: Non-Timber Forest Products Advisor Report,

ERM-Scott Wilson Kirkpatrick & Co. Ltd. Unpublished

Report.

Walpole P.W. (2003) An analysis of the drivers and impacts of

land use change in the tropical uplands of Mindanao,Philippines. Dept of Geography Kings College London,

London University. Unpublished.

www iapad (2002) www.aipad.org/p3dm-process Details of 3D

modelling process accessed 18th

September 2002

cfm manual with fotos

Documents