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Adaptive collaborative management of community forests in Asia ...

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212 • Cynthia McDougall, Ravi Prabhu and Robert Fisher<br />

• In the Philipp<strong>in</strong>es, where the rhetoric <strong>of</strong> participation and<br />

decentralisation was at odds with actual local control, the emphasis<br />

was on apply<strong>in</strong>g action learn<strong>in</strong>g to make small, <strong>in</strong>cremental steps<br />

towards local decision mak<strong>in</strong>g as well as <strong>in</strong>creas<strong>in</strong>g benefits from<br />

the forest.<br />

• In Indonesia, where radical decentralisation had occurred without<br />

an effective <strong>in</strong>stitutional basis for cooperation, the focus was on<br />

carv<strong>in</strong>g out clearer rights for local communities and build<strong>in</strong>g better<br />

multistakeholder relations. Reflect<strong>in</strong>g differences <strong>in</strong> research teams<br />

and local priorities, <strong>in</strong> Jambi and Pasir this was more oriented toward<br />

the learn<strong>in</strong>g process and human capital, whereas <strong>in</strong> Mal<strong>in</strong>au there<br />

was a strong policy and policy <strong>in</strong>formation emphasis.<br />

Ownership <strong>of</strong> facilitation roles<br />

In Mal<strong>in</strong>au the ACM team facilitated throughout the project, from the<br />

period <strong>of</strong> observation to reflections on action learn<strong>in</strong>g <strong>in</strong>terventions. The<br />

other ACM teams worked to more rapidly shift responsibility for facilitation<br />

to local actors. The short time available for these three cases expla<strong>in</strong>s why<br />

the most effective transitions to local ownership <strong>of</strong> the approach took place<br />

<strong>in</strong> the followup phase <strong>of</strong> the Nepal project—that is, after the project had<br />

formally concluded; there, all facilitation from the outset had been led by<br />

tra<strong>in</strong>ed, backstopped, and networked local and meso-level teams.<br />

Time frames<br />

The work <strong>in</strong> Mal<strong>in</strong>au commenced <strong>in</strong> 1998 and cont<strong>in</strong>ued until 2002 3 .<br />

The other three projects ran for three years, between 1999 and 2002,<br />

plus a separately funded phase for Nepal that went from 2004 to 2007.<br />

The relatively short durations <strong>of</strong> the Indonesia and Philipp<strong>in</strong>es projects<br />

precluded large-scale changes or even assessments <strong>of</strong> the extent to which<br />

adaptive learn<strong>in</strong>g processes had been <strong>in</strong>stitutionalised. The project periods<br />

were actually shorter than they appear, given the time taken to establish<br />

project procedures and partnerships. The extension <strong>of</strong> the Nepal project <strong>in</strong>to<br />

a second phase makes assessment <strong>of</strong> longer-term change more practical.<br />

As a result, any conclusions about outcomes are prelim<strong>in</strong>ary and suggestive.<br />

There was certa<strong>in</strong>ly not enough time to improve forest conditions at any

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