Engaging communities in local ecology conservation

Natural ecosystem services are affected by the impacts of climate change. It is important to factor anticipating, mitigating and adapting to climate change into ecological conservation initiatives. Community groups can take the following steps:

When you are planning an ecological conservation project, keep in mind the following points:

• Livelihood potential: enterprises, eco-tourism, rangers, etc.
• The community’s training needs.
• Organisations and individuals who can support you — allies are very important.

The following tools and formats may be useful when you are planning a conservation project:

• Assessment tools: You can use focus group discussions and interviews with community members to identify concerns relating to the need for conservation. You can ask questions related to:
  • Impacts of climate change on livelihoods, the environment and health that the community has seen over the years.
  • Key issues that the community may want to address.
  • The reasons for the concerns. Has anything been done? If so, by whom?
  • How ready community members are to take up the conservation action.

Some points to note at all times:

• • Respect the community’s cultural sensitivities.
  • Include everyone and ensure everyone’s opinion is sought.
  • Use video or audio interviews only if participants are comfortable with them.
  • Gather secondary information such as maps, data on temperature, rainfall, etc. This type of information is generally available at government offices.

• Stakeholder mapping: When you decide to plan a conservation project, find out who will be affected by or can affect the project, and who can help you implement your project or may create challenges for you. Community stakeholders would include the community itself — including women, youth and children — and decision makers within the community; external stakeholders would include funding agencies, NGOs, government representatives, businesses etc. You can use the following format to map the stakeholders:

Use the formats in Unit 3 and Unit 4 to develop the advocacy and communication strategies for the project.

• Monitoring: Communities can actively participate in monitoring the progress of their project activities. This not only makes it easier to make any mid-course corrections but also builds the community’s confidence to move forward. Monitoring should be built into the project plan to provide timely information to the group.

Sample task monitoring sheet (can be done for the whole year)

• Documentation: The community group can keep records of activities, outcomes and evidence of any changes they have observed. They should also note any challenges and the reasons for them. Stories from the community work can be documented using videos, audio or blogs. When stories about activities and successes are communicated beyond the community they can have a big impact. For example, women in one of CEE’s projects were trained in using cameras to document their stories, which were then used as awareness-raising tools.

These are only a few of the tools and processes that can help you to plan and implement a conservation project in your area.

Assessment

Formative assessment: 5.2

Scenario:

Your village is located near an ecologically fragile area known for its rich biodiversity. Over the past few years, though, this area has begun to change. The grasslands that once covered a large part of the area have shrunk. You have noticed that the deer population has also become smaller, which may cause leopards to venture out of the forested areas and into your village in search of food. Your village committee meets to discuss the issue and you all realise that it is not only about how to protect yourselves and your cattle from the leopards but also about how to rejuvenate the grassland.

Assign the following roles to different members of your group and discuss the problem and possible solutions:

• Village head (woman): Is proactive and interested in finding a solution.
• Village committee member 1: Brought the issue up at the committee meeting and is interested in finding a solution.
• Village committee member 2: Is sceptical about the community’s ability to solve the problem and worried about the welfare of his family. May leave the village out of fear.
• NGO member: Is helping the community find a solution to the issue. Has brought a government representative to the meeting and is suggesting sustainable climate-friendly alternatives to limit access to the forest.
• Wildlife expert: Says that the grasslands need to be rejuvenated, as healthy grasslands will bring back the deer and when the leopard gets enough food, it may not venture into the village.
• Government representative: Shares information about a small grants programme that may fund the initiative if the community submits a proposal.
• Youth member: Has been carrying out informal bird-watching tours for visitors to the area. He sees potential in eco-tourism as a livelihood option.
• Female community member: Wants access to the forest to gather firewood and other products she needs for her daily life.

Using what you have learned from the other units, work on a climate-smart conservation plan to rejuvenate the grasslands.