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Adaptive collaborative management of community forests in Asia ...

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72 • Cynthia McDougall, Hemant Ojha, Raj Kumar Pandey, Mani Ram Banjade and Bishnu Hari Pandit<br />

Tole-based meet<strong>in</strong>gs:<br />

• Vision<strong>in</strong>g<br />

• (re-)assessment <strong>of</strong> <strong>in</strong>dicators<br />

• i.d. <strong>of</strong> priority issues & options<br />

• (On-go<strong>in</strong>g meet<strong>in</strong>gs regard<strong>in</strong>g<br />

various tole issues)<br />

On-go<strong>in</strong>g observation and<br />

monitor<strong>in</strong>g e.g., analysis <strong>of</strong><br />

participation and benefit<br />

shar<strong>in</strong>g; progress <strong>of</strong><br />

<strong>in</strong>come generation plans;<br />

etc<br />

Implementation <strong>of</strong><br />

activities by action groups<br />

(us<strong>in</strong>g some learn<strong>in</strong>g -<br />

based & <strong>collaborative</strong><br />

approaches: e.g. trials,<br />

activity monitor<strong>in</strong>g)<br />

Multi-tole/executive<br />

committee meet<strong>in</strong>g:<br />

• Diverse representation, <strong>in</strong>clud<strong>in</strong>g <strong>of</strong><br />

marg<strong>in</strong>alized groups<br />

• Compare/negotiate self- assessments &<br />

options<br />

• Draft ‘annual work plan’ (return<strong>in</strong>g to<br />

tole level as needed)<br />

General Assembly<br />

• Participants familiar with plans because<br />

<strong>of</strong> tole <strong>in</strong>volvement<br />

• F<strong>in</strong>alise ‘annual work plan’, <strong>in</strong>clud<strong>in</strong>g<br />

action groups for each work plan<br />

activity<br />

Figure 3-3. <strong>Adaptive</strong> <strong>collaborative</strong> <strong>management</strong> approach to CFUG plann<strong>in</strong>g<br />

and decision mak<strong>in</strong>g<br />

Driv<strong>in</strong>g forces: attitudes and skills<br />

Although the above <strong>in</strong>novations <strong>in</strong> arrangements and processes appeared<br />

to facilitate and even encourage participation, collaboration, and learn<strong>in</strong>g<br />

and ultimately <strong>in</strong>fluence livelihood outcomes (<strong>in</strong> the broadest sense), none<br />

<strong>of</strong> these alone can ensure an endur<strong>in</strong>g process <strong>of</strong> change. In the ma<strong>in</strong><br />

case studies, not surpris<strong>in</strong>gly, the attitudes and skills and the result<strong>in</strong>g<br />

behaviours and actions appeared to be critical for an adaptive <strong>collaborative</strong>

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