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ToT Manual for

LUP/FLA

MODULE 1

Reference material for ToT trainers

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DPI D a k L a k Ru ra l Deve lopmen t Dak Lak – RDDL Department of Planning & Investment German Technical Cooperat ion (GTZ) GFA Terra Systems / IP

D P I D a k L a k Ru ra l Deve lopmen t Dak Lak – RDDL

Depar tmen t o f P lann ing & Inves tmen t German Techn ica l Coopera t ion (GTZ) GFA Terra Systems / IP

ToT Manual for Land Use Planning and Forest Land Allocation 2 of 102

ToT Manual for LUP/FLA – Reference material for ToT trainers

First version: February 2005

The manual at hand is intended to build up training capacities in relevant agencies or project staff at provincial and district level to independently follow-up and multiply LUP/FLA as developed by RDDL.

The ToT is designed in a modular form consisting of three main modules:

The objective of the first module is to provide participants with the theoretical background and knowledge about the LUP/FLA process. This comprises in particular the clarification of the importance of LUP/FLA in the context of community-based forest management, the need and respective methods for conflict assessment, prevention, and resolution, presentation and discussion of the sequence of steps and tasks of the LUP/FLA process and their specific content. Besides theoretical knowledge about LUP/FLA, facilitation skills are another crucial element of this module.

The second module aims at consolidating the theoretical knowledge and skills obtained in the first module. This is achieved in the field, i.e. via coaching of an actual LUP/FLA process. The module should be spilt into two parts, Part I covering the process of conflict assessment, prevention, and resolution – a crucial prerequisite for the subsequent implementation of sound LUP/FLA, while during Part II the actual process of land use planning and land allocation is demonstrated and existing questions are clarified.

The third module serves to reflect upon the training progress and experiences made by the trainees, identifying the lessons learned and further steps that need to be taken.

This manual presents the first module of the respective ToT approach. It is structured along a training agenda which details time requirements, activities and expected outcome. For each of the training sessions, a detailed session plan is prepared to provide step by step guidance for the trainer, including samples of posters, trainer back-ups and several handouts for participants. A number of sessions have some trainer’s notes, which are designed to assist the trainer in organising each session by providing some reminders and points to emphasise.

Since the second module consists of practical exercises implemented in the field, it is recommended to make use of the respective training manual in conjunction with the provincial LUP/FLA Guideline for the facilitation of this module.

Module three has to be tailored to the specific needs and further training requirements of the trainees, which will have to be achieved following the implementation of the first two modules.

The described ToT manual should be understood as a framework that needs to be adapted to




the specific needs and local conditions, to the time schedule and to other significant conditions. We hope these documents can serve as a basis for discussion on demand-based training in community forestry, forestry extension and village level planning in other provinces of Vietnam.

Special acknowledgement to the former SFDP Song Da, as well as RECOFTC in Bangkok, who greatly contributed to this document.

Elaborated by:

Dang Thanh Liem, Do Ngoc Sy & Philipp Roth

[email protected]

http://www.mekonginfo.org

Rural Development Dak Lak (RDDL) 17 Le Duan St. Buon Ma Thout City Dak Lak Province Tel: 05– 858-431 Fax: +84 (05) 850 236 [email protected] http://www.mekonginfo.org




Table of contents

0 Quality standards of the ToT program 5 0.1 Purpose of the ToT program and definition of required trainer qualification 5 0.2 Total time and schedule of the ToT program 5 0.3 Participants 5 0.4 Certification requirements 6

1 Curriculum for ToT on LUP/FLA 7 1.1 Learning objectives 8 1.2 Overview of training sessions for the first module 9

2 The first module 10 2.1 Training agenda of 1st ToT Module 10 2.2 Training Session Plans for the first module 12

[M1] 1.1 Opening and introduction of participants 13 [M1] 1.2 Presenting the training program 14 [M1] 1.3 Setting group norms 15 [M1] 1.4 Participant’s experiences and expectations 16 [M1] 3.1 Introduction to training logbook and self-evaluation of facilitation skills 17 [M1] 2.1 Introduction of the Process of Community- Based Forest Management Planning and

the importance of LUP/FLA 19 [M1] 2.2 An Introduction of Conflict and Collaboration 28 [M1] 2.3 Objectives and Principles of LUP/FLA – Awareness about Conflicts 30 [M1] 1.5 Daily feedback 36 [M1] 2.4 Objectives and Principles of LUP/FLA – Explanation of the Legal Framework 38 [M1] 2.5 Introduction and explanation of the LUP/FLA process 40 [M1] 2.6 Role and mandate of different agencies in the process of LUP/FLA 60 [M1] 2.7.1 Introduction of Technical Tools & Methods – Village Profile 63 [M1] 2.7.2 Introduction of Technical Tools & Methods – Participatory Wealth Ranking 65 [M1] 2.7.3 Introduction of Technical Tools & Methods – Forest Classification based on local

knowledge 67 [M1] 2.7.4 Introduction of Technical Tools & Methods – Present land-use mapping 69 [M1] 2.7.5 Introduction of Technical Tools & Methods – Forest Inventory 72 [M1] 2.7.6 Introduction of Technical Tools & Methods – Forest land use planning 80 [M1] 2.7.7 Introduction of Technical Tools & Methods - Determination of a suitable mode of

allocation 82 [M1] 2.7.8 Introduction of Technical Tools & Methods –Participatory development of criteria for

the distribution of forest land 87 [M1] 2.8 Preparation of legal documents 89 [M1] 4.1 Introduction to adult learning 91 [M1] 3.2 Introduction to facilitation (main 4 competences) 93 [M1] 3.3 Moderation of group discussions (introduction) 95 [M2] 3.4 Introduction to questioning and probing 96 [M1] 5 Course evaluation-participants’ learning and action plan 98

Annex 1: List of participants of a ToT training course on LUP/FLA 101 Annex 2: Training evaluation form 102




0 Quality standards of the ToT program In order to build up training capacities in LUP/FLA within the province, i.e. to ensure a sufficient number of sufficiently qualified trainers who can meet the Training demand for LUP/FLA, RDDL has developed the following standards and ToT curriculum.

The quality standards largely draw on material developed by SFDP Song Da since around 2000, and they have been applied likewise in ToT programs for Village Development Planning (VDP) and Participatory Agricultural Extension Methodology (PAEM).

General principles of the program:

(1) The ToT is based on modern pedagogical principles of adult learning;

(2) The ToT is designed with a strong practical orientation. Theory and lecturing is kept to the necessary minimum. Participants are to practice in classroom exercises as well as practical implementation during the ToT in training courses, as well as in trainings prepared and conducted by themselves in between modules 2 and 3; and

(3) The integration of technical contents (LUP/FLA) with pedagogical contents (facilitation and training competences).

0.1 Purpose of the ToT program and definition of required trainer qualification The purpose of the ToT program is to equip participants with the knowledge, skills and attitudes necessary to successfully perform training inLUP/FLA, particularly in the adoption of the manifold methods and tools used in the complex process, to ensure that there is a sufficient number of well qualified trainers for LUP/FLA in the province.

0.2 Total time and schedule of the ToT program The full ToT program is organized over a period of around 6 to 9 months with different activities:

• Three ToT modules – the first and last consisting of five days each, while the second (practical implementation) module will be scheduled according to the actual situation encountered in the field. All three modules will be completed over a total time of around 6 to 9 months.

• Participants have to conduct own training amid the second and third ToT modules in order to consolidate own practical experiences in preparing and conducting training. These experiences are partly recorded on video, and are subject to reflection and further development during the third ToT module.

• Coaching of trainees when conducting own training. The coaching is provided by the ToT trainers, in particular during the second module, if necessary by additional training experts.

0.3 Participants The optimal number of participants ranges from 15 to maximum 18 with at least 30% women participating. In order to safeguard the quality of the course and to make sure, investments in ToT are effectively used, the following admission requirements must be met by the candidates:




Personal aptitude: applicants must have personal aptitude to become a good trainer. This includes in particular good communication competences and empathy, and high devotion for working with people.

Availability as trainer: applicants must be available to join the full ToT program (not only the first or second module), and to work as a trainer after completion of the ToT program. For this, the superior of the applicants have to sign a commitment, stating that the participant will be available during the whole ToT program (three modules, and practical part), and as a trainer after its completion.

Technical knowledge: it is preferable if applicants have knowledge about the subject matter beforehand, i.e. he /she should have joined in technical LUP/FLA training courses and/or facilitated LUP/FLA in a number of villages. This requirement is of lower importance.

0.4 Certification requirements In order to obtain a trainer certificate at the end of the ToT program participants have to successfully fulfil following requirements:

Participate in all three modules (missing max. two days, with explanation of superior)

Properly use their “Training Logbook”. This includes as well a personal learning plan for one or two competences or skills, which the trainee is mostly interested to improve.

Conduct own training (min. three days), and get positive evaluation as trainer by participants (at the end of each course, the standard evaluation form has to completed by the participants. This also includes a mark for the trainer; see Annex 2).

During these training courses, the ToT trainer should coach the trainee, and record parts of the performance on video. This material can then be used during the third module for reflecting training experiences from real situations.

Pass final test (multiple choice at the end of the third module).




1 Curriculum for ToT on LUP/FLA The design of the curriculum follows the logical sequence of three questions:

1 What are the learning objectives of the ToT program?

Chapter 1.1: Learning objectives

2 What training sessions are necessary in order to achieve the learning objectives?

Chapter 1.2: Overview of the training sessions for the first module

3 How to put the necessary training sessions in a timely order, distributed over the three modules?

Chapter 2 : Training agenda and session plans of the 1st module

Important note for the use of the ToT manual:

The achievement of the learning objectives is compulsory for the overall quality of the ToT program. However, The training agenda and the training session plans for the first module (as well as the second and third modules as soon as they have been elaborated) are subject to revision and adjustment for each time this program is being conducted – depending on different factors, like e.g.

• composition of participants and their capacities • timing of the three modules • preferences and teaching style of the ToT master trainer • etc.

The session plans in this document are not complete. The ToT trainers are responsible to make necessary adjustments, to include missing material, and to properly prepare training agenda and training session plans prior to conducting a ToT module. The content and the sessions of a module have not rigidly to be followed. They rather form a dynamic system, which requires excellent training competences and long experiences by the ToT master trainer.




1.1 Learning objectives The specific learning objectives of the ToT program are formulated for three areas: (1) technical and administrative contents about LUP/FLA, (2) general facilitation skills, and (3) training competences.

After the ToT program, the participants are able to:

Topic

LUP/FLA process

Understand the critical role of LUP/FLA in the overall context of community-based forest management

Outline and explain sequence and main elements of the steps of the LUP/FLA process as illustrated on the flowchart “LUP/FLA-Process”

Understand the role/mandate of different involved departments / organisations and working groups in the entire LUP/FLA process

Conflict Assessment, Prevention & Resolution

Facilitate the various steps necessary for the assessment, prevention and resolution of existing conflicts prior to the initiation of actual allocation of forest land.

Land Use Planning & Forest Land Allocation

Guide and facilitate the actual steps required for land use planning and land allocation at village and commune level.

Tech

nica

l kno

wle

dge

Are able to prepare forest land allocation reports.

Discuss why facilitation competences are important in the context of CF

List the 4 competencies of facilitation

Provide respective feedback on performance to persons working as facilitator

Perform well the 4 competencies of facilitation (moderate group discussion, questioning and listening skills, contribute technical knowledge, convey empathy)

Gen

eral

fa

cilit

atio

n sk

ills

Train others in the four facilitation competencies

List principles of adult learning

Prepare training outline (training objectives and agenda, etc.)

Design training session plans for LUP/FLA training

Use different training methods other than lecturing

Provide opportunity to learn from experiences and reflection in LUP/FLA training courses

Encourage high degree of interaction among participants

Evaluate training course and draw conclusions for next training

Trai

ning

co

mpe

tenc

es

Coach LUP/FLA facilitators on their job




1.2 Overview of training sessions for the first module Code Topic of session Module 1 1 General parts 7.75

1.1 Opening and introduction of participants 0.75 1.2 Presenting the training program 0.5 1.3 Setting group norms 0.5 1.4 Participants experiences and expectations 1 1.5 Daily feedback / personal notes in training logbook

(each day 1 hr – from the 2nd day on) 4

2 Technical issues on LUP/FLA 17.5 2.1 Introduction to CBFM concept and role of LUP/FLA 1

2.2 An introduction to conflict and collaboration 0.5

2.3 Objectives and Principles of LUP/FLA - Conflict awareness 1.5

2.4 Objectives and Principles of LUP/FLA - Legal framework 2

2.5 Introduction of the LUP/FLA process 2.5 2.6 Role and mandate of different agencies in the LUP/FLA process 1.5 2.7 Introduction of technical tools & methods 7 2.7.1 Village profile (0.5)

2.7.2 Participatory wealth ranking (0.5)

2.7.3 Forest classification based on local knowledge (0.5)

2.7.4 Present land use mapping (1.5)

2.7.5 Forest inventory (1)

2.7.6 Forest land use planning (1)

2.7.7 Determination of suitable mode of allocation (1.5)

2.7.8 Participatory development of criteria for distribution of forest land (0.5)

2.8 Elaboration of legal documents 1.5

3 Facilitation skills in LUP/FLA 3.25 3.1 Training logbook I: self evaluation of facilitation skills 0.75 3.2 Introduction to facilitation (main 4 competences) 1 3.3 Moderation of group discussions and meetings 0.5 3.4 Questioning and probing (introduction + exercises) 1

4 Adult learning and training competences 2.5 4.1 Introduction of adult learning 2.5 4.2 Evaluation of training, action plan 1

5 End of module test 1.5

Total 32.5




2 The first module 2.1 Training agenda of 1st ToT Module

Session code Time Duration

(min.) Content

Introduction 1.1 8.00 45 Opening and introduction of participants 1.2 8.45 30 Presentation of training program 1.3 9.15 30 Setting group norms 9.30 15 Coffee Break 1.4 9.45 60 Participants experiences and expectations 3.1 10.45 45 Training Logbook 11.30 Lunch break LUP/FLA 2.1 13.30 60 Introduction to the CBFM concept and clarification of the importance of

LUP/FLA 2.2 14.30 30 An Introduction to Conflict and Collaboration 2.3 15.00 45 Objectives and Principles of LUP/FLA – Awareness about Conflicts 15.45 15 Coffee break

1st d

ay

2.3 16.00 45 Objectives and Principles of LUP/FLA – Awareness about Conflicts


(min.) Content

1.5 8.00 30 Daily review – feedback exercise 2.4 8.30 30 Objectives and Principles of LUPFLA – Explanation of legal framework 9.00 15 Coffee break 2.4 9.15 90 Objectives and Principles of LUPFLA – Explanation of legal framework 2.5 10.45 45 Introduction of the LUP/FLA-Process 11.30 Lunch break 2.5 13.30 105 Introduction of the LUP/FLA-Process 15.15 15 Coffee break

2nd d

ay

2.6 15.30 90 Role and mandate of different agencies in the process of LUP/FLA


(min.) Content

1.5 8.00 60 Daily review – feedback exercise 2.7 9.00 30 Introduction of technical tools & methods 9.30 15 Coffee Break 2.7 9.45 105 Introduction of technical tools & methods 11.30 Lunch Break 2.7 13.30 90 Introduction of technical tools & methods 15.00 15 Coffee Break

3rd d

ay

2.7 15.15 90 Introduction of technical tools & methods





(min.) Content

1.5 8.00 60 Daily review – feedback exercise 2.7 9.00 30 Introduction of technical tools & methods 9.30 15 Coffee Break 2.7 9.45 105 Introduction of technical tools & methods 11.30 Lunch Break 2.7 13.30 90 Introduction of technical tools & methods 15.00 15 Coffee Break

4th d

ay

2.8 15.15 90 Preparation of legal documents


(min.) Content

Adult Learning 1.5 8.00 60 Daily review – feedback exercise 4.1 9.00 60 Introduction of adult learning 10.00 15 Coffee Break 4.1 10.15 90 Introduction of adult learning 11.45 Lunch Break Basic Facilitation Skills 3.2 13.00 60 Introduction to facilitation 3.3 14.00 30 Moderation of group discussions and meetings 14.15 15 Coffee Break 3.4 14.30 60 Question and probing

5th d

ay

5 15.30 90 Final Test and closing


Depar tmen t o f P lann ing & Inves tmen t German Techn ica l Coopera t ion (GTZ)

GFA Terra Systems / IP


2.2 Training Session Plans for the first module


[M1] 1.1 Opening and introduction of participants

OBJECTIVES At the end of the session participants…

know who is who

feel more comfortable in the new group

MATERIALS

one picture (photo or drawing) per two participants + trainers, cut into two pieces so that for each participant and trainer there is one half

TIME: 30 minutes

STEPS

1. Welcome the participants and introduce the VIP

2. Give background about the setting of the ToT (what happened so far – e.g. existing experiences with LUP/FLA in the province, reasons for this ToT, principles of participatory and inter-active training, time of the full program, (three modules each 5 days), practical part in which participants conduct own training etc.)

Introduction of participants

3. Explain, that participants have to form pairs, interview each other about their person and family situation (name, age, family, children, sport, office, position etc.), and afterwards present each other to the plenary. Explain, that for building pairs each participant picks one piece of a photo, and then searches for his/her counterpart. Inform that for interviewing each other, participants will have 5 to 10 minutes.

4. Go around with a box or envelope with the pictures cut into half and invite participants to pick one piece, repeat that now everybody should look for his counterpart and start interviewing.

5. Encourage participants for nice and also funny “interview results”.

6. After 5 minutes check how much time participants still need. Stop latest after 10 minutes and ask participants to come back to the plenary.

7. Invite the pairs now (one after another) to introduce the counterpart to the plenary: “… may I present to you Mr…. /Mrs…, she is … years old, …“.

TRAINER’S NOTES

The activity of looking for a counterpart helps to relax the atmosphere. Any other small game combined with introduction of participants can be used equally.


[M1] 1.2 Presenting the training program

OBJECTIVES At the end of the session participants are able to…

explain the scope, timing and the aim of the training program

repeat the requirements for obtaining a trainer certificate at the end of the full program

MATERIALS

A0 paper with the training aim, the timing of three modules and practical parts in between

A0 paper with certification requirements

TIME: 30 minutes

Points to clarify

1. Overall aim and content of the training program (learning objectives can be presented / elaborated later on in another session)

2. Duration and components of the training program (3 modules each lasting 5 days, the second module consists of practical training, followed by implementation of measures learned between modules two and three.)

3. Requirements for participants to obtain a trainer certificate (certificate only after the third module, not after the first or second)

Participate in all three modules (missing max. two days; explanation by superior)

Properly use “Training Logbook“. This also includes a personal learning plan for one or two competences or skills, which the trainee is mostly interested to improve in.

Conduct own training (min. three days), and get positive evaluation as trainer by participants (at the end of each course, the standard evaluation form has to be filled out by the participants. This also includes a mark for the trainer; see end-of-course evaluation sheet in the Annex).

During these training courses, the ToT trainer should coach the trainee, and record parts of the performance on video. This material can then be used during the third module for reflecting training experiences from real situations.

Pass final test (multiple choice at the end of third module)

4. Make sure everybody understands the contents, discuss and agree with the group

5. Use A0 paper for visualization and put them on the wall throughout the whole course

TRAINER’S NOTES

Clarifying requirements for participants to obtain a trainer certificate can help to avoid anger if participants do not fulfil requirements and the trainer has to take consequences


[M1] 1.3 Setting group norms

OBJECTIVES During the session participants…

contribute and agree on group norms during the time of the training

MATERIALS

prepared flip chart with suggested norms A0 paper, marker

TIME: 30 minutes

STEPS

1. Prepare in advance a flipchart with suggested norms. Explain that if we want to work together effectively we have to agree on some rules and norms.

2. Explain that you have already prepared a draft and ask the group if they consider it as appropriate. Then ask the group to add some more norms, which they consider as important (this should take a couple of minutes).

3. Explain that we will refer back to these norms in order to remind each other and will adjust them if needed.

4. Post the norms in a prominent place for all to see and to refer to during the entire training.

5. Point out that respecting the norms is everyone’s responsibility.

TRAINER’S NOTES

A sense of ownership over the norms is crucial. If participants see them as rules forced upon them, the exercise will be counterproductive. Therefore, it is important that participants themselves formulate their own norms and reach a common agreement.

Source: ToT Manual for Community Forestry, SFDP Song Da

Suggested group norms:

Start and finish on schedule

No alcohol during lunch break

Any question raised is a good question

Everyone has the chance to speak out

Share responsibilties for group task


[M1] 1.4 Participant’s experiences and expectations


have shared experiences about training in LUP/FLA

expressed their expectations, which serves as well as orientation for the trainer

MATERIALS

A0 paper for summarizing the participants’ expectations metaplan cards and colour markers for each participant

TIME: 60 minutes

STEPS

1. Introduction: learning from experiences is one of the most important principles in adult learning (and thus in ToT). So, also here in this course we like to start building on the experiences of the participants.

2. Ask participants who had conducted a training course in the past (note the name on flipchart). Invite some of them to share their experiences about: training contents, participants, and training methods of the courses they delivered.

3. Ask the remaining group (who did not conduct a training course) if they attended a training course. For the people who did, ask them if they liked the courses and what the trainers did to make them feel that way.

4. Based on the shared experiences, what do you think are important things to learn, i.e. what would be your expectations for the ToT. Let participants write down their learning priorities (priority means one or two most important points – otherwise it is not considered a priority any more, as it is almost impossible to handle too many cards with too many ideas).

5. Have all the cards taped on the boards. Ask participants to review them and point out that these answers are their expectations for this TOT course.

6. Group expectations: group similar cards together and name the group accordingly to the sessions in this course. Make clear which expectations will be met and which will be not during this training.

7. Outcomes must be put on flip charts and fixed on the wall throughout the course for steady monitoring by both, the group and the trainers!

TRAINER’S NOTES If necessary, refer back to the training agenda and tell participants which expectations will

be addressed in which session.

The outcomes of this session should be carefully reviewed to make necessary adjustments of the session plans to best meet participants needs.



[M1] 3.1 Introduction to training logbook and self-evaluation of facilitation skills


assume a higher level of self-responsibility with regard to their own learning process

evaluate the level of their own facilitation skills MATERIALS

Training logbook

TIME: 45 minutes

STEPS

1. Explain that later on we will treat issues of adult learning principles. But some points I like to introduce already now.

In classical school education the teacher is the main actor, and children just take up information in a passive way.

In modern adult learning approaches, in contrast, the learner are supposed to be active and to assume responsibility for their own learning. But this is only possible if the learner is aware of the own strengths and weaknesses, and if he/she has an own opinion and motivation with respect to what he/she wants to learn, and what competences to improve.

Awareness, evaluation, responsibility and motivation towards the own learning are essential for effective training results.

2. Ask participants to take their training logbook and explain the structure and the different forms of the book.

3. For now, concentrate only on the evaluation sheet of facilitation skills in the first module. Explain that the previous session provided at least a basic idea of what good facilitation skills are. Some participants might find it difficult to assess their own capacities, some are not used to rank own skills. But as this exercise will be repeated several times throughout the ToT program, it will be more and more easy. At the end of the ToT program, in about 6 to 9 months, you can compare your notes from today with your self-evaluation in that time. This might give you a good idea of your own learning process. And such self-awareness is extremely useful when working as a trainer or facilitator.

4. Give time for questions, comments, and clarify uncertainties or hesitation.

5. Exercise: participants have 20 minutes time to fill in the form in their training logbook.


TRAINER’S NOTES

Participants might not be used to such kind of self-evaluation. In some courses there is even open opposition against the exercise. In such a situation you have to stress again the issue of self-responsibility – this includes as well, of course, the right NOT to do the exercise. But normally, there are always participants who find it even exciting.

Later, in the second and third module the acceptance of the exercise, and the insight in the value of it is generally much higher.



[M1] 2.1 Introduction of the Process of Community- Based Forest Management Planning and the importance of LUP/FLA


understand the overall CFMP concept, the main sequence of steps and especially the importance of sound LUP/FLA

are able to explain main steps and outcomes MATERIALS

prepared AO poster (2 sheets) prepared metaplan cards trainer notes flowchart CFMP handout flowchart CFMP

TIME: 1 hour

PREPARATION 1. Prepare in advance a big poster (2 attached A0 sheets) showing the flowchart as

presented in poster 1 of the Trainers Note 2.1. Carry on writing coloured metaplan cards for each box as shown in poster 6 of the trainers note to be placed on the big poster during the course of the session. Use different colours for boxes, frames, and arrows.

STEPS 2. Introduce the session by explaining that community forestry is a long process

including many activities to be carried out in the right sequence.

3. Explain that secure ownership of forest land is the basis for sustainable forest management. You can illustrate this by describing the situation where all members of a community and even outsiders use forests in a deliberate way (=open access situation). Because everybody has access to the resource, nobody has an incentive to make long-term investments (for example enrichment plantings, or marking of target trees), as it is not sure if future benefits will be obtained.

4. Continue explaining that participants in this training are coming from agencies/ institutions mainly responsible for LUP/FLA, but that in order to carry out good LUP/FLA, understanding about the entire process of CBFM is required.

5. However, to ensure good cooperation and effective division of labour they have to understand the whole process and main outcomes of each step.

6. Explain that during this session we want to develop a flowchart showing all steps in the sequence of the process.

7. Emphasize that we do not want to go to much into technical details of each step but focus on the why we have to do a specific step and on the main outcomes of

Lup/Fla

Present Land Use Mapping


each step.

8. Use the Trainers Note 2.1 and develop the flowchart poster as described in sequence 1 to 6, by stepwise placing of prepared metaplan cards.

9. After finishing one page of the Trainers Note back up and allow time for participants to discuss and further clarify.

10. Invite participants to discuss about their experiences on the presented steps.

11. After a common understanding has been reached, wrap-up and summarize the main outcomes.

12. Distribute the handout “flowchart CFMP”.

TRAINER’S NOTES:

Participants from technical agencies/institutes tend to immediately focus on small details and forget about the overall objective. Facilitate discussions by emphasizing that during this session only a brief overview will be developed and that during coming modules participants will have sufficient time to reflect about their experiences in the field focusing on more technical aspects.



Forest Zoning

Forest Resource Assessment

Forest Resource Planning

Forest management in the whole world is based on the same sequence of steps.

It makes no difference whether it is for state forest or privately managed forest.

The entire concept can be divided into 3 major steps with the following time sequence: 1) Forest Zoning To define the location and area of forest, the function (protection, production, special-use), the kind of forest (bamboo forest, timber forest) and the ownership (state forest enterprise, commune, village). If forest land is allocated to the village community, it has to be done in an adequate form (i.e. either to the entire village, groups of households, or individual households). Final results are land-use maps and long-term land-use rights. 2) Forest Resource Assessment To get insights about available resources in terms of quantity and quality; understand about utilisation potential of the forest. In order to obtain this data inventory on sample basis is required for each forest block. 3) Forest Resource Planning After knowing about available resources a plan is written on what we want to utilise and how to improve, and protect the forest resources. Forest management plans are the foundation of a well-managed forest. Plans define when, what, how, and why interventions are carried out and are main monitoring and planning tool for forest users and relevant agencies.

Trainer Notes 2.1

1


Main outcomes of LUP/FLA: Identification of forest area and forest

blocks Definition of forest function and use Long-term ownership rights defined

Village Forest Map



LUP/FLA

Forest zoning

In the context of community forestry in Vietnam forest zoning is carried out in the process of LUP/FLA.

Ask participants whether they are already familiar with the LUP/FLA process.

Ask what they remember as main outcomes of LUP/FLA and let participants place flipcharts in the box “Main outcomes of LUP/FLA“.

Explain that different kinds of maps can be used for mapping exercise. Briefly introduce that Present Forest Land Use Maps are most commonly used, which are prepared by FIPI every 5 years. It is important that respective maps are in UTM-coordinates, as GPS-receivers are suitable tools for the verification of forest block boundaries in the field. Participatory aerial photo-mapping represents a very practical tool, but the use depends solely on the availability of aerial photomaps.

Summarize the main points discussed under LUP/FLA.

Trainer Notes 2.1

Present Land Use Mapping 2


Forest Protection Regulations

After handing over ownership over forest resources, a legal framework has to be developed to enforce the access rights and restrictions for community members or even outsiders.

The methodology of village Forest Protection and Development regulations is in the process of being approved by province authorities of Dak Lak.

Invite one participant to give a brief summary on the main activities in the process of developing FPDRs.

Mention that existing problems and conflicts with former LUP/FLA are usually only become apparent during this step – especially when households who did not receive forest land realize that they have lost access to formerly managed forests.

Management goal

For areas defined as production forest a clear production aim has to be developed before starting any forest management.

This is especially important in forestry due to the long harvest cycles of up to 40 years.

For each forest block a specific

management goal has to be defined.

Forest block is defined as an area of same forest type, same products to be expected in the future, and same management to be applied accordingly.

Trainer Notes 2.1




Definition of Management Goal



Village Forest Map

LUP/FLA

Present Land Use Mapping 3


Forest Resource assessment

Scientific forest inventories in Vietnam are conducted since many years.

FIPI is the main institute providing data for national level statistics.

However, this inventory cannot provide sufficient data for management of a specific forest block.

Obtained data is too general, very scientific and can hardly be understood by local forest owners.

In community forestry, full participation has to be ensured during the entire process simple but technically sound methods are required.

Therefore, no measurement of tree heights and volumes but the number of trees per diameter class instead.

Inventory has to be carried out for each forest block separately.

As required by the new law on forest development and protection, resource assessment has to be carried out in a 5-year cycle.

After repeated inventories over a period of time, knowledge on growth and yield will lead to optimised harvest levels.

Trainer Notes 2.1






Village Forest Map

LUP/FLA


Number of trees per diameter-class in forest block

Joint Forest Resource Assessment 5-year cycle

Forest user

Commune agroforestry

extension worker Forest Protection

ESTIMATING SUSTAINED YIELD PER FOREST TYPE

4


1.1.1.1.1.1.1.1.1 Trainer


Trainer Notes 2.1

Forest Management Plan

After the inventory has been completed the data will be analysed to develop a forest management plan.

Main activities include data aggregation, analysis, and writing of the plan.

As stated in the new law on forest development and protection, management plans have to be developed for a period of five years.

Main activities described include options for utilisation, improvement, and protection.

For each forest block a separate plan has to be developed, as different forest blocks require different management.

In order to ensure that the plan will be implemented and can be enforced, approval by the district level is required.

Only the 5-year plan needs approval and will then be broken down into annual plans.

The plan only details the total number of trees to be harvested; for implementation the selection of individual trees has to be carried out based on a list of criteria as stated in harvesting regulations.

After utilisation, the damage caused during the harvest has to be assessed and documented.





Village Forest Map

LUP/FLA


Joint Forest Resource Assessment 5 year cycle

Forest user




Forest Management Plan for 5 years

District Approval

Pre-harvest marking

Implementation

Post-harvest Data Collection

Annual Work plan

5



Forest Management Cycle

The harvest and damage caused during the harvest are main input data for M&E.

This information provides feedback about the plan fulfillment to commune and district authorities.

Furthermore, this data will be stored and analysed in a database to adjust models about forest yield and structure.

Future plans can then be developed based on adjusted growth models for maximised benefits for forest owners.

In addition, regular monitoring of the forest resources has to be carried out and major changes have to be incorporated into the annual work plan and the forest database.

After five years, a new cycle of inventory and development of 5-year forest management plans will start again.





Village Forest Map

LUP/FLA


Joint Forest Resource Assessment 5 year cycle

Forest user




Forest Management Plan for 5 years

District Approval

Pre-harvest marking

Implementation


Annual Work plan

Trainer Notes 2.1

6

Forest Resource Monitoring


Forest Management Planning Process overview hand Out




Main outcomes of LUP/FLA: Identification of forest area

and forest blocks Definition of forest function

and use Long-term ownership rights

defined

Village Forest Map

LUP/FLA


Joint Forest Resource Assessment

Forest user Commune

agroforestry extension worker

Forest Protection


5-year Forest Management Plan

District Approval

Pre-harvest marking

Implementation


Annual Work plan

Forest Resource Monitoring


[M1] 2.2 An Introduction of Conflict and Collaboration

PURPOSE

As a “warm-up” introducing conflict and to demonstrate how conflict can be managed through cooperation.

MATERIALS

about 20 chairs

TIME: 30 minutes

PREPARATION

1. Write three sets of instructions A, B, C (see Step 2 below) on individual pieces of paper. Make sure that there is one set for each third of all participants.

2. Clear the room of all tables and all but 20 chairs, which should be placed in the centre of the room.

3. Choose two points, “X” and “Y”, which are opposite corners of the room and mark these prominently.

STEPS

1. Do not explain the purpose but tell the participants that it will become apparent at the end of the activity.

2. Give each participant an instruction A,B or C:

A: Arrange all chairs in a circle.

B: Put all chairs near the point marked “X”.

C: Put all chairs near the point marked “Y”.

Distribute equal numbers of each instruction randomly among the group. Tell participants that they should not read the instructions until they have been told to do so.

3. Explain to the participants that they will have five minutes to carry out the instructions given to them. Tell them that they should not show their slips to anyone else. (Note: Do not say anything about not talking to anyone else).

4. One the above instructions are clear to everyone, ask them to open their slips and carry out the task described in them.

5. Carefully watch the process in the different groups, as well as in the overall group, noting especially whether and how they start cooperating and come to a solution. If they do not come to agreement and reach an impasse, stop the activity and start discussion with the following questions:


♦ What did you experience during this activity? (Answers will probably range around conflicts, confusion, communication breakdown, etc.)

♦ How did you interpret the instructions? Did you follow them? Why or why not? (People often interpret the instructions as “competing” rather than “collaborating” – relate this to resource management situations).

♦ When did you start to cooperate? (If they did not start to cooperate, ask them how they could have).

♦ Were there any mediators? What was their role?

♦ How did the different people relate with one another? Confront one another? (Individuals will often focus on their specific tasks without relating it to what others are doing or how they can work together or complete a task).

♦ How is this activity related to a real situation in their experience? Bring out issues of conflict, collaboration, working in isolation, partnerships.

♦ What does this tell us about conflicts over limited resources? About compromises and trade-offs? (Point out that that often a goal can be modified to accommodate different stakeholders so that everyone’s interests are at least partially met. That might sometimes be the only way to move forward).

♦ What did you learn about collaboration?

TRAINER’S NOTES

Source: RECOFTC, Community-based forest resource conflict management – A Training Package, Manual 2.


[M1] 2.3 Objectives and Principles of LUP/FLA – Awareness about Conflicts


have a clear definition about the term “conflict” know about the scale of conflict (various levels and timeline) are aware of the importance to deal with conflicts during the LUP/FLA process

MATERIALS

blank AO-poster prepared flipcharts and table-form (matrix) Trainers Notes metaplan cards, marker

TIME: 1.5 hours

STEPS

1. Prepare in advance flipcharts displaying the contents of the Trainers Notes 2.3 (Page 1). Also provide the Forest Management Planning Process (Trainers Notes 2.1) on a separate board for everyone to see.

2. Start by explaining that during the previous session we developed an overall picture of the process of community forestry and the specific role and importance of LUP/FLA in this process, as well as respective regulations and laws.

3. Explain that before we will start to have a closer look at the steps and specific content of the LUP/FLA process we want to raise the trainees’ awareness about conflicts, as this is very important for the achievement of a good result of LUP/FLA. To illustrate this point show the participants once more the “Forest Management Planning Process” (Trainer Notes 2.1) and point out that conflicts which result from LUP/FLA will have negative influences on the whole process of CBFMP.

4. First of all, it is important that everybody has a common understanding about the term conflict, because the word “conflict” is frequently interpreted in different ways by different people across culture. Ask participants to give their opinion about what their definition of the term conflict, before showing and discussing the flipchart with the definition of conflict. Explain that conflicts occur at various levels and involve a variety of different individuals, groups, and organisations. Use a flipchart to illustrate this.

5. Furthermore, it is important for the participants to realise that conflicts change and evolve over time. Use another flipchart to explain that conflicts can be either latent, emerging, or manifested:


Latent: The conflict is simply a potential threat. It lies latent, or hidden within the community or in the community’s relationship with others.

Emerging: Conflicts can become increasingly obvious as time moves on. It all may begin as a small problem but then starts to grow. It can grow gradually and steadily, or develop rapidly because of a few significant events. In emerging conflicts, conflicting parties are identified, the dispute is acknowledged and many issues are clear. However, a workable problem-solving process has not been developed. Emerging conflicts have the potential to escalate if they are not taken care off.

Open: Parties are engaged in an active and ongoing dispute and may have started to negotiate, or reached an impasse.

It is important that participants realise that conflicts might exists which are not yet visible!

6. Distribute cards to the participants and ask them to write down any conflicts that they are aware off/experienced in association with LUP/FLA and CBFMP. Respective conflicts can be of any scale.

7. Allow 10 – 15 minutes for writing and encourage participants to post their cards on the board. Group the cards according to the different stages and various levels, as displayed in the table below (also refer to the matrix displayed in the Trainer Notes 2.4 for an example).

Conflict - Timeline Conflict Resolution

Potential Emergent Open Measures Facilitators

Village

Between Villages

Leve

l

…

8. Discuss the various conflicts posted on the board and try to complete the

timeline. For example if a participant has stated a latent conflict at the village level, discuss how this conflict could evolve over time (e.g. as the process of forest management planning further advances).

9. Use the example of the Trainer Notes 2.4 to make clear that during LUP/FLA, most conflicts with natural resource management are likely to be latent as villagers are frequently not aware about subsequent steps of forest management planning.

10. Concluding the exercise, facilitate a discussion about conflict resolution. For all the conflicts stated (and developed) on the board, let the group come up with answers to the following questions:


“How can conflicts be avoided or solved?” (Measures)

- especially the importance of stakeholder analysis has to be discussed, ensuring a good outcome of forest land allocation

“Who should be responsible for facilitating this process?” (Facilitators)

– emphasise the importance of the commune in settling conflicts between villages.

11. Keep the table with the conflicts, as it will be needed later.

TRAINER’S NOTES

Source: Philipp Roth, RDDL RECOFTC, Community-based forest resource conflict management – A Training Package, Manual 2.


:

Definition of Conflict

A conflict can be defined as “…a relationship among two or more opposing parties (e.g. different stakeholders of a community forest), based on actual or perceived differences in needs, interests, and goals.”

Scales of Conflict

Conflicts occur… …at various levels

household, community, national, regional, global …involve a variety of different individuals, groups, and organizations

within a household, within a village, between neighbouring villages, between commune and village, between communes, between village/commune and SFE …

Conflict- Timeline

Latent

Open

- simply a potential threat

- hidden within the community or in the community’s relationship with others

- may begin as a small problem but then starts to grow - it can grow gradually and steadily, or develop rapidly - conflicting parties are identified, the dispute is acknowledged - a workable problem-solving process has not been developed- potential to escalate

- Parties are engaged in active and ongoing dispute - Negotiation between parties might have started

Emerging

Trainer Notes 2.3

1


:

Example for different stages of a conflict in CBFMP

The following example can be used to illustrate what can happen if latent (=

potential) conflicts are not taken into consideration right from the start of the process of CBFMP (use the chart displaying the Forest Management Planning Process (Trainers Notes 2.1) as a reference).

Villages A, B, and C are managing parts of a certain forest area traditionally. The

boundary of the areas they manage is not known and in reality there is also some overlap. = LATENT/POTENTIAL CONFLICT

The decision is made to allocate the respective forest land area to local communities.

However, in meetings about LUP/FLA, only villages A and B are invited.

Following the land allocation process, villages A and B receive forest land with red books, however, forests are still managed the same way as before. = LATENT/POTENTIAL CONFLICT

In the process of CBFMP, villages A and B establish their forest protection regulations,

not permitting outsiders to manage their forest land. Village C is informed about the regulations and realizes that some of this land is under their traditional management. = EMERGING CONFLICT – conflicting parties have been identified and the dispute is acknowledged

As the process of CBFMP advances, villages A and B establish forest management plans

and enforce their protection regulations. This implies that they report inhabitants of village C, logging in their forest area. The situation escalates, as villagers from village C are not willing to confine from the traditionally managed forest area. As a result, established forest protection regulations and forest management plans cannot be implemented adequately by villages A and B. = OPEN CONFLICT

You can use a format as displayed in the matrix on the next page to illustrate conflicts at

various levels and of steps. It is important that participants realize that conflicts which have not been taken care off during LUP/FLA (or which have been created by it), are potentially becoming emergent and hamper the subsequent process of forest management planning.

Trainers Notes 2.3

2


Further examples for different stages of a conflict in CBFMP

Time-line Level

Latent/Potential Conflict Emerging Conflict Open Conflict

Within one village

Not all households received forest land but forest land is still managed according to customary laws of the village community.

Forest Protection Regulations are established and people who did not receive forest land suddenly get aware that they have no legal right to manage their land. However, management still continues to be customary.

Forest land receiving households are eager to manage “their” forest land areas, try to implement the forest protection regulations. It comes to open conflicts between them and the non-receiving households.

Between villages Villages A, B, and C customarily

manage parts of a consecutive area of forest land. Only villages A and B are invited to meetings organized for LUP/FLA and receive the forest area.

For villages A and B forest protection regulations are established in a non-participatory way. As a result inhabitants of villages A and B do not know how to protect their forests, but share the opinion that inhabitants of village C should not be allowed to harvest any forest products.

Forest protection regulations are revised and forest management plans are established in villages A and B. As a result, inhabitants of village C are fined for managing the forests that have been allocated to villages A and B. As part of these forests are the only source of timber available, village C continues to harvest timber and the management plans established for villages A and B cannot be implemented accordingly.

…

Trainers Notes 2.3

3


[M1] 1.5 Daily feedback


explain what daily feedback is and why it is useful generate information that will help improve the learning process identify what other participants and trainers feel about the training program

MATERIALS

coloured cards and pens

Whiteboard or AO-poster with prepared table-form (see below)

softball

TIME: 30 minutes to 1 hr

PREPARATIONS

1. After the end of each training-day, participants nominate one of their group, who will be responsible for starting the exercise in the next morning.

2. Before this session starts, arrange the chairs as a “U”, so that participants sit STEPS

3. Introduction: classical learning is just intake of information. Modern learning approaches are mainly based on experiences and on reflecting the experiences. If we share such reflections among each other, we call it feedback.

4. Another principle in adult learning is that the trainers are also learners at the same time. And at this point now, we (the trainer team) like you to ask for feedback so that we can learn from your opinions and comments.

5. Exercise: All participants sit in a “U”, facing each other. The person who has been nominated by the group the last day gets the softball and starts the exercise by telling something that has been done in yesterdays training course. The idea is written on a card and posted under the first column.

6. After having finished, he/she is throwing the ball to another group member, who is in term focussing on things that have been done last day…

7. Once no new cards can be added to the first column, continue the same way but focus on the things participants liked. It is also helpful to get an overall opinion about the previous training day: either ****very good, ***good, **normal, or *not so good

8. The third column addresses things/issues that should be improved. This can be about the training material or methods, about the coffee break, or about the atmosphere in the group – anything that might be helpful for the trainer to


consider for the remaining training days.

9. In the last column, participants have to focus on things that have been new – or what they have learned the previous day.

10. Try to maintain an open and relaxed atmosphere while facilitating this exercise.

11. Repeat this exercise at the beginning of every training day!

What did we do? (Contents)

Things I liked Things that need to be improved

What did I learn? What was new?

TRAINER’S NOTES

The daily feedback of the participants are extremely helpful for the trainers to quickly check if the course is generally running well or whether improvements are necessary.

Source: Dang Thanh Liem, RDDL


[M1] 2.4 Objectives and Principles of LUP/FLA – Explanation of the Legal Framework


are aware of important laws and regulations of national- and provincial-level of land use planning and forest land allocation

MATERIALS

blank AO poster metaplan cards, marker

TIME: 1.5 hours

STEPS

1. Start by explaining that in the last session we developed an overall picture of the process of community forestry and the specific role and importance of LUP/FLA in this process.

2. Explain that in this step we take a close look at laws and regulations relevant for the LUP/FLA process.

3. Distribute red- and green-coloured metaplan cards among the participants.

4. Ask them to write down some important laws and regulations they are aware off on the green cards.

5. In case that participants have specific questions about the content of a specific regulation, encourage them to formulate their questions and write them on the red cards.

6. Allow about 20 -30 minutes for the participants to write some cards.

7. Invite the participants to come to the front, read out and post their cards on the board. Group similar cards together and distinguish between red and green cards.

8. Based on the content of the cards that have been posted, provide some more detailed explanation about respective laws and regulations.

9. Try to include the members of the group in your presentation as much as possible, for example by asking whether somebody has some experience in applying the specific regulation, etc. If so, let them share their experience with the group and try to stimulate discussions about respective issues. The more actively engaged the group is, the more they will remember from this exercise.

10. Wrap-up and summarize main outcomes.

TRAINER’S NOTES

It is important that participants have an overview about the content of laws and


regulations important for LUP/FLA. However, instead of reading out Articles of respective Decrees and Regulations, the facilitator should try to “translate” crucial provisions into “everyday-language”, which will make it more easy and interesting for the participants to follow and join discussions.

Source: RDDL


[M1] 2.5 Introduction and explanation of the LUP/FLA process


are able to explain the overall process of the LUP/FLA process are introduced to the main steps and outcomes of the process of LUP/FLA

MATERIALS

A0-Poster displaying the circle of the 9 steps of the LUP/FLA process (Poster 1 of Trainers Notes 2.5)

metaplan cards with the tasks of each step and their outcomes handout with the sequence of tasks for the implementation of LUP/FLA Decision No. 178

TIME: 2.5 hours

PREPARATION

1. Prepare in advance a big poster (A0 sheet) showing the flowchart as presented in poster 1 of Trainers Note 2.5.

2. Prepare a flipchart with the definition of the term stakeholder (poster 2 of Trainers Note 2.5.).

3. Print a copy of the handout for each participant.

4. Prepare metaplan cards containing the content and outcome of each task (on card each).

STEPS

5. Explain the learning objectives and the procedure of this exercise to the participants.

6. Introduce the session by explaining LUP/FLA is a complex process consisting of many activities to be carried out in the right sequence.

7. Emphasize again that special care has to be given to potential and prevalent conflicts, as otherwise sustainable forest management might be hampered substantially in the future. Therefore, many meetings are necessary, involving all stakeholders who might be affected by forest land allocation.

8. Before starting to explain the LUP/FLA process and respective steps, clarify the term stakeholders, as it is necessary that the group has a common understanding. Firstly ask the participants about their opinion about potential stakeholders in the LUPFLA process, before presenting the definition on the prepared flipchart.


9. Give a brief overview of the nine major steps of LUP/FLA, as displayed on the A0-poster (Page 1 of the Trainers Notes 2.5). Try to summarise the main contents of every step as briefly as possible so that participants get a general overview of the process.

10. Provide every participant with a handout.

11. Start explaining that the steps have been divided into several tasks, to provide better guidance for the implementation of the process, especially considering conflict assessment and prevention. For every step, start explaining the tasks, brief content, as well as main outcomes. Posters 2 to 12 of the Trainers Notes 2.5 provide you with some details. Use the prepared metaplan cards to illustrate the contents and outputs of each task. Do not go into too much technical details, as this will be done during later Sessions.

12. After you have finished explaining the contents and outcomes of one task, get feedback from the participants, asking them if they have any questions about the information you just gave. Some of the technical questions might be subject to clarification later in this module. (Refer to Sessions 2.7).

13. When you come to task 5.3 – the development of a benefit sharing policy – start by asking participants about their experiences they have made regarding the practical implementation of Decision 178. Make clear that at the moment benefit sharing by local stakeholders is not implemented due to impracticalities. Use the example provided in poster 9 of the Trainers Notes 2.5 to initiate discussions among participants. Remember to briefly introduce the new concept of CBFM which is currently in he process of being approved by Dak Lak province.

14. Continue to explain the remaining tasks until the entire process has been explained.

15. Wrap-up and summarize main outcomes.ant

16. Keep the developed A0-posters with the sequence of tasks and main outputs, as they will be needed in Session 2.6 about the role and mandate of different agencies in the LUP/FLA process. Ro Role the process of LUP/FLA

TRAINER’S NOTES Refer to the Guideline on Participatory Forestland Allocation of Dak Lak Province.

Participants from technical agencies/institutes tend to immediately focus on small details and forget about the overall objective.

Facilitate discussions by emphasizing that the aim of this session is to develop an overview over the sequence of tasks necessary for a sound LUP/FLA. Mention that during coming modules participants will have sufficient time to reflect on their field experiences, focusing on more technical aspects.

Source: Dang Thanh Liem & Philipp Roth, RDDL


:

Trainer Notes 2.5

1

PRA on “management of forests and forest

lands”

Preparation and unity of forest land allocation

Unified development of

forest land allocation

Participatory forest inventory and land

use planning Unification of

basic points on forest land

allocation with community

Monitoring & Evaluation

Finalisation of forestland

allocation plan

Assessment of forestland

allocation plan

Issuance of red-book certificates

LUP/FLA

Process

11

22

33

44

99

88

77

66

55


:

Presentation of necessary tasks in each step and main outcomes

Recognizing the importance for conflict assessment, prevention, and resolution in the process of LUP/FLA, identification of stakeholders of the forest land to be allocated, as well as a series of meetings in which it is assessed how respective stakeholders are affected in case they are, or in case they are not allocated with forest land. Definition of the term stakeholder: Whereas forest land is allocated to either individual households, user groups, or the entire village community, stakeholders comprise all parties which have an interest (= a stake) in the respective forest land. Besides the ones mentioned, this can also include private enterprises, state forest enterprises, the commune (etc.). Step 1. Preparation and unity of forest land allocation

Task 1.1 Establishment of Coordination Structure

LUP/FLA represents a complex procedure, comprising bottom-up planning, which eventually results in the issuance of land use certificates by the DPC. Thus, an effective administrative structure has to be established for the coordination of respective activities, ranging from the district to the local level. However, a suitable coordination structure will be identified with the participants following the clarification of the content and outcome of the steps of the LUP/FLA process (see Session 2.6 for details).

Task 1.2 Required Documents

The following documents should be made available before starting with LUP/FLA:

• Relevant legal documents: - Revised Land Law, dated July 2004 - New Law on Forest Protection and Development, dated 11/2004 - Provincial Guideline on Participatory Forestland Allocation - Decision No. 178/2001/QD-TTG, dated 12/11/2001; on benefit sharing - Decree 163/1999/CP, dated 16/11/1999; on LUP/FLA

• District’s and commune’s overall socio-economic development plans • Schemes and plans from relevant branches and departments (forestry, agriculture,

irrigation, sedentary agriculture & residence…) • Local data from forest inventories (if available) • Various maps:

- Current land use plan of the commune (if available) - Topographic and current land use maps of the commune(s) - Forest classification map (in case that aerial photomaps or satellite images are

available, they represent very valuable options for working with the rural population)

Trainer Notes 2.5

2


:

Task 1.3 Meetings to assess potential stakeholders

Before the land allocation process is implemented at the village level (Steps 2 to 6), it has to be ensured that all stakeholders of the forest land to be allocated have been identified and are included in the decision making process.

Therefore, village plenary meetings and field surveys are organised to assess the village needs and expectations, as well as the forest area under the management of the village (or respective households). The latter can be facilitated using a map of the communal forest area.

A stakeholder analysis is carried out in the course of a commune meeting, assessing how the various stakeholders are affected if they are (and are not) allocated with forest land. Moreover, the total forest land area to be allocated might also be amended according to the real needs of identified stakeholders. In order to come to a final selection of stakeholders whenever scarcity of forest land is encountered, a set of criteria for the prioritization and selection has to be established in collaboration with all stakeholders. The final outcome of this step is presented by the selection and approval of forest land areas and villages for the LUP/FLA process, as well as a detailed schedule for the implementation of the process.

The final task of step 1 is the elaboration of a detailed activity schedule for the ongoing LUP/FLA process together with all stakeholders from district down to commune, providing an indication of required tasks, locations, durations, responsibilities, as well as expected outputs.

Outcome: Preliminary selection of forest land areas and villages for the LUP/FLA process.

Step 2. Unified development of forest land allocation at village level

Following the preliminary selection of villages and forest land areas, a facilitation group has to be established in every village, and the activity schedules have to be revised. Moreover, in order that villagers are able to make informed decisions whether to receive forest land or not, villagers need to be informed about the Responsibilities and benefits, associated with forest land ownership, which is done in village meetings. Moreover, villagers need to be informed about the overall process of the forest management planning process. The latter is of special importance, as non-receiving households frequently realise that they have lost access to formerly managed forests once forest protection regulations and management plans are implemented.

Step 3. Participatory rural appraisal based on the theme “management of forests and forestlands” (Tools 1–4 of the guidelines)

During this step, information about the village socio-economic situation, such as the number of households, ethnic composition and available labour force (etc.). Moreover, secondary information about the area under permanent cultivation (e.g. upland rice, cassava …), the population area, etc. , is collected

PRA tools which can be used to facilitate the assessment, comprise:

• The summary history of the village Facilitate the villagers to recognize various important events that took place in the village and their influence on the village community (socio-economic, environmental…)

Trainer Notes 2.5

3


:

• Classification of household economy Villagers determine their own set of criteria for classifying their households according to relative status within the village.

• Community-based forest classification To promote the process of linking the official system of forest classification and the criteria used by local people to establish a common ground for discussion between villagers and supporting staff.

Step 4. Participatory forest inventory and land use planning

Task 4.1 Sketch map of present land use (Tool 5 of the LUP/FLA guideline)

In a “classroom-exercise”, the present land use of each village is assessed. Key-farmers who know the village area well draw a sketch-map of the village, starting with the identification of important features for orientation, such as streams, roads, mountains, village settlement area. A base map is used, which is overlaid with a transparency, enabling farmers to amend their drawings if necessary.

Following base-maps can be used for the drawing of the sketch map:

• 3D-model – if villagers are not familiar with common maps, a 3D-model can facilitate the process of identification of various land uses. However, respective information has to be transferred back onto a bas- map

• Forest classification map - commonly provided by FIPI, these maps show the forests according to the national forest function classification. Depending on the time of manufacture (i.e. field survey), respective maps are of reasonable quality.

• Aerial Photomap - made from geo-referenced aerial photos, respective maps present a the most suitable option, as villager can directly see the different land uses and forest types of their village,. However, respective maps are costly and availability currently restricted.

The map is thus divided into several compartments, which are delineated according to customary knowledge (i.e. following traditional boundaries). Compartments are indicated with existing local names, so that villagers have a common understanding about the respective location.

Following this, for every forest block and agriculture area located within the compartment, the actual use is indicated (secret forest, degraded forests used for grazing, medium forests for construction timber, areas under shifting cultivation, irrigation farming, …). Moreover, for every area under different land use, current problems are identified and discussed with the key–farmers.

Outcome: Sketch map, displaying the present land use of the village.

Trainer Notes 2.5

4


:

Task 4.2 Participatory field-survey (Tool 12 of the LUP/FLA guideline)

Once the sketch map has been completed in the classroom, field-surveys are carried out to verify the results, determining exact boundaries of the areas under different land uses. Verification of boundaries can generally be achieved using a method called ‘opposite slope’ (stand on a slope to assess the boundaries of areas under different land use on the opposite slope).

Particularly regarding the fact that the opposite slope method cannot be used on flat areas, which might result in difficulties to determine the own position in the field, respective base-maps should contain UTM-coordinates, to facilitate the use of GPS-hand receivers. Besides verification of the actual field-position, GPS receivers represent helpful and cost-effective tools for the recording of waypoints, needed for the demarcation of boundaries. Since GIS-software is currently unavailable at the district-level, UTM-coordinates are necessary to be able to transfer recorded waypoints manually onto the map. A group of local key-farmers who are familiar with the local forest area is participating in the field survey. Besides GPS-hand receivers, use should be made of natural features (ridges, rivers, etc.) ensuring that local people are able to identify the forest blocks in the field.

It is important to recognise that in the course of participatory field-surveys further stakeholders might be identified (for example households of a neighbouring village who cultivating in a forest block, but have not been identified in the preliminary identification process). Respective information needs to be considered during the ongoing process of LUP/FLA to avoid the emerging of conflicts in later stages.

The need of respective stakeholders should be assessed and if they are in need of the land they are cultivating/managing, a revision of the villages and forest areas for allocation might become necessary. However, as a first step in the latter a case, both, the encountered stakeholders as well as village representatives should be brought together to discuss and identify suitable options. If the issue cannot be solved by both parties, the commune has to be consulted for further action.

Outcome: Present forest land use map, displaying the forest blocks and areas of other land uses of the respective village.

Task 4.3 Forest inventory (Tool 14 of the LUP/FLA guideline)

Information about the forest status at time of allocation is necessary for monitoring purposes and the elaboration of benefit sharing against Decision No.178. Since forest resource assessments are carried out in the course of subsequent forest management planning (remember that LUP/FLA is the initial step of the CBFM process), information obtained at this stage is confined to an absolute necessary minimum. The information obtained via forest inventories has to be useful for monitoring, meaning that comparisons between data that has been collected at time of forest land allocation and at later times (i.e. during monitoring checks) have to enable conclusions about whether the forest resource has been managed reasonable or not.

Outcome: Present forest land use map (see above), additionally with quantitative information about forest blocks.

Trainer Notes 2.5

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Task 4.4 Future land use planning

With the help of the present forest land use map, forest land use planning is achieved in a meeting with key farmers. For every forest block, information such as soil quality (colour, thickness, fertility), as well as the forest status are recorded. For the latter, information based on local knowledge is assessed, for example whether big trees of suitable species are abundant or only scattered in the respective forest block.

Moreover, current problems (for example with outsiders) are taken into consideration. Based on this information, future land use plans are established, comprising four main sections. The first one is permanent agriculture, where villagers have to decide whether a certain area of the forest block will be converted (based on Decision 178, up to 20% of the allocated forest land which is bare can be converted). The second one is population area, as based on an anticipated increase of the village population, it might be necessary to expand the settlement area. The third one is capital construction, referring to land needed for the public buildings like schools, kindergarden, cemeteries, etc. For the remaining forest land area, it has to be decided whether the respective forest block will be protection forest (for example grave forests, watershed protection), or production forest. For the latter, it has to be decided whether stand improvement (enrichment planting, pruning, thinning), agro-forestry, or just harvesting of timber and NTFPS, will be allowed, depending on the forest condition and the local demand. As detailed options for forest management are determined in the subsequent process of forest management planning, not too much detail is necessary at this stage.

Outcome: Completed future land use map.

Step 5. Unification of basic points on forest land allocation with the community

Once the village socio-economic situation has been acquired, villagers are informed about the rights and responsibilities associated with forest land allocation, and data about the existing forest land, as well as present and future land use planning has been assessed, the actual process of forest land allocation can take place.

Forest land can be allocated to (= Mode of allocation):

• Individual households;

• Groups of households;

• The entire village community.

.

Trainer Notes 2.5

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ToT Manual for Land Use Planning and Forest Land Allocation 48 of 102 [M1] 3.6Introduction of Technical Tools & Methods - Forest inventory

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Task 5.1 Village plenary meeting (Tool 10 of the LUP/FLA guidelines)

Since the decision about mode of allocation, respective households which receive forest land, as well as the distribution of forest land (in case that forest land is not allocated to the entire village) can only be made by the villagers themselves, a plenary village meeting comprising representatives of each household, has to be organised.

With regard to the determination of a suitable mode of allocation, practical options for subsequent management of respective areas of forest land have to be taken into consideration. Therefore, important features such as access, initial investment, labour intensity, product availability, and rotation period have to be assessed and discussed for respective areas of forest land, before a decision about the mode of allocation is made.

♦ Allocation of forest land to the entire village community represents the most uncomplicated option. No additional forest land boundaries are needed and forest management is organised within the village community. This mode of allocation usually works best in villages with a long tradition and homogenous ethnic composition.

♦ For the allocation of forest land to individual households, a set of criteria has to be developed for prioritization of households. Due to practical considerations it is not recommended to allocate natural forests located further away from the village to individual households. Besides the effort to achieve an equitable distribution of natural forests to individuals, the high workload required for maintaining the boundaries of individually owned compartments has also to be considered. Moreover, the question remains whether respective households endue over sufficient resources to adequately manage and protect natural forests located further away from their settlements. Regarding the allocation of respective bare forest land areas, usually located in the vicinity of hamlets, individual ownership might indeed represent a suitable option, given that more intensive management as well as investments are intended.

♦ If forest land is allocated to groups of households, a set of criteria similar to that described under individual allocation has to be developed. Formation of households-groups should coincide with respective forest blocks of the village, meaning that one group of households will receive one forest block. This is due to the fact, that a forest block represents the unit of forest management planning. The size of a user-group should generally be chosen in accordance with the respective forest block area.

Following the discussions about the mode of allocation (and if land is not allocated to the entire village), each household has to decide whether or not to apply for forest land ownership and to indicate the respective forest block. Using the set of selection criteria, households will either be grouped according to forest blocks, or determined which compartments of land they receive. The future land use map, overlaid with a transparency, is used to record the results. Alternatively, an earlier elaborated sketch map can also be used. The results are transferred to the allocation map (refer to Step 4).

Outcome: Allocation map (e.g. completed future land use map), showing the preliminary division of forest land amongst forest receivers.

Trainer Notes 2.5

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Task 5.2 Field verification of forest land distribution and future land use planning (Tool 13 of LUP/FLA guidelines)

Field verification of the forest land distribution has to be achieved together with respective forest recipients. Moreover, it is important to involve all stakeholders, including those, which are not from the respective village. If for example the forest land to be allocated is located adjacent to another village, it is inevitable to involve village representatives of both villages. This is done to avoid that conflicts about the allocated forest land will emerge at a later stage.

Boundaries between the forest land allocated to households and groups of households are delineated with the use of GPS-hand receivers (as stated earlier, the map needs to contain UTM-coordinates), and respective waypoints are then transferred onto the map manually. Another (more laborious) option is represented by the use of hand-held compass and a measure tape.

During verification of boundaries, use should be made of existing natural boundaries (such as streams, trails, ridges…) to minimise required labour for demarcation and maintenance, ensuring that recipients can easily identify their plot of allocated land.

Outcome: Maps displaying the areas to be allocated to individual households, groups of households, or the entire village community. Respective maps have to detail the forest conditions, as this is the foundation for the elaboration of allocation maps in red-books.

Task 5.3 Development of a benefit-sharing policy

Following the determination of forest land receivers (households, groups of households, entire village) and respective areas of forest land, households need to have a clear understanding about the benefits and responsibilities associated with forest land ownership. Its is important that related issues are developed together with villagers, rather than just citing stipulations contained within respective legal documents. Listing the main products/activities on respective forest land (e.g. afforestation on bare land, timber for housing, timber from stand improvement, timber harvested commercially…) in a table form and then developing step-by-step the way benefits are shared, modes of sharing, as well as respective responsibilities at all levels involved, has been proven to be a suitable approach to raise villagers’ awareness.

So-called benefit sharing is regulated in Decision No. 178/2011/QD-TTg, issued in November 2001, and further guidance on the implementation of Decision 178 is provided by joint Circular No. 80/2003/TTLT/BNN-BTC, issued in September 2003. Respective measures are not very practical and have therefore not been implemented so far. Important issues regarding the harvesting of timber are presented as an example; further issues related to benefit sharing have to be extracted from Decision 178.

Trainer Notes 2.5

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EXAMPLE

Harvesting of forest products from production forests:

- Natural forests: the maximum amount of timber to be harvested for house construction is restricted to 10m3 per household. Households who plan to build a house need to submit an application to the commune people’s committee, which in terms submits it to DARD for assessment and approval. Considering recent developments in community-forestry in Vietnam, it can be expected that practical benefit sharing mechanisms are developed in the near future. Furthermore, given the new approach of forest management planning, which is currently in the process of approval by Dak Lak province (refer to the Guidelines on Community-Based Forest Management), timber can be harvested in accordance to respective management plans (based on the results of resource assessments) to satisfy the village demand.

Planted forests: the households make own investments for the establishment of plantations on allocated bare forest land, he is entitled to enjoy the full benefits at time of harvesting. The same holds true regarding enrichment plantings or establishment of agro-forestry plots.

Until the benefit sharing has not been revised, households are advised not to sell timber commercially, which is in most cases not of priority given the current condition of allocated forest land.

Besides potential benefits, households need to be informed about the responsibilities associated with the ownership of forest land, namely that adequate protection and management has to be ensured at all times (reference should be given to the subsequent elaboration of forest protection regulations as well as forest management planning).

Outcome: Forest land receiving households are informed about the benefits and obligations

associated with the ownership of forest land.

Trainer Notes 2.5

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Tasks 5.4/5.5 Presentation of results to village and commune for feedback and final amendments

Before the results of LUP/FLA are finalised and submitted to the district for approval, the entire village has to be informed about respective outcomes in a village plenary meeting. It is important that non-receiving households are actively involved in this meeting and agree on the planned forest land allocation.

The allocation map, displaying the division of forest land amongst forest receivers, as well as the future land use map, should be used to present and discuss the results of the ongoing LUP/FLA process. Based on the feedback obtained from participants, final amendments are made. Respective amendments might even entail to repeat some of the earlier steps, depending on the quality of the outcome. One example might be that not all households were informed about the LUP/FLA process and as a result did not receive forest land.

Following the finalisation of LUP/FLA results at the village(s), a commune meeting is organised to inform representatives of all villages as well as other stakeholders about the results of LUP/FLA. Representatives of the district join the meeting and are informed about any conflicts, which have been identified during the LUP/FLA process but could not be solved by the villages and communes.

Outcome: Results of the LUP/FLA process are amended by the villages and presented to representatives of all villages and further stakeholders in the commune.

Step 6. Finalization of forest land allocation plan

Following the finalisation of the technical LUP/FLA process, with consent of respective stakeholders, the forest land allocation plan has to be completed, as well as contracts for the transfer of forest land ownership. The forest land allocation plan needs to detail the scale, aims, and modality of planned forest land allocation at the locality. Results from steps 3 to 5 are therefore synthesized. Following the elaboration, respective forest land allocation plans are submitted to the district for approval.

Outcome:

• Forest land allocation plan is issued

• Various maps are issued:

- Map displaying the status of the forest land to be allocated; scale 1/10.000

- Map displaying the partition of allocated forest land of the entire village; scale 1/10.000

- Sections of forest land allocation map, displaying the allocated area per household or user-group; scale according to size of the allocated area, ranging between 1/2000 (area < 30 ha) and 1/10.000 (area > 200 ha)

• Contracts for forest land allocation have been elaborated

Trainer Notes 2.5

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Step 7. Assessment of forest land allocation plan

A district meeting is organised to ratify and approve the forest land allocation plan. The meeting should be attended by representatives of provincial function organisations (DARD, DoNRE, FPD), representatives of ACO and FPU, as well as respective state forest enterprises. Furthermore, leaders of commune and district, as well as village representatives should be present.

Assessment of the forest land allocation plan comprises the following elements: conformity with legal procedures, equitableness of forest land allocation (scale and location), suitable mode of allocation, feasibility and effectiveness. Once respective amendments of the forest land allocation plan have been made, the latter is submitted to the People’s Committees of district and province, promulgating a decision to approve the plan.

In case that the forest land to be allocated is under the management of another unit (e.g. state forest enterprise), a reclamation and transfer to the local administration is needed. The Department of Natural Resources and Environment handles the reclamation and hand-over procedures (including the request to the Province People’s Committee to withdraw the land).

Outcome: Forest land allocation plan is assessed. The plan and relevant documents are corrected, modified, finalised, and approved.

Step 8. Issuance of forestland use certificates and hand-over in the field

Based on the results of the previous steps, the District People’s Committee makes the decision to allocate the forest land according to the finalized forest land allocation plan. A handover of forestland use certificates is organised in the field. In case that forest land is allocated to individual households, respective plots are marked with small boards displaying the name of the household. Cadastral staff finalises the forestland use certificates, paying attention to the copied maps contained within them, ensuring that the condition of allocated forests is clearly indicated. This information will serve as a basis for future supervision.

Outcome: Various procedures relating to the issuance of forestland use certificates are completed. Forestland use certificates have been handed over to respective recipients

Trainer Notes 2.5

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Step 9. Periodic monitoring and review

This step consists of two main components, the first consisting of supervision and support of local inhabitants in the protection and management after forest land allocation, while the second is focussing on the evaluation of the effect forest land allocation has on local inhabitants. Regarding the former, it has to be reemphasised that LUP/FLA is not an isolated process, but that the goal of LUP/FLA is to provide a suitable basis for long-term sustainable management and development of allocated forest lands. This comprises support in participatory establishment of village forest protection regulations, as well as establishment of forest management plans, followed by the provision of technical trainings to ensure that management plans can be implemented accordingly. Refer to Session 2.4 for further information about necessary follow-up activities.

Annual reviews should be undertaken as a joint effort of local stakeholders and staff of relevant branches and departments from commune, district, and province. Respective reviews should aim at assessing the suitability of the mode of allocation, any problems that emerged through the implementation of policies related to forest land allocation, as well as the effects of forest land allocation on local inhabitants. The latter should comprise the following aspects: before-and-after comparison of forest protection and management, role of forest land in the household economy (respective changes or trends), and contributions made to environmental protection (improved forest quality, soil and water protection, vegetation cover…).

Outcome: Forest land owners are supported in forest management, comprising the participatory elaboration of forest protection regulations, as well as subsequent management planning.

The effect of forest land allocation on local inhabitants has been assessed.

Trainer Notes 2.5

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SEQUENCE OF TASKS FOR THE FIELD IMPLEMENTATION OF LUP/FLA hand Out

Step 1. Preparation and unity of forest land allocation

Task Output/Result Responsibility 1.1 Establishment of Coordination Structure Steering Committee, Working Group and

Commune Facilitation Group established by legal decision of DPC and CPC respectively.

DPC CPC

1.2 Collection of relevant information Information about land-use planning and socio-economic development plan of commune, as well current land-use statistics obtained. Topographic and/or current land-use maps made available.

1.3 Commune weekly meeting a) Village Heads are informed about planned forest

land allocation

b) Village Heads organize village plenary meetings

c) Preliminary selection of villages for forest land allocation, based on information from plenary meetings

Preliminary selection of villages for LUP/FLA.

1.4 Village plenary meetings and field surveys a) Assessment of village needs and expectations, as

well as forest land area currently managed (sketch map)

b) Assessment of all stakeholders involved

Knowledge about forest land areas under current management of preliminary selected villages, as well as information about all stakeholders of forest land obtained.



Step 1. Preparation and unity of forest land allocation

Task Output/Result Responsibility

1.5 Commune meeting a) Stakeholder analysis – discussion and analysis

about how different stakeholders are effected in case that they were/were not allocated forest land

b) Development and agreement of criteria for prioritizing forest land receivers (e.g. ethnic minority, vicinity of settlement areas)

Information about various stakeholders obtained and analysed how they would be affected in different scenarios of land allocation. Set of criteria developed and agreed upon for prioritizing forest land receivers.

1.6 District meeting Selection and approval of forest land areas and villages for LUP/FLA, under consideration of information and outputs of tasks 1.4 and 1.5.

1.7 Development of detailed schedule for LUP/FLA process Detailed schedule for respective LUP/FLA activities.

Step 2. Unified development of forest land allocation at village level

Task Output/Result Responsibility

2.1 Village Plenary Meeting a) Establishment of village facilitation group b) Revision of LUP/FLA activity schedule c) General information about benefit sharing policy

conveyed

Village facilitation groups are established. Villagers have clear understanding about the ongoing LUPFLA process, their specific role and responsibility.

Villagers have general knowledge about obligations and benefits associated with the allocation of forest land.



Step 3. Participatory rural appraisal based on the theme ‘management of forests and forestlands’ Task Output/Result Responsibility 3.1 Village meeting - PRA and interviews for the assessment

of village socio-economic situation Information of the village socio-economic situation (number of households, ethnic minority composition, available labour force) as well secondary data about land use (agriculture) has been collected

Step 4. Participatory forest inventory and land use planning Task Output/Result Responsibility 4.1 Preliminary identification of current land-use of each

village (classroom exercise) Sketch map displaying present land-use and forest blocks of each village.

4.2 Participatory identification of present land-use (field surveys), together with all stakeholders

Present land-use map and statistics of land-use.

4.3 Forest inventory (low sample-intensity) Data about main tree-species and stemnumbers for each forest block to be allocated. Basal area per ha represents an alternative.

4.4 Future land use planning Map displaying the future land use for forest land areas to be allocated.



Step 5. Unification of basic points on forestland allocation with community

Task Output/Result Responsibility 5.1 Plenary village meeting

a) Determination of suitable allocation type b) Development of criteria for distribution of forest land

among receivers (in case that forest land is allocated to households or groups of households)

c) Identification of forest land receiving households d) Distribution of forest land

Suitable allocation type identified by the villagers. Set of criteria for the distribution of forest land among receiver determined. List of households for forest land allocation determined by the villagers. Forest land distributed among receivers

5.2 Verification of forest land distribution and future land-use planning with VFMB and representatives of respective receivers (in case of allocation to individual households or user-group) in the field

Boundaries of forest land areas as well as future land-use planning are clarified among receiving households/user groups.

5.3 Development of benefit sharing policy Forest land receiver understanding what benefits they can get from their forest land, as well as the obligations associated with forest land ownership.

5.4 Plenary village meeting

a) All villagers are informed about the results of the LUP/FLA process

b) Feedback obtained from villagers

Entire village (forest receiver as well as non-receiver) have knowledge about the results of the LUP/FLA process.

Final amendments are made based on feedback obtained from the village.

5.5 Commune Meeting - comprising representatives of all villages of the commune, as well as other stakeholders involved/effected

All villages and stakeholders are informed about the results of the LUP/FLA process.



Step 6. Finalization of forestland allocation plan

Task Output/Result Responsibility 6.1 Compilation of LUP/FLA results Forest land allocation plan is completed.

Relevant maps are finalised.

Step 7. Assessment of forestland allocation plan

Task Output/Result Responsibility 7.1 District approval meeting Minutes for the endorsement of LUP/FLA results

are produced.

Step 8. Issuance of forestland-use certificate and hand-over in the field Task Output/Result Responsibility 8.1

8.2 8.3 8.4

DPC prepares decision to allocate the forest land to landowners Partition of forestland in the field Cadastral staff finalizes the files and certificates Hand-over of forest land use certificates

Procedures related to the issuance of forest land use certificates are completed DPC has prepared decision to allocate the land Red-books have been issued and allocated to respective recipients in the field



Step 9. Periodic monitoring and review Task Output/Result Responsibility 9.1 Supervision and support of local inhabitants in forest

management after allocation a) Establishment of forest protection regulations b) Determination of long-term forest management goal

for respective forest blocks c) Elaboration of forest management plans d) Support in the practical implementation of forest

management plan

Functional agencies support and regularly supervise local inhabitants in their management and use of allocated forest land.

9.2 Participatory evaluation of the effect of forestland allocation on local inhabitants

a) Mode of allocation (hhs, user groups, community) b) Suitability of capacity building (according to 9.1) c) Impacts of forest land allocation on local inhabitants

(development of household economy, environmental protections, type of technology applied for making profit out of forest…)

d) Problems with implementation of policies related to forest land allocation and management

Lessons learned by local from forest land allocation and forest practices are summarized and evaluated annually to serve the expansion and improvement of relevant policies. Annual evaluation report is forwarded to various managerial levels of commune, district, and province.


[M1] 2.6 Role and mandate of different agencies in the process of LUP/FLA


know about the various agencies and groups engaged in the LUP/FLA process, their specific tasks and responsibilities

have identified and agreed upon their role and responsibilities in the LUP/FLA process

are able to point out activities under their responsibility in LUP/FLA MATERIALS

blank AO poster metaplan cards, marker developed poster showing the steps and tasks of the LUP/FLA process (Session

2.5)

TIME: 1.5 hrs

STEPS

1. Start by explaining that in the last sessions we developed an overall picture of the process of LUP/FLA and the tasks of every step. Now we have to define clear responsibilities for guiding each of the steps mentioned.

2. In order to facilitate the LUP/FLA process, various working- and facilitation groups are needed from the village-level up to the district-level. An example from Ea H’Leo District is presented in poster 1 of Trainers Notes 2.6.

3. In the first part of the session, the various groups and their members have to be determined. Start asking the participants about their experiences with former LUP/FLA and about which working- and facilitation-groups they are aware of.

4. Collect all statements on metaplan cards and bring them into order. If the list is complete, ask the participants to determine the members of each group and add them to the cards.

5. Invite participants to form 3 sub-groups. Each sub-group will be assigned 3 Steps of the LUP/FLA process - sub-group 1 will be dealing with steps 1 –3 and so on…

6. Let every sub-group discuss which of the working- and facilitation groups are responsible for the implementation of the tasks contained within the respective steps of the LUP/FLA process. In order to facilitate this exercise tell the participants to complete the handouts from Session 2.5, which contain a blank


column about the responsibility for each task in the LUP/FLA process.

7. Allow 30 minutes time for group work.

8. After all groups have finished, invite a representative from each sub-group to present their results in plenary. After the representative from one group has finished, ask the entire group if they agree. If they do not agree, facilitate discussions to find consent.

9. Add the result to the completed A0-posters from Session 2.5.

10. Show the poster with the various facilitation- and working groups once more and discuss the tasks and responsibilities of each group in plenary (poster 1 of Trainers Notes 2.6). Let participants write metaplan cards and pin them next to the respective facilitation- or working group.

11. Wrap-up and summarize main outcomes.

TRAINER’S NOTES



Steering Committee

Members: Chairman DPC; Vice-Head ACO;

Head of FPU; Head of District SFE, Commune Chairmen

District People’s Committee

Commune Facilitation Group

Members: Commune Chairman and

Cadastral Officer; Member of CFMB, Village Heads

Village Facilitation Group

Members: Village Head/Village Vice-Head; Representatives of Village Social Organizations and the Communist Party; Key Farmers

Coordination level

Tasks and Responsibilities

- Nominates members of the Steering

Committee and District Working Group - Preliminary approval of forest land areas for

allocation - Submission of LUPFLA results to Dak Lak

People’s Committee

- Coordination of the LUPFLA process - Responsible for active involvement of line

organizations (ACO, FPU, SFE) - Resolution of problematic issues emerging

during LUPFLA

- Facilitation and coordination of LUPFLA-related activities in the field

- Close collaboration and support of Commune and Village Facilitation Groups

- Support of District Working Group in the implementation of field work

- Organisation of commune and village meetings

- Facilitation of consensus-building among stakeholders

- Nominated by the village - Support of District Working Group during

implementation of field work - Responsible for representation of village in

certain steps and activities (e.g. LUP and Participatory Forest Survey)

LUP/FLA Working Group

Members: Technical staff of ACO, FPU, SFE; Chairman and Cadastral Officer of Communes

1 Trainer Notes 2.6


[M1] 2.7.1 Introduction of Technical Tools & Methods – Village Profile

OBJECTIVES At the end of the session participants …

have learned about the importance to know about the history and recent developments of the respective village for the LUP/FLA process

know which information is of relevance and how to facilitate the exercise in order to obtain relevant information.

MATERIALS Pens A0 paper Overview over the LUP/FLA process (Poster 1 of the Trainers Notes 2.5) An exemplary village history table-form, completed during a former LUP/FLA Provincial LUP/FLA Guideline

TIME: 30 minutes

STEPS

1. Clarify where we are in the LUP/FLA process, using the completed poster of Session 2.5

2. Ask the participants if (and why) they think that knowledge about the village history and development is important for a comprehensive LUP/FLA.

3. Explain that based on the knowledge on how the village developed and further information about its present situation, first conclusion can be drawn for LUP/FLA. Often, such assessments about the village situation are also suitable for revealing existing problems. Illustrate this by presenting an example from a formerly conducted LUP/FLA.

4. Explain the objectives and preparation needed for the village profile.

5. Give a brief overview over the steps needed for the implementation of the method - as contained within the LUP/FLA guidelines.

6. Provide participants with coloured cards and ask them to brainstorm on the following questions:

• Which information contained in a village profile is (is not) of relevance to LU/FLA?

• How can a facilitator bring the villagers ‘back on track’ if they do not focus on events relevant to natural resource management, without influencing their statements?

3. Allow 10 minutes for writing and discuss the ideas in plenary.

4. Present an example of a completed village history from a former LUPFLA to


illustrate main issues that have been raised during the discussion.

TRAINER’S NOTES



[M1] 2.7.2 Introduction of Technical Tools & Methods – Participatory Wealth Ranking


understand why participatory wealth ranking is important

know the steps needed for the facilitation of the exercise in a village

MATERIALS Overview over the LUP/FLA process (Poster 1 of the Trainers Notes 2.5) Example of a wealth ranking from a former LUP/FLA

TIME: 30 minutes

STEPS

1. Clarify where we are in the LUP/FLA process, using the completed poster of Session 2.5.

2. Remind the participants that equity is a very important principle of forest land allocation. Ask them which information they think has to be obtained to be able to conduct a sound LUP/FLA. Facilitate a group discussion.

3. If household economy has not been mentioned, bring it up now. Give a short lecture about the fact that local people are able to rank the households of their village relatively to their wealth, and that they determine wealth according to their own criteria (e.g. quality of the house, number of livestock…). The result is reflecting the actual situation much better than trying to rank the households by using criteria that are determined by outsiders.

4. Give a brief overview over the steps required for the implementation of the method:

• All household names are written on paper-slips - it has to be assured that all households are included!

• 5 to 7 key-farmers jointly discuss and classify the households into ‘wealth-classes’. This step might take some time as some households have to be rearranged as consensus among the group of key-farmers is reached.

• Facilitators encourage the group of key-farmers to label every ‘wealth-class’ (e.g. poor – medium – better-off … according to their customs).

• The group of key-farmers develops criteria for each ‘wealth-class’ – this process is achieved by asking questions: Why do you call this group poor? How many ha of wetland rice (…) does the average household in this class have? How many pieces of cattle? ….

• The ranking of households, as well as the criteria for the ‘wealth-classes’ are recorded on an A4-paper.


5. Tell the group of training-participants that the criteria for household classification will largely depend on the local context. Ask them if they can think of some typical examples.

- Size and type of agriculture land (coffee, pepper, cashew, wetland rice, subsidiary crops…)

- Number of cattle

- Labour availability

- Number of months per year the household suffers from hunger

- Type of house (solid building, long wooden house with corrugated iron roof…)

- Production tools and facilities …

• Transfer the result on an A4-paper.

6. Present an example to illustrate your presentation.

TRAINER’S NOTES

Source: Dang Thanh Liem, RDDL Dak Lak


[M1] 2.7.3 Introduction of Technical Tools & Methods – Forest Classification based on local knowledge


Understand objectives clearly Know how to start with it at community

MATERIALS A0-paper, marker State forest classification system Overview over the LUP/FLA process (Poster 1 of the Trainers Notes 2.5) Example of a table of forest classification from a previous LUP/FLA.

TIME: 30 minutes

STEPS

1. Clarify where we are in the LUP/FLA process, using the completed poster of Session 2.5.

2. Explain that local people use criteria that are different from the common Vietnamese forest classification system for assessing their forests. Ask the participants if they can think of any examples.

3. Continue explaining that in order to create a common ground for discussion amongst forestry and extension staff and the villagers, a table is needed linking both – the Vietnamese classification system and the local set of criteria.

4. Mention that this will only work with indigenous communities, as people need to have a tradition in the area.

5. Give a short lecture about the steps which are applied in this tool:

a. Preparation: Set up a core group consisting of 5-7 key villagers with experiences about the local forest resources; obtain a topography or forest classification map; optional you can also bring a GPS; table-form of the forest classification on A4-paper (refer to Tool 4 in the Provincial LUP/FLA Guideline)

b. Conduct a participatory transect walk through all forest types of the village. For each forest type assess the criteria villagers use for classification by asking questions. How do you call this forest? Based on what do you call it like this? – certain species, size of trees, density of trees, certain NTFP… How is the forest traditionally managed by the local people?

c. Record all the information in the table of forest classification.


6. Show a completed table for illustration and discuss the criteria contained within it with group.

7. Wrap up summarizing the main issues.

TRAINER’S NOTES

Source: Provincial LUP/FLA Guideline


[M1] 2.7.4 Introduction of Technical Tools & Methods – Present land-use mapping


have identified positive and negative aspects of the various types of maps that can be used for the facilitation of present land-use mapping

know how to facilitate the process of participatory identification of present land-use

MATERIALS Small paper cards, pens A0 paper A0-Sheet of transparency, Clips or Tape, whiteboard marker, permanent marker Forest classification map, Topographic map, Aerial photomap (if available) An example of a map, which has been completed during a previous LUP/FLA

training. Overview over the LUP/FLA process (Poster 1 of the Trainers Notes 2.5)

TIME: 1.5 hrs

PREPARATION 1. Prepare an A0-poster with the table-form displayed below.

STEPS

2. Start the exercise by pointing out where we are in the LUP/FLA process (use completed poster of Session 2.5). Explain the purpose and learning objectives of this exercise

3. PART I. Various Types of Maps

Ask the participants to list the types of maps, which they have used for previous allocation of forest land, or are aware off. Make a list on an A0- poster (see below). Complete the list if necessary.

4. Ask the participants to form groups – one group for every type of map listed.

5. Now ask each group to reflect on important issues such as accuracy, costs, availability, and suitability (in the context of participatory identification of land use areas by villagers) of the respective type of map. Provide coloured card s for writing.

6. Display the maps you have brought along as an example to the groups.

7. Allow 15 minutes for writing, before asking the groups to stick their cards on the table-form.

8. Let each group representative present the results and discuss them with the


entire group.

9. PART II. Participatory Approach for Present Land Use Mapping

10. Let participants briefly present their experiences made with approaches of present land use mapping during former LUP/FLA. Ask about strengths and weaknesses of the approaches used.

11. Explain that in each participatory mapping approach, time is needed for villagers for familiarisation with the respective map. Otherwise villagers might find it extremely difficult to identify areas under different land-uses.

12. Use a forest classification map as an example. Lay it on the ground and ask participants to group around it.

13. Overlay it with a transparency, using clips or tape to fix it. Demonstrate that the whiteboard markers can be used for drawing, as it can easily be erased in case of mistake - this is important to get villagers confident to draw.

14. Ask the participants about their opinions regarding the initial step (what should be drawn first and why?).

15. Continue explaining that locally known features, such as rivers, mountains, trails, even holy trees are very important for orientation of villagers and should therefore be initially identified and delineated on the map. Demonstrate it by letting a participant redraw a stream or a road…

16. Briefly refer to 3D-Models as very suitable tools for orientation.

17. Based on the features, the next step is to identify certain areas according to the village tradition (NOTE: This step only works if the village has a long history). As frequently encountered in traditional villages, certain mountains or valleys are known by local names, with villagers being aware of their location.

18. Mention that the identification such areas greatly enhances the ability of villagers to identify the location of various land uses within them and that the next step is therefore to identify respective land use types (e.g. young forest, rich forest, agriculture field, slash and burn…).

19. Mention that in villages without a long history in the area (for example villages which have been resettled) identification should start with the actual settlement area, followed by nearby located agriculture fields, slowly progressing towards the (less-well known) forest areas.

20. Once the forest land areas of the village have been delineated, problems, causes and solutions have to be discussed for each area separately.

21. Concluding the exercise, show a completed map from a previous LUP/FLA and discuss the main features.

22. PART III. Field Verification

23. Explain that after the present land use has been completed in the ‘classroom’, field verification will be necessary to ensure that boundaries between the land-use types are determined accurately.


24. Ask the participants to name and explain some methods and tools which can be used for verification.

25. Tell the participants that the “opposite slope”-method is suitable and cost-effective and briefly explain it. Mention that on flat areas where orientation might be difficult, GPS-hand receivers can be used. Emphasise that the maps have to be in UTM or Gauss-Krueger-coordinates to use a GPS (some of the maps do not display any coordinates and can not be used with a GPS).


Topographic Map

Forest Classification Map

Aerial Photomap

3-D Model

Precision /Accuracy

Cost Availability Suitability (participation!)

Available coordinates

…

TRAINER’S NOTES



[M1] 2.7.5 Introduction of Technical Tools & Methods – Forest Inventory

OBJECTIVES At the end of the session participants know about…

the technical requirements for forest inventories

the method used for the assessment of forest condition at time of allocation

MATERIALS Small paper cards, pens A0 paper Provincial Guideline on Participatory Forestland Allocation A0-poster displaying the concept of CBFM (Session 2.1) Overview over the LUP/FLA process (Poster 1 of the Trainers Notes 2.5)

TIME: 1 hour

PREPARATION 1. Prepare an A0-poster with the table-form displayed below.

STEPS

2. Start the exercise by pointing out where we are in the LUP/FLA process (use completed poster of Session 2.5).

3. Start the session by asking participants why an assessment of the forest resource is needed at time forest land is allocated.

4. Divide the participants into 3 groups, ensuring that persons with practical experience are more or less equally distributed among the groups.

5. Each group should identify a representative who will present the results of the group work.

6. Explain that first of all we want to reflect on experiences made with forest inventories during LUP/FLA.

7. Assign each group the task to discuss about the issues presented on the prepared A0-poster. Discussion should focus about advantages and disadvantages in regard to the issues presented in the A0-poster.

8. Hand out metaplan cards to each group and tell them to write down their main points and ideas.

9. Allow 20 minutes for group work.

10. After the groups have finished writing cards, invite the representative of each group to come to the front and present the group results.

11. Following the presentation of each group, summarize the main points and facilitate a group discussion about the technical method to be applied and


necessary information to be recorded.

12. Guide the discussion by explaining that in the later stages of the CBFM process, forest inventories are carried out and management plans are elaborated for allocated forest blocks. Use the A0-posters displaying the CFMP concept from Session 2.1 for illustration.

13. Continue explaining that therefore, the sample intensity, as well as the information recorded can be reduced to a minimum.

14. Discuss the standards for forest inventory, displayed in the Trainers Notes 3.6. Facilitate the discussion by making drawings on an A0-poster or whiteboard.

15. Finishing the exercise, show the table form presented in the Provincial LUP/FLA Guidelines (Tool 14), as an example.

Group 1 Group 2 Group 3 Sample Plot (Size, Shape…)

Sample Intensity (Number of sample plots needed)

Necessary information (recorded in each sample plot)

Tools required for measurement

TRAINER’S NOTES



:

Methods of forest inventory

While the Provincial LUP/FLA Guidelines still leave some leeway in regard to forest inventory, it is important to provide participants with a specific method they can apply and teach in future trainings on LUP/FLA. It is important that all measures adopted are cost-effective, meaning that the best use has to be made of available resources.

In the following, two methods are introduced, the first representing a more conventional approach where tree diameters are measured with the help of callipers or diameter-tapes, while the second method is confined to the assessment of basal area.

Sample survey This method has been designed based on experiences made with forest inventories for CBFM, amended to suit the specific context of LUP/FLA. A method for forest inventory has to detail precisely the sample-plot design (size and shape), survey-method (distribution of sample -plots), as well as information to be recorded within the sample-plots.

Sample-Plot Design

Size: 200m2

Layout: One sample plot consists of two compartments, 10m x 10m each, established along transect lines (as displayed on the right).

Demarcation: The transect line is established using a hand-held compass. Generally, transect lines are located facing uphill and downhill to include the ecological gradient. Ropes (2 x 10 meter) are used for the demarcation of the compartments, it is sufficient to demarcate the sides perpendicular to the transect line (as displayed on the right).

Sample Intensity

Inventories are carried out for each forest type and condition (for example dry-dipterocarp forests in regenerating state IIA, and IIB) separately. The number of sample plots to be established is determined in accordance to the size of the actual forest area, displayed in the table below.

Forest Area (ha) Sample-plots (N) 0 – 20 at least 4

> 20 – 40 at least 6

> 40 – 60 at least 8

> 60 – 80 at least 10

> 80 - 100 at least 12

> 100 at least 14

Trainer Notes 2.7.5

1

10 m

10 m

Transect line

One sam

ple plot – consisting of tw

o compartm

ents

One compartment


:

Survey method

Given the small number of sample plots to be established, sample plots have to be established in representative locations. For the selection of representative locations, however, some experience is required and care should be taken not only to establish sample-plots in parts where the forest condition is above average. Thus, it is recommended to explore each forest area, for example by conducting a transect walk, prior to selecting areas for sample-plot establishment.

Information to be recorded

In each compartment, tree diameters at breast height (dbh) and their species names are recorded, both the Vietnamese, as well as the local name. Diameter-tapes or callipers are used for the measurement of tree-diameters. In order to reduce the workload, also considering that smaller-sized trees are normally much more abundant than larger ones, trees below 9 cm dbh are only measured in the right side of each compartment (the transect line divides each compartment). This means that in the left side only trees ≥ 9cm dbh are measured, while all trees (above 1,3 m height) are measured on the right side (see below).

Based on the information recorded, the stemnumber per ha, as well as the mean average diameter (dar) of the stand will be calculated. Results are compiled in one table-form (see below).

Forest block No.

Classification Local Name Main tree species N/ha dar (cm)

1

Degraded – IIIA1

Poor Forest

Canarium Parashorea Fagaceae

350 15

2 Medium – IIIA2

High Forest

Lagestroemia, Xylia dolabriformis, Aglia roburghiana

550 22

Trainer Notes 2.7.5

2

Subplot B Measurement of

trees > 9cm dbh

Subplot A Measurement of all trees >1.3m height

10 m

10 m

Tran

sect

Lin

e

One Compartment


:

Significance of the average mean diameter for assessing forest condition and management The average mean diameter of a forest stand is subject to change following the harvesting of either many trees in the lower diameter-classes or in the upper ones.

Take for example the stemnumber-diameter distribution displayed below. The red line represents the average mean diameter of the respective forest stand.

What will happen if the trees in the lower diameter-classes (6 – 11,9 cm) are harvested? The average mean diameter will shift to the right, i.e. it will increase, as displayed below.

Does that mean that our forest is of better quality or has more volume if a farmer has cut all the smaller-sized trees? CERTAINLY NOT ! This is the reason why the average mean diameter is not very suitable for assessing the quality of forest management.

Trainer Notes 2.7.5

3


4:

Introducing basal area

Basal area (also expressed by the letter “g”) represents a reliable estimate for the density of a forest stand. It is expressed as the sum of the basal areas of each tree, measured at 1,3 m height, expressed as a “per-ha-value”.

Imagine that the square on the right is a forest. The brown circles represent trees, with their diameter being measured at 1,3m height. The basal area is nothing else than the sum of those “circles” (i.e. the diameter at breast heights of the trees).

This means that if any trees are harvested, the basal area is actually decreasing. If good management is applied, the remaining trees will grow faster (the brown circles in the above example will increase) and accordingly the basal area will also increase (and might even surpass the original value). If forest management is unsuitable, the basal area will decrease and as a result of negative impacts (upcoming ground vegetation, soil erosion …) will also not come back to the original level.

The Angle-Area-Count Method … or how to measure basal area

The measurement of basal area can be achieved very cost-effectively. All you need is a wooden stick of 0,5 meter length with a little plate mounted at the end. The plate has to have a width of 1cm.

Using the tool is quite simple – just hold the stick below your eye and “aim” over the plate (as displayed above).

Trainer Notes 2.7.5

Tree-diameter at breast height

∑

50 cm

1 cm

Plate


:

Sample intensity and survey method

Plots are distributed in the respective forest block systematically. This means that a starting point has to be determined on the map and that the person measuring starts walking from the starting point in a designated direction (preferably uphill and downhill). No tape measure for the exact distance between plots is needed – it is enough if the steps are counted. After every 100 steps (approximately 50 meters), the centre of one sample plot is reached (see below for instructions about the measurement) and the measurement can start (as explained below).

Forest Area (ha) Sample-plots (N) 0 – 4 ha at least 10

> 4 – 10 ha at least 15

> 10 – 30 ha at least 20

> 30 – 50 ha at least 30

> 50 – 70 ha at least 40

> 70 ha at least 60

Information to be recorded Once the plot centre has been localised, the following steps are needed for the measurement of information within the plot:

1. Place the wooden stick below your eye and aim over the plate (refer to page 4). Remember your starting point (for example the tree you start to measure) – this is important as otherwise you will measure trees twice.

2. Turn around on the spot in a complete circle (360°), aiming at all trees in 1,3m height (dbh). Be careful not to measure too low or too high when you stand on a slope – measure parallel to the slope!

3. Count every tree that is larger than the width of the plate as “1”.

Trainer Notes 2.7.5

5

Tree does not count (plate width larger than dbh)

Tree counts (dbh larger than the plate width)

1,3 meter


:

The number of trees you count in the plot represents the basal area, expressed as a per ha value (g/ha). In order to obtain an average value of basal area per ha for the entire forest block (G/ha), sum up the basal area values of all the plots you have measures and divide them by the number of plots (N).

G/ha = (∑ g/ha) / N Evaluation of survey method

The biggest advantages of this method are that no plot boundaries need to be established and that the measurement of trees is quite fast. The time needed to complete one plot should not take more than 2 minutes, which means that much more plots can be established than with conventional methods of forest inventories.

The location of sample plots in representative forest areas is one of the biggest disadvantages of the method using conventional sample-plots of 500 m2, this will lead to results which are not representative for the respective forest area. The possibility to establish more sample plots in the same time makes it possible to cover the entire area of a forest block, which will results in estimates that are representative of the actual forest condition.

Trainer Notes 2.7.5

6


[M1] 2.7.6 Introduction of Technical Tools & Methods – Forest land use planning


know about the steps of the method and how it is applied it in the village context

understand the importance of forest land use planning in the context of CBFM

MATERIALS A0 paper, marker

Example of a village sketch map and present land use map (refer to Session 2.7.5)

Example of a forest land use map and respective table forms from former LUP/FLA

Provincial Guideline on Participatory Forestland Allocation Overview over the LUP/FLA process (Poster 1 of the Trainers Notes 2.5)

TIME: 1 hour

PREPARATION 1. Copy both table-forms presented below on A0-paper.

STEPS

1. Start the exercise by pointing out where we are in the LUP/FLA process (use completed poster of Session 2.5).

2. Explain that as a result of the present land use planning and field verification we now the location of different land-use types (e.g. agriculture land, forest land, settlement areas …) of the village. Use the sketch map and present land use map of Session 2.7.5 for illustration.

3. Mention that in this exercises we are focussing on the forest land that is to be allocated. The primary objective is to determine with the villagers they plan to do with their forest land.

4. As probably all of the training participants know, according to the Vietnamese classification system forest land also consists of bare land. This is a very important issue, as villages might for example be in need for land for cultivation.

5. Mention that the first step of the exercise is thus to determine whether some areas of the proposed forest land have to be taken into different land uses, before a more detailed land use planning is achieved for the forest land to be allocated.

6. Ask the participants whether (and why) they think it is important to revise the proposed forest land – also asking about possible future implications in case it is not done. Facilitate s group discussion.

7. Briefly present the steps of the exercise:

a. Preparation: Setting up a core group consisting of 5-7 key villagers experienced in forest resources.


b. Villagers are encouraged to draw a table-form of forest land use (see the example below).

c. For each of the village areas (remember that in Session 2.7.5 villagers determined areas which they know according to customs/tradition to facilitate the process of identification of present land uses), the forest land is revised and results are displayed on the sketch-map as well as the table-form (Table 1).

d. Following the revision of forest land areas, a simple land use planning is done together with the villagers, generally determining whether specific forest areas are for protection, exploitation, or afforestation (Table 2). Mention the importance of this step for the following forest management process.

e. The final results are transferred onto the official future land use map.

8. Illustrate the process by providing an exercise, showing and explaining an example from former LUP/FLA.


Table 1 Revision of proposed forest land

Future land use planning (in proposed forest land areas)

Local area Description Permanent agriculture

land

Land for population

area

Land for capital

construction Forest land

Table 2 Forest land use planning

Purpose Location

Forest type (according to local

classification Area (ha)

Afforestation Protection …

TRAINER’S NOTES



[M1] 2.7.7 Introduction of Technical Tools & Methods - Determination of a suitable mode of allocation


are aware of the implications of forest land allocation on forest management

have an understanding about the suitability of the form of ownership in dependence of the village tradition and land-use type

MATERIALS Small paper cards, pens A0 paper Provincial Guideline on Participatory Forestland Allocation Overview over the LUP/FLA process (Poster 1 of the Trainers Notes 2.5)

TIME: 1.5 hours

PREPARATION 1. Prepare A0-posters with the table-forms displayed in the Trainers Notes 3.8.

(leave respective cells blank as they will have to be completed during group work).

STEPS

2. Start the exercise by pointing out where we are in the LUP/FLA process (use poster 1 of the LUP/FLA process).

3. Explain that forest land allocation has important impacts on forest management (as already explained during the outline of the CBFM process).

4. Moreover, the form of ownership is also going to have implications for the allocation process – e.g. the achievement of equitable distribution of forest land, as well as the required labour input for demarcation and maintenance of the allocated plots of forest land.

5. Tell the participants that a good facilitator of LUP/FLA has to be aware of the implications of the form of forest land allocation to be able to discuss them with villagers, guiding them to identify a suitable form of allocation.

6. Tell the participants that for this exercise you are presuming to be in a village which has generally three types of forest land use:

• barren land near to the settlement areas (< 30 min access), where villagers plan do afforestation and cultivation

• degraded forest in intermediate distance to the village (30 min – 1 hr access time), where villagers would like to do some agro-forestry and stand improvement (thinning, enrichment)

• natural forests distant to the village (> 1 hr), where villagers want to


harvest timber for construction purposes, as the resource is well developed

Use an A0-paper to make a sketch-map of the settlement area and respective land use types around it.

7. Ask the participants to form three groups. Distribute one table-form and coloured cards to each group. Each group has to assign one representative.

8. Go through the different criteria provided on the table-form and provide brief explanations:

• Achievement of equitable distribution: Is it difficult/moderate/easy; think about resulting plot shapes; possible problems (e.g. not all households receive forest land in case of individual allocation…)

• Labour input for allocation: high/moderate/low; what is constituting the most labour…

• Maintenance of boundaries: high/moderate/low; is regular clearance of plot boundaries necessary? If yes how often? Is it likely that owners will do it in the future (do they have enough capacities)?

• Forest management: Is the mode of allocation for the land use type practical in regard to making management plans? What are implications for management (think about plot –size and shape…)?

• Protection: Is it likely that the receiver can protect the allocated forest land? What about situations with illegal logging by outsiders? What about incentives to also protect the land, which has been allocated to others?

• Remarks: This column will be completed after the discussion with the entire group and will contain conclusions regarding the mode of allocation.

9. Allow 20 – 30 minutes for group work. Tell participants to think in practical terms when completing the table form. Guide the groups by illustrating their particular case providing examples from former LUP/FLA.

10. Ask the group representatives to present the findings of their group. Discuss all issues with the entire group and ask for more practical experiences made.

11. Based on the discussed result, come up to a conclusion for the respective form of ownership together with the group and let the representative write it down in the column ‘Remarks’ (refer to completed table forms for examples).

12. Continue the same way with the remaining groups.

13. Wrap up summarizing the main findings - emphasising once more that the suitability of the form of ownership depends on the village tradition as well as the respective land use type (e.g. natural forest, afforestation, agro-forestry…).

TRAINER’S NOTES



:

Individual Household Plot-size Small (< 30 ha per household)

Land use type Natural Forest Agro-forestry/ Improvement

Afforestation (bare land)

Distance to village Far Medium Medium – Close

Achievement of equitable distribution

Difficult– forest might be inhomogeneous;

Plots likely to be narrow + facing uphill

Difficult;

Plots likely to be narrow + facing uphill

Moderate;

Depending whether sufficient bare land is available

Labour input

High;

Clearance of ground-vegetation and marking of boundaries

High;

Clearance and marking of boundaries – secondary forests likely to have more ground vegetation

High – moderate;

Demarcation of individual plot boundaries

Allo

catio

n

Maintenance of boundaries

High;

Regular clearing of ground-vegetation in border-strips

Unlikely that household will maintain boundaries in future

High;

Thick underbrush – clearance even needed more often than in natural forests

Unlikely that household will maintain boundaries in future

Low;

Especially if area has been afforested farmer remembers location well

Man

agem

ent

Practicability

Management of individual plot not very practicable (high boundary – area ratio)

Suitable for making investments in the land – but depending on the capacities to protect the resource

Suitable for intensive cultivation (near the village + individually owned)

Pro

tect

ion Capacity and

commitment of individual household

Likely to be insufficient (large distance, illegal logger);

Low incentive to protect land of neighbour (likely not to know boundaries)

Likely to be insufficient (distance!);

Low incentive to protect land of neighbour (likely not to know boundaries)

Sufficient;

Close distance, frequently visited for management ...

R

emar

ks

Allocation to individual households not recommended for natural forests located further away from the village – individual households are likely to have insufficient capacity toprotect the land and/or to maintain their boundaries + unpractical for management. It might be difficult to allocate barren land equally among all households if it is scarce.

Trainer Notes 2.7.7 1


:

Groups of households Plot-size Medium to large





Moderate – easy;

Depending on actual process of group formation

Moderate – easy;

Depending on the actual process of group formation

Moderate – easy;

Depending on the actual process of group formation

Labour input

Moderate;

Boundaries coincide with natural features – additional boundaries between groups

Moderate;

Boundaries coincide with natural features – additional boundaries between groups

Moderate;

Establishment of boundaries between groups (less work)

Allo

catio

n


Moderate;

Group can share work of maintaining their borders + less border in comparison to area

Likely that group will maintain boundaries in future

Moderate;

Group can share work of maintaining their borders + less border in comparison to area

Likely that group will maintain boundaries in future

Low;

Especially if area has been afforested farmer remembers location well

Man

agem

ent

Practicability

Joint management of forest block practicable in regard to management plan establishment, as well as labour availability.

Joint management of forest block practicable in regard to management plan establishment, as well as labour availability.

Group needs to be able to make joint investment and agree upon benefit sharing, or distribute bare land among its members

Pro

tect

ion Capacity and

commitment of group

Likely to be sufficient

Also incentive to protect forest block of neighbouring group (boundaries are known)

Likely to be sufficient

Also incentive to protect forest block of neighbouring group (boundaries are known)

Sufficient;


emar

ks Might be especially suitable in villages consisting of more than one ethnic group.

Groups should ideally be made up of family clans.

Option for villages which do not want to allocate natural forests to entire village



:

Entire Village Plot-size No plots needed - forest blocks as units for management planning





Village intern Village intern Village intern

Labour input

Low;

Only verification of forest block boundaries

Low;

Only verification of forest block boundaries

Low;

Only verification of future land use planning (i.e. which areas will be transferred into agriculture land, which ones afforested…)

Allo

catio

n


Not needed (natural boundaries)

Not needed (natural boundaries)

Low;

Division of land to households according to village customs

Man

agem

ent

Practicability

Very practicable – management plans for forest blocks, responsibilities and benefits regulated village internal

Very practicable – management plans for forest blocks, responsibilities and benefits regulated village internal

According to existing village customs

Pro

tect

ion Capacity and

commitment of village

Sufficient (protection organised in groups)

High incentive for villagers to protect forests from outsiders

Sufficient (protection organised in groups)

High incentive for villagers to protect forests from outsiders

Sufficient;


Rem

arks

Especially suitable for villages with a long tradition/history, with strong cultural ties and of homogenous ethnic composition.

Positive effect of allocation to entire village community for the internal monitoring of forest resource management.



[M1] 2.7.8 Introduction of Technical Tools & Methods –Participatory development of criteria for the distribution of forest land


are aware of important issues regarding the distribution of forest land amongst households and/or user groups

have gained knowledge about the steps of the method

MATERIALS A0 paper, marker Provincial Guideline on Participatory Forestland Allocation Overview over the LUP/FLA process (Poster 1 of the Trainers Notes 2.5)

TIME: 30 min

STEPS


2. Explain that whenever forest land is allocated to individual households or user-groups, a set of criteria needs to be determined for the prioritizing of households.

3. Ask the participants if they think it is necessary that the villagers determine this set of criteria themselves? Why/why not?

4. Briefly present the steps of the method:

a. A village plenary meeting is organized in which the village head informs the village about the results of forestland use and emphasize forest land use planning (area, forest types, location…). This meeting is also used to get some feedback about results and suggestions for adjustment and modification of forest land use planning.

b. The facilitator encourages the household representatives to come up with criteria for the distribution of respective forest land amongst households or user groups.

Ask the TOT-participants if they are aware of some criteria based on former experiences with LUP/FLA. Possible criteria comprise: Distance of farmland to forest area; Household-clans (important for the formation of user-groups); Households living in a section of a village, closely located to the forest area to be allocated…

c. Once a set of criteria has been identified and agreed upon, villagers discuss in


plenary about every household who wants to receive forest land. Small cards with household names are used to put on a sketch map drawn on an A0-poster.

Again ask the TOT-participants where there might be problems in this process and possible solutions to overcome them.

[NOTE: in cases where villagers intend to individually receive natural forests, discussions about how to equally divide it usually do not come to a conclusion. This represents an opportunity for the facilitator to once more offer the possibility to allocate forest land to user-groups – refer back to the last Session!]

6. Present an example from former LUP/FLA for illustration.

7. While discussing about the distribution of forest land among the village, take the chance to ask the TOT-participants about their opinion about gender equality in the red-book certificates. Possible questions include: Do you think that it is necessary to mention the name of both, husband and wife in the red-book certificate? Why/why not? What are possible implications if only the name of the husband is listed – for example in case of divorce? …

8. Wrap up, summarizing the main issues.

TRAINER’S NOTES



[M1] 2.8 Preparation of legal documents


have shared their experiences with the elaboration of legal documents

have clarified existing questions

MATERIALS A0 paper Provincial Guideline on Participatory Forestland Allocation Overview over the LUP/FLA process (Poster 1 of the Trainers Notes 2.5) Completed Forest Land Allocation Report as an example.

TIME: 1.5 hrs

STEPS


2. Explain that the purpose of this session is to clarify the preparation of a selection of legal documents.

3. Ask participants about existing experiences with the elaboration of legal documents related to LUP/FLA. Ask whether they have any questions related to a specific document. If necessary compile a list of legal documents about which further clarification is requested.

4. Explain that the principle for the elaboration of legal documents in the LUP/FLA process is to consider the specific recipient, and as a result identify certain practical requirements. Therefore, it has to be ensured that respective documents have a simple structure and are written in a language that is easily understood by local people.

5. Clarification is needed regarding the following documents, facilitating participants to elaborate them in the future. However, provide more explanation and clarification if requested by the participants.

Application form for forest land allocation

• It should be encouraged that both, husband and wife are mentioned under “Allottee”, this is especially important regarding that both, husband and wife are also mentioned in the red-book certificate (if the land is allocated to individual households)

• As far as ethnic minority households are concerned, traditionally several generations can live in one long house. Since this frequently includes married couples it should be explicitly stated in the


application (as household separations in the near future are likely)

• As already discussed in earlier sessions, villagers cannot be expected to know the current state forest classification system.

• Therefore, the specific location of forest land the applicant intends to receive should also be a indicated with a locally known name.

Outline of FLA report

• Since the FLA report summarizes and presents all results of the LUP/FLA process, it will be helpful to provide an example from a former LUP/FLA process and go through its main elements together with the participants. Briefly going through all the results of the LUP/FLA process can also help to solve remaining questions.

FLA Contract

• Clarify that the term “representative of the allotter” actually refers to the Chairman of the DPC and the Head of ACO.

• Clarify that the term “representative of the allottee” actually depends on the form of allocation:

- to the entire community - at least 3 persons of Village Forest Management Board;

- to user groups - head and vice head of the respective user group. A list of all households of the user group is attached to the land use certificate;

- to individual households – both, husband and wife of the household.

Application form for the issuance of forest land use right

• Clarify that the application is only intended for households who are managing a specific area of forest land and want to get legal confirmation.

6. District PC’s decision on forest land allocation to community, user group and individuals

7. Wrap up, summarizing the main issues.

TRAINER’S NOTES



[M1] 4.1 Introduction to adult learning


explain how adult learning is most effective draw the experiential learning cycle list the role and tasks of a trainer so that the training is most effective

MATERIALS

Flipchart “we remember 20% of what we read, …, 90% do and explain” (see ToT Book)

Handout: role and tasks of the trainer (ToT Book chapter 1.2)

TIME: 150 (90 + 60) minutes

STEPS

General part (45 min)

1. Start with the question: “when was the last situation you have been learning something new”? Give a short moment for the participants to think about it. Then ask them to share it with the group. Guide the discussion with questions on further details like: What did you learn? Why? How did you learn? Who helped you?

2. Introduce lecturing on adult learning principles (see ToT Book Chapter 1). Include as well differing characteristic between adult learning and classical school education for children.

3. Ask what participants think, how adult learning is expected to be most effective. Collect the answers, comment them, compare with points collected in the first step. Finally complete the list according to chapter 1.1 in the ToT Book.

4. Show the flip chart to visualize the significance of different ways of learning.

Experiential learning cycle (45)

5. Another way of looking at adult learning is suggested by the model of the experiential learning cycle (ToT book chapter 1.3.1). Explain the model.

6. Try to attribute the cards (experiences) from the introduction question in step one to the four sides of the learning cycle.

7. So, we can see there are different ways of learning according to this model. Explain the different learning styles according to chapter 1.3.2 ToT book.

The role of the trainer (60 min)

8. Take again the list of how adult learning is most effective. Ask: “if we know now how adult learning is most effective, what roles and tasks should a trainer assume in order to foster such kind of learning?” Let participants list their


ideas, and discuss them.

9. Hand out: role and tasks of the trainer. Point to the relation of adult learning principles (first column) and the tasks of the trainer in order to foster this specific principle!

TRAINER’S NOTES

During the first round of sharing experiences on learning situations, take notes on the flipchart of those points that relate to the adult learning principles (adults learn best when…). In the following steps you can relate back to these collected points, and participants have a better feeling that their experiences relate to the session content.



[M1] 3.2 Introduction to facilitation (main 4 competences)


mention the four key competences of facilitation

identify characteristics of good facilitation

MATERIALS Small paper cards, pens A0 paper Four “headlines” on paper cards:

o Communication o Group moderation o Contribute technical knowledge o Convey empathy

TIME: 90 minutes

STEPS 1. Open with a question: what is facilitation – and why do we need facilitation (just

as a start up and to see whether participants have already some experiences) 2. Explain that new methodologies like participatory forest protection or

management planning focus on the involvement of the local people. In contrast to traditional planning, the planning staff needs additional skills, i.e. needs to know how to facilitate participatory processes. • Prepare two or three examples from your own experience to demonstrate

what you mean. • You can ask also here for examples from participants’ experiences.

3. Introduce a short exercise: Individual work (10 minutes)

• Participants think about one person they consider a really good facilitator. • They analyze what are the special competences of that person, and they

write down the points on paper cards (one characteristic, skill, attitude per card only!).

Small group work (15 minutes) • Participants form three or four groups • They present their findings among each other • The groups have to select the top 10 points of a good facilitator (if the

groups are small 3 or 4 participants only, they should select the top 7 points of a good facilitator!) – result: 10 cards (or 7) with each one competence.


Plenary (30 minutes) • The trainer sticks A0 posters to the pin board with the four headlines

o Communication o Group moderation o Contribute technical knowledge o Convey empathy

• The speaker of each group presents the top 10 (or top 7) competences and attributes each card under one of the four headlines (the plenary can comment, object, support…)

• The trainer can now resort (if necessary), give final comment, summarize 4. Give Handout on basics in facilitation (or refer to chapter 1.5 in the ToT Book).

Give time for reading. 5. Compare results of above exercise with the points in the ToT book, wrap up.

TRAINER’S NOTES



[M1] 3.3 Moderation of group discussions (introduction)

OBJECTIVES

At the end of the session participants are able to… realize the important role of group moderation in training/facilitation list out what are important points to consider when moderating a group

discussion

MATERIALS

A0 paper and coloured cards List of “basics about facilitation” (ToT Book chapter 2.1)

TIME: 45 minutes

STEPS

27. Introduction: moderation of a group discussion is certainly the most frequent task of a facilitator and thus the basic skill to acquire. It seems not so difficult at first sight, but in fact it requires some experience and a well developed personality.

28. You all have experiences either from being a moderator yourself or from participating in sessions that were facilitated by a moderator. So all of us have an idea what makes a good moderator, and what are details to consider when moderating a group discussion.

29. Small game: Divide the participants into two to four small groups. Give 5 minutes time to

list down on A0 the details that a good facilitator should consider when moderating a group discussion.

After five minutes the participants have to put away the pens and stick their list to the pinboards, so that the four lists can be compared.

Now, take the list of the “basics about facilitation“ (ToT Book chapter 2.1 – the same list is also in the training logbook or the VDP facilitator’s guide). Compare this list with the findings of the subgroups and count how many points coincide.

Give an applause to the winners, but point out that this is rather a game as a list of good skills can not be fix but can vary. Important is that all participants demonstrated a good sense for what is good moderation.

30. Using flip charts, pin board and overhead projector (practical tips): Give practical tips on how to use training aids and what to avoid (see also ToT

Book chapter 4.3)



[M2] 3.4 Introduction to questioning and probing

OBJECTIVES

At the end of the session participants are able to…

use properly questioning and probing techniques

MATERIALS: A0 paper

TIME: 60 minutes

STEPS

Questioning

1. Introduce the session by saying that asking questions is a very powerful facilitation tool in a participatory decision-making. Explain that if we want our villagers to learn, we as facilitators have to be able to ask the right questions in the right way.

2. Facilitator perform a role play “definition of management goal“ priority selection in LUP/FLA” to show when and why to use different kind of questions. What are the results from using different questions?

3. List the answers in plenary. Reflect on the answers given and group into open and closed questions. Summarize and explain the difference between open and closed questions. Participants will understand “what” are open and closed questions

4. Reflect on the use and expected results from using different questions.

5. Invite participants to work in pair and practice asking closed and open questions (2 questions per pair).

6. Invite participants to work in pair and practice asking prepared questions (2 questions per group).

7. Invite participants to give examples for both types.

8. Explain that there are different types of questions apart from open and closed ones. Ask if they can think of other types of questions to be used for working purposes. Discuss some of the advantages and disadvantages of the other types of questions and give examples (see handout).

9. Summarize and Give examples of probing questions and discuss their use. Probing

1. Reflect on the use of open questions and the purpose of probing.

2. Facilitators perform a game by asking participants to identify a hidden object in his bag by using open questions.

3. The facilitator has to describe the object by not giving too many details at one


time. Every answer has to give a little help only.

4. Every question and answer is noted on flipchart and discussed immediately about (i) the intention of the question, (ii) the information gained and (iii) the next question to be followed.

5. Ask participants why probing is an important skill in forest extension and when it should be used?

TRAINER’S NOTES

Suggested object should be some thing all participants would know such as a bottle, book, comb, and so on.

Source: RECOFTC


[M1] 5 Course evaluation-participants’ learning and action plan


evaluate a training course

give helpful feedback to the trainers

gain better awareness of the own learning results

MATERIALS

Copies of end-of-course evaluation sheets for each participant A0 paper, pens

TIME: 60 minutes

STEPS

Self evaluation 1. Introduction: the first ToT module is coming to an end and it is time to reflect

what we have done, and what the learning results are. The evaluation will be both, on the individual level of the participants, and on the course with its training methods, materials etc.

2. The first part of the evaluation of the program is on the individual: what has each participant learned in this program, which progress can be observed, have the individual learning plans been achieved in a satisfactory way etc.

3. Individual work: ask participants to take their training logbook and to carefully fill in the “evaluation and action plan at the end of the first ToT module”. This contains questions like “what was the most helpful thing to learn in this course” etc.

4. Participants can look back to page 5 and 6 of the training logbook to see whether they have made progress in the skills they wanted to improve during the course.

5. Action plan: when all participants have finished, explain the next step: on the last page of the training logbook there is a form for an individual learning plan.

During the ToT program there will be plenty of opportunities and training sessions for improving facilitation and training skills. But the participants should select themselves what is most important for them, and for which competences they have highest motivation to improve.

Based on the two self-evaluations, on facilitation and on training skills, participants should now think of the two most important competences, which they want to improve, and fill in the “trainee’s individual learning plan”.

6. Later, the ToT trainer might discuss individually with the trainees if coaching on


the job is desired, and when and where to organize.

Course evaluation

7. Individual work: Now, participants should take their time to fill in the standard form for end-of course evaluation. This information will be helpful for the trainers to get an idea of the strong points and weak points of the course and how to improve it in the future.

8. Optional group works: additional to the individual evaluation on the course you can e.g. organize a “written conversation”: take out the chairs from the room, distribute four tables in the training room, and put each one A0 paper with several pens on the tables. On each paper you can write a question, e.g. “what was the most exciting session in this course”, “what would you like to be different in the next module”, “what was the most helpful thing to learn for application on my job” etc. Give participants 15 to 30 minutes (depending on the group dynamics) and ask them to comment in written form on the papers. Comments and questions can also be written to contributions of other participants, so that a written conversation takes place. Many discussions can go on at the same time. Important: it is not allowed to speak during this session. You can also put some music. Later on the trainer team has to transcribe the comments and written conversations to computer for the report.

9. Optional feedback round among the participants: participants put their chairs in a circle and put an A4 paper on it with their name. Then, each one can write on small paper cards feedback comments to group members. Also the trainer should have his chair in the circle. This exercise can contribute to a more open and affective atmosphere in the group (though the course is just about to finish – but the relations will continue). But be careful!: if there are hidden conflicts in the group, such an exercise can go wrong because of careless comments among conflict partners that might hurt and make even more damage. So observe well the group dynamics whether the exercise appears suitable or not.

10. Finally, let participants gather in the chair circle again and ask for final comments and good wishes for the coming time. Express your gratitude to the participants for their active participation and their helpful feedback to the trainers.

TRAINER’S NOTES



Standard form for end-of-course evaluation

To be filled in by the participants at the end of each training course Date:

Location: Training about: Organizer:

1. Overall opinion: What is your general opinion about this training course? Marking Comments Excellent Good Medium Not so good

2. Usefulness: Did you learn something useful for your real job? What was the most interesting? Marking Comments Very useful Useful Medium Not useful

3. Training methods: Were the methods participatory, practical and interactive? Marking Comments Excellent and

diversified

Good Medium Not so good

4. Training materials: What is your opinion about the quality of the training materials? Marking Comments Excellent Good Medium Not so good

5. Trainer’s competences: What is your impression about the trainers (empathy, enthusiasm, capacities)?

Marking Marking Marking Name: Name: Name:

Excellent Excellent Excellent Very good Very good Very good Good Good Good Medium Medium Medium Not so good Not so good Not so good

6. What do you suggest for improving this courses?


Annex 1: List of participants of a ToT training course on LUP/FLA

Requirements before joining the training

No.

Full name/

address of agency Attitude Time

available Knowledge in

LUP/FLA

Remarks

1. Excellent very good good

sufficient not enough

Excellent very good good




3.



















9.




















Annex 2: Training evaluation form

The trainees are requested to fill in the form at the end of the training Date:

Location: Training about: Organizer:

1. General: What is your general opinion about this training course? Give a mark Comments Excellent Good Medium Not so good

2. Usefulness: Did you learn something useful for your real job? What is the most interesting? Give a mark Comments Very useful Useful Medium Not useful

3. Training Methods: Were the methods participatory, practical and interactive? Give a mark Comments Excellent Good Medium Mostly lecturing

4. Training materials: What is your opinion about the quality of the training materials? Give a mark Comments Excellent Good Medium Not so good

5. Training capacities: What is your impression about the trainers (empathy, enthusiastic, and capacities)?

Mark Mark Mark Name: Name: Name:

Excellent Excellent Excellent Very good Very good Very good Good Good Good Medium Medium Medium Not so good Not so good Not so good

6. Which changes are necessary for the improvement of next training courses?