Mitigation and Adaptation: Managing Forest Conflicts in the context of Climate Change for the ASEAN Region

27 February – 2 March 2012 ,

COURSE REPORT

Contents 1.0 Executive Summary ...... 2 2.0 Background ...... 3 3.0 Course Evaluation ...... 3 3.1 Course evaluation ...... 3 3.2 Resource person evaluation ...... 5 4.3 Self-assessment ...... 6 3.4 Trainers’ Observations ...... 7 4.0 Recommendations ...... 7 Annex 1 – List of Participants ...... 9 Annex 2 – List of Resource Persons ...... 12 Annex 3 – Course Program ...... 13 Annex 4 – Field Visit Program and Information ...... 19 Annex 5 - Level 1 Feedback Form ...... 26 Annex 6 – Level 2 Participant self assessment ...... 30

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1.0 Executive Summary

Climate change mitigation and adaptation efforts can increase the risk for conflict over forests and land: new policies and governance measures promote various changes that can affect tenure arrangements and rights. As a result of these measures, and linked with a general push to reduce deforestation and forest degradation through the REDD+ initiative, more claims over forests and land are being made. This trend is likely to continue as REDD+ develops.

Nineteen participants, working in the forestry and/or conflict management sectors, from Cambodia, Indonesia, Lao PDR, Malaysia, Philippines, Thailand and Vietnam successfully completed a course on “Mitigation and Adaptation: Managing Forest Conflicts in the context of Climate Change for the ASEAN Region”. The course, which was held 27 February to 2 March 2012 in Siem Reap, Cambodia, aimed to build the capacity to prevent and manage conflict in support of community forestry development.

The course provided both the lens to view forest conflicts, and their relation to climate change, as well as tools to manage them. A field trip to Oddar Meanchey enhanced the learning experience by providing participants with the opportunity to practice what they have learned.

At the end of the course, participants were requested to evaluate the course content, resource person and their own learning experience. General feedback was positive. Recommendations for future courses veered towards improving the field visit by interacting with the local communities in their own environment, and adapting content and delivery of presentations to suit the participants’ proficiency in English.

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2.0 Background

One of the mandates for RECOFTC in the ASEAN Multi-Sectoral Framework on Climate Change (ASFCC) is to build the capacity of the ASEAN1 Social Forestry Network (ASFN). Aimed primarily at ASEAN Member States and ASFN Secretariat, the focus of these capacity building exercises is to develop community forestry and strengthen its regional linkages to climate change adaptation and mitigation.

The second, in a series of six capacity building exercises, was a course entitled “Mitigation and Adaptation: Managing Forest Conflicts in the context of Climate Change for the ASEAN Region”. The course, which was held 27 February to 2 March 2012 in Siem Reap, Cambodia aimed to build the capacity of forest sector stakeholders and conflict management practitioners to prevent and manage conflict in support of community forestry development. The course was designed to enable participants to:

• Explain the scope and nature of natural resource management conflict, including the impacts of climate change mitigation and adaptation and its measures; • Analyze natural resource management conflict; • Assess options and strategies in conflict management; • Develop strategies for managing conflict and options presented by mitigation and adaptation measures for conflict management; and • Communicate, mediate, and negotiate to build long lasting agreements.

The 19 participants from Cambodia, Indonesia, Lao PDR, Malaysia, Philippines, Thailand and Vietnam (Annex 1) were representatives from government, NGOs, and industry who are working in the forestry and/or conflict management sector in the ASEAN region. The panel of resource persons and facilitators included forestry and climate change practitioners, and professional educators (Annex 2).

The course provided both the lens to view forest conflicts, and their relation to climate change, as well as tools to manage them (Annex 3). A field trip to Oddar Meanchey enhanced the learning experience by providing participants with the opportunity to practice what they have learned (Annex 4).

The design and development of the course was a joint collaboration between RECOFTC and ASFN, with additional support from the USAID-funded LEAF Program, and the Swiss Agency for Development and Cooperation (SDC). The Forestry Administration of the Ministry of Agriculture, Forestry and Fisheries of the Royal Government of Cambodia provided local support and helped liaise with the PACT, the NGO that helps develop the REDD+ project in Oddar Meanchey.

3.0 Course Evaluation

3.1 Course evaluation

Participants were provided with two types of feedback forms: Level 1 invites response on the administrative, logistical and technical aspects of the course; and Level 2 assesses the participant’s competences against conflict management and climate change specific attributes before and after the

1 The acronym ASEAN stands for Association of South East Asian Nations. It is made up of 10 member states in the region: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam. Page 3 of 35 course2 (Annexes 5 and 6).

Overall, participants rated the course as successful. Chart 1 summarizes the average scores for the course. The 13 criteria below can be categorized into 5 sections: clear linkages between the objectives of the program and content; sufficiency and clarity of the course materials and exercises; comfort level of the venue, accommodation and logistics; conduciveness of the working environment; and suitability of the field site. Participants were asked to rate these criteria from 1 to 5, where 1 represents strongly disagree and 5 strongly agree.

Chart 1: Participant’s Feedback

Participant's Average Feedback Score Conflict management in the context of Climate Change 6.0 4.7 4.6 4.8 4.7 4.6 4.6 5.0 4.4 4.4 4.4 4.2 3.9 4.1 4.1 4.0 3.0 2.0 1.0 0.0 Clear objectives Clear enviornment stakeholders materials support selected Appropriate length Appropriate Conducive working working Conducive Good AccomodationGood Well interaction interaction with Well the learning learning process the Sufficient/clear/relevant Sufficient/clear/relevant Nice food & refrfeshments & food Nice Useful materials on materials the job Useful Field trip well contributed well contributed trip to Field Relevant content & & content activities Relevant Good administraive logistic administraive & Good Field sites were appropriately appropriately were sites Field Good Enviornment laerning Enviornment for Good

The following conclusions can be drawn for the different sections: a. Clear linkages between the objectives of the program and content • The links between course objectives and contents delivered were clear. However, participants came with different expectations for the course: some expected more information regarding the international climate change platforms, whereas others wanted more information concerning the progress and composition of safeguards in REDD+.

b. Sufficiency and clarity of the course materials and exercises • One key feedback was that time allocated for group exercises and exchanges were beneficial, but inadequate. Most participants opined that the depth and richness of experience amongst the group was not fully tapped into. It may have made a difference in instances where more illustrations were required to expound the theoretical sessions. • Some participants struggled initially with the theoretical sessions, but grew more confident

2 RECOFTC utilizes the Kirkpatrick system of monitoring and evaluation for capacity building exercises. There are four levels, each of which allows the capacity building trainer to track an individual’s progress over a period of a few years. Page 4 of 35

when case studies and exchanges of experiences were introduced. • A majority of the participants found the course materials useful in relation to their current job scope. A few, however, preferred to have additional materials in multiple formats, for example, videos, particularly on REDD+. This is because most of them were unfamiliar with the topic, and there was insufficient time to cover the basics of climate change adaptation and mitigation. • In the latter session on mediation, participants enjoyed the role play exercise which tasked them to build consensus among different groups of stakeholders: government, local communities, and NGOs, overseen by a group of mediators. It created a safe environment that allowed them to integrate information collected from the field with negotiation and application of their mediation skills.

c. Comfort level of the venue, accommodation and logistics • Participants were generally satisfied with the venue, quality of accommodation and logistical support.

d. Conduciveness of the working environment • The physical environment of the course was conducive for learning.

e. Suitability of the field site • The selection of Oddar Meanchey as one of the world’s first community forestry REDD project proved instrumental for the overall learning experience. Participants were able to examine an on-going project for probable conflict fault lines. It also provided actual information that fed into the mediation role play. • However, participants questioned the impartiality of the field interpreter, who works for the project proponent. Some information is perceived to have been misinterpreted. It should be noted, however, that there is an inherent risk for misinterpretation of information from this type of field visits. Factors influencing this include: the fact that ASFN is a government led initiative, the language barrier, the duration etc. • The availability of time was another factor as different groups wanted more time to interact with the villagers and visit their villages.

3.2 Resource person evaluation

Participants were asked to rate all resource persons based on the following criteria: • Competency in subject area; • Ability to deliver clear and logical sessions; • Well organized and prepared; • Presented material at an appropriate pace; • Encouraged participation; and • Responded well to participants’ needs and questions.

All resource persons were deemed competent in the subject area. Participants also valued the effort and ability to respond and adapt to their needs during the sessions, as well as attempts to encourage greater participation and interaction. For some, the pace of some presentations was too fast. For others, acronyms and abbreviations need to be elaborated. Yet for others, the bright green RECOFTC slides and

Page 5 of 35 white font proved to be distracting. Some slides also contained too many texts. Conversely, some participants are not able to fully follow explanations beyond the given text. This may be attributed to participants’ varying proficiency in English.

4.3 Self-assessment

Based on ten attributes, participants were requested to rate their knowledge, skills and attitudes before and after the course. These attributes are:

a. Attribute 1 – Feelings towards conflict b. Attribute 2 – Linkages between conflict and climate change c. Attribute 3 – Stages of conflict escalation d. Attribute 4 – Strategies for managing conflict e. Attribute 5 – Principles and steps in consensus negotiation f. Attribute 6 – Conflict analysis g. Attribute 7 – Preparing for negotiations h. Attribute 8 – Negotiations i. Attribute 9 – Role of a mediator j. Attribute 10 – Safeguards in climate change adaptation and mitigation

Average differential scores3 for each competency were calculated as a preliminary assessment of the participants’ learning experiences. These scores below were calculated out of a maximum average of eight.

a. Attribute 1 – 3.11 b. Attribute 2 – 3.39 c. Attribute 3 – 3.11 d. Attribute 4 – 3.28 e. Attribute 5 – 3.50 f. Attribute 6 – 3.56 g. Attribute 7 – 3.94 h. Attribute 8 – 4.17 i. Attribute 9 – 3.89 j. Attribute 10 – 3.17

The average of these cumulative differential averages is 3.51. This score reflects the relative difficulty to summarize the results of the self-assessment, possibly due to the fact that participants came from a mosaic of context, culture, and experience.

Attributes eight and seven had the highest average differential scores; 4.17 and 3.94 respectively. These scores may relate to the exercise where participants assumed different roles and worked to find consensus based on issues identified from the field visit. The lowest scores were given to attributes one and three, both 3.11. However, it is difficult to confidently ascertain the reasons for the low scores.

3 The score of 1 indicates low knowledge, skills and attitudes, and the score of 9 the highest. Page 6 of 35

3.4 Trainers’ Observations

This section encapsulates the trainers’ feedback regarding the elements of the course, for example, participants, course sessions, course content, training methods and course materials.

a. Participants i. Even though proficiency in English was a pre-requisite for the course, the interpretation for this criterion varied widely. Consequently, some participants struggled to understand some sessions, which affected their ability to participate in group work effectively. ii. Some participants mentioned that the time for registration was too short, and for one participant it was impossible to timely arrange travels. Timely sharing information on the course and registration deadlines is critical for trainers to be able to prepare. iii. As with their English level, there was a high diversity in participants’ experience and proficiency with both conflict and climate change contents. While this made it difficult to cater to everyone equally, it also provided opportunities in encouraging the more knowledgeable participants to contribute to the learning of those less knowledgeable. At times, however, this tool was not used to its full potential. One should also highlight that despite the large differences in the experience and proficiency of the participants a high level of mutual respect was observed. b. Course sessions i. The field trip to Oddar Meanchey, while well-received, was highly dependent on the local government’s willingness and organizational support. Hence, there are limitations to the composition of stakeholders, the willingness to openly share information, and places to visit: communities’ villages. c. Course content i. This topic is new to RECOFTC, although experience with training on both conflict management and climate change is present. While the idea is to have the sum be greater than its parts, and to address the issues with a transformative ideal in mind, this is challenging. More efforts are needed to identify the nexus of conflict and climate change and to present that is a clear and understandable way. ii. The consensus building approach proved to be very helpful in maneuvering through the mediation process, and helped the participants to see the process clearer. iii. Facts and figures on the topic and clear case studies were a great asset to the course. d. Training methods i. Allocating time for a “parking lot”, where participants are given the opportunity to list their questions, was helpful to manage their expectations for the course. It also provided trainers the chance to address questions arising from previous sessions. ii. A “fishbowl” exercise at the conclusion of the course was useful to gauge the participants’ comprehension of, and response to contents delivered.

4.0 Recommendations

The following recommendations are based on the responses provided by the participants and discussions between the resource persons and facilitators.

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1. Ensure the availability of impartial interpreters for the field visit. In addition to allocating more time to interact with stakeholders in neutral venues, also consider allocating time to see the local communities’ link or dependence on the forest. 2. Set aside more time for group work, and/or sharing of experiences. However, this needs to be complemented with strict time management in order to adhere to the course objectives. 3. Resource persons should pace their presentations moderately and deliver their messages in clear, focused and simple English. Consideration should also be given to visually more appealing presentations.

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Annex 1 – List of Participants

CAMBODIA Sagita Arhidani Ratha Chan Head, ASFN Secretariat Technical Officer Manggala Wanabhakti Building, Block VII, 4th Fl., Forestry Administration Jl. Gatot Subroto, Jakarta 10270 No 40 Preah Norodom Blvd Email: [email protected] Sangkat Phsar Kandal2 Tel: +62-21-5703246, ext. 478, Khan Daun Penh +62 8788 290 2912 , Cambodia Fax: +62-21-5730136 Email: [email protected] Tel:+855 92 619 549 LAO PDR Anouxay Phommalath Someng Sim REDD+ Field Coordinator Duty of Trade and Forest Certification Office Netherlands Development Organization (SNV) Forestry Administration PO Box 9781 Nongbone Road, Saysetha No 40 Preah Norodom Blvd Vientiane Capital, Lao PDR Sangkat Phsar Kandal2 Email: [email protected] Khan Daun Penh Tel:+856 21 414091 Phnom Penh, Cambodia Fax:+856 21 414068 Email: [email protected] Tel:+855 97 777 3234 Saly Singsavanh Head of Project Yukihiro Shibuya Department of Forestry Intern Division of Planning, Thatdam RECOFTC Cambodia Country Program Vientiane, Lao PDR Forestry Administration Email: [email protected] 40 Norodom Blvd, Sangkat PhsarKandall II Tel: +856 21 219561 Khan Daun Penh Phnom Penh, Cambodia Xiong Lee Email: [email protected] REDD+ Field Officer Tel:+855 (0)86 494 845 Netherlands Development Organization (SNV) Laos INDONESIA PO Box 9781 Nongbone Road, Saysetha Ade Emilda Vientiane Capital, Lao PDR Directorate of Social Forestry Email: [email protected] Ministry of Forestry Tel:+856 21 414091 Manggala Wanabhakti Building, Block I, 14th Fl., Fax:+856 21 414068 Jl. Gatot Subroto, Jakarta 10270 Email: [email protected] MALAYSIA Tel:+62 21 5730177 Angelica Sinimis Suimin CSR Manager Sabah Forest Industries Pte Ltd No 10 Jetty Road, SFI Complex WDT No 31, 89859, Sipitang, Sabah Email: [email protected] Tel:+60 87 801 034 Fax:+60 87 801 2260

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Rejani Kunjappan Prasnee Tipraqsa Senior Manager, Community Education & Thailand Project Manager Engagement Lowering Emissions in Asia’s Forest (LEAF) 49 Jalan SS 23/15 Taman SEA 1/6M.5, Klongchonpratan Road 47400 Petaling Japa T. Suthey, A. Muang Selangor, Malaysia Chiang Mai Province 50200 Email: [email protected] Thailand Tel: +60 3 7803 3772 Email: [email protected] Fax: +60 3 7803 5151 Tel:+66 (0)80 672 0658

Salim Aman Rawee Thaworn Senior Assistant Director Thailand Country Program Officer Forestry Department Peninsular Malaysia PO Box 1111, Kasetsart Post Office Jalan Sultan Salahuddin Bangkok 10903, Thailand 50660 Kuala Lumpur Email: [email protected] Malaysia Tel: +66 (0)2 940 5700 ext 2302 Email: [email protected] Fax: +66 (0)2 561 4880 Tel: +60 3 2616 4488 Fax: +60 3 2692 5657 Sureerat Kritsanarangsan Thailand Country Program Officer PHILIPPINES PO Box 1111, Kasetsart Post Office Ana Rose Opeña Bangkok 10903, Thailand Senior Forest Management Specialist Email: [email protected] Forest Management Bureau Tel: +66 (0)2 940 5700 ext 4118 Department of Environment and Natural Fax: +66 (0)2 561 4880 Resources Visayas Avenue, Diliman VIETNAM 1100 Quezon City Nguyen Thi Khanh Van Metro Manila, Philippines Field Officer, LEAF Project Email: [email protected] Netherlands Development Organization (SNV) Tel:+63 (0)2 961 2275 Floor 6 Building B Fax:+63 (0)2 927 7278 La Thanh Hotel 218 Doi Can THAILAND Ba Dinh, Ha Noi Ahmad Dhiaulhaq Vietnam RECOFTC Thailand Email: [email protected] PO Box 1111, Kasetsart Post Office Tel: +84 916 526 356 Bangkok 10903, Thailand Fax: +84 388 688 336 Email: [email protected] Tel: +66 (0)2 940 5700 ext 1312 Pham Thanh Nam Fax: +66 (0)2 561 4880 REDD+ Advisor SNV Vietnam 42 Tran NhatDuat Dalat, Vietnam Email: [email protected] Tel: +84 909267661

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Vuong Tien Manh Scientific Officer Vietnam Forestry Administration A3 Building No 2 Ngoc Ha Street Ba Dinh District Hanoi, Vietnam Email: [email protected] Tel: +84 43 7335676 Fax: +84 43 7346742

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Annex 2 – List of Resource Persons

Toon De Bruyn Senior Program Officer RECOFTC – The Center for People and Forests PO Box 1111, Kasetsart Post Office Bangkok, 10903, Thailand Tel: +66 (0) 2 940 5700 ext 1227 Fax: +66 (0) 2 561 4880 Email: [email protected]

David Gritten Program Officer – Forest Policy and Governance RECOFTC – The Center for People and Forests PO Box 1111, Kasetsart Post Office Bangkok, 10903, Thailand Tel: +66 (0) 2 940 5700 ext 3241 Fax: +66 (0) 2 561 4880 Email: [email protected]

Jim Stephenson Program Officer – People, Forests and Climate Change RECOFTC – The Center for People and Forests PO Box 1111, Kasetsart Post Office Bangkok, 10903, Thailand Tel: +66 (0) 2 940 5700 ext 4119 Fax: +66 (0) 2 561 4880 Email: [email protected]

Regan Suzuki REDD-net Coordinator Asia-Pacific RECOFTC – The Center for People and Forests PO Box 1111, Kasetsart Post Office Bangkok, 10903, Thailand Tel: +66 (0) 2 940 5700 ext 1100 Fax: +66 (0) 2 561 4880 Email: [email protected]

Celina Yong ASEAN Social Forestry Network Project Officer RECOFTC – The Center for People and Forests PO Box 1111, Kasetsart Post Office Bangkok, 10903, Thailand Tel: +66 (0) 2 940 5700 ext 3220 Fax: +66 (0) 2 561 4880 Email: [email protected]

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Annex 3 – Course Program

GENERAL COURSE AGENDA DAY 1 Opening, Introductions, objectives, agenda, expectations Module 1: Context - Conflict over forests and land in Southeast Asia - Conflict in a context of climate change: risks and challenges Module 2: Introduction to Conflict - Definition and ingredients of conflict - Exercise: conflict risk assessment (group work) DAY 2 Module 3: Conflict analysis - Stakeholder - Causes - Options Module 4: Conflict Management Approaches - Approaches - Process of Mediation / Assisted Negotiation Module 5: Fieldtrip DAY 3 Module 5: Fieldtrip Village meeting + Reflection DAY 4 Module 5: Fieldtrip Module 6: Mediation / Negotiation Exercise - Discussion fieldtrip (options for conflict management) - Preparation role play Module 7: Role Play - Round 1: presentation issues and prioritization of the issues DAY 5 - Round 2: Assessing options and developing consensus Module 8: Safeguards - Safeguards in climate change mitigation and adaptation Module 9: Closing - Evaluation and Certificates

DAY 1: INTRODUCTION TO CONFLICT MODULE 1 CONTEXT WHEN WHAT / OBJECTIVES HOW WHO 8.00 Registration Celina Yong 8.30 Opening Speech H.E. Chea Sam Ang DDG – Forestry Speech H.E. Chea Administration RGC Sam Ang 9.00 Course Outline and Objectives Presentation Toon De Bruyn 9.15 Getting to know each other and Expectations Game Toon De Bruyn 9.45 Self Assessment Conflict Competences Questionnaire Celina Yong 10.00 Break 10.30 SESSION 1: Conflict over forest and land in a Community Presentation David Gritten Forestry Context in Asia and Discussion Setting the scene - A regional overview on conflict over forests and land in a context of social forestry. After participants have drawn a case of conflict with which they are familiar, a presentation will be given. The pictures should present key aspects (who is involved / about what / where / what has been done…) The following key questions will be addressed in the presentation: - What is understood by conflict over forest and land in a social forestry context - Perspective on the status, cause, impacts of conflict over forest and land in Asia - What are the priorities for development of policy and governance to address the status, causes and impacts of forest conflict in Asia - Group work, Questions and Answers 12.00 Lunch 13.30 SESSION 2: International Climate Change Negotiations Presentation Jim Setting the scene - A global perspective on climate change and and Discussion Stephenson forest conflict. The following key questions will be addressed: - Why conflict management is important when addressing the challenges from CC? Global and Regional perspectives - How conflict management is mainstreamed in the international climate change negotiations? - How are conflict and conflict management mainstreamed in the national REDD+ strategies? - Group work , Questions and Answers 14.30 Break MODULE 2: INTRODUCTION TO CONFLICT 15.00 SESSION 3: Climate Change - Conflict Risk Assessment: country Group work Celina Yong level perspectives Presentations and David - Participants will present back their drawings of conflict Gritten cases. - For each of the cases, the triggers of the conflict are listed - A presentation on predictors for conflict in a context of REDD+ wraps up the discussion - Participants list key questions for the field observations based on the predictors presented 16.30 Closing Day 1 18.30 Welcome Dinner DAY 2: CONFLICT ANALYSIS and CONFLICT MANAGEMENT WHEN WHAT / OBJECTIVES HOW WHO 8.30 Recap Day 1 Participants Toon De

present Bruyn MODULE 3: CONFLICT ANALYSIS 8.45 SESSION 4: Conflict Analysis Brainstorming David Gritten Analysis helps to define the conflict, recognize the conflict, and and Toon De identify the different positions and interests of the conflicting Presentation Bruyn parties, and informs the different options for the management of the conflict. Different schools of thought exist on the approach The session focuses on the following key questions: - Why analyze? - What to analyze, including the interests and values driving conflict? - Q&A 10.00 Break 10.30 SESSION 5: Rapid Conflict Assessment Case Study + Toon De Using a case study from a SE-Asian context, a process guiding the Assessment Bruyn and assessment is applied. The tool used for this, integrates Tool (CBI) David Gritten assessment of the stakeholders, issues and process, and should help answer the question: what’s next with whom? 11.30 SESSION 6: Values: Review and reflection Group David Gritten The analysis is a next step informing the management discussion approaches. More layers to the analysis will be introduced, and reflections on the interests and values which will help select the appropriate management approach. 12.00 Lunch MODULE 4: CONFLICT MANAGEMENT APPRAOCHES 13.30 SESSION 7: Conflict Management Approaches Game + David Gritten By simulating a conflict over land and resources, participants Presentation experience being a party in a conflict situation. They explore the different individual responses to conflict and based on this identify general approaches in dealing with forest and land conflict situations - Individual responses and Conflict continuum - Approaches 14.15 SESSION 8: Consensus Building Presentation Toon De Building consensus amongst the different conflicting parties Bruyn starts with the assessment of the conflict, and its potential for consensus building. The session focuses on developing an initial understanding of the conflict situation and the readiness of “moving past no”. - BATNA - Consensus Building 15.30 Break MODULE 5: FIELDTRIP 16.00 SESSION 9: Preparations Fieldtrip Group work Toon De Participants are introduced to the fieldtrip (objectives, agenda Bruyn and logistics). Based on the results so far, participants draft observation sheets and key questions for the different meetings. Towards the end results are shared, summarized and integrated in an observation sheet that will be distributed to the participants before the fieldtrip. - Identifying and defining conflict in Oddar Meanchey - Positions and interests of stakeholders, including BATNA - Processes, including next steps, options for conflict management 17.30 Closing 20.00 Movie: The man who stopped the desert (optional) Toon De Bruyn

WHEN WHAT LEAD COMMENTS DAY 3: FIELDTRIP SESSION 10: FIELDTRIP 7.00 Depart from hotel 9.30 Stretch legs and observe community forest (Sangrukha Want (monk forest)) 10.00 Meeting Village representatives Monk (Sketch)map Basic facts and figures of the village and the monk forest of the Forest uses by communities and drivers for deforestation Village and Perceptions of the project of the Roles and responsibilities of village leaders and villagers in the project as project handout Conflict and the project: conflict within the village, with outsiders, and with government and with NGO flipchart Questions and Answers Basic data on the village (population, IP, livelihoods, forest area, organization structure) 10.45 Presentation Central FA Long Documentat Introduction to the REDD+ roadmap and the REDD+ VCS site Ratanakoma ion on Drivers of deforestation in Cambodia and the project policy and Process of project development and roles of different regulations stakeholders in relation Issues / Conflicts observed throughout the process: causes and to REDD+ effects VCS Questions and Answers 11.30 Lunch 13.00 PACT Donal Yeang Brochures NGO perspective on REDD+ development with focus on conflict and What institutional and policy barriers? communicat Are expectations of communities met? ion tools What are the suggested next steps, and how is this affecting from the relationships with government project Questions and Answers 14.00 Conflict Management in the Process Group work Need to Participants can ask questions to: arrange - Define the conflict(s) in the pilot site, including examples opportunity of day to day issues affecting forest management to meet - Clarify the understanding for stakeholder analysis (4 R’s) with and causes of conflict in the pilot site different - Assess options for the management of the conflict, and people, i.e. describe the pro’s and con’s of the conflict management assign approaches followed translator to the different stakeholder s when English communicat ion is difficult 15.00 Sharing the REDD+ experiences from countries Countries

17.00 Return

WHEN WHAT / OBJECTIVES HOW WHO DAY 4: NEGOTIATION / MEDIATION 9.00 SESSION 10: Group work Participants Toon De Participants, in groups reflect on the issues and management of Prepare and Bruyn conflict in different stages and between different stakeholders in present, the stages of the REDD+ project development. They answer the followed by following questions: discussions - How big of an issue is conflict in the project? - How successful has the project been in recognizing and managing the conflict issues? - Because of the project, who is likely to win what / lose what? - To what extent has the project changed the relationships between the stakeholders? - What are the options and what are the suggested next steps for the management of the conflict? 10.00 SESSION 11: Linkages between the project site and existing / Presentation Regan Suzuki potential CC impacts and how this relates to conflict. and Q&A - Relationship between the adaptive capacity of a community to CC and the relationship with conflict - How does the project impact the adaptive capacity of the community - Trade-offs and synergies between mitigation and adaptation in forestry, and how they relate to conflict MODULE 6: MEDIATION / NEGOTIATION EXERCISE 11.00 SESSION 12: Mediation process Presentation David Gritten Taking stock: progress of the course and review of a generic Game mediation process. - Generic steps and cross-cutting issues in conflict mediation - Assessment framework for the mediation practice across the region 12.00 Lunch MODULE 7: ROLE PLAY 13.30 SESSION 13: Preparations for the negotiations Presentation Toon De In this session, participants explore the case study introduced to and group Bruyn them on day 2, to develop their mediation and negotiation skills. work They are assigned roles as either a party or a mediator and work in teams to prepare for the negotiation / mediation exercise. - Prepare arguments and strategy - Prepare protocol 15.00 Break Group work Toon De Bruyn 15.30 SESSION 13: First round of negotiations Toon De The first round focuses on identification and clarification of the Bruyn issues, common ground for negotiations and next steps. Participants review the achievements and challenges of the first round of negotiations and set the scene for the second round of the negotiation 17.30 Closing

WHEN WHAT / OBJECTIVES HOW WHO DAY 5: NEGOTIATION / MEDIATION CONTINUED and REFLECTIONS 8.30 SESSION 14: Reflections first round and Preparations second Group work Toon De round Bruyn 9.30 SESSION 15: Second round of negotiations Negotiation Toon De

A commonly identified issue is selected and negotiations are Bruyn facilitated towards the 10.15 Break MODULE 8: SAFEGUARDS 10.45 SESSION 16: Summary Presentation: Role of conflict Presentation Regan management in CC adaptation and mitigation and Discussion Suzuki - Social and environmental safeguards in CC mitigation practice - How do these safeguards help preventing conflict or actually trigger conflict. 11.30 Lunch MODULE 9: CLOSING 13.00 SESSION 17: Parking Lot During this session, participants are given the opportunity to ask outstanding questions and questions related to conflict management and climate change that are not covered in the overall agenda are presented 14.00 SESSION 18: Reflection and Evaluation Fishbowl and Toon De Using different tools and techniques, participants reflect on the questionnaires Bruyn course, and share their impressions and recommendations. Also (self opportunities to take this forward can be discussed. assessment and reaction) 15.00 Break 15.30 Certificates 16.00 Course closes

Annex 4 – Field Visit Program and Information

Field Trip to CF REDD Oddar Meanchey, Cambodia, 29 February, 2012

Introduction: The field trip will bring participants to the first CF REDD project of its kind in Cambodia and will provide participants with opportunities to interact with local community, NGO and government. The one-day field trip visit is designed to provide participants with a better understanding of, but not limited to, the following issues: • The lessons that can be learnt from Oddar Meanchey CF REDD project • Key issues that need to be addressed for Cambodia to get REDD ready, for example, forest governance, drivers of deforestation and degradation, benefit sharing etc.

Participants should review the background information about the field site ahead of the visit and are encouraged to actively interact with local stakeholder group representatives while in the field. Participants are expected to share their experiences and observations during the field trip, in order to maximize the learning experience and to provide the local knowledge foundation for building concrete recommendations on how to get Cambodia “REDD-ready”. General Information: Oddar Meanchey CF REDD Project: The Oddar Meanchey REDD project (OM CF REDD) project was initiated by Community Forestry International in November 2007, adopted by the Forestry Administration (FA) and is currently being implemented in partnership with PACT. Funding support has been provided by Danida, DFID, NZAID, and the Clinton Climate Initiative (CCI) through the Technical Working Group on Forestry and Environment (TWG-F&E). Project partner also include Terra Global Capital (TGC), the local NGO Children’s Development Association (CDA), Monks Community Forestry Association, and local authorities in . The initiative, Cambodia’s first such project, involves 13 community forestry (CF) groups, comprised 58 villages, which protected 64,013 hectares of forestland. The project will be one of the first to use new methodology and be submitted under both Voluntary Carbon Standard (VCS) and the Climate Community and Biodiversity Alliance (CCBA) guidelines. The project is expected to sequester 7.1 million metric tons of CO2 over 30 years.

Oddar Meanchey Province: Oddar Meanchey is Cambodia’s newest province. It shares a 224 km border with Thailand, and within Cambodia it borders Siem Reap, Banteay Meanchey and provinces. The province’s 6,158 square kilometers are divided into five districts: Samraong, Banteay Ampil, Chong Kale, Anlong Veng and Trapeang Prasat. Oddar Meanchey historically has been densely forested. Due to long-standing security concerns and the continuing prevalence of land mines, there have been fewer development agencies working in the province than elsewhere in the country. As recently as 2002, 75% of the province was covered with evergreen, semi-evergreen (mixed deciduous) and deciduous forest types. However, demand for timber and agricultural and settlement land has resulted in a decline in forest cover at an average annual rate of 2.1 %. The steep decline in forests relative to other areas in the country (the national level of deforestation is 0.5%) is one of the principle reasons for selecting Oddar Meanchey as the location for the first Cambodia REDD carbon offset project.

Stakeholders Information: During the field trip, we are going to visit one community forestry site (Sang Rukhawan) interact with community representatives as well as local government and NGO representatives. The supporting Institutions for the three forestry sites include: • Forestry Administration (FA); • Children Development Association (CDA); • Monks Community Forestry Association; • Pact. Below is the information about some of the organizations and each community we will visit, presented in the sequence of visits: we will meet Children’s Development Association and Monks Community Forestry Association on the first day of the field trip, and the other three stakeholder group representative on the second day. (A Field Visit Route Map is attached at the end of the document) Children Development Association (CDA) CDA is a local NGO based in Oddar Meanchey province. CDA has been implementing community forestry projects in the province since 2002 and currently plays an important role as a project partner for the OM-REDD initiative. CDA implements a range of village-level field activities and also provides valuable information from the field to help address the drivers of deforestation. Monks Community Forestry Association (MCF) MCF has been formed by the Venerable Bun Saluth, a visionary monk in Samraong pagoda (Oddar Meanchey), to support the forest protection activities at Sang Rukhawan CF, the largest of the 13 sites in the project. MCF coordinates closely with local villages to effectively protect the forest area. Sang Rukhawan Community Forestry

Background The Sang Rukhawan Community Forestry have been established since 2001 where located in the Kon Kreal commune, Samraong commune of Samraong town, Pung Ro commune of and Trapang Tav commune, Lumtong of Anlung Veng district, Oddar Meanchey province and under the territory of Samraong division and Anlung Veng division of Oddar Meanchey Forestry Administration Cantonment. It located in 33 km far from Anlung Veng town and 42 km far from province town. There are six villages are participating to sustainable community forest management and utilization with the total of 913 families and around 3,742 villagers (1,727 women).

Objectives of CF establishment In 2001, the forest resources faced deforestation and forest degradation and the daily needed of communities was also increased, so the communities agreed to establishes the CF to: • Ensure the sustainable forest utilization; • Protect forest resource for the customary use; • Conserve the forest and wildlife resource.

Forest condition The Sang Rukhawan Community Forestry located in 18,261 ha of deciduous forest area. Even it is degraded forest but abundance with tree species such as: Phachoek, Rang, Sralao, Korki and wildlife species: wild pig, deer, crocodile etc. The process of the legalization In the process of the establishment, The Sang Rukhawan Community Forestry have been approved by Ministry of Agriculture, Forestry and Fisheries dated November 19, 2008 and have been signed Community Forestry Agreement between Chief of Community Forestry Management Committee (CFMC) and Chief of Forestry Administration Cantonment since May 4, 2009. With the Community Forestry Development, the CF members have set up the CFMC’s Internal Rule dated March 24, 2006 and the CF Regulation dated September 13, 2006. Sang Rukhawan CF has won the prestigious United Nations sponsored Equator Prize celebrating outstanding community efforts to conserve biodiversity and reduce poverty. Venerable Bun Saluth received a prize of US$20,000 in an award ceremony in New York on September 20th, 2010. CONFLICT IN A CONTEXT OF CLIMATE CHANGE MITIGATION AND ADAPTATION: FIELDTRIP OUTLINE OBJECTIVES At the end of the fieldtrip, participants will • Be able to define and illustrate conflict in a practical REDD+ context • Have practiced basic skills for conflict analysis in a REDD+ context, and can illustrate this with experiences from the field • Be able to identify the drivers for conflict in a practical REDD+ context • Be able to describe the formal and / or informal conflict management processes followed • Be able to list risks for conflict and recommend ways to manage these

FIELDTRIP SCHEDULE TIME ACTIVITY LEAD Notes Evening Introduction to the fieldtrip and basic information on the project site 28 February Participants are introduced to the rapid conflict assessment sheet, which will be used to note down observations Participants prepare key questions to be answered from the fieldtrip FIELDTRIP SCHEDULE 7.00 Depart from hotel 9.30 Stretch legs and observe community forest (Sangrukha Want (monk forest)) 10.00 Meeting Village representatives Monk (Sketch) map of the Basic facts and figures of the village and the monk forest Village and of the project Forest uses by communities and drivers for deforestation as handout and flipchart Perceptions of the project Basic data on the village Roles and responsibilities of village leaders and villagers in the project (population, IP, Conflict and the project: conflict within the village, with outsiders, with livelihoods, forest area, government and with NGO organization structure) Questions and Answers 10.45 Presentation Central FA Long Ratanakoma Introduction to the REDD+ roadmap and the REDD+ VCS site Drivers of deforestation in Cambodia and the project Process of project development and roles of different stakeholders Issues / Conflicts observed throughout the process: causes and effects Questions and Answers

11.30 Lunch 13.00 PACT Donal Yeang NGO perspective on REDD+ development with focus on conflict What institutional and policy barriers? Are expectations of communities met? What are the suggested next steps, and how is this affecting relationships with government Questions and Answers 14.00 Conflict Management in the Process Participants can ask questions to: Define the conflict(s) in the pilot site Clarify the understanding for stakeholder analysis (4 R’s) and causes of conflict in the pilot site Assess options for the management of the conflict, and describe the pro’s and con’s of the conflict management approaches followed 15.00 Sharing the REDD+ experiences from countries Country representatives 17.00 Return

EXTRA PARTICIPANTS

10 members from the Community Forest Management Committee 10 members from local FA (triage, division and cantonment level) 2 Participants from Children Development Association 1 Participant from PACT 5 Policemen

The Map of Forest Cover in Cambodia, 2006

Route Map for Field Visit

Samaki CF site

Sang Rukhawan CF site

Annex 5 - Level 1 Feedback Form

Title of the Training Course/ Code No.: Mitigation and Adaptation: Managing Forest Conflicts in the context of Climate Change for the ASEAN Region Date: 27 February – 2 March 2012 Name of the Participant/Code No.:

Please note that your constructive feedback is valuable as it will help to assess the quality of our training programs and improve them to make it more effective. Kindly read each question carefully and respond openly, if possible with examples and comments. ALL QUESTIONS MUST BE ANSWERED.

1.The Objective of the Training Program and Contents Strongly Agree Neither Disagree Strongly agree Disagree Disagree nor Agree 1.1 The Objectives of the Training Program were clear.

1.2 The contents of the Training Program and activities were relevant to the Objectives.

1.3 The length of the program was appropriate.

Comments

2. The Resource Person/Facilitator Strongly Agree Neither Disagree Strongly agree Disagree Disagree (A) Facilitator: Celina Yong nor Agree

2.1 Is highly competent in the subject area.

2.2 Delivered clear and logical sessions.

2.3 Was well organized and prepared.

4.4 Presented material at an appropriate pace.

2.5 Encouraged participation.

4.6 Responded well to participants’ needs and questions.

Comments

(B) Facilitator: Toon de Bruyn Strongly Agree Neither Disagree Strongly agree Disagree Disagree nor Agree 2.1 Is highly competent in the subject area.

2.2 Delivered clear and logical sessions.

2.3 Was well organized and prepared.

2.4 Presented material at an appropriate pace.

2.5 Encouraged participation.

2.6 Responded well to participants’ needs and questions.

Comments

(C) Facilitator: David Gritten Strongly Agree Neither Disagree Strongly agree Disagree Disagree nor Agree

2.1 Is highly competent in the subject area.

2.2 Delivered clear and logical sessions.

2.3 Was well organized and prepared.

2.4 Presented material at an appropriate pace.

2.5 Encouraged participation.

2.6 Responded well to participants’ needs and questions.

Comments

(D) Facilitator: Jim Stephenson Strongly Agree Neither Disagree Strongly agree Disagree Disagree nor Agree

2.1 Is highly competent in the subject area.

2.2 Delivered clear and logical sessions.

2.3 Was well organized and prepared.

2.4 Presented material at an appropriate pace.

2.5 Encouraged participation.

2.6 Responded well to participants’ needs and questions.

Comments

(E) Facilitator: Regan Suzuki Strongly Agree Neither Disagree Strongly agree Disagree Disagree nor Agree

2.1 Is highly competent in the subject area.

2.2 Delivered clear and logical sessions.

2.3 Was well organized and prepared.

2.4 Presented material at an appropriate pace.

2.5 Encouraged participation.

2.6 Responded well to participants’ needs and questions.

Comments

3. The Training Course Materials & Exercise Strongly Agree Neither Disagree Strongly agree Disagree Disagree

nor Agree

3.1 Were sufficient, clear and relevant.

3.2 Will be useful back on the job.

Comments

4. Environment (Training Venue, Accommodation & Strongly Agree Neither Disagree Strongly agree Disagree Disagree Logistics) nor Agree

4.1 The venue, seating arrangement, room temperature and lighting were conducive to learning.

4.2 All administrative and logistic support was satisfactory.

4.3 Accommodation was satisfactory and in close proximity to the Training Venue

4.4 Meals and refreshments were delicious and no health problems encountered.

Comments

5. Conducive Working Environment Strongly Agree Neither Disagree Strongly agree Disagree Disagree

nor Agree

5.1 Current working environment is favorable for applying learned knowledge and skills to my work. Comments

Strongly Agree Neither Disagree Strongly 6. Environment (field sites, Accommodation & agree Disagree Disagree Logistics) nor Agree

6.1 Field sites/Demonstration sites were appropriately selected and allowed to make focused observations

6.2 Interaction with the stakeholders contributed to my learning process.

6.3 The fieldtrip contributed to the overall learning process.

7. Do you have any suggestions to make the training program more effective?

8. How did you contribute towards achieving the training’s objectives as compared with what you stated at the beginning of the training?

Annex 6 – Level 2 Participant self assessment Title of the Training Course/ Code No.: Mitigation and Adaptation: Managing Forest Conflicts in the context of Climate Change for the ASEAN Region Name of the Participant/Code No.:

Self-Assessment of your development in Mitigation and Adaptation: Managing Forest Conflicts in the context of Climate Change for the ASEAN Region - We would like you to reflect on your abilities and how you would like to develop them further. Below is a list of attributes that a participant may use to measure their competencies and their degree of knowledge, skills and attitudes towards policy and governance. Read through the attributes and along the continuum for each of the attributes, place an O (circle) where you think you were before the course and a triangle (∆) where you are at the end of this course. Before: O After the course: ∆

Development of Training Knowledge, Skills and Attitudes Attribute Very Low Moderate Very High

Fearful and immobilized Generally fearful, but Can confidently and when confronted with also sees potential in constructively engage when conflict conflict situations confronted with conflict Feelings towards conflict

Unaware of the link between Can give some general Can clearly explain and conflict and climate change ideas on how conflict illustrate with examples the and climate change are link between climate change Linkages between linked, but difficult to and conflict conflict and climate specify change

Development of Training Knowledge, Skills and Attitudes Attribute Very Low Moderate Very High

Stages of Conflict No knowledge of the Can describe the stages Can recognize how a Escalation different stages or of conflict escalation conflict may escalate and characteristics of escalation intensify and key characteristics

No knowledge of conflict Aware of range of Knowledge of strategies and management strategies strategies and can guide others in under influencing factors what circumstances they

will be used in managing Strategies for conflict managing conflict

No prior knowledge of the Understand major steps Can confidently describe principles or steps in and processes, only few and answer questions consensus negotiations issues remain vague Principles and steps in Consensus Negotiation

Development of Training Knowledge, Skills and Attitudes Attribute Very Low Moderate Very High

Unaware of the purpose Principles are understood Know well, and experienced or methods for analyzing in the main steps and conflict processes involved in conflict analysis

Conflict Analysis

No knowledge of the Know main steps and Can explain and carry out steps or required principles comfortably the main steps preparation of and principles stakeholders for Preparing for negotiations Negotiations

No knowledge or Basic process is Can confidently instruct experience of the understood only few areas others on the negotiation negotiation stages remain vague stages and building agreements

Negotiations

Development of Training Knowledge, Skills and Attitudes Attribute Very Low Moderate Very High

Unaware of the role and The role of a mediator is in Can explain easily to others responsibilities of a principle understood but the role and responsibilities mediator there are still some open of a mediator questions on how to guide a process and remain Role of A Mediator content neutral

Unaware of safeguards in Understand basic Can easily explain the climate change safeguards, but few areas safeguards in climate adaptation and remain vague change adaptation and Safeguards in mitigation mitigation climate change adaptation and mitigation