Appendix IV - Data Analysis Training Conceptual Framework

1. Basic Definitions and Concepts
1. Monitoring
1. monitoring: the collection, storage, analysis, and use of information
2. can include any kind of information, such as household demography, wildlife numbers, poaching, money spent on projects, amount of fish being caught, etc.
2. Data
1. data: the numbers and remarks which are written down on dataforms.
2. data doesn't usually tell us very much just by looking at it
3. Information
1. information: data which has been given meaning through analysis and interpretation
4. Data Analysis
1. data analysis: things we can do to change raw data into meaningful information. These include making mathematical summaries (such as totals and averages), looking for patterns with older data, presenting data on maps, discussing it in group, etc.
2. Monitoring in ADMADE Units
1. Data Collection Activities
1. Safari monitoring
2. Field patrols
3. Poacher case records
4. Demography
5. Financial records
6. Projects
7. Community questionnaires and surveys
8. Other
2. Uses of Information at the Community Level
1. Planning anti-poaching operations
2. Recommending hunting quotas
3. Preventing mismanagement and corruption
4. Land use planning
5. Identifying and prioritizing projects
6. Public education
7. Presenting evidence in court
8. Becoming aware of problems before they become too serious
3. Importance of Information
1. Many of the decisions/actions at a Unit are part and parcel of administration and must be made regardless of available information. The question is whether these decisions will be based on the best available information or by guess work.
2. When no monitoring information is available to guide a decision or action, people tend to base their actions on other factors, such as convenience, political or economic gain. This type of decision making can have a negative impact on natural resource management programs.
3. Monitoring data belongs to the community. The community has financed the collection of the data and has the most to gain from using the monitoring data properly.
4. Information can be a tool for empowerment. One of the factors that often prevent communities from developing is not knowing how to use information to plan development. Businesses and organizations which know how to use information to plan their activities always do better than those that don't.
5. Information can also serve as a tool to develop community cohesion and facilitate dialogue. Building cohesion is very important in community based resource management. People often feel united when they all know the same information.
6. Often the real underlying issues of a problem come out when discussing monitoring data. For example, an RMC might show a map displaying the grids where there is illegal firewood gathering. During the discussion, it may come out that those people need the firewood to make charcoal to sell, because they can't find a market for their crops. The CRB may decide that a solution would be to use the community tractor to take farmer crops to the boma two times after the harvest. Although the solution could be quite simple, the problem never would have been resolved if the monitoring data wasn't there to stimulate the dialogue.
3. Information Uses for Other Stakeholders
1. Regional Command
1. Planning anti-poaching operations
2. Knowing wildlife numbers
3. Planning projects/operations with other organizations
4. Determining staffing needs, managing staff
5. Working with the courts
2. Nyamaluma
1. Planning training courses
2. Planning visits to GMAs
3. Soliciting donor assistance for Units (e.g., electric fence)
4. Meetings with Professional Hunters
5. Advertising ADMADE areas at SCI
6. Influencing wildlife policy changes and legislation
3. Chilanga/ZWA
1. Approving quotas
2. Ensuring that wildlife laws are not broken
3. Planning staffing needs
4. Identifying priority areas for assistance
5. Setting license prices
6. Awarding safari concession leases
7. Planning programs with other government departments
8. Designing projects with donors
9. Monitoring the status of protected species
10. Applying for funding from central government
11. Answering parliamentary inquiries
12. Ensuring species protection required by CITES
4. USAID
1. Measuring impact on household livelihood
2. Evaluating sustainability of the ADMADE approach
3. Funding renewal for ADMADE
4. Accountability of US government funds
5. Reporting to USAID/Washington and the US Congress
6. Planning programs with other donors
5. Other Zambian Wildlife Organizations/NGOs (Wildlife Resources Monitoring Unit, Community Environmental Management Program, National Environmental Monitoring Network, WWF, IUCN, etc.)
1. Compare ADMADE's results with other surveys
2. Learn from ADMADE's methodology
3. Plan new programs for the wildlife sector
6. Zambian Public
1. Status of Zambia's wildlife - national resource
2. Accountability for government resources
3. Environmental education - schools
7. International Public
1. Safari hunters interested in Zambia
2. People interested in Zambia's unique wildlife - global resource
3. Lessons for other conservation projects
4. Students and research
5. International wildlife laws and treaties
6. Making private donations to ADMADE or other conservation programs
4. Information Flow in ADMADE
1. To meet the information needs of so many stakeholders, a system of information flow has been developed for ADMADE Units. Data is first collected by scouts or other data collectors, then comes to the Unit headquarters, then to Nyamaluma, and then back to the Units.
2. Nyamaluma is generally responsible for collecting and summarizing monitoring data for all Units, and sharing the results with external stakeholders. Nyamaluma staff can do this efficiently because they use computer technology. However the role of Nyamaluma is to assist Units in using their data at the Unit. It should not be seen that the monitoring data is only for people outside the Unit.
3. Information flow can break down at any point in the chain. For example, at the camp data forms can get torn or dirty. At the Unit headquarters they can become misplaced. In transit to Nyamaluma they can get lost or mis-directed. At Nyamaluma they can become misplaced or entered in to the computer incorrectly. When there is a breakdown in one part of the information chain, all the work by other people in other parts of the chain becomes wasted.
5. Basic Concepts: Direct Measures vs. Indices
1. Definitions
1. Direct measure - something which is counted or measured directly
2. Index - measuring one object to tell us something about another object
2. Examples
1. Direct measure - demographic counts, financial record keeping
2. Index - trophy size, hunt effort, search time, poacher camps, carcasses, dung piles, etc.
3. Advantages and Disadvantages
1. Direct measure
1. Advantages
1. gives good information
2. Disadvantages
1. can take a long time
2. expensive
3. labor intensive
4. just takes a "snapshot" of the system
5. some things are impossible to measure directly (e.g., attitudes)
2. Indices
1. Advantages
1. cheap
2. if done right gives pretty good information
2. Disadvantages
1. we usually don't know how good the information is
2. requires more data
3. usually only able to measure changes over time instead of absolute quantities
4. Properties of Good Indices/Indicators
1. Directly related to the object of interest
2. Sensitive
3. Measurable
4. Objective
6. Basic Concepts: Sampling vs. Measuring Whole Population
1. Definitions
1. Sampling - only a part of the area/population is observed/measured
2. Measuring whole population - every member of the population is measured
2. Examples
1. Sampling - field patrol observations
2. Measure whole population - client questionnaire
7. Basic Concepts: Measurement and Unit of Analysis
1. Measurement
1. Monitoring is all about measurement. Measurement can be quantitative (numbers) or qualitative (text).
2. Sometimes you need a tool to help you measure something, such as a tape. Other times you just need your eyes and ears. These observations are still considered a kind of measurement.
3. Often recording the spatial aspect (i.e., location) is a very important part of measurement.
4. Examples of measurement: measuring size of a trophy, asking how many people live in a household, weighing the amount of fish at a fishing camp, estimating the area of a grid which has been burned, etc.
5. Measurement should be objective. A measurement is objective if two people come up with the same result. Objectivity is important if we want to measure the same thing again in the future to look for a difference or trend.
2. Unit of Analysis
1. The thing that we measure is called the Unit of analysis. It could be an animal, a person, or a grid.
8. Basic Concepts: Sampling
1. Why Sampling is needed
1. When we don't have the resources to measure the whole area/population, we have to take a sample. Sampling can save a lot of time and money. If done correctly, sampling can give us almost as good results as if we had measured the whole population. For example, we can't measure the size of every animal in the GMA, but we can measure the ones which have been shot by hunters, and this gives us almost as good information.
2. Representativeness
1. Definition: a sample is representative of the whole population when the members of the sample have not been selected in such a way that leaves out a certain part of the population
2. A sample can be of unrepresentative when it is not chosen properly. For example if we only have field patrol observations from one camp, their field patrol results won't give us a true picture of the whole GMA. If we only survey community attitudes from households who live near an ADMADE school, we won't get a true picture of the whole GMA.
3. Selecting members randomly can help ensure that the sample represents the whole population. This is why transects have to be selected randomly, and household surveys are often selected randomly.
4. Summaries of monitoring data won't be meaningful unless we know how well our sample represents the entire population. We need to think about how our sampling might effect our summary. For example, if we only survey attitudes about ADMADE from people who live in the Chief's village, we might not have a true picture of the whole GMA. If we suspect that our results might be off because of sampling, we should report it when we present the analysis.
5. Stratification is sometimes needed is used to make certain our sample will include all of the important groups within the population. We decide on the groups for our stratification based on some characteristic such as gender or vegetation type.
3. Scale
1. Temporal scale refers to how often and for how long we measure things. For example, if we only have field patrol data for the dry season, will that give us a true picture of poaching activity?
2. Spatial scale refers to what part of the GMA is measured/visited. If the Professional Hunter avoid taking his clients to the hills, will the safari monitoring results really tell us how the wildlife is doing in the GMA?
3. The temporal and spatial scales we need to use depend on the reason why we are collecting the data. If we want to know how ADMADE is helping to improve household food security, we may only need to do a survey once every three years. However if we want to know how wildlife is doing so that we can set the annual quota, we need to take measurements more often.
4. Sample Size
1. The size of our sample is important. If our sample is too small, it may not give a true picture of the population.
2. There are mathematical formulas which can help us determine how big a sample should be, but it often takes someone with advanced training to calculate the minimum sample size.
3. Even when a sample is not big enough or is not representative, it doesn't mean that our monitoring data is useless. It only means that our summaries of the monitoring data can not be extended to describe the whole population.
5. Sampling Methods
1. To make a sample, we first need a list of the entire population. The population could be grids, households, fishing camps, poachers, etc.
2. We can make a random selection of the population by drawing names out of a hat, rolling dices, selecting every nth member, etc.
9. Basic Concepts: Extrapolation/Inference
1. When do we need to extrapolate data?
1. When we want to know something about the whole area/population but we have measured less than the whole population
2. Assumptions extrapolation is based on
1. The sample is representative of the whole population
2. Good sample size
3. If these conditions are not met, we should not try to extrapolate the monitoring results. For example, if we know how many snares were found near the village, can we multiply this amount by some factor to know the total number of snares in the GMA? No - because snaring is probably more common near village than in far away areas.
10. Basic Concepts: Errors and Confidence Limits
1. Inaccuracy in Measurement
1. Dataforms sometimes have mistakes. These can be caused by human error when making a measurement, writing it down, copying it to another piece of paper, or entering it into a calculator or computer. Some types of mistakes can be spotted, but others can not.
2. Examples of mistakes: recording the same group of animals twice, writing down the incorrect grid number, forgetting to put down some information, etc.
3. Training can help prevent mistakes, however the best way to prevent mistakes is close supervision of the data collection activity.
4. If a mistake is not caught, the effect of the mistake will spread when you do an analysis. However if the mistake is spotted and the record remove, the effect will not spread.
2. Confidence Limits
1. Confidence limit refers to how much we trust the results of our monitoring data. Many things can affect our confidence in our data. We may suspect the data has mistakes in the recording, or we may think that the sample is not representative or not big enough.
2. When we report our analysis, we should state how much confidence we have in the results. Confidence can be stated qualitatively (by describing the possible errors) or quantitatively (using statistics).
3. How much confidence we have in our monitoring data is particularly important when we are trying to detect trends. For example, if for one hunting season we get a very low average for trophy size, however we suspect that there were some problems in calculating trophy sizes that year, it will be very important to note this because that data will continue to be used for the next 3-4 years when looking for trends in trophy size.
4. We can improve the confidence we have in our data if more than one indicator shows the same trend. This is known as triangulation
11. Basic Concepts: Trends
1. Definition
1. Trend: a consistent change in one direction. Usually to detect a trend we need 3 or more years of data
2. Importance
1. When managing wildlife or community development programs, we often want to know about how things are changing. For example, we need to know if wildlife populations are increasing or decreasing, if household incomes are increasing or decreasing, or if attitudes are getting better or worse. Sometimes the trend is even more important than the absolute quantity.
2. When we are monitoring indices instead of direct measurements, often all we can tell from the data is a trend. For example, trophy size can not tell us how many animals are in the GMA. However if we have several years worth of trophy size measurement, we can tell if the number of trophy animals in the GMA is increasing or decreasing.
12. Basic Concepts: Triangulation
1. Definition
1. Triangulation is the practice of using more than one type of monitoring data to answer a question.
2. Triangulation gets its name from a navigation technique use in the bush
2. Importance
1. Often we don't have enough confidence in our indicators to trust them completely. For example, we may want to use hunting success to find out whether the number of animals in the GMA is increasing or decreasing, however we know that there are many other things that can affecting hunting success, such as the skill of the professional hunter and the time of year. However if other indicators, such as trophy size and hunting effort, also show the same trend as hunting success, then we can have more confidence in our conclusion from hunting success is correct.
2. Triangulation is quite important when you use indirect measures in monitoring. If your indicators don't agree, it's better to make the most conservative conclusion about the data. Likewise, if you only have one or two indicators, then you also have to be careful in how you interpret the results because one of the indicators may be off and you might not know it.
13. Data Forms
1. ADMADE Data Forms
1. Data forms are at the heart of ADMADE's monitoring system. Data forms help to (1) remind us what were supposed to write down, (2) make sure everybody collects data in the same way, (3) gives us a permanent record for storage.
2. Nyamaluma has developed a series of data forms which meet most of the information needs of Units. These data forms are presented in the ADMADE Data Form Manual.
2. Data form Management
1. Data forms are the property of the Unit, and should be treated with as much as care and attention as you would treat other Unit property such as firearms or financial documents.
2. Data form management has been a big problem in most ADMADE Units. A lot of work of scouts and Unit staff has been wasted because data forms were not managed properly. Managing data forms is not difficult, most of the time data forms are not managed carefully because of carelessness.
3. Proper data form management is required at all stages, from before the data forms are even filled out, to when they are stored for future use. Before data forms are passed out, they should be numbered. When a scout or other person is issued a dataform, the number(s) should be recorded in the Data Form Tracking Sheet. When returned, data forms should be inspected by the Unit leader or Deputy, signed, and filed appropriately. Usually, data forms should be put in separate folders according to year.
4. Even after they have been analyzed or summarized, data forms should be properly filed and stored. They may be needed again in the future.
14. Dissemination
1. Importance
1. Data forms don't do any good if they're just sitting in a file cabinet. In order for them to be useful, monitoring information must be delivered to the people who need it.
2. People who Need Access to Monitoring Data
1. Accountability - Unit leader, FMC, CRB, bookkeeper, Chilanga
2. Recommending hunting quotas - RMC, Unit Staff, PH, Chilanga
3. Land use planning - CRB, RMC, CDC, Unit Staff
4. Planning anti-poaching operations - Unit staff, RMC
5. Identifying projects - CDC, FMC, CRB
6. Public education - whole community
7. Working with court system - Unit Staff, RMC, police, command HQ
3. Means of Disseminating Monitoring Data
1. Reports
2. Public meetings
3. Posters & flipcharts
4. Drama
5. School programs
15. Skills: Analyzing Safari Hunting Data
1. Safari Hunting Monitoring Data Forms
1. SAFLICE
2. HUNTREC
3. TROPHY
4. CLIENT
2. Summarizing Data with Maps
1. The Unit HQ or RMC can maintain a cumulative summary of safari monitoring data using base maps. Use one base map for each type of data (e.g., kill, bait, disturbances, etc.). Cumulative base map summaries should be kept in a binder if possible.
2. Use hash marks each time the object is encountered in the grid. On the back of the base map record which hunts have been already recorded on the map so that a hunt isn't accidentally record twice.
3. At the end of the year, create a finished version of the map by coloring in the grids according to the number of hash marks. Use a consistent color scheme for all maps. You can also make a flip-chart size version of the map.
3. Tabular Summaries from Safari Monitoring Dataforms
1. SAFLICE - hunting success, hunting effort
2. TROPHY - average trophy size
3. HUNTREC - huntable trophies not hunted, grid locations
4. CLIENT - disturbances
5. See the Quota Setting Manual for sample worksheets and more details on calculating hunting statistics
4. Hunting Statistics Ledger
1. The hunting statistics ledger should be maintained to keep a permanent, organized, record of hunting statistics from year to year. See Quota Setting Manual for more details.
16. Skills: Analyzing Field Patrol Monitoring Data
1. Field Patrol Data Forms
1. FLDPAT1
2. FLDPAT2
2. Summarizing Data with Maps
1. The Unit HQ or RMC can maintain a cumulative summary of field patrol monitoring data using base maps. Use one base map for each type of data (e.g., poacher camps, species sightings, patrol locations, etc.). Cumulative base map summaries should be kept in a binder.
2. Use hash marks each time the object is encountered in the grid. On the back of the base map record which patrols have been already recorded on the map so that a patrol isn't accidentally record twice.
3. At the end of the year, create a finished version of the map by coloring in the grids according to the number of hash marks. You can also make a flip-chart size version of the map.
3. Tabular Summaries from Field Patrols
1. Average patrol length
2. Average number of scouts on patrol
3. Total patrol man-days, patrol man-days per month for regular scouts and village scouts
4. Number of arrests, total and average per patrol
5. Confiscated objects: total and number of per patrol
17. Skills: Presenting Results
1. Options for Presenting Information
1. Orally
1. Advantages
1. requires less preparation
2. reaches everyone, regardless of their education or language ability
3. can be entertaining
2. Disadvantages
1. ideas may be presented disorganized
2. easily forgotten
3. can be distorted when repeated
4. sometimes boring
3. Appropriate for
1. informal presentations
2. education programs
2. Descriptive text
1. Advantages
1. can capture difficult concepts, qualitative findings
2. won't be distorted when copied
2. Disadvantages
1. preparation time
2. difficult to reproduce
3. difficult to present to large groups
4. can't reach illiterate people
3. Appropriate for
1. Reports
2. Flipcharts
3. Summarizing main points of a talk
3. Tables
1. Advantages
1. can organize lots of data
2. good for simple figures (e.g., income)
2. Disadvantages
1. difficult to see the 'big picture'
2. may not be understood by all
3. may require supplementary explanation
3. Appropriate for
1. when its important for the actual figures to be known (e.g., financial data)
2. matrices
3. educated audiences
4. Charts
1. Advantages
1. usually easily understood
2. interesting to look at - more likely to be remembered
3. can be posted permanently - message continues to be delivered
2. Disadvantages
1. take long time to produce
2. specific values difficult to read
3. may require supplementary explanations
4. only works with quantitative data
3. Appropriate for
1. displaying data showing trends (bar and line charts)
2. displaying data showing comparisons (bar charts)
3. displaying data showing proportions (pie charts)
5. Maps
1. Advantages
1. easily understood
2. interesting to look at - more likely to be remembered
2. Disadvantages
1. takes the longest time to produce
2. may require supplementary explanation
3. can only show one variable per map, can't show trends very easily
3. Appropriate for
1. displaying simply data where the spatial aspect is important
18. Skills: Preparing Graphs and Flipcharts
1. Creating Graphs
1. Pie charts
1. Plan the look in advance
2. Use a formula to calculate angles of each slice
3. Don't use too many pie slices
4. Combine small slices together
5. Use colors to differentiate slices
2. Bar and line charts
1. Plan the look in advance
2. Draw axes first, then calculate the scale for each axis
3. Practice on graph paper
4. Bar charts easier to see from a distance than line charts
5. Make a legend
2. Creating a Flip Chart
1. Flipcharts should be prepared in advance of the meeting or presentation. Allow plenty of time to make flipcharts. One flipchart can take from 10 minutes to an hour to draw, depending on how complex it is and how carefully its done.
2. Design your flipchart first on scrap paper. Keep it simple - one topic only per page.
3. Minimize the amount of text on a flipchart. Main topics only.
4. Use pencil to draw guidelines, then use a marker. Use colors if possible to make it more interesting.
5. Make it big enough so that people five meters away can clearly see everything.
6. Leave space on the flipchart for adding comments and remarks during the meeting
19. Skills: Mapping Data
1. Use of Maps
1. Maps can be an effective way to present monitoring results. They are easy to understand by most people and quickly show relationships between the features in an area (e.g., distance to roads or rivers) and the problems in that area.
2. Making a Presentation Map
1. Decide what to put on the map - keep it simple, one topic only.
2. Material required - flipchart paper, markers, pencil, time
3. Allow plenty of time to draw the map, at least 1 to 2 hours per map.
4. Tracing the outline from a master copy. Use pencil first and then marker. Use colors if possible to make it more attractive.
5. Use clear colors, symbols, labels, etc. to make the map easy to understand.
6. Remember to make a legend.
20. Using Monitoring Information: Quota Setting
1. See Quota Setting Manual
21. Using Monitoring Information: Public Education
1. Definition of Public Education
1. Public education: any time people from the local community learn something about ADMADE
2. Public education doesn't have to be only in schools. Public education should be built into every community function
3. Public education doesn't have to be lectures. Posters, presentations from theatre groups, and information conversations, are all examples of public education
4. Public education is a two-way process. We learn from others in the community and they learn from us.
5. Education is a life-long process. There are no 'experts'. We should never think we have learned all there is to know.
2. Examples of Public Education
1. Public meetings
2. Theater presentations
3. School programs
4. Informal discussions
5. Posters
3. Importance of Public Education
1. Building Community Cohesion
1. ADMADE can only be successful if the community works together. We have many examples where different groups of people in a Game Management Area were not working together causing the whole area to suffer (e.g., people who don't benefit from projects may continue to support poaching).
2. Education helps people work together. It does this because
1. People feel like a team when they all have the same knowledge
2. People have more trust and confidence in the strategy of the program when they understand it completely
3. People are able to have more input into a program when they understand what rights and responsibilities they have
3. We know from experience that ADMADE works best in GMAs where the community works democratically. Education is an important part of democracy.
2. Creating allies in the community
1. When people understand and support the concept of ADMADE, they can provide assistance to the program. Assistance can include providing information about poaching, donating time or resources to community development projects, altering land use practices to be more wildlife-friendly, resolving conflicts with scouts or wildlife in an appropriate manner, reporting problems with scouts or illegal resource use, participating in ADMADE committees, etc.
3. Developing the community leaders of tomorrow
1. School children are going to be the leaders of tomorrow. Or they may become the poachers of tomorrow if we fail to educate about them different ways wildlife can be used.
2. Children can influence their parents and relatives. By teaching school children, we may also reach other members of the family.
4. Sample Messages for Public Education Programs
1. ADMADE is a program that is a partnership between government, the community, and the safari industry. Each partner receives a benefit from the program and each partner has a specific role to play.
2. The money for community development projects comes from safari clients.
3. There are several community-based organizations that have been set up to help the community play its part in ADMADE (i.e, CRB, VAG, FMC, AMC, CDC). Each organization has a specific function to play. Members of the community should understand these organizations and use them to make their voice heard.
4. How safari revenue is spent is left to the community. Proper management of finances is an important issue that all members of the community should be interested in.
5. The safari industry depends on the production of wildlife. Animals need certain things to live: food, water, and space. Some land-use practices conflict with the needs of wildlife, however others don't.
6. Poaching threatens healthy populations of wildlife, and is a wasteful use of wildlife compared with safari hunting. Poaching benefits one or two people at the expense of the whole community.
7. To stop local people from poaching we must find ways to meet the their food security needs. To stop outside poaching, we need good village scouts to do anti-poaching operations.
8. Village scouts are employees of the community. Village scouts who work hard should be respected and assisted. Village scouts who are lazy should be expected to do better.
9. Villagers have certain rights when it comes to dealing with conflicts with wildlife. There are appropriate and inappropriate ways of dealing with wildlife conflicts.
5. Planning Public Education
1. To be effective, education programs have to be
1. organized
2. simple
2. Ineffective education programs are quickly forgotten and don't result in any change in people's behavior. Unless people's behavior change, our education efforts are not effective.
3. The key to making public education effective is proper planning. Without proper planning, education may be disorganized and incomplete. The steps in planning are:
1. Think about the audience
2. Select a topic
3. Think of the most important points to cover (keep it simple)
4. Plan how you're going to deliver the message
4. The golden rule of teaching:
1. Tell them what you're going to teach (i.e., introduce the topic)
2. Teach them (i.e., explain it in detail)
3. Tell them what you just taught them (i.e., summarize)
5. Evaluation is an important part of education. Evaluation doesn't have to be formal or complicated. The questions you ask in evaluation include:
1. Did the message get across?
2. Why, or why not?
6. Education is a long process. Don't try to cover everything at once. You may have to go back and review the topic more than once before it really sinks in.
6. School Programs
1. Teachers are required to cover specific topics by the Ministry. However it is not difficult to include topics on natural resources, management, into subjects such as science, social studies, and even mathematics.
2. Most teachers are excited about getting new material to help them teach more effectively.
7. Using monitoring data in Public Education
1. Monitoring information can support an educational message, but is not the message itself
2. Monitoring information is an effective way to support educational messages because it is
1. relevant (i.e., concerns the community)
2. timely
3. Examples of monitoring information which can support public education:
1. Financial reports - money spent on projects
2. Safari monitoring data - population trends, revenue, hunting policies, quotas
3. Results from client questionnaires - disturbances to the safari industry
4. Field patrol data - land use patterns, poaching pressure
5. Demographic data - population growth, immigration and emigration
4. Groups within communities can get involved in research. For example fishermen can keep track of their catches. Students can keep records on household food stocks. CBD agents can record demand for family planning services. Honey collectors can be given base maps and asked to record where they see wildlife or habitat disturbances. These can all be used for public education and planning.
22. Using Monitoring Information: Co-Management Plans
1. About Co-Management Plans
1. A co-management plan is an agreement between the community and government
2. "Co" comes from the word 'cooperation'. It means that several stakeholders will work together to manage the resources in the GMA.
3. "Management" includes activities which determine how the resource will be used, how it will be protected, and how it will be monitored.
4. Co-management plans should cover all natural resources in the area, not only wildlife, including fish, forest products, and minerals.
5. Co-management plans are required under the 1998 Wildlife Act. A co-management plan is required in order for communities to continue to get benefits from safari hunting.
6. Co-management plans are legally binding and hence should be realistic. The community should not promise to do things they aren't capable of. Likewise government departments and other stakeholders should not promise to do things they aren't capable of.
7. Co-management plans must be signed by all stakeholders involved in managing the resource. This includes local government, traditional rulers, central government, private companies, and the community.
8. Community Resource Boards are the representatives of the community when developing a co-management plan. However they should not be the only ones involved in developing the co-management plan.
2. Elements of a Co-Management Plan
1. The co-management plan should have a separate section for each type of resource (forest resources, wildlife, fisheries, minerals, etc.)
2. Each section of the co-management plan should include:
1. A description of the resource (inventory)
2. A map showing the distribution of the resource in the GMA
3. A list of the different stakeholders of the resource (e.g., users, managers, legal stewards, etc.). Stakeholders should include both organized groups (e.g., forestry department) as well as non-organized groups (e.g., women, honey collectors). The "community" usually is not a stakeholder by itself, because the "community" can be broken down into smaller groups based on gender, livelihood, wealth, access to land, etc.
4. A description of how the resource is currently being used and whether that use is sustainable.
5. A description of how the resource is currently being protected
6. An action plan for improving the use and protection of the resource. The action plan should clearly state the responsibilities of each stakeholder.
7. A plan for how conflicts between stakeholders over use and management of the resource will be resolved.
8. A plan for how the resource will be monitored.
9. A plan for how the co-management plan itself will be periodically reviewed and adapted if needed.
3. Developing a Co-Management Plan
1. Identify a small team of individuals to oversee and be responsible for development of the co-management plan.
2. List resources in the GMA and stakeholders. See note in previous section about defining stakeholders.
3. Assemble all available information on resource use, protection, inventory, etc.
4. Identify new information needed and collect if possible.
5. Prepare profile of each resource.
6. Schedule a workshop for all stakeholders to develop co-management plan.
7. After a plan has been agreed upon, organize open meetings to educate the public on the plan
8. Getting help on developing a co-management plan (e.g., Nyamaluma, NGOs, CBNRM program).
4. Information Needs for Developing Co-Management Plans
1. Information on each resource must be collected and compiled before the co-management plan workshop
2. Resource inventory - how much of each resource, trends
3. Resource distribution - where it is
4. Current resource use - where and how much, sustainability
5. Current management - practices, constraints, needs
6. Filling in the gaps - gathering new data
1. Surveys & interviews
2. Measuring resource use

Acknowledgements | About the Report | Acronyms | Introduction | Monitoring in ADMADE | Synthesizing Results | Interventions | Conclusion | Bibliography | Monitoring Framework | ADM Menu System | Data Analysis Conceptual Framework | Monitoring Workshop Notes | Additional Research Readers' Comments | Make Comments