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Frontier Vietnam Environmental ResearchREPORT 23Sa Pa Integrated EnvironmentalEducation ProjectAn End of Project ReportFrontier Vietnam2003

Frontier Vietnam Environmental ResearchReport 23Sa Pa Integrated EnvironmentalEducation ProjectAn End of Project ReportOsborn, T. & Fanning, E. (eds)Ministry of Agriculture and Rural DevelopmentForest Protection DepartmentFrontier-VietnamInstitute of Ecology and Biological ResourcesSociety for Environmental ExplorationHanoi2003

SPIEEP: End of Project ReportTechnical report citation:Frontier Vietnam (2003) Osborn, T. & Fanning, E. (eds) Sa Pa Integrated Environmental EducationProject: An End of Project Report.. Frontier Vietnam Environmental Research Report 23. Society forEnvironmental Exploration, UK and Institute of Ecology and Biological Resources, Hanoi.Section citations:Osborn, T. (2003) Pilot projetcs. In Sa Pa Integrated Environmental Education Project: An End ofProject Report. pp. 2-3. Frontier Vietnam Environmental Research Report 23. Society forEnvironmental Exploration, UK and Institute of Ecology and Biological Resources, Hanoi..Osborn, T. (2003) Sa Pa Integrated Environmental Education Project: Environmental education.. InSa Pa Integrated Environmental Education Project: An End of Project Report. pp. 4-14. FrontierVietnam Environmental Research Report 23. Society for Environmental Exploration, UK and Instituteof Ecology and Biological Resources, Hanoi.Osborn, T. (2003) Sa Pa Integrated Environmental Education Project: Medicinal plants. In Sa PaIntegrated Environmental Education Project: An End of Project Report. pp. 15-28. Frontier VietnamEnvironmental Research Report 23. Society for Environmental Exploration, UK and Institute ofEcology and Biological Resources, Hanoi.Osborn, T. (2003) Sa Pa Integrated Environmental Education Project: Conclusions. In Sa PaIntegrated Environmental Education Project: An End of Project Report. pp. 29. Frontier VietnamEnvironmental Research Report 23. Society for Environmental Exploration, UK and Institute ofEcology and Biological Resources, Hanoi.© Frontier VietnamISSN 1479-117XFrontier Vietnam Environment Research Report 23i

SPIEEP: End of Project ReportInstitute of Ecology and Biological Resources (IEBR)The Institute of Ecology and Biological Resources (IEBR) was founded by decision HDBT 65/CT of theCouncil of Ministers dated 5 March 1990. As part of the National Center for Natural Science andTechnology, IEBR’s objectives are to study the flora and fauna of Vietnam; to inventory and evaluateVietnam’s biological resources; to research typical ecosystems in Vietnam; to develop technology forenvironmentally-sustainable development; and to train scientists in ecology and biology. IEBR isFrontier's principal partner in Vietnam, jointly co-ordinating the Frontier-Vietnam Forest ResearchProgramme. In the field, IEBR scientists work in conjunction with Frontier, providing expertise tostrengthen the research programme.The Society for Environmental Exploration (SEE)The Society is a non-profit making company limited by guarantee and was formed in 1989. The Society’sobjectives are to advance field research into environmental issues and implement practical projectscontributing to the conservation of natural resources. Projects organised by The Society are joint initiativesdeveloped in collaboration with national research agencies in co-operating countries.Frontier-VietnamFrontier-Vietnam is a collaboration of the Society for Environmental Exploration (SEE), UK andVietnamese institutions, that has been undertaking joint research and education projects within theprotected areas network of Vietnam since 1993. The majority of projects concentrate on biodiversity andconservation evaluation and are conducted through the Frontier-Vietnam Forest ResearchProgramme. The scope of Frontier-Vienam project activities have expanded from biodiversity surveysand conservation evaluation to encompass sustainable cultivation of medicinal plants, certified trainingand environmental education . Projects are developed in partnership with Government departments (mostrecently the Institute of Ecology and Biological Resources and the Institute of Oceanography) and nationalresearch agencies. Partnerships are governed by memoranda of understanding and ratified by the NationalCentre for Natural Science and Technology.FOR MORE INFORMATIONForestry Protection DepartmentBlock A3, 2 Ngoc Ha, Hanoi, VIETNAMTel: +84 (0) 4 733 5676Fax: +84 (0) 4 7335685E-mail: cites_vn@fpt.vnFrontier-VietnamPO Box 242, GPO Hanoi, 75 Dinh Tien Hoang,Hanoi, VIETNAMTel: +84 (0) 4 869 1883Fax: +84 (0) 4 869 1883E-mail: frontier@netnam.vnInstitute of Ecology and Biological ResourcesNghia Do, Cau Giay, Hanoi, VIETNAMTel: +84 (0) 4 786 2133Fax: +84 (0) 4 736 1196E-mail: Lxcanh@ncst.ac.vnSociety for Environmental Exploration50-52 Rivington Street, London, EC2A 3QP. U.K.Tel: +44 20 76 13 24 22Fax: +44 20 76 13 29 92E-mail: info@frontier.ac.ukInternet: www.frontier.ac.ukFrontier Vietnam Environment Research Report 23ii

SPIEEP: End of Project ReportTABLE OF CONTENTSAcknowledgementsivTitle pageviMaps 11. Introduction 22. Pilot projects2.1 Environmental education pilot project summary2.2 Medicinal plants pilot project summary3343. Sa Pa Integrated Environmental Education Project (SPIEEP)3.1 Environmental education3.1.1 Introduction3.1.2 Objectives3.1.3 Activities3.1.3.1 Focus group meetings3.1.3.2 Environmental education resource manual/curriculum development3.1.3.3 School visits and assessment3.1.3.4 Youth Association and Women’s Unionenvironmental activities3.1.3.5 Youth Association study tour to Cuc PhuongNational Park3.1.3.6 Literacy manual3.2 Medicinal Plants3.2.1 Introduction3.2.2 Objective3.2.3 Activities3.2.3.1 Species selection3.2.3.2 Market research3.2.3.3 Cultivation3.2.3.3.1 Year 13.2.3.3.2 Year 23.2.3.4 Harvesting and post-harvesting3.2.3.5 Study tours3.2.3.6 Ongoing monitoring and evaluation3.2.3.7 Grower’s guide book3.2.4 Problems3.3 Conclusions4. References 315. Appendices 3255566669121314161617171719212122232728282930Frontier Vietnam Environment Research Report 23iii

SPIEEP: End of Project ReportACKNOWLEDGEMENTSThis report is the culmination of the advice, co-operation, hard work and expertise of manypeople. In particular acknowledgements are due to the following:SOCIETY FOR ENVIRONMENTAL EXPLORATIONManaging Director: Ms. Eibleis FanningDevelopment Programme Manager: Ms. Elizabeth HumphreysResearch Programme Manager: Ms. Nicola BeharrellOperations Manager:Mr. Matthew WillsonThis report is based upon the Sa Pa Integrated Environmental Education Project (SPIEEP2000-2002) incorporating summaries from the initial pilot projects pilot (1998-1999). Thefollowing were staff over the course of the projects:PILOT PROJECT STAFFRichard Sobey – Project co-ordinator (1998 – 99)Andrew Tordoff – Environmental education (1998 – 99)Mark Grindley – Ecotourism (1998)Nguyen Duc Tu – Environmental education (1998)Sophie Nilsson (neé Cobby) – Project co-ordinator (1999 – 2000)SPIEEP PROJECT STAFFThomas Osborn – Project co-ordinator (2000 – 2002)Paula Clossick – Environmental education (2001 – 2002)Do Thi Thu Ha – Medicinal plants (2000 – 2002)Le Xuan Hieu – Environmental education (1998 – 2002); medicinal plants (1999 – 2000)Dang Tuan Huy – Medicinal plants (2000 – 2002)Leanne Clark – Administrative support (2000 – 2001)Liz Tydeman - Administrative support (2001 – 2002)COLLABORATORSMr Dinh Van My – Director, Sa Pa Medicinal Plant CentreMr Nguyen Van Mai – Vice–Director, Sa Pa Medicinal Plant CentreMr Nguyen Thai Minh – Vice-Director, Sa Pa Department of Education and TrainingMr Nguyen Huu Duc – Head of Primary Schools, Sa Pa Department of Education andTrainingMr Nguyen Thanh Linh – Director, Ham Rong Botanic GardensMany thanks to the Farmers Union and all the participating farming families on the medicinalplant component; and to the teachers and members of the Women’s Union and YouthAssociation on the environmental education component.Many thanks to Ms Vu Thi Quyen and the staff at ENV for their hard work during the studytour; and to Mark Grindley and the staff at PARC Ba Ba/Na Hang.Many thanks to Mr Ly Van Dai (Deputy-Director) and Mr Tran The Dang (Head of PrimarySchool Department), Lao Cai Department of Education and Training and to Mr Trinh QuocThai (Deputy Director Primary Education Department) and Mr Tran Dinh Thuan(Environmental Education Specialist), Ministry of Education and Training, Hanoi.Financial and administrative support was provided by the Society for EnvironmentalExploration (SEE). Particular thanks to their Programme Manager, Liz Humphreys.Frontier Vietnam Environment Research Report 23iv

SPIEEP: End of Project ReportFrontier-Vietnam has gained financial and logistical support for the project work in Sa Pafrom the following sponsors:Medicinal Plants Income Generation Pilot Project: New Zealand Embassy, HanoiBelgium Embassy, HanoiEnvironmental Education Pilot Project:Royal Netherlands Embassy, HanoiGeneral pilot project funding:Barclays BankEnglish Speaking UnionYamaha MotorsCable and WirelessSingapore Natural History MuseumIntegrated Environmental Education Project: UK Community FundFrontier Vietnam Environment Research Report 23v

SPIEEP: End of Project ReportSa Pa Integrated Environmental Education Project:An End of Project ReportThomas Osborn and Eibleis Fanning (eds.)January 2003Frontier Vietnam Environment Research Report 23 vi

SPIEEP: End of Project ReportMaps showing project location(i) within Vietnam; (ii) within LaoCai Province; and (iii) Sa Pa District(i) Lao Cai Province position innorthern Vietnam(ii) Administrative Districts in Lao Cai.Note the Hoang lien range on the westernborder of Sa Pa District(iii) Communes within Sa Pa.Shading indicates human populationper commune(Maps are taken from Roche & Michaud 2000; source: General Department of Land Administration, Hanoi,Vietnam, Production: Yann ROCHE, UQAM)Frontier Vietnam Environment Research Report 23 1

SPIEEP: End of Project Report1. IntroductionSa Pa District lies in the East of Lao Cai Province, northern Vietnam. Four of itscommunes (Ban Ho, Lao Chai, Ta Van and San Sa Ho) formed the Hoang Lien SonNature Reserve (HLSNR) which was established in 1986 (see Cao Van Sung in Cao VanSung (ed.) 1995). The HLSNR has recently (12 July 2002) been gazetted as a newNational Park (Decision no. Quyet Dinh 90/2002/QD-TTG).The National Park enjoys a unique position amongst Vietnam’s protected area system. Itlies at the south-easternmost point of the Himalayan mountain chain and also lies at theconvergence of three distinct biomes (MacKinnon 1986). These facts, together with thehighly seasonal climate, provide an area of potentially outstanding biodiversity fromwhich it has been estimated that 25% of Vietnam’s endemic plant species derive (NguyenNghia Thin 1998).As well as the ethnic Kinh (forming 15% of the population), Sa Pa district is comprisedof five different ethnic minority groups – H’mong (53%), Dao (24%), Tay (5%), Giay(2%) and Xa Pho (

SPIEEP: End of Project ReportIn December 1997, under the auspices of the environmental education pilot project, aseminar/workshop was held, designed to ‘provide an opportunity for discussingconservation, natural resource use and economic stability in the Sa Pa area’ (Sobey, R.(ed.) 1998). Aims included strengthening the capacity of local institutions in identifyingproblems, raising environmental awareness and implementing projects that move towardssustainable livelihoods for local people. Presentations were given regarding thebiodiversity of the Nature Reserve, socio-economic status of the district, medicinal plantdiversity, orchid conservation in the Ham Rong Botanic Gardens and tourism. Theworkshop was summed up with a discussion on strategies for conservation andsustainable development (for full details on all aspects of the workshop, please see Sobey,R. (ed.) 1998). Of the various strategies discussed, Frontier subsequently focussed on twomain areas: environmental education (including tourism) and medicinal plants production(income generation). During the following year research was conducted into these areaswith a view to developing small-scale projects.2. Pilot Projects2.1 Environmental Education Pilot Project summaryThe environmental education pilot project ran for twelve months from the beginning of1998. Funded by the Royal Netherlands Embassy, the project aimed to assess thefeasibility of incorporating an environmental component into the existing primary schoolcurriculum together with assessing the potential for ecotourism in the area.During the course of the first quarter information from the relevant authorities, such asth.e Department of Education and Training, District People’s Committee, school teachersand Nature Reserve staff, was collated prior to securing funding. A poster competitionwas then held for local schools in the district as an introduction to environmentaleducation activities. Over the course of the next nine months, information was gatheredboth to assess the feasibility of producing a visitors centre and nature trail and also topropose a structure to, and components of, a new environmental curriculum. A draftcurriculum outline was produced and presented ata workshop towards the end of the project.Further outputs included environmentalbooklets for primary school children, exercisebooks and an introduction to Sa Pa leafletwhich includes information on cultural history,natural history and thoughtful tourism.The objectives of the Environmental EducationPilot Project, derived and developed from the1997 workshop ‘Biodiversity Value of HoangLien Mountains and Strategies for Conservation’(Sobey, R. (ed.) 1998), can be summed up in thefollowing three broad categories:Local H’mong children participating inenvironmental educationFrontier Vietnam Environment Research Report 23 3

SPIEEP: End of Project Reporta) To increase local people’s environmental awareness, especially within the ethnicminority groups, and to suggest that conservation practices do not have to be costly intheir time or resources.b) To encourage tourism to better support conservation in the area through the educationof visitors, reducing their impact and encouraging tourism as a non-consumptive useof Reserve resources for local peoplec) To conduct a study on the prospects of developing a nature trail within the forestwhich, if implemented, would be expected, along with the sale of informativebooklets/pamphlets, to provide a direct source of income to the ReserveFor further details on environmental education pilot project activities see Appendix 1.2.2 Medicinal Plants Pilot project summaryMedicinal plant cultivation has been identified by the Vietnamese government (seeVietnam Biodiversity Action Plan) as a means of raising income levels for farmers whoseprior income was based in the past on opium (cultivation of which was banned in 1993).Medicinal plants were to be an alternative cash crop to opium and were thought to beparticularly relevant to the Sa Pa region due to the unique climatic conditions andbiodiversity which is found there (see Tordoff et al., 1999, Sobey, R. (ed.) 1998, NguyenNghia Thin, 1998, Nguyen Nghia Thin & Harder, 1996, Kemp et al., 1995,).The Chau family with theirharvest of Thao quaThe Medicinal Plant pilot project arose as a result of theworkshop ‘Biodiversity Value of Hoang Lien Mountains andStrategies for Conservation’ (Sobey, R. (ed.) 1998). The aimsof the project were, broadly, twofold. Firstly as a mechanismfor income generation, or poverty alleviation, for localfarmers (Sa Pa is comprised of some of the poorestcommunes in North Vietnam); and secondly to conserve(rare) medicinal plant species. Paradoxically, however, many(though not all) of the rare species have a low value in themarket. This fact, combined with the scarcity of many ‘firstchoice’ species (where the populations needed to be firstincreased before distributing to farmers) and the higher valueof some ‘exotic’ species biased initial medicinal plant speciescultivation towards the first aim of income generation. Forfurther information on the medicinal plants pilot project seeappendix 7.Frontier Vietnam Environment Research Report 23 4

SPIEEP: End of Project Report3. Sa Pa Integrated Environmental Education Project (SPIEEP)3.1 Environmental Education3.1.1 IntroductionThe environmental education component of the SPIEEP was derived from the efforts ofthe pilot project and aimed at fulfilling the requirements of the local people in Sa Pa.What began as a desire to produce an environmental education curriculum for primaryschools in Sa Pa district would now become a reality. In fact, this project was the firsttime an environmental education curriculum had been produced in Vietnam.The curriculum development initially worked with a small group of primary schools todevelop the teachers resource manuals (the manuals making up the curriculum). Thereason with starting small was that due to the length of the programme and fundsavailable, if mistakes, inaccuracies, unworkable activities, etc were found once the bookwas in use it would not be possible to revise the book. Such problems might have greatlyhindered the sustainability of the project.The pilot group included those communes that made up the focus groups in the firstquarter (see section 3.1.3.1) ensuring that all the ethnic minority groups of Sa Pa wererepresented. Subsequent expansion to the rest of the district happened after curriculumcontent was finalised and assessed by the Ministry of Education and Training, Hanoi.Other environmental activities (see section 3.1.3.4 onwards) were scheduled for operationalso after the curriculum had been developed.Box 1. Summary of activities• Development of focus groups with local teachers, residents and the DET to discuss curriculumdevelopment• Preparation and development of the teachers environmental education resource manuals/curriculum(also incorporating the environmental education manual from the pilot project (see Tordoff 1998)).• Training workshops for teachers from Sa Pa district in the use of the new manual/curriculum• Monitoring and evaluation of the new manual/curriculum in district schools• Workshops for district Women Union and Youth Association representatives on the developmentand implementation of environmental awareness activities• Follow-up visits to Women Union and Youth Association commune representatives to assess theimplementation of environmental awareness activities• Study tour for Youth Union to Cuc Phuong National Park• Development of an adult literacy manualFrontier Vietnam Environment Research Report 23 5

SPIEEP: End of Project Report3.1.2 Objectives• To facilitate effective management of natural resources in Sa Pa by the localcommunity, through environmental awareness raising• To develop the capacity of a local community-based organisation: Sa Pa districtYouth Association to undertake environmental awareness activities• To develop an environmental education curriculum, in collaboration with the teachersand staff of the Sa Pa Department of Education and Training3.1.3 Activities3.1.3.1 Focus group meetingsThe aim of the focus group meetings was to gather information on local traditions andcustoms and to discover which environmental problems were important to local people.This information would then be used to contextualise the new curriculum.Four communes were selected to represent the ethnic groups of Sa Pa District: San Sa Ho(H’mong), Ta Van (Dao and Giay), Lao Chai (H’mong), and Nam Sai (Xa Pho and Tay)Meetings were organised in the commune People’s Committee with the local people.Two meetings (one with only female participants, one only male) for each ethnic groupwere carried out in each commune. The genders were divided to ensure participation ofmeeting attendees; in many cases, where groups are of mixed sex, the men often tend todominate discussion and the women’s voices are either not heard at all or ignored. Themeetings were attended by village leaders, local teachers and other villagers.Valuable insight was gained into the situation and circumstances in which the localpeople in Sa Pa district live. This helped to illustrate how much potential the project hasto actually affect local people’s lives.3.1.3.2 Environmental education resource manual/curriculum developmentThe manual/draft curriculum was developed from the teachers manual produced duringthe pilot project (see appendix 1) and supplemented with new information gathered fromthe focus group meetings and from the existing school curriculum. The result was adocument designed to complement the current ‘Nature and Society’ topic in the primaryschool curriculum. This document was then presented to primary school teachers fromthe National Park at a workshop in order to assess its feasibility.Workshop Objectives:• to present the new curriculum.• to receive feedback regarding the curriculum (structure, level, appropriateness,etc).• to collate information / ideas concerning the content and layout of the teacher’sresource book.Frontier Vietnam Environment Research Report 23 6

SPIEEP: End of Project ReportActivitiesThe workshop was conducted through a participatoryapproach. The teachers present (from primary schoolsin San Sa Ho, Ta Van and Lao Chai) were dividedinto groups representing each of the five primaryschool classes. After the initial presentation, classeswere assessed individually by the appropriate groups.While specific environmental information was notstrongly questioned by the teachers, curriculumstructure modification (for each topic for each class)was discussed.The curriculum development workshop was verysuccessful because it not only provided invaluableinformation about the curriculum and design anddevelopment of the teachers’ resource manual butalso clearly created a high degree of enthusiasm andmotivation among the teachers involved.Ms. Chung, a local teacher fromTa Van, participating in thecurriculum developmentworkshopThe curriculum content was finalized after thedevelopment workshop and teacher resource books were produced. These books containboth basic level and advanced level environmental education information. From theinformation collated it was possible to provide the teachers with what is hoped to be allthe resources they will need to conduct environmental education lessons.Box 2. Common problems faced byteachers• Lack of time• Lack of informationL k f i l idFive teacher resource books were developed, one for each of the five different classes(from class one to class five in primary schools). Each resource book contains 8 lessons,so teachers teach one lesson per month. There are 9 months in the school year, so in thelast month of the school year teachers can hold a test or examination for the children. Theexamination or test can indicate the level of increase in environmental knowledge of thechildren.In each lesson in the manual there are 7 sections: illustration/picture; environmentalmessage; content/technical information; activities/suggestion for teaching; questions;homework; and curriculum links (see appendix 3 for details).Frontier Vietnam Environment Research Report 23 7

SPIEEP: End of Project ReportBox 3 Curriculum presentation workshop structureThe workshop focused on the seven sections that make up each lesson. For each section a briefexplanation was given and the participants were provided with the opportunity to ask questions.Lesson PlanningParticipants were divided into 5 groups (classes 1-5) based on the class they will teach in theirrespective schools. Each group chose a lesson from the book. They then worked together to produce alesson plan based on a series of questions designed to encourage them to think about how they wouldcarry out the lesson.Lesson PreparationAfter planning the lesson, the group members started to prepare the lesson. In order to do this, theycollected the information and materials needed, prepared visual aids and practised the lessons.Lesson PresentationAfter the group discussion, a representative of each group presented the lesson. The representativeplayed the role of the teacher and all remaining participants were the children. The lessons lastedapprox. 30 min. each.Lesson EvaluationAt the end of each presentation, participants discussed the good and bad points of that presentation andcompleted a questionnaire about the lesson (structure, content, clarity, ease of understanding etc).There was also an opportunity for the participants to ask any questions about the lesson observed. Manyparticipants contributed their ideas and opinions on how to improve the lessons.Box 4 Action plan for the use of the new environmental education curriculum6.1.6 Schools/teachersTeachers who attended the workshop will be in charge of training those who did not attend.All the schools mentioned above will begin conducting environmental education lessons at thebeginning of the school year.Classes 1-5 will each have one environmental education lesson per month.A short test will be carried out in the last month of the school year.6.1.7 Sa Pa Department of Education and Training (DET)The DET will be responsible for the active participation of the schools. They will also carry out regularmonitoring visits.6.1.8 Frontier-VietnamFrontier will provide EE books for the school.They will visit each school at the beginning of the school year in order to provide help and support forthe environmental education curriculum. This will include researching the possibility of providingfurther teaching resources.Frontier Vietnam Environment Research Report 23 8

SPIEEP: End of Project ReportOnce the draft curriculum was produced, the manuals were presented in a workshop toprimary school teachers from the Nature Reserve to familiarise the teachers with thelayout and structure of the new curriculum. Feedback was also received for manualimprovement.Subsequently (and after a curriculum evaluation undertaken by the Ministry of Education– see section 3.1.3.3) all teachers in the district were presented with the new curriculum.3.1.3.3 School visits and assessmentPrior to the production of the final version of the curriculum, school visits were made tothose primary schools (pilot schools) from the Nature Reserve participating in curriculumdevelopment (see box 5).Objectives:• To provide support and advice for the teachers.• To provide in-school extension training for those teachers who did not attend thetraining workshop.• To administer a multiple choice test to a sample group of class 3 students in eachschool in order to establish a environmental knowledge baseline.• To re-confirm the details of the implementation of the curriculum.Box 5. Participating pilot Schools and their major ethnic groupings:Name of School Commune Majority Ethnic GroupNam Sai* Nam Sai TayNam Cang** Nam Sai Xa PhoTa Van* Ta Van GiayGiang Ta Chai Dao** Ta Van DaoLao Chai* Lao Chai H’mong (lowland)Ban Ho* Ban Ho TaySan Sa Ho* San Sa Ho H’mong (highland)* Main School** Sub-schoolActivities:• Observation of an environmental education lesson in each school• Interview the principal and teachers concerning environmental education and theEE curriculum, to meet with all teachers to discuss the lesson observed.• Test year 3 students on their current level of environmental knowledge.Frontier Vietnam Environment Research Report 23 9

SPIEEP: End of Project ReportBaseline Survey Results & MethodologyA test was designed to quantitatively assess the level of environmental understanding andawareness among a representative sample of students involved in the project. At the endof the school year (May), the project would conduct the test again with these samequestions and classes. The results would then be used to compare the ‘before and after’environmental awareness of the students after 1 year of using the environmentalcurriculum. However, at the time of the first assessment teachers (in their enthusiasm)had already started some lessons. Baseline data, therefore, must assume some basiclearning (see appendix 4 for details on data and methods).Primary school childrenfrom Ta Van in anenvironmental educationclassEnvironmental Education Curriculum AssessmentThe curriculum assessment was conducted at the request of the Ministry of Education andTraining, Hanoi. The assessment team was comprised of representatives of the Ministryof Education and Training, the Department of Education and Training, Lao Cai, theDepartment of Education and Training, Sa Pa and Frontier-Vietnam. The assessment wastime-constrained by members of the assessment team and therefore only two of the sevenschools (Ban Ho and Ta Van) were visited.Aims• To assess the positive and negative points of the curriculum, and to decide whether ornot any changes need to be made• To assess the level of change (if any) in the environmental awareness of the childrenafter learning the first 8 lessons of the curriculum• To discuss plans to extend the curriculum to the whole of Sa Pa district• To discuss what further support the local teachers need in order to continue teachingthe curriculumFrontier Vietnam Environment Research Report 23 10

SPIEEP: End of Project Report6.1.5 Box 6. Curriculum assessment criteria• Suitability of the teaching structure; what improvements can be made?• Suitability of the teaching content; what improvements can be made?• How interested of the children in the EE lessons?• Provision of what teaching materials in order to facilitate teaching/learning• How have the children changed in terms of environmental awareness (about attitude,behaviour and activities) – a teachers perspective• How have the children changed in terms of environmental awareness (about attitude,behaviour and activities) – student test assessment• Which other schools in the district should be involved in the coming year (should they beboth main and sub-schools or only main schools?)• In order to extend activities to the other schools what kind of support is necessary?For a generalised summary of assessment findings please refer to appendix 4.• Brief ConclusionThe curriculum assessment gave four broad conclusions:1. Overall environmental awareness amongst primary school children of class threehas increased in at least two schools in the project during the first year ofteaching.2. In order to increase the effectiveness of the curriculum several changes need to bemade to reduce the level of subject difficulty for both the teachers and children.3. Ideas for extra practical activities and visual aids would benefit the teaching of thecurriculum.4. After improving the curriculum, the manuals would be suitable to extendenvironmental education to the other primary schools in Sa Pa district.The observations and comments of the teachers and test results both indicate that afterlearning the first eight lessons, children have changed positively their activities withregards to the environment.Further follow-up visitsFollow-up visits were made to some of the schools that received training in thecurriculum after completion of the first year (ie schools not participating in the first year‘pilot’ curriculum development). As this was the first time the teachers were teachingenvironmental education to their primary school students, emphasis was placed on furtherinformal training, receiving feedback from teachers regarding concerns and methods etc,and encouraging teachers to participate fully.Frontier Vietnam Environment Research Report 23 11

SPIEEP: End of Project Report3.1.3.4 Youth Association and Women’s Union environmental activitiesThese activities comprised of planning and training workshops for activities relating toenvironmental education or awareness raising.Objective• To develop a plan of environmental activities for the Youth Association andWomen’s Union for the near future.ActivitiesTwo planning and 10 training workshops were attended by commune and villagerepresentatives of the Youth Association and Women’s Union. The planning workshopsrevolved around a discussion of four questions relating to environmental activities (seebox 6). Having discussed the questions, ideas were presented and future activitiesplanned.BOX 7. QUESTIONS FOR DISCUSSION ON ENVIRONMENTALACTIVITIES1: What do they think are the major environmental issues/concerns regarding their localenvironment (Sa Pa district, focussing on their own communes)? Cause(s), solution(s)?2: What activities (general) are you implementing now? (regular meetings, training, etc.)3: What kind of activities would you like to do more of? (agricultural extension, familyplanning, environmental training, bee keeping, etc)4: In order to implement these activities, what kind of support do you need?Specific discussion outputs are presented inappendix 5. The main requirements of thetwo different groups were similar indesiring assistance for environmentalactivities in local areas and the developmentof action plans for members of the YouthAssociation and Women’s Union.The training workshops consisted ofspecifically addressing environmental issuesfor particular areas. For example, in oneIntegrating medicinal plants and environmentaleducationFrontier Vietnam Environment Research Report 23 12

SPIEEP: End of Project Reportarea litter might be the major issue, while for another area issues relating to livestockmight hold greater weight. Once priority issues had been identified for each communityaction plans were drawn up to address these issues at the local level.Subsequent to these workshops visits were made to four communes (Sa Pa, Ta Phin,Trung Chai and Ta Van) in order to• check on follow-up activities agreed in the previous training courses• gather feedback from the local Women’s Unions and Youth AssociationsAll these communes had started some activities in their respective villages. However,some had done more than others due to two main reasons. Firstly it had been only twomonths since the training workshops and the local people felt that this was insufficienttime; and secondly because the period between the workshops and the visit was harvesttime and little time was afforded away from the crops. It seems likely that greater effortwill wait until after this harvesting season.3.1.3.5 Youth Association study tour to Cuc Phuong National ParkThe study tour was conducted in cooperation with ENV (Education for Nature - Vietnam)- Cuc Phuong Conservation Project who organised an environmental education trainingcourse for the Sa Pa Youth Association. Six Youth Association members from theNational Park communes took part on the course and spent a total of four days on thetraining course.Objectives• To provide the participants with a basic awareness of Vietnam’s environment.• To provide the participants with basic information about the importance ofenvironmental education.• To introduce the participants to a variety of ways of disseminating informationabout the environment and environmental protection e.g. plays, poster/leafletproduction, lectures.• To provide the participants with an introduction to the skills required to use thevarious methods of dissemination.• To work together to produce an “action plan” for carrying out environmentaleducation in Sa Pa District.Training activitiesTraining activities took place in Cuc Phuong over the course of four days. Traininginitially started with an introduction to environmental education and finished with thedevelopment of activities for the Youth Association in Sa Pa (see box 8).Frontier Vietnam Environment Research Report 23 13

SPIEEP: End of Project ReportBox 8. Activities undertaken on the Cuc Phuong study tour.• Introduction: what is environmental education?• Introduction to the Conservation Awareness Programme (CAP)• CAP school programme (including methodology)• CAP community programme (including methodology)• CAP Tourist Environmental Education (TEE) programme (including methodology)• Practical activities (including visiting schools to observe the school programme in action)• Development of environmental activity ideas for the Youth Association in Sa Pa• Field visit into Cuc Phuong National Park3.1.3.6 Literacy manualThe literacy manual was developed in a similar war to the teachers resource manuals (seesection 3.3.1.2). Fifteen adult literacy teachers from three schools (Sa Pa, Y Linh Ho andLao Chai) attended the literacy manual development workshop.Objectives• Collect background information about literacy education in Sa Pa• Identify the environmental education topics for literacy classes• Develop the manual structureActivitiesThe activities began with a brief assessment on the current situation regarding literacyeducation in Sa Pa district. The subsequent manual development was based to fit in withthe current literacy teaching structure.Each literacy class operates for a period of 24 weeks. It was agreed with the teachers thatthe best method would be to incorporate the environmental topics into one of the threelessons per week. This would therefore require 24 topics to be developed.Chosen topics were based on those topics developed for the primary school curriculum.However, if teachers felt that there were other topics of greater importance or relevancethen these were also considered for inclusion to the manuals.Participants were divided into two groups and each group was given 12 topics to discus.The aim of this discussion was to decide on the most important issues (content) to becovered within each topic. For each topic one member of the workshop presented issuesto the rest of the workshop participants for discussion.Frontier Vietnam Environment Research Report 23 14

SPIEEP: End of Project ReportOnce the topics had been discussed and agreed upon, an ordered list was produced (seeappendix 6a) and subsequently the structure of the manual was also decided (seeappendix 6b).The manual was produced after the development workshop and assessed by the districtDepartment of Education and Training and National Park staff. The manual waspresented to 44 adult literacy teachers representing all those schools teaching adultliteracy classes. Going on the success of the curriculum training workshop (see section3.3.1.2) the adult literacy manual training workshop was held in the same manner (seeappendix 3). A total of five hundred copies were produced and distributed.Adult literacy teaching is similar in many ways to the employment of the environmentalcurriculum. However, greater emphasis is accorded to reading the manual and some ofthe subjects apply more detail to individual issues. While, by nature, the literacy manualis less practical regarding actual activities it is hoped that manual use will be used inconjunction with Youth Association, Women’s Union and curriculum teaching activities.Conducting practicelessons with the useof the AdultLiteracy ManualBox 9. Action Plan for literacy manual use1)All the schools mentioned above will begin conducting environmental educationlessons for literacy classes at the beginning of next year (January 2003).All literacy classes will teach one EE lesson per week.A short test could be carried out at the end of next year.Frontier Vietnam Environment Research Report 23 15

SPIEEP: End of Project Report3.2 Medicinal Plants3.2.1 IntroductionMedicinal plant cultivation in Sa Pa was never very widespread. Medicinal plants wereusually harvested from the wild, most often by the minority peoples (predominantlyH’mong and Dao), and sold in the Sa Pa market (Dinh Van My, pers. com.). This practiceundoubtedly placed differing degrees of pressure on wild species populations, dependingon the demand for individual species. The results of wild species over-collection todayare difficult to quantify though two potential assessment methods are through interviewswith minority farmers who traditionally collect medicinal plants from the forest andpresence/absence of medicinal plant species in the Sa Pa market. Some of the moreextreme examples of over-collection are those of Tam that and Tam that rung (Panaxpseudoginseng and P. bipinnatifidus) and Hoang lien, Hoang lien chan ga and Hoang liengai (Coptis chinensis, C. quinquesecta and Berberis julianae), all of which are nowextremely rare in Vietnam (Nguyen Tap, pers. com).The rare Hoang lien gai (Berberis julianae)growing at the Medicinal Plants Centre, SaPaAs with the pilot project (see section 2.2above), the purpose of the extended projectwas twofold: as an alternative incomegeneration mechanism for poor farmers, andas a conservation mechanism for rarespecies. For the first year, crops focussed onthe income generation aspect to give thefarmers a definite tangible output. Duringthis first year, rare species were propagatedand cultivated at the Sa Pa MPC garden witha view to distributing stockplants to some ofthe farmers for the second year.In 1989 the Sa Pa MPC’s parent company, the Institute Materia Medica (IMM), formedan association with Japanese companies to cultivate Japanese Green Tea (Che xanh –Hydrangea macrophylla) and Lao quan thao (Geranium nepalense) in Sa Pa for theJapanese market (climatic conditions in Sa Pa being ideal for the cultivation of thesecrops). The Japanese would sell seed to IMM who would distribute to the Sa Pa MPC forpropagation and cultivation. After harvesting and basic processing, the products wouldthen be sold back to the Japanese at a fixed price. This mechanism provides the IMM,and by extrapolation the farmers, with a fixed-price income where the only variable isproductivity. As demand by Japan currently far exceeds production, there is unlikely tobe a price slump due to surplus product.One of Frontier’s initial roles was to fit into this existing production set-up by bringing inpoor farmers who could not otherwise afford the initial investments. With this guaranteedFrontier Vietnam Environment Research Report 23 16

SPIEEP: End of Project Reportincome it was then possible for some farmers to also grow medicinal plant species thatare subject to local market fluctuations without losing their income base.The medicinal plant component of the project began in November 2000. This wasdesigned to coincide with the planting season for many of the crops and provided the beststarting point for the project.3.2.2 Objective• To train farmers with skills and provide knowledge about alternative methods ofincome generation which do not rely on extracting forest resources.Box 10. Summary of activities• Market research on medicinal plants in Hanoi and Sa Pa• Training courses for farmers on the cultivation and harvesting of chosen medicinal plants;• Continual monitoring and evaluation to ensure maximum success• Study visits for farmers to the Medicinal Plants Research Centre, Hanoi, and the Tam DaoMedicinal Plants Centre• Provision of stockplants and fertiliser to the farmers• Production of a ‘Grower’s Guide to Select Medicinal Plants of Sa Pa’3.2.3 Activities3.2.3.1 Species selection• Selection of species for 2001There were several criteria for medicinal plant species selection (see box 11 below andappendix 8 for more detail).Box 11. Some criteria for medicinal plant species selection• Market value (low investment, high income for farmers)• Ability to grow in the Sa Pa area• Ease of cultivation/harvesting• Availability of stockplants/seed• DemandThe impetus required to involve farmers in this project is mainly a financial one. Mostfarmers rely heavily on food crops in an effort to avoid the ‘months of hunger’ (typicallyMay to July of the lunar calendar). In order for farmers to be happy spending timeFrontier Vietnam Environment Research Report 23 17

SPIEEP: End of Project Reportgrowing medicinal plants, their requirements focus heavily on low financial and timeinvestment with a high income return. The best species from a farmer’s opinion,therefore, are medicinal plants with a high product or market value which require littlelooking after (i.e. easy to plant, grow and harvest). Information derived from the pilotproject (see appendix 7) helped decide a list of species that fulfilled these criteria (see box12 for selected species.Box 12. First year species• Che Xanh - Hydrangea macrophylla Thunb. Ser (Hydrangeaceae)• Lao Quan Thao - Geranium nepalense Sweet. (Geraniaceae)• O Dau - Aconitum fortunei Hemsl. (Ranunculaceae)• Tuc Doan - Dipsacus japonicus Miq. (Dipsacaceae)• Xuyen Khung - Ligusticum wallichii Franch. (Apiaceae)• Duong Quy - Angelica uchya mana (Oliv.) Diels (Apiaceae)• Actiso – Cynara scolymus L. (Asteraceae)Che xanh and Lao quan thao were the main crops planted in the first year. Che xanh is perennialand harvesting will not occur to any great extent for 2 – 3 years. Under an existing agreementbetween companies in Japan and the Institute Materia Medica, Hanoi (see section 3.2.1 above),these two crops are grown in Sa Pa and the packaged product exported to Japan. As such, thesecrops are therefore a guaranteed income for farmers where prices do not fluctuate. Currentlydemand outstrips production (see section 3.2.3.4 on harvesting results).The first year crop Lao quanthao (Geranium nepalense)The first year crop Che xanh(Hydrangea macrophylla)Selection of species for 2002The species selected for the first year of the project were chosen mainly on the basis ofincreasing income for the farmers on the project. While some have conservation value(Lao quan thao (Geranium nepalense) and Tuc doan (Dipsacus japonicus) are in the RedData Book for Vietnam, 1996), emphasis was placed mainly on income generation. Twofarmers also grew Tam that rung (Panax bipinnatifidus) and one farmer grew Hoang lienFrontier Vietnam Environment Research Report 23 18

SPIEEP: End of Project Reportchan ga (Coptis quinquesecta). Both species are Red Data Book species and extremelyrare in Vietnam. After the success of the first year, it was decided to expand the types ofplants grown by the farmers. Criteria for these medicinal plants focussed more on theconservation value of the species (additional information on local scarcity provided byfarmers), stockplant/seed availability, and value on the market in both Sa Pa and Hanoi.With farmers growing high income crops, setting aside a small amount of land for rarespecies is a small issue. The high income buffers any low income resulting from growingthe rarer species. Were there to be no high income, there would be little incentive to growlow income plants sustainably. Introducing rare species aimed to increase theconservation aspect of the project. See box 13 for second year species selection.Box 13. Second year species• Ngu gia bi gai - Acanthopanax trifoliatus (L.) Merr. (Araliaceae)• Si to - Valeriana jatamansi Jones (Valerianaceae)• Ha thu o do – Fallopia multiflora (Thunb.) Haraldson. (Polygonaceae)• Dai Ke - Cirsium japonicum DC (Asteraceae)• Dang Sam - Codonopsis javanica (Blume) Hook. f. (Campanulaceae)All the above species bar Si to and Dai ke are Vietnam Red Data species. Si to and Dai ke, whilenot in this list, are becoming increasingly rare in Vietnam.Ngu gia bi gai sets fruit in mid- to lateNovember in Sa Pa3.2.3.2 Market ResearchMarket research was conducted in September 2001 and September 2002. Timing waschosen according to harvesting and planting i.e. for most (annual) species, harvestingoccurs over the summer months (June to August); this will ensure, or at least increase thelikelihood of, presence of any one species in the market in September. Costs in themonths post- harvesting and pre-planting (September – December for the majority ofannuals) are also likely, to some extent, to dictate farmers’ preferences for the followingyears crops. Results for medicinal plant species, based on those on the market in Sa Pa inSeptember of 2001 and 2002, are given in appendix 10.Frontier Vietnam Environment Research Report 23 19

SPIEEP: End of Project ReportBox 14. Factors affecting medicinalplant value (see appendix 9 for moredetail)Individual prices for species are dependent on a combinationof factors. The price for any one medicinal plant productmay include some or all of the following points:• Annual, biennial or perennial• Plant part used• Plant availability• Availability of alternatives• Effect/efficacy• Marketing strategy• Availability of markets• Quality• DemandIt is very difficult to make firm conclusions or strong correlations based on only twoindividual market surveys; however, through discussions with local medicinal plantvendors and the Medicinal Plants Centre, Sa Pa (Nguyen Van Mai pers.com.) certainbroad patterns can be ascertained (though the factors given in box 14 regarding speciesprices must also be taken into account). Note, however, that the following trends are verygeneral and individual price fluctuations may or may not conform to these patterns.1. Hanoi prices are lower than those in Sa Pa: the general indication is of medicinalplant relative abundance in Hanoi and/or higher demand for species/products inHanoi. Hanoi prices are higher than those in Sa Pa: medicinal plant relativeabundance in Sa Pa and/or lower demand in Hanoi.2. Higher price (Sa Pa) in 2002 compared to that of 2001: relative rarity ofspecies/product (and possible alternatives) in Sa Pa. It may be that an increase indemand for Sa Pa species from external markets can either raise or lower the pricedepending on the species/product (and factors outlined above).3. Higher price (Hanoi) in 2002 compared to that of 2001: relative rarity ofspecies/products (and possible alternatives) in the region (e.g. northern Vietnam)as a whole. Similar to Sa Pa, demand may also play a part in dictating marketprice.4. Hanoi prices are higher than those in Sa Pa: medicinal plant relative abundance inSa Pa and/or lower demand in Hanoi.For further information on Red Data Book species, and the influences of ‘rarity’ and‘value-added demand’ on medicinal plant market prices, please refer to appendix 11.Frontier Vietnam Environment Research Report 23 20

SPIEEP: End of Project Report3.2.3.3 Cultivation3.2.3.3.1 Year 1A workshop was held for those farmers and their wives (15 families) who were to plantChe xanh (Hydrangea macrophylla (Thunb) Ser (Hydrangeaceae)), Thao qua (Amomumaromaticum Roxb. (Zingiberaceae)), Actiso (Cynara scolymus L (Asteraceae)), and Odau (Aconitum fortunei Hemsl. (Ranunculaceae).Workshop content was based around the cultivation of species. Staff from the MPCpresented in detail the species involved, their medicinal properties, propagation,cultivation and basic harvesting techniques and associated problems. A question andanswer session at the end of the workshop provided a forum for farmer’s queries andconcerns.The workshop proved very useful for the new farmers who raised many concerns overfood security and methods/techniques used for growing. Of added benefit was theinclusion in the workshop of the farmers who had participated in the pilot project whopresented useful advice for the new farmers.The beautiful flower of O dau (Aconitumfortunei). Care must be taken during thecultivation of this species which is highlypoisonous.A second workshop was held in February 2001 for the remaining 15 farming families toplant the spring crops of Lao quan thao (Geranium nepalense Sweet. (Geraniaceae)),Duong quy (Angelica uchya mana (Oliv.) Diels (Apiaceae)), Xuyen khung (Ligusticumwallichii Franch. (Apiaceae)) and Tuc doan (Dipsacus japonicus Miq. (Dipsacaceae)).Some other medicinal plant crops are also grown more for conservation value rather thaneconomic value eg. Gingko Gingko biloba L. (Ginkoaceae) and Hoang lien chan gaCoptis quinquesecta Wang (Ranunculaceae). Details on the general cultivation principlesfor these two rarer species were only very briefly covered in the workshop, with practicalassistance given in the field.For details on the cultivation of the first year crops, please refer to appendix 12.• Ex situ small-scale cultivation of local red-listed medicinal plant speciesSmall-scale cultivation of these species continued successfully. Tam that rung (Panaxbipinnatifidus) is being grown by two Dao farmers. One H’mong farmer is also growingHoang lien chan ga (Coptis quinquesecta). The MPC is also conducting trials on someFrontier Vietnam Environment Research Report 23 21

SPIEEP: End of Project Reportspecies – a nursery has been renovated to try and mimic sub-canopy conditions. There arenow Tam that (Panax pseudoginseng) and Tam that rung (Panax bipinnatifidus) growingwell there. Other species are being grown there including Hoang tinh (Polygonatumkingianum), Binh voi nhi ngan (Stephania brachyandra), tho hoang lien (Thalictrumfoliolosum) and Hoang lien gai (Berberis julianae). Market demand is currently not highfor some of these species so they have not been chosen for inclusion in the project.Demand is high, however, for both the Tam that species and the Hoang lien. Hoang lienstockplants were given to one farmer during the first year of the project. Tam that is aslow-growing plant that doesn’t reach maturity (harvesting period) for approximately 4-5years. Commercial sale of Tam that, and potential restocking of wild populations, will notoccur until after this period.• Multiplication of rare species for introduction during year two of the projectDuring the first year of the project, the MPC obtained a few stockplants of those rarespecies (see section 3.2.3.1 above) chosen for project introduction in year 2. The specieswere multiplied up under controlled conditions in the MPC nursery. Propagation andcultivation methods were provided to the MPC by their parent organisation, the InstituteMateria Medica, Hanoi. After just one year of multiplication, sufficient numbers of seedswere collected and/or stockplants produced for distribution to the farmers (see appendix12 for details).3.2.3.3.2 Year 2Year 2 saw the introduction to the project of five rarer species:Ngu gia bi gai, Si to, Ha thu o do, Dai ke and Dang sam (see section 3.2.3.1 for Latinnames).These species were all grown in the MPC. The distribution of these plants was by seedand stockplants. Stockplants were grown up during the winter months at the MPC prior totransplanting in March. One sao (360 m 2 ) each of Dang sam, Si to and Dai ke was plantedin December from seed. Unfortunately, of the above five species, two (Si to and Dai ke)all but died (approximately 10% each of the two species survived). The reasons are notclearly known, but it is thought that they do not take well to being grown from seed in thenursery conditions. However, where seed was accidentally dropped outside of the nurserymany seedlings have grown up. Clearly the propagation process for these two speciesneeds to be more clearly defined.Selection of participants was based on farmers’ desire and practicality – as a unit, the Daoand H’mong farmers agreed to grow the plants together to save time on labour and costs.Other project farmers proved less willing to experiment, relying solely on the first yearcrops. No formal workshop was held for the farmers. Technical training was held in thefield to accentuate practicalities.Frontier Vietnam Environment Research Report 23 22

SPIEEP: End of Project ReportBox 15. Soil erosion and intercroppingMost flat land in the project area is taken by food crops. Medicinal plant crops, therefore, can only begrown on hillsides or other sloping land. This being the case, there is an immediate issue regarding soilerosion. Clearly where the sloping land is denuded of vegetation cover open soil is subject to erosionpredominantly through rain and the resultant run-off. One method of limiting the extent of erosion is toterrace the hillsides, a method that has been employed by farmers in the area for growing rice. Thismethod, however, has the drawback of water retention on the terraces. Such retention is good for rice butwill rot the roots of medicinal plants (even on hillsides there is an issue of too much water during the wetseason) (Dinh Van My, pers. com.). Medicinal plant cultivation is also still a relatively new practice andfarmers are unwilling to make huge efforts when they are not yet convinced of the return benefits.One method of reducing erosion combined with maximising yield is to intercrop annual medicinal plantcrops with another crop. Intercropping can afford greater soil cohesion and, depending on the crop, canbe used to provide cover between the post-harvesting and pre-planting periods. There are also addedbenefits to this method. Firstly, intercropping with tall plants acts as a wind brake for smaller medicinalplants. This is especially important on hillsides that are exposed. With maize wind brakes, for example,Lao quan thao has been proven (on this project) to grow taller and produce a concomitant increase inyield. Farmers have also used Che xanh, which is perennial, to intercrop Lao quan thao. Using Che xanhhas the advantage of providing a degree of soil cover after Lao quan thao harvesting. However, onedrawback is that it does not grow as tall as maize (and the Lao quan thao also does not grow as tall).Another drawback, particularly from the point of view of the farmers, is that while maize produces food,Che xanh is both not food and takes more than one year before the initial investment is returned. Clearlythe issues regarding both food and immediate financial security are currently likely to dictate choice ofintercrop.Some farmers have also been encouraged to experiment with growing beans (Phaseolus sp.). While it isdifficult for bean plants to grow tall (except through the use of bamboo supports) it does offer an extrafood crop. The other benefit of growing beans is that as a legume Phaseolus is also able to fix nitrogenand, at least in theory, benefit the soil (Crawley (ed.) 2000).Schematic diagrams for the cultivation of medicinal plant crops, and intercrops, included in the projectspublication ‘Growers Guide to select Medicinal Plants of Sa Pa, Lao Cai’ (see section 3.2.3.7).3.2.3.4 Harvesting and post-harvestingFor the first year crops, 28 of the 30 families grew Lao quan thao and/or Che xanh (seeappendix 12). The harvesting workshop therefore focussed on these two species. Theother species that were cultivated were grown by only six farmers. Rather than have aFrontier Vietnam Environment Research Report 23 23

SPIEEP: End of Project Reportworkshop for these other species, it was felt to be more suitable to have one-on-oneharvesting and post-harvest training.Aims:- To improve the harvesting skill of the farmers so they can:• Know the best time for harvesting• Know how to harvest Lao quan thao and Che xanh (including fieldpractical)• Understand the drying process• Understand the post-drying process• Understand the packaging process- To allow the farmers to understand how to maintain their own the stock plants(Lao quan thao) for next year, and to learn how to collect the seeds (Lao quanthao) in order to expand their own programme without purchase or to sell tohouseholds who currently are not growing medicinal plants. To show farmers howto propagate Che xanh after harvesting.See box 16 for basic harvesting and processing methodologies for Lao quan thao, Chexanh and O dau.A hands-on practical workshop onthe harvesting of Lao quan thaoHarvesting AssistanceHarvesting times varied due to weather conditions. Both O Quy Ho and Ban Khoang areat a higher altitude to Sa Pa. Altitude and weather conditions both affect planting times,growth of plants and harvesting times. The cooler air at altitude and lower total amount ofsunlight, together with rainfall regimes, means that growth is overall less over themonths. However, with the advent of warmer conditions, growth rate increases in themonths directly preceding harvest (June – July) for the summer crops. Harvest istherefore critical and must happen after the maximum growth period, but before theplants become ‘leggy’ i.e. lose their lower leaves through dense growth. This harvestmust also balance with available drying space in the ovens and so a rota for the farmerswas developed.Harvesting of other crops occurs variously during the year.Frontier Vietnam Environment Research Report 23 24

SPIEEP: End of Project ReportOvensThere are three ovens in use in the area. All three are currently small ovens. The smallovens have a 1.5 - 2 ton/unit time capacity (larger ovens have a 2.5 – 3 ton/unit timecapacity).Drying time is dependant on the weather conditions. If the weather is warm and sunny,drying takes 1-2 days. When wet, drying takes 3-4 days. Fuel comes in the form ofcharcoal which is imported from Bat Trang village, near Hanoi.Box 16. Simple harvesting and processing methodologies for Lao quan thao, Chexanh and O dau.Harvesting and processing methodology for Lao quan thao1. Stems cut approx. 5 cm from the ground and collected.2. Cut plants are stripped of their dead leaves and washed with clean water.3. Stems (1 layer thick) are held between two bamboo slats. The bamboo slats are thenplaced on a frame for initial drying prior to placing in the oven.4. The slats are then placed in the oven.5. Once dry, the plant (including stem, leaves, flowers and fruit) is shredded. Theshredded material is put in a press, compressed and plastic packaged into 50kg bundles.These are then sent to Hanoi prior to export.Harvesting and processing methodology for Che xanh1. Leaves (young and old) are plucked from the shrub.2. The leaves are wrapped into bundles (no fixed size or weight).3. The bundles are dried for 1 day in the sun (oven drying damages leaf constituents).4. The bundles are unwrapped and the dry leaves are repackaged into plastic.5. The dried leaves are exported for further processing.The above methodology is fairly loose due to low yield for the first year. With higheryields expected for the second year standard weights are to be introduced.Harvesting and processing methodology for O dau1. The roots are dug up and the tuber is split (each root ‘nodule’ is used as a stockplant).2. The roots are washed in water, sun dried and sold in bulk in the market.Frontier Vietnam Environment Research Report 23 25

SPIEEP: End of Project ReportHarvest results and discussionFor a list of yields (kg dry weight) please refer to appendix 13. The table reflects allcrops grown during the project (including Actiso) except those introduced at thebeginning of the second year. Harvest for those crops introduced in the second year hadnot yet occurred at the time of publication of this report.Correlation of the yields with market prices (appendix 10) will give an indication of theincome generated by medicinal plants for each farmer over the duration of the projectAs can be seen from appendix 13 for virtually all crops, other than Lao quan thao, yieldhas increased from year 1 to year 2. For many farmers, this is partially attributable to anincrease in the number of sao grown ( appendix 12). However, for many other farmerstheir crop sizes remained the same for the second year as the first so an increase couldeither indicate better physical conditions (generally weather) for those particular crops,greater knowledge with regards medicinal plant cultivation or a greater effort withregards crop maintenance; or a combination of the above points. Several new cropsintroduced for the second year of the project have not yet been harvested (bar Actiso, Sito and Dang sam for which results are given) as they are perennial and may be harvestedmuch later. Che xanh is also perennial and although this crop should generally beharvested after three years of growth, small-scale early harvesting was possible thoughmainly for personal use.However, for the most widely planted crop (by project farmers), Lao quan thao, almostentirely across the board yield for the second year was lower than that for the first. Therewere a number of problems experienced (see section ??) but by far the greatest factorinfluencing yield was weather conditions over the year.Only two farmers (N.N.Hai and T.T.Hoi) used animal manure as a fertiliser and this toois reflected in the results.Harvested Lao quan thao dryingoutside at the Medicinal Plants CentreActiso being bundled for dryingFrontier Vietnam Environment Research Report 23 26

SPIEEP: End of Project Report6.1.1 Box 17. Use of fertiliser and pesticides on medicinal plants crops6.1.26.1.3 FertiliserFertiliser was provided in the form of a nitrogen-phosphorous-potassium (NPK) powder mix, togetherwith urea. Farmers were given differing amounts depending on number of sao planted and crop type. Aspart of ongoing project assistance and aiming towards future sustainability, the project provided allfarmers with the same amount of fertiliser in the first and the second years, regardless of crop expansion.To provide fertiliser for all the sao for each farmer over the second year would place too great a financialstrain of the project resources as many farmers have increased the number of sao that they are growing.Indeed, the farmers expanded their crop amounts because the last harvest was successful. The income thatthe farmers gained from the first year of the project is enough to cover extra fertiliser costs for the secondyear. In theory, at the end of the project farmers will have enough income that they can buy their ownfertiliser.Few farmers (just two) use animal manure on the medicinal plant crops. For many farmers, theirmedicinal plants are grown some distance from their homes and it is very difficult to carry manure so far.Food crops are grown closer to the home and manure is often used on these.6.1.4 PesticidesThe medicinal plant crops grown as part of the project have suffered little pest damage. This has beenvery fortunate as the project does not allow the use of pesticides. Medicinal plants are, by their nature,used for a great number of health complaints. Pesticides may well compromise beneficial effects andcause detriment to consumers. For Che xanh and Lao quan thao, which are sold to Japan, these too aresubject to strict quality control procedures within Japan. Rice crops (generally grown in the valleys) are,however, regularly sprayed with insecticides. To avoid potential contamination, the medicinal plant cropsare usually planted well away from rice on hill sides.3.2.3.5 Study toursStudy tours were conducted to two areas, the Research Centre of Medicinal Plants, Hanoiand the Tam Dao Medicinal Plants Centre. The aims of the study tours were:• To improve the farmers’ knowledge about farming (cultivation and harvest/postharvest) techniques• To give them the chance to see different plants in a different area• To see the wider project context• To understand better the role of the Sa Pa MPC• To interact socially and discuss current project progress with local farmersSa Pa farmers met with Tam Dao farmers in the fields for a period of joint cropmanagement and an exchange of experiences and ideas. Following this, a demonstrationof processing some of the Tam Dao crops was held with further discussion. Because ofFrontier Vietnam Environment Research Report 23 27

SPIEEP: End of Project ReportMr My, the Director of the Sa PaMedicinal Plants Centre instructing Daofarmers on a study tour to the ResearchCentre of Medicinal Plants, Hanoithe climate and altitude, techniques and crops are often slightly different so a great dealwas seen by the Sa Pa farmers that was different to their own experiences.3.2.3.6 Ongoing monitoring and evaluationInternal monitoring of the project is a continuous process, achieved by the Sa Pa MPCstaff working alongside Frontier project staff. The medicinal plants Technical Assistantvisited farmers informally and on a regular basis (each farmer household was visitedapproximately every 2 weeks) with a view to assisting farmers in maximising success andreducing problems where possible. At least once per quarter a more formal monitoringmeeting occurs where monitoring relates to the stage of crop development at the time(e.g. monitoring during July – September focuses on harvesting). Two evaluations wereconducted by the project over the course of the project: a mid-term evaluation conductedafter the first year, post-harvest for most crops, prior to planting for the second year; andan end of project evaluation, again post-harvest for the same crops. Evaluations werebroader in scope than the monitoring and aimed at looking at the project as a whole:results for the year, plans and improvement for the year to come, level of project supportfor the farmers, and so on. Results from the monitoring and evaluations were continuallytaken into account in order to improve the project for all participants.3.2.3.7 Grower’s guide bookThe idea of producing a ‘Growers Guide to Select Medicinal Plants of Sa Pa’ arose fromrequests made by both the Farmers Union and the farmers themselves. Both groups (andsubsequently the MPC) believed it would be a useful educational tool, particularly forfarmers outside of the project, once the project ends. To this end, therefore, in discussionwith the Farmers Union, MPC and project farmers, a list was drawn up for information tobe included in the guide (see box 18).Many of the farmers expressed a desire to grow many of the rarer/endangered medicinalplants, precisely because they are becoming increasingly difficult to find in the wild.Some of these species have also been included in the guide. A total of five hundredcopies were produced and distributed.Frontier Vietnam Environment Research Report 23 28

SPIEEP: End of Project ReportBox 18. Topics included in the Grower’s Guide• Pictures/names of the plants in the project• What the plants are used for/which part of the plant/how to use it• The way to choose the right land for the plant• How to prepare the land• How to select good stock plants/seeds/tubers• In which season/month/weather to plant these plants?• Planting density i.e. how many plants per m 2 or per sao (360 m 2 )• What kind of pests are associated with the plant (if any)• Prevention from pests• Cultivation techniques• Harvest regime and techniques• Fertiliser (what type? How much? When?)• Stock plant maintenanceFor further information, please refer to the ‘Growers guide to select medicinal plants ofSa Pa’ (Do Thi Thu Ha et al. (eds.) (2002).3.2.4 ProblemsProblems faced by farmers growing medicinal plants ranged from persistent bad weatherto invading buffalo. While some problems are, therefore, potentially avoidable, some areclearly not. Box 19 presents a list of problems affecting yield over the course of theproject. Appendix 14 presents these problems in more detail.Box 19. Problems encountered during theproject• Weather• Invasion of livestock• Accessibility of drying ovens• Invasion of other pests• Medicinal plant crop maintenance• Market set-upFrontier Vietnam Environment Research Report 23 29

SPIEEP: End of Project Report3.3 ConclusionsThe objectives of the environmental education/awareness raising component (see section3.1.2) have been realised. The new environmental education curriculum has been writtenin conjunction with both the Department of Education and Training (DET), Sa Pa, anddistrict primary school teachers; and positively assessed by the provincial DET and theMinistry of Education and Training, Hanoi. This curriculum is currently being taught toall five classes at primary school level throughout Sa Pa district and initial results areencouraging. The primary school teaching is complemented through the production of anadult environmental education literacy manual, teaching of which is starting early 2003.Other environmental awareness activities are still to be effectively assessed though theenthusiasm of both the Youth Association and Women’s Union members to undertakesuch activities is also encouraging.The overall objective of the medicinal plants component was ‘to train farmers with skillsand provide knowledge about alternative methods of income generation which do not relyon extracting forest resources.’ In this the project was successful, if only in the cultivationof medicinal plants. Moreover, the project was designed to be, and has become,sustainable in a short period of time for farmers wishing to continue growing medicinalplants. By being provided with stockplants, fertiliser and training at no cost farmers canonly benefit. As many (first year) crops are relatively easy to propagate and cultivate itwas possible for farmers to dedicate more land for medicinal plants in the second yearand so, potentially, increase their profit margin. With an increase in income it is hopedthat farmers will be less likely to go to the forest ad hoc to collect medicinal plants for themarket. Hopefully, therefore, pressure on wild populations of medicinal plants will bealleviated. The current project is too short, however, to accurately assess the effect ofdomestic cultivation of medicinal plants on their wild populations. The production of a‘Growers Guide to Select Medicinal Plants of Sa Pa, Lao Cai’ will, hopefully, encourageother farmers in the district to undertake medicinal plant cultivation and thus provideanother mechanism for pressure alleviation for wild medicinal plants.Frontier Vietnam Environment Research Report 23 30

SPIEEP: End of Project Report4. Cited ReferencesCao Van Sung (1995) The system of protected areas in Vietnam. pp 57-128 in: Cao Van Sung(ed.). Environment and bioresources of Vietnam: present situation and solutions. The GioiPublishers, Hanoi.Crawley, M. (ed.) (2000) Plant ecology. 2 nd Edition. Blackwell Science Ltd.Do Thi Thu Ha, Bui Xuan Chuong, Fanning, E. & Osborn, T. (eds.) (2002) Tai lieu huong dantrong cay duoc lieu, Sa Pa, phia bac Vietnam [Grower’s guide to select medicinal plant species ofSa Pa, northern Vietnam: in Vietnamese]. Frontier-Vietnam; the Society for EnvironmentalExploration (SEE); the Institute of Ecology and Biological Resources, Hanoi; the MedicinalPlants Centre, Sa Pa; and the UK Community Fund.Ghazoul, J. & Le Mong Chan (1994) Nui Hoang Lien Nature Reserve. SEE Vietnam ForestResearch Programme Technical Report No. 2. Society for Environmental Exploration, London.Government of the Socialist Republic of Vietnam (GSRV) (1994) Biodiversity Action Plan forVietnam. Government of the Socialist Republic of Vietnam and Global Environment FacilityProject, Hanoi.Grindley, M. (1998) Constraints and opportunities for a nature trail and visitor centre within theHoang Lien Nature reserve, Sa Pa District. Unpublished report. Frontier-Vietnam, Hanoi.Kemp, N., Le Mong Chan & Dilger, M. (1995) Nui Hoang Lien Nature Reserve. SEE VietnamForest Research Programme Technical Report No. 5. Society for Environmental Exploration,London.Roche, Y. & Michaud, J. (2000) Mapping ethnic groups in Lao Cai Province, Vietnam. ResearchNote. Asia Pacific Viewpoint, Vol. 41, No. 1 April 2000. Pp 101-110Nguyen Nghia Thin (1998) Da dang thuc vat co mach vung nui cao Sa Pa – Phan Si Pan[Diversity of vascular plants of high mountain area Sa Pa – Fansipan: in Vietnamese]. HanoiNational University Publishing House, Hanoi.Nguyen Nghia Thin & Harder, D. (1996) Diversity of the flora of Fan Si Pan, the highestmountain in Vietnam. Ann. Missouri Bot. Gard. 83: 404-408RDB (1996) Sach Do Viet Nam [Red data book of Vietnam Vol 2 Plants: in Vietnamese].Science and Technics Publishing House, Hanoi.Sobey, R. (ed.) (1998) Biodiversity of Hoang Lien mountains & strategies for conservation. SEEForest Research Programme, London.Tordoff, A. (1998) Environmental education teachers manual. Unpublished report. Frontier-Vietnam, Hanoi.Tordoff, A. et al. (1999) Hoang Lien Nature Reserve. Frontier-Vietnam Forest ResearchProgramme Technical Report No. 13. Society for Environmental Exploration, London.Frontier Vietnam Environment Research Report 23 31

SPIEEP: End of Project ReportAppendix 1. List of activities undertaken during the Environmental Education PilotProject.1. Environmental Education Workshop for DET staff and teachers.This was a workshop held by Frontier-Vietnam for teachers from all the schools in theNature Reserve and the Department of Education and Training (DET). After the initialintroduction to the workshop and Frontier’s activities, information gathered over thecourse of the project was presented with a view to creating an initial structure for thedevelopment of the new environmental education curriculum. Subject matter wasdecided and Frontier was asked to help the DET to both write this curriculum (to be usedin the existing “Social and Nature Studies” classes) and to produce teacher and studentbooks. Environmental education teaching methods (subject matter (i.e. information aboutthe values of and threats to the Reserve), use of games, etc.) were also presented. Whilethe actual writing of such a curriculum was deemed outside the scope of the pilot project,it was decided that further funding would be sought to implement this activity (seesection 3 for the Integrated Environmental Education Project).2. Production of an environmental education manual, booklet and exercise book.These were designed to supplement teacher training and provide a template for futuretraining initiatives (e.g. during the integrated project). The manual was produced not as alist of environmental awareness activities but as a manual on how to develop activities.Information in the manual included background information about the Sa Paenvironment, threats to the environment, and details of animals and plants found in theNature Reserve; information on ways to establish and run wildlife clubs; techniques forthe development of visual aids; songs; environmentally-themed games, plays and stories;environmental exercises; and a section on environmental awareness for adults.The booklet (“Sa Pa – N¬i T«i Sèng; Gi¸o Dôc M«i Tr-êng” (Sa Pa – WhereI Live; Environmental Education) was designed for primary school children (grades 1 to5). It follows a local H’mong man who tells an informative story about the localenvironment in Sa Pa.The environmental education manual (Tordoff 1998) was produced (200 copies), printedand distributed in July 1998. The manual, booklet (3000 copies) and exercise books(1000 copies) were distributed to all schools in the Nature Reserve via the Sa PaDepartment of Education and Training (DET) in mid-November 1999.The environmental education manual and booklet were well received at all levels.Teachers were particularly pleased to have access to a new resource and teaching andlearning aid.After completion of the environmental manual Frontier-Vietnam, in conjunction with theSa Pa DET, held a training workshop. The purpose of this workshop was to introduce thenew manual to the local teachers and to try to help them integrate the information intotheir lessons.Frontier Vietnam Environment Research Report 23 32

SPIEEP: End of Project Report3. Short environmental awareness training sessions for teachers.Two visits were made by the Frontier Staff and the DET to the primary schools and subschoolsin the Reserve. During these visits teaching methods taught at the workshop werepracticed, discussed and evaluated. New games were also introduced. It was during thesetraining visits that a high degree of enthusiasm was apparent from both the teachers andstudents. Requests were made by the teachers for future return visits.4. Environmental awareness poster campaign.School children were invited to join a poster competition open to all primary schools inthe Nature Reserve. The theme for the competition centred around conservation and thelocal environment.The environmental awareness poster campaign was highly successful, attracting entrantsfrom all the main schools in the Reserve. The competition was judged by the Sa Pa DET,representatives from the four main Commune schools and Frontier-Vietnam staff.Competition judging and prize presentation were held in the Victoria Hotel, who alsoprovided lunch for everyone after the presentation. The three winning entries were madeinto posters (500 copies of each) that were then distributed via the Sa Pa District People’sCommittee to the Sa Pa DET, all schools in the Nature Reserve, the Commune People’sCommittees, and village leaders.The posters focused on the visual effect (i.e. the picture) with a little Vietnameselanguage only. The three winning posters were:i) Löa GiÕt ChÕt Rõng – H·y dËp t¾t löa tr-íc khi ®i. (Fire killsthe forest – Please extinguish the fire before leaving.)ii) Löa Nguy HiÓm – ChÆn löa kh«ng cho ch¸y rõng. (Fire is dangerous– Stop it burning the forest.)iii) Bo vÖ rõng lµ bo vÖ cuéc sèng cña chÝnh b¹n – ChØ nªnlÊy cµnh kh« lµm cñi. (Protecting the forest is protecting our lives - Onlycollect dead wood to make firewood.)Due to the fact that H’mong and Dao are not widely written it was not consideredappropriate to also produce the posters using these languages.5. Production of tourist information leafletsInformation included a code of practice for culturally sensitive tourism andenvironmental information on areas of natural and cultural interest in the environs of SaPa Town. Leaflets were produced in both Vietnamese and English (6000 each language).Once endorsed by the district Department of Culture and Information, these leaflets werethen given to the Sa Pa People’s Committee for further distribution to hotels, restaurants,etc.6. Nature trail feasibility study.A six-month feasibility study was conducted on the implementation of a pilot nature trail,visitor’s centre and information board for the Reserve entrance (Grindley 1998). Thecentral idea to the study was the assertion that ‘tourism in Sa Pa has potential to assist inFrontier Vietnam Environment Research Report 23 33

SPIEEP: End of Project Reportthe conservation effort, and that this could have benefits for sustainability.’ The studyproduced comprehensive research findings, including market analysis, assessment ofpotential local participation, current situation of tourism in Sa Pa and recentdevelopments; proposal outlines for the reception centre and nature trail; and generalrecommendations for the development of eco-tourism in Sa Pa.Following the feasibility study (which as a mechanism for research was successful) it wasfound by the Frontier staff that the idea for a nature trail and visitors centre was verygood but that it would require a very large amount of funding in order to implement.Neither the centre nor the nature trail were further developed by the authorities. IUCNhave subsequently used this feasibility study in their planning for the development of avisitors centre in Sa Pa town (Toot Oostveen, pers. com.).The information board was not implemented due to a change of opinion as to itsappropriateness on behalf of the Nature Reserve.7. Extra activities.At the request of the Sa Pa DET, 8 small hydro-electric generators were purchased forschools in the Nature Reserve. These were:i) Lao Chai commune: main school x1; Lao Chai San school x1ii) San Sa Ho commune: Y Linh Ho school x2; Sin Chai school x1iii) Ta Van commune: main school x1iv) Ban Ho commune: main school x 1; Seo Trung Ho school x1These enable the schools to power light bulbs and therefore hold classes after dark. Thisis particularly important as the school day is usually very short due to the fact thatstudents (both adults and children) work on their land during the day.Frontier Vietnam Environment Research Report 23 34

SPIEEP: End of Project ReportAppendix 2. Project stakeholders’ rolesa) Environmental educationThe environmental education component of the integrated project is a collaborationbetween Frontier-Vietnam, the Sa Pa Department of Education and Training (DET), theSa Pa Women’s Union and the Sa Pa Youth Association. In essence, the broad roles ofthese four collaborators are as follows:• Frontier-Vietnam’s main role is to plan, manage and co-ordinate project activities.Frontier-Vietnam also provides financial support for the project; and implementsproject activities in conjunction with the Sa Pa DET, Women’s Union and YouthAssociation.• The Sa Pa DET has a number of project roles including: to support the project interms of obtaining permissions and establishing relationships with the localauthorities with regards SPIEEP; to organise workshops related to curriculum andliteracy manual development; to provide technical assistance for the project suchas helping to write the environmental awareness manuals, together with annualtraining for teachers; project monitoring and evaluation; managing and enforcingthe teaching of the environmental education curriculum in all the schools in Sa Pa;to continue project activities after the official close of the SPIEEP; and to reportto the Lao Cai (provincial) DET.• The Women’s Union also has a number of roles: to provide permissions, whennecessary, and to maintain a good working relationship between the project teamand local authorities; with the support of Frontier-Vietnam, to develop anenvironmental education action plan for the district Women’s Union both atcommune and village levels; in conjunction with Frontier-Vietnam, to conductproject activities at both the commune and village level; and to take responsibilityfor regularly monitoring commune and village environmental awareness activities• The Youth Associations role is similar to the Women’s Union: to providepermissions, when necessary, and to maintain a good working relationshipbetween the project team and local authorities; with the support of Frontier-Vietnam, to develop an environmental education action plan for the district YouthAssociation both at commune and village levels; in conjunction with Frontier-Vietnam, to conduct project activities at both the commune and village level; andto take responsibility for regularly monitoring commune and villageenvironmental awareness activitiesThe teachers, particularly primary school teachers, form a crucial unit upon which theproject depends heavily. The teachers provide current education information into whichthe environmental component fits. They participate in all training workshops and theirexperience and positive feedback is used to shape the new curriculum. This newcurriculum is then taught by the teachers to primary school children and further feedbackFrontier Vietnam Environment Research Report 23 35

SPIEEP: End of Project Reportis provided to improve overall environmental awareness raising. In this way the teachersactually develop the environmental education curriculum through providing Frontier(working as facilitator) with information and ideas, implement the curriculum and selfmonitorenvironmental education effectiveness. The teachers also conduct adult literacyclasses; the same participatory methods as the curriculum development are used todevelop the environmental adult literacy manual.b) Medicinal plantsThe medicinal plants component of the integrated project is a collaboration betweenFrontier-Vietnam, the Sa Pa Medicinal Plants Centre (MPC) and the Sa Pa FarmersUnion. In essence, the broad roles of the three collaborators are as follows:• Frontier-Vietnam provides funds for 30 farming families to buy stockplants orseeds (plus fertiliser) from the MPC. Frontier also maintains overall projectmanagement, in consultation with the Farmers Union and MPC; providestechnical expertise on aspects of cultivation and harvesting (through theemployment of a Technical Assistant from the MPC); and provides monitoringand evaluation for the project.• Sa Pa Medicinal Plants Centre (MPC) provides the stockplants and seed for thefarmers. The Centre also provides technical expertise through its staff andmaintains pilot plots of medicinal plant crops, common and rare, on its land forfuture multiplication and cultivation; and supports the project in terms ofobtaining permissions and establishing relationships with the local authoritieswith regards SPIEEP. The MPC also conducts research into medicinal plantpropagation and cultivation.• Sa Pa Farmers Union provides administrative assistance for project activities andretains responsibility for project farmers’ activities and well-being.Thirty farming families were identified by the Sa Pa Medicinal Plant Centre for inclusionto the project. The farmers were of predominantly Dao and H’mong ethnicity, theremainder being made up of Kinh. Of the thirty families, the original seven were retainedfrom the pilot project. The rationale behind the pilot project farmers’ inclusion being thatthe success and experience gained by those farmers during the pilot project would be ofbenefit to the new farmers. See appendix 12 for details of farmers and their crops.Frontier Vietnam Environment Research Report 23 36

SPIEEP: End of Project ReportAppendix 3. Curriculum lesson structureIllustrationThis is included so that teachers have at least one visual aid to support teachers lesson. Itcan be shown as it is or copied onto the board. After reading through the lesson teachersmay feel that it is necessary to produce more complementary visual aids.Main MessageThis is the environmental message that the students will leave the lesson remembering. Itcan be written on the board and it may be useful to refer back to it during and whenteachers conclude the lesson. Asking students if they remember last lesson’s messagemay be a good way to start the following lesson.ContentThis section hopefully provides teachers with the factual information teachers need toteach the lesson. The main points are highlighted to make it easier to see whichinformation is most important. The level and length of the content varies depending onthe age of the students; using the students’ ability levels as a guide, teachers can thendecide how much of the content they want to use.ActivitiesA number of activities have been included in the lesson that, if used, will help thestudents to understand and remember the lesson. They range from discussions to gamesand it is left to teachers’ discretion to decide which activities they want to use.QuestionsBetween three and five questions have been included. Teachers may want to ask thestudents more questions than those included in the book. These questions aim to teststudents’ knowledge and understanding of the subject. Example answers are alsoprovided but these are only a guide and there be many occasions when the students givean answer, which is correct, but it is not in the book.HomeworkFor each lesson one homework activity is included. This is to help the students toremember what they have learned and gives them a chance to discuss it with their family.Homework could be checked at the start of the next environmental education lesson.Curriculum LinksThese are included to provide teachers with other information on the subject and also sothat teachers can see how environmental education links in with the existing curriculum.It may also be possible to combine the environmental education lesson with one fromanother subject.Frontier Vietnam Environment Research Report 23 37

SPIEEP: End of Project ReportAppendix 4. Curriculum assessment1. Baseline Survey InformationMethodA respondent-administered multiple-choice methodology was selected to give the largestsample size in the time available. A similar methodology has already been employed inVietnam and has proven suitable for this kind of assessment (PARC Ba Be/Na Hang2001).The multiple-choice question paper was designed to measure the awareness of 9 ‘facts’selected from those that will be taught over the following year. An additional question(question 10) was included to gauge attitudes regarding how an individual can help theenvironment.For each of the multiple choice questions the students were given four possible choices,and the additional option “Don’t know”. Only a single, clear response which theevaluation team agreed to be correct was accepted. In all other cases (e.g. marking twoanswers) the answer was considered wrong.Sample sizeThe evaluation team tested a total of 557 class 3 students from 6 schools from Sa PaDistrict. The schools were chosen to be representative of all the ethnic groups residing inthe area.ResultsThe average number of answers per student gives some indication of the level ofunderstanding and awareness of the sample group regarding the key themes.Only a few of the students tested chose to answer “don’t know”, preferring to select oneof the three options each time. Therefore, if every question is answered then chance alonewill produce a score of 3.3 (the average score out of 10 questions, each with threeoptions).NameSchoolofNo. of No. of EE No. of Lowest Highest AverageStudents lessonscompletedstudentstested*Score Score Score (outof 10)36 4 6 5 8 6.0Giang TaChai DaoTa Van 169 4 21 2 7 4.8Lao Chai 122 3 17 5 10 7.4Ban Ho 94 4 22 3 9 5.4Nam Sai 100 1 or 2 14 3 7 4.5Nam Sang 36 4 8 3 8 5.4San Sa Ho N/a N/a N/a N/a N/a N/aFrontier Vietnam Environment Research Report 23 38

SPIEEP: End of Project ReportBaseline survey data for participating pilot schools. San Sa Ho school was not visited dueto inaccessibility (bad weather conditions).2. General assessment after six months of implementationBroadly speaking, teachers in both schools found that both the structure and content ofthe curriculum were suitable for the differing age groups. Both these criteria have proveduseful also for the teachers, many of whom also started with a limited understanding ofenvironmental issues. The main areas of criticism revolved solely around specific areas ofcontent which different age groups found particularly difficult to understand. In somecases this difficulty was due to the concept itself, in others it was the way the lesson wasinterpreted.Other concerns included the limited number of activities associated with specific lessonsand, a more widespread concern, a lack of visual aids (or materials with which to makethem) available to the teachers. The lack of visual aids was a greater worry to the Ban Hoteachers who appear to have less ability in creating their own (Ta Van teachers, whilealso expressing concern, showed more creativity in this respect).However, regardless of the difficulties faced, both teachers and children clearly enjoy theteaching and learning of the environmental education curriculum. This enjoyment appears(from comments by teachers and the school principles) to stem from the relevance of thecurriculum to the local environment. In this context both teachers and children are able torelate to the issues being taught.In the opinion of the teachers, children who are taught the environmental curriculumappear to be more conscious of their local environment than those children who are not.Examples given by teachers include less rubbish being thrown around the school andvillage by the taught children (more put into bins), less rubbish being thrown into watertanks and taps being turned off.The results of the student test also practically support the opinions of the teachers asgiven above. Tests were conducted with the same classes (and the same questions), thesecond test 6 months after the first. The results were as follows (from 10 multiple choicequestions):Indicators Ta Van School Ban Ho SchoolBefore After Before After1. Average score 4.8 7.2 5.4 6.02. Highest score 7 9 7 73. Lowest score 2 4 3 5Tabulates student test results of Ban Ho and Ta Van SchoolsFrontier Vietnam Environment Research Report 23 39

SPIEEP: End of Project Report10Score8642Lowest scoreAverage scoreHighest score0Before After Before AfterTa Van SchoolBan Ho SchoolGraphical representation of Student Test Result of The Ban Ho and Ta Van Schools.The table and chart above indicate that the results have improved or stayed the same in allcases. Ban Ho school, however, has not increased as rapidly as Ta Van school. Thereason for this may be due to different teachers: “the teaching skills and enthusiasm of theTa Van teachers is higher than those of the Ban Ho teachers” Mr. Duc, Sa Pa DET said.From the assessment teams observations it appeared that most Ta Van teachers coulddevelop visual aids much better than teachers from Ban Ho school. This emphasises theimportance of visual aids for ethnic minority children with which to learn about theenvironment.Frontier Vietnam Environment Research Report 23 40

SPIEEP: End of Project ReportAppendix 5. Group discussion outputs during planning and training workshop forthe Women’s Union and Youth Association.Question Group 1 Group 2 Group 31 Concerns:Concerns:• Duty to the local • Big populationenvironment • Forest destruction• There are manydiseases• Wanderinglivestock (cattle)• Lack of clean The reasons:waterThe reasons:• People don’t haveenvironmental• Do not have knowledgetoilets• Backward• Let cattle wander customs• Low education Solutions:• Women too busy • ImproveSolutions:environmental• Provideenvironmentaltrainingknowledge for2 Implement cleanwater programme andtree planting; forestprotectionwomen• Increase generaleducation level• Have biogassystemForest protection,family planning, andcultural activitiesConcerns:• Forest destruction• Air and waterpollutionThe reasons:• Logging• Use forest land foragriculture• Do not have toilets• Let cattle wander• Backward customsSolutions:• Create more jobs• Build biogas system• Provideenvironmentalknowledge• Should build toiletsAlready integrate someenvironmentalinformation into theirmeetingsList of environment related activities that they would like to do (in order of decreasingpriority):1. Provide environmental education training2. Build toilets and clean water facilities3. Participate in study-tours4. Produce an environmental education leaflet5. Improve family planning awareness6. Plant forest7. Support the growing of medicinal plants8. Support the establishment of a biogas programme9. Create an environmental education demonstration model10. Support waste processingFrontier Vietnam Environment Research Report 23 41

SPIEEP: End of Project ReportAppendix 6a. Ordered list of topics for inclusion to the Adult Literacy Manual.Name of the lesson1. Basic introduction to the world’s environment2. An introduction to the Hoang Lien National Park3. The value of the forest4. Forestry laws5. An introduction to local wildlife6. The important role of local wildlife7. Hunting8. Collecting firewood9. Forest fire and protecting the forest from fire10. Forest protection activities11. An introduction to local trees12. Overpopulation and its impact on natural resources13. Overpopulation and its pressure on land resources14. Soil erosion15. Water pollution16. Waste and recycling17. Why and how we need to protect water resources18. Some simple solutions to environmental pollution problems19. Sustainable farming20. An introduction to local plants (economic value and planting techniques)21. Medicinal plants and their uses22. Animal husbandry23. Eating and drinking hygienically24. Energy, plants, animals and peopleFrontier Vietnam Environment Research Report 23 42

SPIEEP: End of Project ReportAppendix 6b Adult literacy manual structureSizeSection orderA41. Name of the lesson• Short, clear and easy to understand2. Illustration/picture• Based upon the lesson• Clear3. Content• Provides lesson information• Important sentences should be in bold• Approx. 1/3 page in length4. Questions• From 2-3 questions• Clear question, short and easy understand• One question related specifically to the local environment5. Lesson learned• In bold• Boxed• Very short and easy to rememberA page of extra information was suggested for inclusion at the end of each topic. Thisinformation would be useful particularly for the teachers for both contextualisation andunderstanding more about each topic.For further information please refer to the manual (Le Xuan Hieu (ed.) 2002).Frontier Vietnam Environment Research Report 23 43

SPIEEP: End of Project ReportAppendix 7. Summary of medicinal plants pilot projectThe Income Generating Medicinal and Ornamental Plant Production Project, funded byboth the New Zealand Embassy, Hanoi and the Belgium Embassy, Hanoi, startedactivities at the end of 1998 with market research to identify a "top ten" list of medicinaland ornamental plants. Plants in this list were identified according to both their suitabilityto the growing conditions in Sa Pa as well as their marketability.In the early stages of the project it was decided that ornamental plants would not besuitable for inclusion until farmers' capacity has been developed further. Medicinalplants, however, are less complicated to cultivate and more suitable for the scope of theproject.The project included seven beneficiary families (according to financial constraints);however, many other farmers, particularly within Sa Pa town, also chose to takeadvantage of the opportunity through their own investment. These extra farmers were not,however, direct beneficiaries of the Frontier project. Farmer families were chosen fromthe two main ethnic minority groups, the H’mong and Dao, with some Kinh. Individualfamilies were chosen according to ethnic grouping, financial status (poor families given ahigher priority), geographic location (various areas to see differences in production) andsocial standing (e.g. one Dao farmer was a village leader – the rationale being that theleader would be better able to promote growing medicinal plants to other members of hislocal community; this approach, incidentally, has since proven successful in thatparticular community).Frontier’s general method for the project was to buy stock plants from the MedicinalPlant Centre and give these plants to the selected farmers. Through training and technicalassistance, the farmers would learn (if they didn’t already know) how to plant, cultivateand harvest the crops. After one season the farmers would be able to collect seed or selectstockplants from the crop in order to grow the same crops the following year. In this way,if the farmers so choose after one year, they are able to continue growing medicinalplants for the market after Frontier’s involvement.A training workshop (February 1999) was held with participating farmers (sevenbeneficiary families) in order to introduce the chosen plant species and to provide trainingon planting and cultivation techniques for these plants.In June 1999 a study tour was conducted whereby participating farmers were taken toTam Dao in order to visit an ongoing medicinal plant project being run by the Tam DaoMedicinal Plant Centre. Individual households growing medicinal plants were alsovisited. After Tam Dao, the study tour went to the Medicinal Plant Institute in Hanoiwhere farmers received first hand information on processing and use of the plants.A second training workshop was held in July 1999. The focus of this workshop was onharvesting and processing of medicinal plants.Frontier Vietnam Environment Research Report 23 44

SPIEEP: End of Project ReportVisits were made by Frontier-Vietnam to the project site on an ongoing basis throughout1999 in order to monitor and evaluate activities as well as provide technical advice. Onsiteactivities were managed by Mr Nguyen Thanh Linh, Director of the Ham RongBotanical Gardens (HRBG) and Mr Dinh Van My, Director of the Sa Pa Medicinal PlantCentre (MPC).Plants were harvested from October – December 1999, however the harvest for some ofthe farmers was poor both in terms of quality and quantity. This was attributed toproblems with irrigation, weeding and supply of fertiliser. Furthermore, the market didnot prove to be as attractive as expected. It was felt appropriate, under the circumstances,to compensate two farming families involved with the "opportunity cost" of the land thatwas used for the medicinal plants. This was carried out by providing the farmers with500kgs rice per family.Detailed activitiesMarket ResearchMarket research was carried out by the following methods.• Interviewing medicinal plant vendors (individual wholesalers as well as companies)with the focus being on:- the economic environment over the last 2 years- the market (size and characteristics)- distribution channels and means- different methods of communication between wholesalers- legal situation- competition• Discussions with foreign and local academics and specialists (botanists, pharmacistsand doctors) in order to gain their opinion on growing conditions for the differentmedicinal plants being proposed.Following the results of the above research, the following medicinal plants were chosenfor potential cultivation:• Actiso – Cynara scolymus L. (Asteraceae)• Dang sam – Codonopsis javanica (Blume) Hook. f. (Campanulaceae)• Duong quy – Angelica uchya mana (Oliv.) Diels (Apiaceae)• Xuyen khung – Ligusticum wallichii Franch. (Apiaceae)• Moc huong – Saussurea lappa C. B. Clarke (Asteraceae)• O dau – Aconitum fortunei Hemsl. (Ranunculaceae)• Bach truat – Atractyloides macrocephala Koidz. (Asteraceae)• Huyen sam - Scrophularia ningpoensis L. (Scrophulariaceae)• Do Trong – Eucommia ulmoides Oliv. (Eucommiaceae)• Thao Qua – Amomum aromaticum Roxb. (Zingiberaceae)• Tuc Doan – Dipsacus japonicus Miq. (Dipsacaceae)Frontier Vietnam Environment Research Report 23 45

SPIEEP: End of Project Report• Lao Quan Thao – Geranium nepalense Sweet. (Geraniaceae)First training workshopThis was held in February 1999 and involved 19 participants. Topics covered during theworkshop were as follows:• Objectives and contents of the medicinal plant project• General introduction to select medicinal plants (12 species)• Planting, caring and harvesting skills of some of the main medicinal plant species thatare being promoted by the project and are popular in Sa Pa• Visits to the Ham Rong nursery and Medicinal Plant Centre for practical work• Practical sessions on planting, caring and harvesting• Group discussion about the different species and their suitability for each household• Discussion (on a more individual basis) about the implementation plan for eachfarmerOverall the workshop was very successful, however certain points were noticed that werethen taken into consideration for future workshops. Issues raised centred mainly on theteaching style, which was considered too domineering with not enough interaction(facilitator-participant). It was agreed that for future workshops/presentations the plansshould be submitted and fully discussed prior to the workshop.Study tourIn June 1999 a study tour involving 8 participants (4 farmers, two commune leaders oneagriculturalist from the Ham Rong Botanical Gardens and Mr Linh, Director of the HamRong Hotel and Botanical Gardens). The study tour visited the following places:• Tam Dao Medicinal Plant Centre – participants visited the medicinal plant nurserybelonging to the Centre and were given further training on cultivation techniques.Participants also visited two households in Tam Dao who have been growingmedicinal plants. This provided an opportunity for discussion and exchange of ideasabout issues concerning the growing of the plants, the market, etc.• Medicinal Plant Institute, Hanoi – at the Institute participants visited somedemonstration sites where medicinal plants are being grown. Information regardingthe processing and use of medicinal plants was also given to participants.Discussions between participants and scientists from the Institute were also heldregarding the market for medicinal plants (both domestic and export)Second training workshopThis took place in August 1999 and involved the same participants as the first workshop.The focus of this workshop was:• harvesting techniques for the medicinal plants being grown.• processing techniques• questions and answers session on the medicinal plants cultivation progress to date.Frontier Vietnam Environment Research Report 23 46

SPIEEP: End of Project ReportDuring the workshop it was remarked by participants that there is a lack of processingequipment (ovens to dry the plants) available to farmers.Technical supportThis was provided from two sources:Frontier-Vietnam staff – providing support to the staff at the HRBG and MPC and HRBGand MPC staff – providing support to the participating farmers.Frontier Vietnam Environment Research Report 23 47

SPIEEP: End of Project ReportAppendix 8. Criteria for medicinal plant species selectionSa Pa district is subject to a variety of weather types, many of which are very localised.Any plant species to be grown must be able to withstand these climate fluctuations. Forexample, farmers separated by only a few kilometres may easily result in different cropyields. In these cases, topographical changes such as altitude and aspect can have markedeffect on rainfall or precipitation, number of hours of sunlight etc. Other factors to takeinto account include soil type and drainage. Species must be selected appropriately toavoid low biomass yields.Availability of stockplants and/or seed is also an important factor. Many plants,particularly some of the rarer species, have low wild populations in Sa Pa. Care must betaken that any stockplants not deplete these wild populations to the point wherepopulation viability becomes threatened. In cases where populations are very low,propagation and multiplication must occur first.Demand is often correlated with market value. Some species, for example O dau(Aconitum fortunei), are in high demand and have a high market value, but productioncurrently exceeds demand. Conversely, Actiso (Cynara scolymus) is in high demand butis of a relatively lower market value. However, Actiso is a higher earner for farmers asdemand (in Hanoi, Sa Pa and elsewhere) currently outstrips production.Different species often have different growing requirements. The farmers are encouragedto grow more than one species as a form of security, in case one species does badly oneyear. Growing many species also potentially acts as a buffer to market fluctuations, theidea being that some species will increase in value while others will decrease from year toyear (see examples in appendix 10. However, in practice, most farmers preferred to growjust one crop for the first year with a view to diversifying for the second year once someexperience was gained with growing medicinal plants (see appendix 12)Frontier Vietnam Environment Research Report 23 48

SPIEEP: End of Project ReportAppendix 9. Factors affecting market prices for medicinal plants1. Annual, biennial or perennial. Annual species generally are cheaper thanperennial as high productivity can be acquired immediately (ie after one season ratherthan more than one). Annuals do, however, generally require more maintenance.2. Part of the plant used. Tubers and roots may give a higher price as extractionof the plant part is often destructive (e.g. Actiso – see appendix 10). This is especiallytrue of perennials.3. Availability. Less available plants may contribute to higher prices.4. Availability of alternatives. Rare species may not necessarily indicate highprices if alternatives (with similar mechanism and effect) are available.5. Effect/efficacy. Medicinal plants with specific desirable effects/efficacy maycontribute to higher prices. However, for some species (e.g. annuals) mass cultivation ofthese species may also drive the price lower.6. Marketing strategy. If certain species/products have high profile marketingthis can affect the overall price of the product (see appendix 11).7. Availability of markets. In September 2002, the price of Thao qua in Sa Pawas 90,000 VND per kilo dry weight. By October, the price had slumped to 40,000 VNDper kilo dry weight. This disastrous drop in price can be attributed mainly to the loss ofthe Chinese market (the reasons for this market loss are currently unclear).8. Quality. This is often area specific or occasionally country specific. Forexample, Sa Pa Actiso is of reputed high quality and this will affect its price in relation toActiso from other areas of Vietnam. On the country scale, Nam linh chi from Korea isdeemed of a higher quality than that from China and opinion is reflected in its price onthe market (see appendix 10).9. Demand. Demand can either increase or lower medicinal plant market valuedepending on the combination of factors above. For example, Actiso leaves are in highdemand and are produced in abundance, thus lowering the price. Tam that, however, isalso in high demand but cannot be produced in abundance and this raises the marketprice.The above list is unlikely to be exhaustive and there may well be other specific factorsthat influence market price. However, when assessing market trends the above factorsshould be taken into account.Frontier Vietnam Environment Research Report 23 49

SPIEEP: End of Project ReportAppendix 10. Price changes in Sa Pa and Hanoi from September 2001 – September 2002 for 42 medicinal plant speciesLocal name Latin Name Part used Sa Pa Price Sa Pa Price Ha Noi Price Ha Noi Pricevnd/kgSept 2001vnd/kgSept 2002vnd/kgSept 2001vnd/kgSept 20021. §¼ng S©m Codonopsis javanica tuber 27,000 25,000 18,000 28,0002. §ç Träng Eucommia ulmoides bark 40,000 35,000 28,000 40,0003. §-¬ng Quy Angelica uchya mana fruit 25,000 35,000 17,000 n/atuber 40,000 30,000 40 – 42,000 32,0004. B¹ch TruËt Atractylodes macrocephala tuber 25,000 20,000 31,000 27,0005. Thôc §Þa Polygonatum kingianum tuber 18,000 17,000 12,000 25,0006. Hµ Thñ ¤ ®á Fallopia multiflora tuber 18,000 17,000 16,000 22,0007. ChÌ D©y Ampelopsis cantoniensis leaves/stem 10,000 10,000 n/a 22,0008. Ch©n Chim Schefflera octophylla leaves 3,000 fresh 5,000 fresh n/a n/a9. Ba KÝch Morinda officinalis tuber 60,000 40,000 35,000 120,00010. Ngu Gia Acanthopanax trifoliatus leaves/stem 25,000 20,000 n/a 30,00011. Cèt To¸i Drynaria fortunei root/stem 15,000 20,000 11,000 18,00012. M¹ch M«n Ophiopogon japonicus tuber 15,000 30,000 20,000 20,00013. Tôc §o¹n Dipsacus japonicus tuber 20,000 15,000 17,000 19,00014. HuyÒn Scrophularia ningpoensis tuber 20,000 30,000 15,000 25,00015. Ng-u TÊt Achyranthes bidentata root 20,000 20,000 13,000 20,00016. B¹ch ChØ Angelica dahurica tuber 30,000 30,000 12,000 19,00017. Xuyªn Ligusticum wallichii tuber 15,000 18,000 25,000 12,00018. §au Tinospora sinensis stem 3,000 3,000 10,000 10,00019. Thæ Phôc Smilax glabra tuber 10,000 5,000 10,000 10,00020. C©u §»ng Uncaria sp. tendril 3,000 3,000 25,000 20,00021. ¤ §Çu Aconitum fortunei tuber 100,000 70,000 35,000 37,00022. NÊm Linh Ganodema lucidum whole 500,000 500,000 600,000 (Korean) 650,000 (Korean)chiwhole 150,000 180,000 300,000 (Chinese) 200,000 (Chinese)23. Hoµng Coptis quinquesecta whole 450,000 400,000 330,000 500,00024. Tam ThÊt Panax bipinnatifidus tuber 70,000 n/a n/a 270,00025. Tho Qu Amomum aromaticum fruit 120,000 90,000 110,000 120,00026. Actiso Cynara scolymusleaf 14,000 10,000 n/a 20,000root 25,000 30,000 n/a 100,000Frontier Vietnam Environment Research Report 23 50

SPIEEP: End of Project ReportLocal name Latin Name Part used Sa Pa Pricevnd/kgSept 2001Sa Pa Pricevnd/kgSept 2002Ha Noi Pricevnd/kgSept 200127. Kim Ngan Lonicera sp. stem/flower n/a n/a 34,000 40,00028. Khuc Heterosmilax annuus tuber n/a n/a 14,000 n/aKhac29. Binh Voi Stephania brachyandra tuber n/a n/a 14,000 >14,00030. Moc Saussurea lappa tuber 20,000 30,000 24,000 15,000Huong31. S©m §¹i Eleutherine subaphylla tuber 10,000 8,000 10,000 14,00032. Hoµi S¬n Dioscorea persimilis tuber 15,000 20,000 13,000 22,00033. H¹t sen Nelumbo nucifera seed 20,000 25,0000 14,000 30,00034. K× Tö Lycium chinensis fruit 25,000 25,000 25,000 27,00035. QuÕ Chi Cinnamomum loureirii bark 25,000 10,000 6,000 25,00036. Cam Tho Glycirrhiza uralensis stem 35,000 35,000 35,000 30,00037. T¸o Tµu Ziziphus sativa fruit 16,000 17,000 16,000 18,00038. Kim TiÒn Desmodium styracifolium whole 25,000 12,000 10,000 10,000Tho39. D©m Epimedium sp. leaves 35,000 40,000 30,000 31,000D-¬ng Ho¾c40. Hoa HoÌ Sophora japonica flower/bud 35,000 30,000 40,000 38,00041. Cá Ngät Stevia rebaudiana leaves 25,000 12,000 26,000 20,00042. B¹ch Paeonia lactiflora root 30,000 30,000 24,000 26,000Th-îcHa Noi Pricevnd/kgSept 2002The above species list is representative of individual species found in the Sa Pa market during the survey. Multi-species packets are not necessarilyincluded.N/a means not sold during the time of the project, but known previously from Sa Pa and Hanoi markets. This generally means the species isbecoming more scarce.Numbers 31 – 42 are imported to the Sa Pa market.Number 22, Nam linh chi (Ganodema lucidum) is a fungus not a plant.Prices given are for dried plant parts unless indicated otherwise.Frontier Vietnam Environment Research Report 23 51

SPIEEP: End of Project ReportLatin names in red indicate Vietnam Red Data Book species (RDB, 1996)Frontier Vietnam Environment Research Report 23 52

SPIEEP: End of Project ReportAppendix 11.Influence of ‘rarity’ on the market prices of medicinal plantsIt appears from the research that the degree of rarity alone may have little impact on theprice of medicinal plant species. The idea that a plant must have high value simplybecause it is rare cannot be applied to these results. However, when taking intoconsideration the number of alternatives available to a particular species, rare specieswith few or no alternatives in their specific health effect(s) (or efficacy) are likely to be ofhigher market value e.g. Tam that.Red Data Book (1996) speciesAccording to the Red Data Book (1996), 12 of the 42 species (or 28.6 %) surveyed in theSa Pa market are of conservation concern (see appendix 10). Of these only two arecultivated to any great extent: Tuc Doan and Dang Sam. Of the remaining 9 species, fourare now being cultivated on a small scale: Ha thu o do, Ngu gia bi gai, Hoang lien changa and Tam that hoang (the former three under the Frontier project, the last by InstituteMateria Medica (IMM) (Nguyen Tap, pers.com.)). IMM also are beginning small-scalecultivation of another rare species, Tam that hoang (Panax pseudoginseng) though thisspecies is not available on the market. Also grown by Frontier on the current project isLao quan thao (Geranium nepalense), another Red Data Book species. This is soldexclusively to Japan and not sold in the Sa Pa market. The Red Data Book is currentlyunder revision and it may be that some of these species are no longer under as muchthreat. Conversely, other species may be increasingly threatened. Nevertheless, it is clearthat rare medicinal plant species are being exploited for the market and it will becomeincreasingly important that cultivation protocols are developed and implemented if wildpopulations are to remain viable in Sa Pa district and the Hoang Lien Son mountainrange.Influence of ‘value-added demand’ on the market prices of medicinal plants‘Value-added demand’ for medicinal plants is ably demonstrated through the nationalmarketing of two species cultivated in Sa Pa, Actiso and Che Day.2001 Highest Income 2002 Highest IncomeMedicinal Plant Species Medicinal Plant Species1. Actiso 1. ChÌ D©y2. §ç Träng 2. Actiso3. Tam ThÊt 3. Tam ThÊt4. Hoµng Liªn Ch©n 4. Hoµng Liªn Ch©nGµGµ5. NÊm Linh Chi 5. NÊm Linh Chi6. Tho Qu 6. Tho Qu7. ¤ §Çu 7. ¤ §Çu8. ChÌ D©y 8. §ç TrängFrontier Vietnam Environment Research Report 23 53

SPIEEP: End of Project ReportTable 1 A comparison between the highest income medicinal plant species in Sa Pa inSeptember 2001 and September 2002Of the top eight highest income earners at the time of survey, Actiso and Che day are thetwo cheapest in the Sa Pa market (see table 1). However, in September 2001 Actiso wasthe highest earner in Sa Pa. This can, in part, be attributable to the marketing strategy of acompany called TRAPHACO (part of the Ministry of Health). Actiso is packaged byTRAPHACO into tea bags, marketed nationally (including on television) and sold as ahealth product. This has a direct impact on Actiso demand as the medicinal plant grownin Sa Pa is reputed to be of the highest quality in Vietnam. TRAPHACO also maintains apackaging plant in Sa Pa district. In early 2002, Che day also began to be marketednationally as a health product. The subsequent result boosted Che day to become thehighest medicinal plant income earner in Sa Pa by September 2002.The other six species on the list maintain a much higher unit cost. Two of the species,Tam that and Hoang lien chan ga are exceedingly rare in Sa Pa (and Vietnam as a whole)and have always maintained a high price due to their high demand. Thao qua is a longtermperennial that takes some years to establish; it also is restricted to elevations above1000 m asl. Do Trong is a tree whose bark is used for medicine (and therefore is not aseasily cultivated in large quantities as other medicinal plants). The mushroom, Nam linhchi, is also known to be of high quality and consistently maintains high prices. Demandremains high as prices are considerably lower in Sa Pa than Hanoi. The price of O dauhas come down slightly over the year; this might well reflect the amount now grown forthe market. However, the medicinal properties remain specialist (the plant itself is verypoisonous and great care must be taken in its medicinal preparation) so it seems unlikelythat prices will be extensively depressed in coming years.Frontier Vietnam Environment Research Report 23 54

SPIEEP: End of Project ReportAppendix 12. List of farmers and their crops (2000-2002)Full nameEthnicminorityNumber of Sao (360m 2 )Lao Che Duongquan nhat quithaoActisoXuyenkhungTucdoanO dauNgugia bigaiHa thuo do1 Lý Sµi Xiªn Dao 23 12 1 2 22 Cho Phï Vng Dao 23 12 1 23 Cho Phï Ngan Dao 23 12 33 1 14 Cho Phï Quan Dao 23 12 15 Cho Phï D×n Dao 23 11 16 Cho DuÇn Dao 23 12 1SiÓu7 Cho DuÇn V¹n Dao 23 12 18 Cho DuÇn Lôa Dao 23 11 1(ó)9 TÊn Sµi LiÒm Dao 23 1 210 H¹ng A Chóng H’M«ng 22 111 Sïng A Khoa H’M«ng 22 1 1 212 §inh V¨n TuÊn M-êng 24 1 X1 213 Lý Phï T¹o Dao 34 33 2214 NguyÔn Xu©n Kinh 13 11 1XChiÕn15 NguyÔn ThÞ Kinh 22 12Xu©n16 NguyÔn V¨n Kinh 12 24Hïng17 NguyÔn §Æng Kinh 2X 12Viªn18 NguyÔn ThÞ Kinh 23 11T©n19 Bïi Huy Kha Kinh 2X 33 2220 Bïi Xu©n Kinh 2X 11Tr-êng21 Vò §×nh B×nh Kinh 24 11 1122 Bïi Ngäc Hµ Kinh 2223 Bïi V¨n S¬n Kinh 24DangsamDai keSi toFrontier Vietnam Environment Research Report 23 55

SPIEEP: End of Project Report24 NguyÔn H÷u Kinh 24 33M¸y25 TrÇn Do·n Kinh 23 22S¸ng26 Ch©u Lý Sµng H’M«ng 2X 1227 TrÇn ThÞ Hîi Kinh 2X28 Giµng Xu©n H’M«ng 2X 15 1S¸ng29 Giµng §×nh H’M«ng 26 1B×nh30 NguyÔn Ngäc Kinh 16Hi31 NguyÔn V¨n Kinh 1XTh¾ng• Black number indicates first year Frontier investment; pink means second year farmer investment; blue denotes new species for 2002; X = noinvestment; c = tuber unitsFrontier Vietnam Environment Research Report 23 56

SPIEEP: End of Project ReportAppendix 13. Dry yield of medicinal plants for each project farmer during the project periodFarmer’s Name Actiso Si to Dang Lao quan Che xanh Tuc doan Xuyen khung O dau Duong quykg kg sam thaokgkgkgkgkgkg kg2002 2002 2002 2001 2002 2001 2002 2001 2002 2001 2002 2001 2002 2001 20021 Lý Phï T¹o 1400 927 6 14 300 2002 NguyÔn ThÞ320 760 250 300Xu©n3 NguyÔn M¹nh369 680 80 150Hïng4 NguyÔn H÷u1600 790 18 29 137 320ChiÕn5 NguyÔn §Æng397Viªn6 NguyÔn ThÞ T©n 1200 960 45 627 Vò §×nh B×nh 572 497 6 19 146 279 200 2508 NguyÔn H÷u M¸y 750 200 150 100 129 2619 Bïi Nh- S¬n 456 564 60 7010 Bïi Ngäc Hµ 342 50011 Bïi Xu©n624 156 0 5.5Tr-êng12 Bïi Huy Kha 2400 660 26 39 50 20013 NguyÔn Ngäc89 350*Hi14 Ch©u Lý Sµng 320 0 4 1315 Giµng §×nh 126 760 4000B×nh16 TrÇn Do·n S¸ng 2000 1320 25 35 85 10017 NguyÔn V¨n620 0Th¾ng18 TrÇn ThÞ Hîi 4200 346019 Lý SµI Xiªn 46 415 287 6 2520 TÈn Sµi LiÒm 41 326 26821 Cho Phñ Vng 100 10 f 579 670 20 2522 TÈn Duµn SiÓu 76 437 62023 Cho Phï Ngan 130 23 f 562 64024 Cho Phï Quan 29 639 324Frontier Vietnam Environment Research Report 23 57

SPIEEP: End of Project Report25 Cho Phï V¹n 72 460 626 326 Cho Phï D×n 23(80) 498 215 5627 Sïng A Khoa 35 170 34828 §inh V¨n TuÊn 151(20) 527 626 3929 Cho DuÇn Lôa 121 27 43 7630 Giµng Xu©n 0 137 0 23 87S¸ng31 H¹ng A Chóng 62 382 174* = not including at least 180 kg of lesser quality O dau which is sold separately.f = fresh weight (Dang sam only)(no.) = tuber weight (Actiso only)Frontier Vietnam Environment Research Report 23 58

SPIEEP: End of Project ReportAppendix 14. Problems associated with growing medicinal Plant crops• Weather. Bad weather, or unusual weather patterns, has had the greatestimpact on overall yield. While conditions in Sa Pa commune have remainedrelatively stable and predictable leading to a comparatively high yield for thisarea, conditions elsewhere have been unusual for both years and have led tomuch lower yields.• Invasion of livestock. This problem was suffered by farmers in both BanKhoang and Tan Khai. In both cases buffalo ate the entire medicinal plantcrops early in the season. Fortunately, generally only leaves were eatenleaving plant roots in the soil. Although by harvest time yields were lowerthan hoped sufficient yield was produced so that seed could be collected,stockplants maintained and income received. Crops were ensured of futureprotection by the building of stout fences around fields, and in the case of BanKhoang, one farmer moved his farm to the fields.• Accessibility of ovens for drying. At the beginning of the project there wereonly two ovens in Sa Pa used for the drying of medicinal plants: one small onein Xa Xeng (Ta Phin) (capacity 1 ½ - 2 tons) and a larger oven (capacity 2 ½ -3 tons) at the Medicinal Plants Centre in Sa Pa town. However, problems withthe logistics of using the ovens, particularly at the MPC, occur. The reasonsmainly lie in the small window of opportunity for harvesting (typically all Laoquan thao harvesting occurs within a two week period) and the bulk ofmedicinal plant crop to be dried. That is, there is usually too much productneeding to be dried and not enough room for drying. This issue is complicatedby weather conditions at the time of drying: if sunny and dry, a large, full oventakes approximately one to two day to process three tons of medicinal plants;if the weather is rainy drying can take up to four days. Once harvested theplants need to be dried immediately or yield will be reduced through mouldand rot. After the first year, plans were introduced, therefore, to reduce thepotential for product loss together with reducing transportation costs(transporting dry weight provides greater financial benefit that transportingfresh weight). These plans involved the building of two new, small ovens inBan Khoang (the farthest commune from the MPC in this project), to improvethe oven in Sa Pa and to build one more at the MPC. However, even thoughfully financed by the IMM in Hanoi, permission for these new ovens was notprovided by the local government. Compounding the issue (for the MPC) isthe relocation of the Centre. Problems with drying the plants during harvest inthe second year were thus similar to those during the first year.• Invasion of other pests. Farmers suffered some problems with pests such asaphids and an unidentified root-eating bug. However, damage was very smalland the effect on yield apparently low.• Medicinal plant crop maintenance. Some farmers, particularly the Dao andH’mong in Ban Khoang, had a problem with weeds during the first year. Lowmaintenance allows weeds to grow tall, especially during periods of highFrontier Vietnam Environment Research Report 23 63

SPIEEP: End of Project Report• rainfall. Unfortunately, this period often coincides with the month prior to Laoquan thao harvest and tall weeds can lead to ‘leggy’ crops (i.e. the stem is talland leaves clustered toward the top of the plant with lower leaves dying). Thereason behind the low maintenance, particularly in Ban Khoang, is thelocation of the medicinal plant fields. These are situated some 10 km from thehabitations (a necessity as areas closer to the village are taken by rice, otherfood crops (more likely to be stolen) and areas for livestock pasture). Duringthe second year, a ‘rota’ was developed to share the task of maintenancebetween all the farmers. This proved more successful with regards weedmanagement.• Market set-up. After the second year harvest, some farmers expresseddissatisfaction with the market set-up, especially for Lao quan thao. Lao quanthao is sold for 1000 VND/kg dry weight and sold exclusively through theMPC. Monetary return from Lao quan thao takes approximately three to fourmonths due to the existing set-up at the MPC. Farmers feel that an expansionin the market would benefit both the price of the crop and speed of monetaryreturn. However, there is currently no Lao quan thao for sale in Sa Pa or Hanoiand although prices are low guaranteed income is provided with relatively lowinput. Nevertheless, several farmers felt that growing other medicinal plantsinstead of Lao quan thao next year might prove more financially beneficial(even considering market price fluctuations).Frontier Vietnam Environment Research Report 23 64