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16. Building leadership and professionalism Fig. 1. Categories of protected area activities for which skills and knowledge were identified, for the purpose of setting occupational standards Universal “soft” skills Financial and resources management Staff development and training Communications Technology and information Project development and management Field craft Natural resources assessment Conservation management of habitats and species Source: Appleton, 2002. Socio-economic and cultural assessment Sustainable development and communities Protected area planning and management Site management Enforcement Recreation and tourism Awareness, education and public relations The potential use of such standards is wide-ranging but, in the context of this discussion, this system has a major role both as a tool for identifying the gaps in professional skills and expertise, and by implication the individual and organizational training needs in the region, and as a framework for curriculum/course development for training providers. Indeed, the World Parks Congress 2003 recommended that the World Commission on Protected Areas (WCPA) “agree generic global competency standards for protected area staff, which can be adapted at local, regional and national levels, and encourage and enable the use of standards and selfassessments to support improved effectiveness of protected area staff and training” (IUCN, 2003). Interestingly, the skills and competencies listed in Figure 1 and the findings of the ASEAN study, both drawn from experience with the wider family of IUCN protected areas, reflect the inclusive and integrative approaches that are the key feature of protected landscape man - agement. Developing a training strategy: case studies from the field Strategic provision of staff training (at all levels) can be a highly effective approach for building capacity and improving organizational performance. Critically, however, the chal - lenge in organizational training is to ensure that the knowledge and skills gained by individuals are “captured” by the organization, so that once something is learned it also becomes part of the institutional knowledge. Investment in training and staff development is futile (for the organi - zation) if staff members leave and take the knowledge and skills with them. Indeed, “there are too many cases in which organisations know less than their members. There are even cases in which the organisation cannot seem to learn what every member knows” (Salafsky et al., 2001). Training therefore should be based on a clear strategy, so that members of the organization are aware of its direction and progression (McGahan and Bassett, 1999). It should also be subject to regular review and evaluation to ensure that it remains appropriate and responsive within what must necessarily be flexible and adaptive management systems. 225
The Protected Landscape Approach: Linking Nature, Culture and Community Box 1 provides an example of the provision of academic and professional training pro - grammes for Protected Landscape Management that aims to deliver both the knowledge base and the range of professional skills and techniques required to effectively implement the approach. The International Centre for Protected Landscapes is an NGO based in Wales, UK. Established in 1990, the Centre advocates integrated approaches to the management of protected areas around the world, highlighting the inextricable linkage between the con - servation of natural and cultural resources, good governance, poverty alleviation and sustain - able development. The Centre promotes the “protected landscape approach” as a strategic management approach that can accommodate these complex and multi-dimensional relation - ships. Box 1. The International Centre for Protected Landscapes Status: Non-profit NGO Mission: To promote an international awareness of the protected landscape concept, recognising the crucial role that protected landscapes can play in achieving cultural and biological conservation within a development context. Programmes: ICPL focuses particularly on strategic approaches in academic and professional training for protected landscape management. Its global Master of Science programme in “Protected Landscape Management: integrating conservation and development programmes” is structured to provide training in the planning and management of protected landscapes, built on a strong theoreti - cal and conceptual foundation. Offered by distance learning, the programme is designed for in-post practitioners at middle/senior management level. Many participants (most of whom are from developing countries) are managers of protected areas – not only Category V areas – where there is increasing recognition that principles and practices of the protected landscape model can be adapted and incorporated into management to enhance its effectiveness. The Centre is now working in partnership with regional institutions in order to build local training capacity and to offer more focused curricula. Current partners include, for example, Moi University in Kenya, the University of the South Pacific in Fiji, and La Molina Agricultural University in Peru. A new partnership with the Centre for Environment and Development at the University of Natal is under negotiation. In all these cases, vocational academic training in protected landscape manage ment is part of a package which also aims to establish facilities for continuing professional development, supported by resource centres and offering short-course professional training pro grammes. The emphasis, however, is always on enabling national or regional institutions to offer a strategic and comprehensive approach to vocational education and training in this complex field. ICPL also works with protected areas and other conservation agencies to undertake training needs analyses and deliver organizational training programmes based on identified needs, with participant follow-up an integral part of the programme. An example of this approach is a recently completed programme in partnership with the South Pacific Regional Environment Programme (SPREP). In order to ensure the sustainability of this particular programme, ICPL focused on training trainers and produced a comprehensive ‘training manual’ for the benefit of local trainers and facilitators (Falzon, 2002). The training ‘themes’ offered by ICPL reflect the breadth and complexity of the protected landscape approach. These include: Protected Areas: IUCN designations; purposes; systems and networks; Land-use planning: the principles; formulation of planning policy; Cont. 226
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IUCN World Commission on Protected
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The Protected Landscape Approach Li
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Dedication This publication is dedi
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Part I Introduction and global over
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3. World Heritage Cultural Landscap
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5. Conserving “unprotected” pro
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Part II Case studies from around th
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9. Protected landscapes in the Unit
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10. Sustaining rural landscapes and
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11. Cultural landscapes of the Ande
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12. Protecting landscapes and seasc
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Colour plates The terraced landscap
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Colour plates Sagarmatha National P
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