Global Partnership on Forest Landscape Restoration

Towards a global learning network of sites(Bali, May 2009)

Global Partnership on Forest Landscape Restoration

Started around 2005

n International organisations: IUCN, WWF, PROFOR, UNFF, UNEP-WCMC, IUFRO, ITTO, ICRAF, CIFOR, FAO, CBD, CARE, ARC

n UK Forestry Commission, US Forest Servicen Growing number of governmentsn Growing number of individuals

Aim:n Effectively restore the world’s degraded forest

landscapes n Establish and improve relationships among

resource managers, policy makers, environmentalists, researchers and other groups involved in forest landscape restoration

n Encourage the development and use of innovative FLR approaches and methodologies

Global Partnership on Forest Landscape Restoration

Major achievements:

n International advocacy

n Putting forest landscape restoration in the picture

n Mobilise global interest and financial means

Global Partnership on Forest Landscape Restoration

Yet to be done:

n Link more with site level

n Putting “theory” into “practice”

n Getting local actors involved

n Launch process of collective learning

n Translate lessons learned to policy level

Global Partnership on Forest Landscape Restoration

GPFLR Learning Network

GPFLR

Gradually building the learning network:

n January-March 2009: Scoping phase

n April-September 2009: Development phase

n September 2009 onward: Operational phase

GPFLR Learning Network

Scoping report (March 2009)

Scoping phase

n Needs and expectations of GPFLR partners

n Needs and expectations of learning sites

n Identification of learning objectives

n Identification of learning strategy

n Identification of opportunities and risks

Positive:

n Linking practitioners, policy makers and academia

n Up-scaling of site experience

n International exposure of site managers

n Fosters creativity and critical thinking

n Dialogue - action oriented - institutional change

Scoping phase: overall opinion

Scoping phase: objectives

n “Reforest the world”

n Feed policy makers with evidence-based advice

n Further develop FLR concept through shared learning and practice

n Enhance local FLR efforts

Scoping phase: a “cloud” of objectives

Learning

site Learning

site

Learning

siteactoractor

actoractor

Inter-site learning Innovative

policy advice

Forest Landscape Restoration

Site-based learning

Scoping phase: Knowledge for action

n Pure action networks: lobby & advocacy

n Pure knowledge networks: exchange knowledge without using that knowledge to take action (academic networks)

n Knowledge for action: exchange of knowledge to help practitioners do their work more effectively

(Source: Brown & Salafsky, 2004, quoted by Conje, 2005)

Scoping phase: good practices network

n Information Exchange Network: provision of information, one-way traffic, info from providers to users

n Research network: formal learning framework, pre-defined research questions, data collection

n “Good Practices” Network: (in) formal learning framework, continuous change, learning by doing, two-way traffic

(Source: Brown & Salafsky, 2004, quoted by Conje, 2005)

Good practice network

n No practice is best, many practices are good

n Good practice = Innovativen Good practice = Effectiven Sustainablen Good practice = Replicable (?)

Only if shared and contextualised

Good practice network

We also learn from:

n Bad practicen Problems encounteredn Failuresn Difficulties

Only if openly presented and shared

Scoping phase: users, producers and connectors

actor

partnerpartner

partner

Network facilitator

Universities

ITTO

CIFOR

IUFRO

Policy

maker Policy

maker media

media

actor

GPFLR

publiccompany

company

actor actor

actor

actor

Learning site 2

Learning site 3

Learning site 1

GPFLR coordinator

producer

user

connector

Scoping phase: nested networks

Learning process at site level (intra-site)

Learning process at global level (inter-site)

§ Strengthening local FLR initiatives

§ Enhancing local multi-stakeholder dialogue

§ Enhancing local networks

§ Connecting networks (“nested” networks)

Scoping phase: nested networks

Scoping phase: facilitation

Facilitation of the learning process:

n Both at central, and at decentralised leveln Responsibility of network membersn Local ownership

n Reflective learning

n Issue-driven and output oriented

n Blended learning

n Horizontal and vertical linkages

n Output orientation and action learning

n Capacity development

n North-south and South-south exchange

n Monitoring: learning-by-doing

Scoping phase: learning strategy

n Reflective learning

n Issue-driven and output oriented

n Blended learning

n Horizontal and vertical linkages

n Output orientation and action learning

n Capacity development

n North-south and South-south exchange

n Monitoring: learning-by-doing

Scoping phase: learning strategy

Experience

ReviewAdapt and implement

Conceptualisation

Kolb’s Learning

Cycle

Learning strategy: Reflective learning

After: Kolb’s learning cycle

Plan

Act

Monitor

Evaluate

Plan

Act

Monitor

Evaluate

After: Kolb’s learning cycle

Learning strategy: Reflective learning

n Reflective learning

n Issue-driven and output oriented

n Blended learning

n Horizontal and vertical linkages

n Output orientation and action learning

n Capacity development

n North-south and South-south exchange

n Monitoring: learning-by-doing

Scoping phase: learning strategy

Learning strategy: issue focused

1. Site level restoration techniques 2. Analysing landscape dynamics (biophysical, socio-economic, institutional)3. Analysing stakeholders (needs, claims, motivations at various scales)4. Mechanisms of stakeholder involvement (multi-stakeholder dialogue)5. Competing and conflicting claims (drivers and influencing factors)6. Negotiation and conflict resolution7. Wider policy environment8. Governance and multi-scale governance (transboundary issues)9. Defining broader landscape objectives10. Defining specific restoration objectives11. Monitoring & evaluation12. Financing FLR

Where to start?

Priority setting per learning site

Learning strategy: issue focused

n Reflective learning

n Issue-driven and output oriented

n Blended learning

n Horizontal and vertical linkages

n Output orientation and action learning

n Capacity development

n North-south and South-south exchange

n Monitoring: learning-by-doing

Scoping phase: learning strategy

n Real life encounters

n Web-based tools

“Blended” learning

Learning strategy: blended learning

Learning strategy: blended learning

Web-based learning platform

Topical workshops Training

events

Assessment of global restoration

potential

Economic rationale of FLR

Site meetings

Resources & documents

Research

n Reflective learning

n Issue-driven and output oriented

n Blended learning

n Horizontal and vertical linkages

n Output orientation and action learning

n Capacity development

n North-south and South-south exchange

n Monitoring: learning-by-doing

Scoping phase: learning strategy

Learning strategy: horizontal and vertical linkages

Horizontal learning:

n Learning at sitesn Learning between site

Learning strategy: horizontal and vertical linkages

Vertical learning:

Inter-action between practitioners, policy makers, and researchers

n Reflective learning

n Issue-driven and output oriented

n Blended learning

n Horizontal and vertical linkages

n Output orientation and action learning

n Capacity development

n North-south and South-south exchange

n Monitoring: learning-by-doing

Scoping phase: learning strategy

n Learning activities translated into tangible action

(document, video, policy brief, article, guidelines)

n Action research: strategic alliance with CIFOR (Landscape tools initiative)

n Social software (social bookmarking, audiovisuals, blogs): building social relations

Learning strategy: output oriented action learning

n Reflective learning

n Issue-driven and output oriented

n Blended learning

n Horizontal and vertical linkages

n Output orientation and action learning

n Capacity development

n North-south and South-south exchange

n Monitoring: learning-by-doing

Scoping phase: learning strategy

Active participation requires special skills:

n “Technical” knowledge on FLR

n Process facilitation

n Web-based communication

Learning strategy: Capacity development

n Reflective learning

n Issue-driven and output oriented

n Blended learning

n Horizontal and vertical linkages

n Output orientation and action learning

n Capacity development

n North-south and South-south exchange

n Monitoring: learning-by-doing

Scoping phase: learning strategy

North-South exchange:

Participation of

Northern/Southern,

Eastern/Western,

Temperate/tropical sites

Learning strategy: North-South exchange

n Reflective learning

n Issue-driven and output oriented

n Blended learning

n Horizontal and vertical linkages

n Output orientation and action learning

n Capacity development

n North-south and South-south exchange

n Monitoring: learning-by-doing

Scoping phase: learning strategy

Monitoring of learning networks:

n Multiple objectives and multiple activities

n No linear process

n Outcome unpredictable

n Learning-by-doing

n Site-specific and cross-country action research

n Evaluation end of the first year

Learning strategy: Monitoring & evaluation

Selection of learning sites:

n Limited number of enthusiastic “pilot” sites

n Sites proposed by GPFLR partners

n Livelihoods & landscapes sites

n Auto-selection of sites

Learning sites

Criteria for learning sites:

n (willing to get) involved in FLR activities

n Willing to comply with FLR principles (dual filter, multi-stakeholder involvement)

n Willing to share information and learn

n Availability of capable and enthusiastic personnel

Learning sites

GPFLR learning sites

United States: South Platte

Ghana: Pame Berekum

Netherlands: Veluwe

United Kingdom: Kielder and Trossachs

Brazil:

Acre

China:

Miyun

Thailand

Dong Mae Salong

Great Lakes

SudanUganda:

Mount Elgon

Indonesia

????

Scoping phase: pre-conditions for success

n Long term commitment of GPFLR core group ($$)

n Envisaged results and impact have to be clearly and collectively defined beforehand

n Active participation and contribution of learning sites (local ownership)

n In-built disposition at site level to disclose information, release staff time, allocate resources

Kick-off meetings to get to know each other, define learning sites and contacts, define learning priorities

n May: Indonesian June: Rwanda (Great Lakes)n June/July: Braziln September: England

Four initial meetings

Indonesia workshop

n To get to know each other

n To share our experiences with FLR

n To define the shape of this network

n To define our learning priorities

n To define the way in which we want to learn

n To define learning sites

n To define roles and responsibilities of actors involved

Web-based support

n Generic GPFLR website: http://www.ideastransformlandscapes.org

n FLR Learning platform: http://learning.gpflr.webfactional.com

GPFLR website and learning platform

GPFLR website and learning platform

GPFLR website and learning platform

Web-based learning platform